zilongwang/ReadingBank huggingface dataset:
ISCT Example: Source Document Review Requirements General comments: 1. Adding it to personnel log or role delegation log as a QI or SI responsibility can’t hurt 2. This is sample of how a protocol would read 3. Also a sample of how labs should be reviewed for e and paper version Measure Record on CRF/eCRF Annotate as CS or NCS on CRF Annotate as CS or NCS in source documents Hb ✓ ✓ 3 3 ANC ✓ ✓ 3 3 Platelets ✓ ✓ 3 3 Other heme values 1 2 3 ✓ AST ✓ ✓ 3 3 Other LFTs 1 2 3 ✓ 1. Only if clinically indicated or centre practice 2. Only if considered clinically significant (i.e. requiring dose modification or resulting in symptoms) and related to protocol therapy; [depending on trial management may add as a lab value or as an adverse event] 3. Not required for this protocol. For labs required by the protocol causality will not be reported but incidence by arm reported CS = clinically signficicant: NCS = Not clinically signficiant
ISCT GENERAL COMMENT #5 We suggest a meeting with all relevant stakeholders. We this is crucial to hear the pros and cons and decide on a path forward together with the European Commission, EMA IWG, Academia, Industry, Hospitals, and other stakeholders.
Resolution 59 (Rev. 201) of WTDC, on strengthening coordination and cooperation among ITU-R, ITU-T and ITU-D on matters of mutual interest. Composition of the coordination team on issues of mutual interest: The will consist of representatives from the three Advisory Groups, keeping in mind the need for regional balance. The ISCT is chaired by Mr Fabio Bigi, and vice-chaired by the appointed RAG, TSAG and TDAG representatives: RAG representatives: Mr Peter Major and Mr Albert Nalbandian (Vice-Chairmen of RAG); TSAG representatives: Mr Vladimir Minkin and Mr Matano Ndaro (Vice-Chairmen of TSAG); TDAG representatives: Ms Nurzat Boljobekova and Mr (Vice-Chairmen of TDAG). Secretariat support The support of the group activity will be provided in accordance with Resolution 191 (Busan, 2014). Working methods The will use the e-mail list . The interactions may include e-mail exchange via the e-mail list or through electronic meetings. Possible physical meetings may be held if deemed necessary, preferably in conjunction with advisory group meetings, and within available resources, to finalize the work. Annex 2 Changes made to WTDC Resolution 59 by WTDC-17 RESOLUTION 59 (REV. ) Strengthening coordination and cooperation the three ITU Sectors on matters of mutual interest The World Telecommunication Development Conference (), recalling a) Resolution 123 (Rev.) of the Plenipotentiary Conference, on bridging the standardization gap between the developing1 and developed countries; b) Resolution (Rev. , 2014) of
: End to end connectivity, networks, interoperability, infrastructures and Big Data aspects related to IoT and SC&C : Requirements, capabilities, and use cases across verticals : Architectures, management, protocols and Quality of Service : services, applications and supporting platforms : Research and emerging technologies, terminology and definitions : Security, privacy, and identification : Evaluation and assessment of Smart Sustainable Cities and Communities : Terrestrial broadcasting delivery : exposure to electromagnetic fields (EMFs) from information and communication technologies (ICTs) : : television delivery of digital services and applications that use Internet protocol (IP) and/or packet-based data over cable networks : Work programme, coordination and planning : Coordination of access and home network transport standards : Broadband access over metallic conductors : Broadband in-premises networking : Broadcast service assembly and access : Software components application programming interfaces (APIs), frameworks and overall software architecture for advanced content distribution services within the of Study Group 9
Dated this ________ day of ____________________ 20_____. APPENDIX A Re: Job Classifications and Rates of Pay Job Classification January 1, 2017 2.0% January 1, 2018 1.5% January 1,2019 1.0% GROUP 1 Trainee(*) File Clerk 18.56 18.84 19.03 GROUP 2 Teller 22.10 22.43 22.66 GROUP 3 23.09 23.44 23.67 GROUP 4 Fin. Services Admin Member Info Officer 23.83 24.18 24.43 GROUP 5 Fin. Service Rep 1 24.90 25.27 25.52 GROUP 6 Fin. Service Rep 2 28.22 28.65 28.93 GROUP 7 Acct Manager 1 29.64 30.09 30.39 GROUP 8 Acct Manager 2 31.42 31.89 32.21 GROUP 9 Acct Manager 3 33.64 34.14 34.49 Note 1: Upon successful completion of the probationary period, salary will progress to the next step of the salary range as appropriate. Further step progression will take place on year after the date of hire which then becomes the employee’s anniversary date. Note 2: "Step progression" is defined as follows: Step 1 (date of hire) 85% of job rate. Step 2 (completion of probationary period) 90% of job rate. Step 3 (12 months after date of hire) 95% of job rate. Step 4 (18 months date of hire for Tellers) 100% of job rate. Step 4 (24 months after date of hire for all other positions) 100% of job rate. Note 3: When an employee is promoted into a higher pay band, the employee will be a minimum 5% increase until they reach the job rate of that pay band. Note 4: Casual in Lieu Pay: Casual employees shall receive additional compensation equal to 10% of their hourly rate for each hour worked in lieu of statutory holiday pay, illness and injury leave and benefits coverage. (Clause 25.8[a])
ISC CDS / Relias Training Crosswalk Training for new Independent Support Coordinators is required within 120 days of date of hire. See below the crosswalk from CDS/old provider manual requirements to the Relias/2014 provider manual requirements. For more training info and resources see the DIDD Training home page DIDD Staff Development Plan/Training Resources Guide and the Training Requirements for Provider Staff Categories. 120 Days from Hire – previous requirements(2010) New 120 days from Hire – Relias Learning (2014) Classroom DIDD training – Intro to Developmental Disabilities People with Disabilities Building Relationships & Community Memberships – Web-based or classroom Classroom DIDD training – Assessments TNDIDD Assessments - Web-based training Classroom DIDD Training – Waivers and TennCare TNDIDD Waivers – Web-based training Classroom or CDS web training – TNDIDD PFH: Protection from Harm training with training on the DIDD Incident Management Forms TNDIDD PFH: : Identifying & Preventing Dependent Adult Abuse & Neglect & Protection from Harm & Incident Mgmt Forms –Web-based or classroom Classroom DIDD Appeals training DIDD Appeals training - classroom 2-day Classroom training – Person Centered Thinking training Person Centered Thinking Training - 2-day classroom training Classroom – Person Centered ISP Training Person Centered ISP Training- classroom Classroom – Outcomes and Action Steps with a Follow Up class Outcomes and Action Steps component will be integrated into the Person Centered ISP training Title VI (federal requirement annually) Title VI (federal requirement – annually) or classroom HIPAA and Confidentiality (federal requirement) Confidentiality & HIPAA (new DIDD annual requirement) - Web-based or classroom Universal Precautions Blood-borne Pathogens (new DIDD annual requirement to meet universal precautions) – Web-based or classroom Information & Training Specific to the Person - classroom Mentoring and guidance with opportunities to practice support coordination duties in a manner that promotes development and mastery of essential job skills (performed by each ISC Provider) Mentoring and guidance with opportunities to practice support coordination duties in a manner that promotes development and mastery of essential job skills (performed by each ISC Provider)
PERSON SPECIFICATION This form lists the essential and desirable requirements needed in order to do the job. Applicants will be shortlisted solely on the extent to which they meet these requirements. Job Title: Project Administrator Job ref no: ISD-0024-18 Grade: 4 Department: Infrastructure Services Directorate Accountable to: Director, Estates Development Responsible for: N/A Evidence Competency Essential Assessment *A and/or I Desirable Assessment *A and/or I Communication Strong interpersonal and communication skills. Confident communication with all levels of staff and external contractors. Display tact, discretion and a professional manner at all times. A/I A/I A/I Service Delivery Ability to work accurately with attention to detail. To be able to support a team and plan own workload. Experience of arranging meetings. A/I A/I A/I Planning and Organisation A good eye for detail and ability to produce accurate and timely written and verbal reports. Good time management and the ability to plan, manage and prioritise own workload. A/I A/I Knowledge and Education Proficiency with Microsoft Word, Excel, Powerpoint and Outlook. Good secondary education to A level or equivalent. A/I A Knowledge of Sharepoint. Experience in minute taking. A A/I
PERSON SPECIFICATION This form lists the essential and desirable requirements needed in order to do the job. Applicants will be shortlisted solely on the extent to they meet these requirements. Job Title: IT Project Manager (Fixed Term) Job ref no: ISD-0124-18 Grade: 6 Department: Infrastructure Services Directorate Accountable to: Chief Information Officer Responsible for: N/A Evidence Competency Essential Assessment *A and/or I Desirable Assessment *A and/or I Training and Education Degree or HND in an IT related subject. Formal training in project methodology (Prince2, APMP etc). Knowledge of the general principles of information technology such as its role in: decision support; methods of data capture, storage and retrieval; development tools; operating systems; networks; security. In addition, awareness of the latest developments in these areas. A (Killer) A (Killer) A Knowledge of ITIL Service Management framework and processes. A Experience Project management experience in one or more of the areas in the College's programme of work as outlined in the job description Demonstrable experience of advanced planning techniques including; plan design, dependency identification, estimation and scheduling I A/I Significant experience gained in a sophisticated highly complex environment in a Higher Education establishment I
Corinne Daffern (Pac Mtn. WDC) Don Kay (DSHS/DVR) Members: Erin Frasier (SBCTC/Workforce) Mary Ellen Laird (Workforce Central) Louisa Erickson (DSHS) Mark Mattke (Spokane Area WDC) Marie Bruin (ESD) Gary Smith (Northwest WDC) Cindy Wilson (SBCTC/BEdA) Michele Mulhern (DSHS/DVR) Jairus Rice (ESD) Kari Newitt (ESD) Clifford Leach (DSHS/ESA) Michael MacKillop (DSB) Timolin Abrom (ESD) Tony Hanson (Commerce) Michael Corcoran (DSHS/HCS/SCSEP) Debbie Aoki (ESD/Job Corps) Governor Approach for Contested MOUs Lead: Elise Rowe (ESD) Members: Rich Coleman (ESD) Cindy Wilson (SBCTC/BEdA)
Fine Arts Course Course Number: Summary of Course Content: Global Global Dimension: Mathematics Course Title: Course Number: Summary of Course Content: Global Global Dimension: Mathematics Course Title: Course Number: Summary of Course Content: Global Global Dimension: Mathematics Course Title: Course Number: Summary of Course Content: Global Global Dimension: CTAE Course Title: Course Number: Summary of Course Content: Global Global Dimension: CTAE Course Title: Course Number: Summary of Course Content: Global Global Dimension: CTAE Course Course Number: Summary of Course Content: Global Global Dimension: Other – please specify Course Title: Course Number: Summary of Course Content: Global Global Dimension: Other – please specify Course Title: Course Number: Summary of Course Content: Global Global Dimension: Other – please specify Course Title: Course Number: Summary of Course Content: Global Global Dimension: Extracurricular and Other School-Sponsored Activities What opportunities do students have to meet extracurricular requirements for the International Skills Diploma Seal? Please list all opportunities offered by your school and specify how students engage with people from other cultures at those events.
The basis for any statements made by the issuer regarding its competitive position. In respect of an investment vehicle, a detailed description of its investment strategy, which must include such matters as: the sectors, countries and regions in which it will consider making investments; what expertise the directors of the issuer have in such sphere of activity; the identity and expertise of any discretionary fund managers or investment professionals involved in investment decisions; whether it will be an active or passive investor, and how widely it intends to spread its investments; and whether or not the issuer intends to return its cash to shareholders in the event that the issuer fails to substantially implemented its investment strategy. Guidance Note on Paragraph 14 of Appendix 1 The investment strategy must be sufficiently precise in terms of sector and geographical focus to allow a reasonable investor to make an informed assessment of the issuer’s focus, prospects and the expertise that the directors of the issuer have in such sphere of activity. The directors will be expected to limit their focus to a particular sector and region. In the case of an investment vehicle, a statement that if the issuer has not made a material investment within one year following admission it will either seek shareholders’ approval in respect of each subsequent year for the further pursuit of its investment strategy or return its cash to shareholders, and that such approval will be sought in each subsequent year if it has not made by then a material investment. Organisational Structure If the issuer is a member of a group, a brief description of the group and of the issuer’s position within the group. A list of the issuer’s significant subsidiaries, including name, country of incorporation or residence, proportion of ownership interest and, if different, proportion of voting power held.
MESA Engineering Program—SJSU Remedial Core GE Fall 2017 Catalog Industrial & Systems Engineering (120 units) ENGL 1AF (3) ENGL 1A (3) CHEM 1A (5) 1 Math 30 (3) or Math 30P/PL (5) + workshop (1) MATE 25 (3) ISE 135(3) 5 ISE 120 (3) 6 ISE 195A (3) GE Check List: Basic Skills (9 units) A1: (3) A2: (3) A3: * Pending Degree *(3) Humanities (9 units) C1: (3) C2: ENGL 1B 3) C3: (3) Social Science (9 units) 3 Math 32 (3) 2 ISE 102 (3) 4 ISE 130 (3) CMPE 30 CMPE 30↗ 6 ISE 140 (3) 7 ISE 195B (3) KEY: D1: (3) D2: (3) D3: (3) Human Dev. (9 units) E: * Engineering 10 *(3) Social Science (9 units) US1: (3) US2: (3) US3: (3) Pre‐requisite Co‐requisite CMPE 30 (3) ME 20 (2) Path Additional Requirements: ISE 135↗ ISE ENGR 10 Pre‐Requisite English 1A Readiness Required Math 19 Readiness Required Generals Education Technical Elective Courses: (6 SJSU Studies: (9 R&Z: ENGR 100W (3) S: (3) V: (3) Disclaimer: This chart is only a reference and not an document from the college/department. Always consult your with major advisor Revised: Summer 2017/Prepared by: MESA Engineering program—SJSU (2014)
ISE Intent Form Applicant Name: Email Address*: Required Undergrad University: Undergrad GPA: Undergrad Degree: If applicable MS University: MS GPA: MS Degree: Required GRE GRE Quant: GRE Verbal: GRE Analytical Writing: If applicable TOEFL Total: TOEFL Speak:
The Search Results I focused on three different forms of non-invasive tools that could help to prevent side effects, as well as the negative impacts these could possibly have. First, I researched nanoparticles that specifically target harmful tumors and can remove tissue for testing. Next, I looked into drug delivery capsules. These both required additional research of how remotely control tools inside of the body functions. Finally, I looked into dissolving surgical screws that only require one surgical procedure, reducing the risk of infection. Researching all of these topics revealed technologies that could be shared among the tools and all would be effective in reducing side effects. Nanoparticles are able to carry non-viral DNA to different cells in the human body. They target cells with mutations such as cancer and use the non-viral DNA to alter the genetic coding of the cell. The non-viral DNA when contained in the polymer was more effective at attacking the malignant tumor than the naked DNA. The nanoparticles more accurately target the tumor in order to lower the dosage of medicine needed and are less toxic than a procedure such as chemotherapy. One type of nanoparticle that is being developed is made from polyethylene glycol which allows the nanoparticle to go undetected by proteins and white blood cells due to its water-like properties. It also has peptides that bind with the specific cell in order to deliver the desired drug.1 Therefore, it is successfully delivered to the correct cell without outside interference. Another type of nanoparticle is created from biodegradable poly esters (IPBAEs). These can be stored for at least two years without losing their efficiency, whereas the ones made from polyethylene glycol were made of a mesh-like net so the drug cannot last as long.2 Doctors found that when the drug was delivered by the nanoparticle it had a much higher concentration in the tumor the day after taking the drug1, 2.
Info for ISEE-U Parificato Tuition fees at the University of Rome Tor Vergata are based on the student’s family income; in order to calculate it for international students, the University will need a document called Scheda Raccolta Dati per Indicatore Parificato, which can be issued only by CAF Offices in Italy. Here follows the list of documents to be submitted to the CAF Office to obtain the Scheda Raccolta Dati per Indicatore Parificato: Family Income for the year 2015 (issued, legalised and translated in Italian by the Italian Diplomatic Authorities) Family Status (issued by the Italian Diplomatic Authorities) Copy of passport Copy of Fiscal Code The Scheda costs 11.70 euro, which the student will have to pay directly to the CAF Office. A photocopy of the Scheda will then have to be carried to the International Students Office Central Administration, Rettorato) by 15th December 2017. International Students Office – Opening Hours*: From Monday to Friday: 09 am -12 pm Wednesday: 2 – 4 pm *Opening hours until 6th November 2017. From 7th November the Office will open according to the following schedule: Mon-Wed-Fri: 9 am – 12 pm Wed: 2 – 4 pm Please note: Not submitting the ISEEU to the University will imply for the student the payment of the maximum rate of the yearly tuition fee of the course (80% of the maximum rate for the students coming from low-income economies or lower-middle-income economies; 100% of the maximum rate for all the other international students).
How did you find out about ISEP? Website Teacher/School Family/Friends Past participant Other (please describe) Have you applied for ISEP before? No Yes ‐ complete below Year: Have you attended ISEP before? No Yes ‐ complete Year: Please list your current school subjects including all details: e.g. Mathematics, Science, English Please base your responses to the below from ISEP 2017 to now. Do you still have the same motivations, interests and enthusiasm for science, engineering and mathematic? Please provide details.
Source: U.S. Census Bureau, 2010-2014 American Community Survey 5-Year Estimates MSJC service area consists of 33 zip codes within the district boundary Mt. San Jacinto College’s service area has a higher percentage of females compared to both Riverside County and the State of California. Gender California Riverside County MSJC Service Area Total population 38,066,920 2,266,899 947,346 Male 49.70% 49.80% 48.97% Female 50.30% 50.20% 51.03% Source: U.S. Census Bureau, 2010-2014 American Community Survey 5-Year Estimates MSJC service area consists of 33 zip codes within the district boundary There are 589,434 people in the Mt. San Jacinto College service area that are 25 years old or older. The table below shows their highest level of education attained compared with California and Riverside County. A majority of this population has earned a high school diploma or equivalency with only about 17% earning less compared with 18.5% and 20.2% in California and Riverside County respectively. Just over 1 in 4 in this population has earned a high school diploma or equivalent and another 36% have completed at least some college or an associate’s degree. There is large gap in the percentage of the population earning bachelor’s degrees or higher in both the county and the service area as compared with the state. Roughly 20% of the population of both Riverside County and Mt. San Jacinto College’s service area have earned a bachelor’s degree or higher compared with just over 30% for California. EDUCATIONAL ATTAINMENT California Riverside County MSJC Service Area Population 25 years and over 24,865,866 1,410,823 589,434 Less than high school graduate 18.50% 20.20% 16.92% High school graduate (includes equivalency) 20.70% 25.50% 26.46% Some college or associate's degree 29.80% 33.50% 36.32% Bachelor's degree 19.60% 13.40% 13.09% Graduate or professional degree 11.40% 7.40% 7.23% Source: U.S. Census Bureau, 2010-2014 American Community Survey 5-Year Estimates MSJC service area consists of 33 zip codes within the district boundary
Job title: iSeries Specialist Department: IT Reporting to: Technical Support Manager Date reviewed: August 2012 Departmental goals: Provide 3rd line support for the iSeries platform. Support to entail fault diagnosis, remediation, structural improvement for the platform and the integration thereof within the Admiral Group infrastructure. Purpose and scope of role: Role holders will support technical staff in the general identification and resolution of faults, incidents and problems. They will be expected to monitor identify and report problems/variances within given guidelines, and contribute to the delivery of new technology/services and infrastructure. They will make recommendations to change/adapt processes in order to facilitate their work and the work of others. Specific to the role: Process Fault diagnosis, correction and escalation process for the Admiral iSeries estate. Proactively manage and address risks and issues in either the existing environment or as part of the service transition process. Communication and Knowledge-sharing Provide technical consultancy, where appropriate. Knowledge transfer and technical mentoring for technical teams. Produce (or contribute to) documentation of a high-quality and sufficient detail for existing or new services. Provide briefings for the Technical Support Manager, and communicate effectively and appropriately at all levels. Delivery and Relationship Management A delivery-focussed approach with accurate estimation of time and effort for all undertaken work. Maintain a good relationship with customers and technical partners, ensuring good expectation management. Key Areas of Focus JOB DESCRIPTION ACTIVITIES Change Requests Ensure all change requests are completed successfully and within the required . Helpdesk Complete 95% of Helpdesks within the required and work with customers to ensure incidents are closed to their satisfaction. Change Management Ensure all changes are correctly planned, documented, and implemented according to plan.
Name Description Formats O S Z A P C MOV Move Data O2 SR,R/M16 R/M16,SR Move Byte MOVSW Move Word MOVSD Move Dword MOVSX Move Signed R16,R/M8 R32,R/M8 R32,R/M16 MOVZX Move Unsigned R16,R/M8 R32,R/M8 R32,R/M16 MUL Unsigned Multiply R M C ? ? ? ? C NEG Negate R M C C C C C C NOP No Operation NOT 1’s Complement R M OR Bitwise OR O2 0 C C ? C 0 POP Pop From R/M16 R/M32 POPA Pop All POPF Pop FLAGS C C C C C C PUSH Push to R/M16 R/M32 I PUSHA Push All Push FLAGS RCL Rotate Left with Carry R/M,I C C R/M,CL RCR Rotate Right with R/M,I C C Carry R/M,CL REP Repeat REPE/REPZ Repeat If Equal Repeat If Not Equal RET Return ROL Rotate Left R/M,I C C R/M,CL ROR Rotate Right R/M,I C C R/M,CL SAHF Copies AH into C C C C C FLAGS
Name Description Formats Flags O S Z A P C SHR Logical Shift to Right R/M,I C ? ? C R/M, CL SHL Logical Shift to Left R/M,I C R/M, CL STC Set Carry 1 STD Set Direction Flag STOSB Btye STOSW Word STOSD Store Dword SUB Subtract O2 C C C C C TEST Logical Compare R/M,R 0 C C C 0 R/M,I XCHG Exchange R/M,R R,R/M XOR Bitwise XOR O2 0 C C C 0
Summer Pre-work needs to be completed prior to first class 26 August Start studying through Moresteam, pace yourselves Study Sessions 1-8 and 11 and 12 in Moresteam, complete, first pass, to be ready for Lab I Wk 1a: 26 Aug Course Overview, Operational Excellence, Intro to Quality and Productivity and Integrated Lean and SixSigma in context of ISE Intro to LS and the course; Roadmap Work, contextual overview, examples of some better projects to give you a DONE perspective, Tee Up Lab I--LEANsigma Read at 2 Final TG articles Wk 1b: 29 Aug Lab I—LEANsigma Simulation (8:30-4 pm) Baker 120 Physical, Experiential Simulation of Lean Concepts and Principles Pre-study—you should be done with Moresteam Sessions 1-8 and 11 before this Lab! Wk 2: 2 Sept DEFINEStage: Picking right projects, Value Stream Analysis, Voice of Customer and Business. Preparing for Tollgates. Tollgate management. Define Tool Practice, preparing Define TG, Review D and M TG’s from Lab I We’ll be focusing on Sessions 1-8 and 11, again, in this meeting Wk 3: 9 Sept DEFINE to Measure Transition Wk 4a: 16 Sept MEASURE: Intro to Measure Stage Review of Measure TG’s from actual projects, more work from Lab I, Measurement Plans, work with VSM and VSA, Measurement Systems Analysis DONE with all of Measure and headed into Analyze in Moresteam and Blue Book, Session 10, deep dive prior to Lab II Wk 4b: 20 Sept (Sun) Lab II—leanSIGMA Simulation (8:30-4 pm) Baker Physical Hands-on Simulation of Six Sigma Concepts and Principles and Tools Wk 5: 23 Sept Measure: Charting Process Behavior, understanding Process Capability Working with Lab II, Tee up Part D of the Lab
Wk 6a: 30 Sept Measure continued and Analyze Exploratory Data Analysis, Measurement Planning, Process Capability, Practice Wk 6b: 4 Oct (Sun) LAB III—Change Leadership and Management An experiential day of self-examinization, look at trust, work with feedback, get to know yourself and others better Wk 7: 7 Oct Analyze I: Root Cause Analysis EDA c Wk 8: 14 Oct Analyze Confirmatory Data Analysis Practice Wk 9: 21 Oct Lab 3 Continuation + Analyze II: CDA work Continue to work with abstractions, practice CM plus CDA data set work Session 2 of MS is their material on this subject and Session 9 Moresteam Wk 10: 28 Oct Analyze III: CDA and A to I transition Analyze III: Launch Sigma Brew—Lab IV Dm done Confirmatory Data Analysis and A to I transition ANALYZE Session 9 Moresteam completed Wk 11: 4 Nov Lab IV Ma done Wk 12: 18 Nov Lab IV—Ai done Wk 13: 2 Dec Lab IV—Ic done Wk 14: 9 Dec LAB IV—CR done Course Capstone FINAL: 10-11-12 Dec Final Final Exam (Moresteam) This is your comprehensive written exam that is required for your LS Basics Certificate (not GB certification but the foundation EXAM Windows will be 6-9 Dec if that is agreeable. I’ll provide multiple 5 hour windows for you and have portions
Contact Us IDEA South Flores 6919 S. Flores St. San Antonio, TX 78221 (210) 239-4150 www.ideapublicschools.org Office Hours: 7:30 a.m. – 4:30 p.m. _____________________ Hailey McCarthy Principal - Academy Constantine Polites Principal – College Preparatory Christina Flores Assistant Principal of Instruction Evan Yates Assistant Principal of Instruction Rachel Palkoner Assistant Principal of Operations Principals’ Message Open Door: Thursdays, 2-4 Every Thursday we host ‘Open Door’ from 2pm-4pm for our families to see our curriculum in action. Parents also have an opportunity to invite family or friends that may be interested in attending our campus next year. We also have Information Sessions which are held every other Tuesday or Thursday from 530-630 for families that want to learn more about IDEA. Please contact Jessica Garcia, Administrative Assistant, at to save a spot! college Prep Saturday School Sessions College Prep Saturday School Dates We have two more Saturday school sessions before our next assessment: 2/22 and 3/1. Scholars who have received notice for Saturday school are required to attend. College Prep Interim Assessments On Monday, March 3rd, and on Thursday, March 6th, 6th grade scholars will take their Interim Assessments (IAs). Please make sure that scholars are present on these days, so they do not fall behind with their academics. Letter of Intent Last week, Letters of Intent were sent home with your scholar’s progress report. These letters will make sure to reserve your scholar’s spot at IDEA South Flores in the 2014-2015 school year. If you do not send a signed Letter of Intent, your scholar will not be guaranteed a spot at IDEA South Flores next year. Thank you for sweating the small stuff to ensure that your scholar remains on the road to and through college. Scholars of the week Kinder: Malania Escobedo 1st grade: Kayla Moreno 2nd Annabella Castillo 6th grade: Matthew Hernandez Athziri Luna
ISANA VIC/TAS NEWSLETTER FOR 2015 Due to technical difficulties beyond our control the ISANA Victoria/Tasmania Committee would like to apologise to our members/non-members for the inconvenience caused while registering for the PD session in November. Please note registrations details below: The ISANA Victoria/Tasmania PD Team would like to invite members and non-members to join our last Professional Development session on Thursday 19 November 2015. 12 noon- 1.00pm Registration and a networking 1.00 -2.00 Victorian / Tasmanian Branch AGM 2.00 - 2.30 The session will introduce an overview of the new OHSC report on International students and health that has been commissioned by ISANA Vic/Tas and compiled by Dr Kate Dempsey International Students Pay upfront at Emergency - Crushed hand? - Kate Dempsey Did you know that international students are still being discriminated against at hospitals in Victoria and all around Australia? Here is an example… In 2014 Louis was involved in an incident in the automotive workshop during class, where his hand was crushed when lowering a car. He was taken to the nearby public hospital by his teacher for emergency treatment. Upon arrival, he was told that he had to pay $500 upfront to receive treatment. He was not given any option to be invoiced or to pay at a later time. Payment was to be received before treatment. Louis handed over his credit card. So, what are rules for international students and why don’t our health care professionals seem to be aware of international student rights? ISANA (Vic and TAS Branch) is preparing a report on this ongoing injustice, in collaboration with other key stakeholders. A report will be put to the State Government later in 2015. 2.30 - 3.45 Panelist presentation- Mental Health 3.45 – 4.00 Afternoon tea 4.00- 4.45 Q & A 4.45 -5.00 Close REGISTRATION: PLEASE EMAIL WITH “VIC PD” IN THE SUBJECT LINE & YOUR DETAILS including any dietary requirements TO: For planning purposes please register via the registration listed above, by close of business Friday 13 November. If you have any questions about the PD session please email: Cost of Participation: ISANA members – FREE Non-members - $80 (includes Lunch) Non-members - $50 (excludes Lunch) Encourage your friends/colleagues to come along.
Item Quantity Picture Approximate Price Crayola Crayons 1 Pack of 24 Crayons $2.00 Colored Pencils 1 package of 12 colored pencils $2.00 Blunt Tip Scissors 1 Pair of Scissors $2.00 Kleenex 1 Box $1.00 Notecards (3 by 5) 1 Pack of 100 Notecards $1.00 Dry Erase Markers 1 Pack of 4 Black Markers $4.00 Solid Color Plastic Folder with Brads and pockets (No Designs Please) 6 Folders $15.00 Pencil Pouch (No Pencil Boxes Please) 1 Pouch $2.00 Ticonderoga Pencils (No Mechanical Pencils Please) 1 Pack of 24 Pencils $6.00 Erasers 1 Packs of 3 Erasers $3.00 2 Subject Notebook – Five Star 1 Notebook $3.00 1 Subject Notebook 1 Notebook $2.00 Ziplock Bags (Gallon Size) 1 Box $6.00 1” White Binder 1 Binder $2.00 Paper Towels 2 Rolls $3.00 $54.00 Reminders: Please do not write names on the items, we will sort supplies during the first week of school Please do not send your scholar with Sharpies. These are not allowed at school. Thank you!
Volleyball Camp Participants The scholars in the list below have been selected to participate in our FREE volleyball camp on Saturday, October 27 & Saturday, November 3. Scholars should arrive to volleyball camp no later than 8am and be picked up by 12:05pm. Please wear athletic attire and shoes. 3rd Grade 4th Grade 5th Grade Eilidh Padron Zenaida Batts Nyiesa Molina Leilani Tavitas Gwenyth Gonzales Madeline Perez Zoe Villarreal Jayleen Perez Nadilyn Lopez Lila Tagle Chelsea Rodriguez Zoey Lopez Liliana Tarin Loralei Flores Feliciano Iliana Ledesma Johannah Peche Rodriguez Olivia Gutierrez Aneka Vazquez Chloee Martinez Alexandra Martinez Penelope Gonzales Emily Murray Jasmine Guel Rozlyn Sancho Holly Christopher Gonzalez Alyssa Perez Shammeca Ramirez Lauren Martinez Rebecca Corona Emberly Mondragon Isabella Diaz Izabell De La Rosa Johann Haynes Nolynn Pope Alessandra Avalos Rolando Garcia Alicia Ramos Kayla Padilla Voni Gonzales Irias Angelique Payne Kaitlin Alvarez Damien Robles Angel Alejo Daisy MaCall Amberlyn Duque Sarina Sanchez Kaitlyn DeLaCruz Vanessa Aguilar Camryn Garcia Book Fair – Opens Today! is the first day of the book fair! This year, the book fair theme is Enchanted Forest. Scholars will be able to go to the book fair during AR and recess. Families will be able to visit the book fair after school from 4:30 – 6PM. Wednesday, October 24 Event – Enchanted Forest Find Description – Enchanted items will be hidden around the school. If a scholar finds one of these items, they can redeem it for a special prize. Thursday, October 25 Event – Report Card Night Description – The book fair will be open during Report Card Night and hours will be extended to 6:30pm. Friday, October 26 Event – Enchanted Dress Up Description – Wear horns or ears that make you part of the enchanted forest Upcoming Events Date Event Monday, 10/22 Book Fair Begins (Ends on Friday, 10/26) Thursday, 10/25 Quarter 1: Report Card Night (3:00PM – 6:00PM) Saturday, 10/27 Volleyball Camp (for selected scholars) Wednesday, 10/31 Book Character Day – Dress Up As Your Favorite Book Character! PK – 2nd Grade Book Character Parade 3rd – 5th Grade Team & Family Time
Comments/Observations: Monitoring Does the business monitor allergen management? Comments/Observations: Signature Date 7.1.1 Retail/Food Service Sector Food Product Allergen Investigation Food Product Manufacturer Suspected Undeclared Allergen Food Product Allergen Review (label/product specification review) Allergen Identified Ingredient Ingredient List Review Apple Pie On-site dairy Pre-made Pastry apple filling flour-wheat flour sugar eggs margarine - canola oil, salt, milk protein solids, emulsifiers(322 from soy), preservative 222, apple, all-spice, sugar Wheat Milk protein Soy
7.2.1 Food Product Allergen Investigation Table – Manufacturing Sector Food Product Food Product Specification Review Allergens Identified Undeclared Allergen Identified Labelled Ingredient Ingredients use in Processing Packaged Apple Pie 500g flour Water Margarine Spices Wheat flour Water Sugar vegetable oil, salt, milk protein solids, emulsifiers(322 from soy), preservative 222 Apple Cinnamon Milk Protein Soy Milk Protein Soy
Characteristics of an effective school council Why is this topic important? A strong, united council with a clear vision and a willingness to contribute positively is a feature of a successful school. On completing this unit, the participant should be able to: understand what makes a school council successful understand the role the president plays in an effective council. The importance of good governance Good governance enables the council to perform efficiently and effectively and to respond strategically to changing demands and educational challenges. Good governance relies on the professional leadership of the principal, the president, the school council and effective meeting procedures. In an effective school, school council processes are characterised by a mutual sharing of information, knowledge and ideas. There is a focus on open communication where all members are able to exchange information, share experiences, express different perspectives, pose questions, clarify viewpoints, explore relevant research and develop a shared vision and way forward. Good governance also involves ensuring decisions are made and implemented appropriately. What makes a school council effective An effective school council is one that: focuses on improving student learning outcomes and educational opportunities involves the community in conversations about key educational issues and challenges is actively involved in the development of the School Strategic Plan promotes meaningful parent and community participation and actively seeks the views of its community has a clear understanding of its roles and responsibilities includes members who represent the diverse views of the school community has a and consistent process for decision-making maintains high ethical standards has members with and respect for one another evaluates and communicates with the school community about its activities regularly reviews and evaluates its own performance appropriately delegates to individual members and sub-committees devotes time to its own growth and development, through induction and training.
2016 – R. Sean Gardiner No. 1 2016 – M. Miller No. 1 2016 – Richard Heide No. 3 2016 – Charles R. Marston H No. 14 2016 – Gary A. Odegard H No. 12 2016 – David F. McCormick, II H No. 4 2016 – Douglas A. Beach H No. 12 2016 – Nicholas R. Johnson H No. 12
15:03 – 15:13 Discussion Session III. Case presentations I (15:13-15:48) Moderator: Myung Sik Park, Yi-Sheng Chan 15:13 – 15:18 Case Presentation I Hirotaka Nakashima (Japan) 15:18 – 15:23 Case Presentation II Qing Feng Yin (China) 15:23 – 15:28 Case Presentation III Tae Young Kim (South Korea) 15:28 – 15:33 Case Presentation IV Hao-Che Tang (Taiwan) 15:33 – 15:38 Case Presentation V Chunbao Li (China) Discussion : 15:38 - 15:48 Session IV. Hip preservation surgery – Osteotomy (15:48-16:38) Moderator: Yong Chan Ha, Jason Brockwell 15:48 – 15:58 Acetabular RAO Takuma Yamasaki 15:58 – 16:08 Ganz PAO Sik Park (South Korea) 16:08 – 16:18 Shelf Operation Sochi Uchida 16:18 – 16:28 Femoral osteotomy Dianzhong Luo Discussion: 16:28 - 16:38 Coffee Break (16:38-16:58)
Session V. Special techniques II (16:58-17:36) Moderator : Jianquan Wang, Takuma Yamasaki 16:58 – 17:05 Approach to mixed type femoroacetabular impingement with an unusual large pincer lesion: A key note on arthroscopic technique of pinceroplasty Yi-Sheng Chan (Taiwan) 17:05 – 17:12 Management for cartilage damage. Basic science ~ Future perspective Hajime Utsunomiya 17:12 – 17:19 Different compartmental approach for simultaneous internal snapping hip and pincer type FAI Ru-Yu Pan (Taiwan) 17:19 – 17:26 Management of Deep gluteal syndrome Sun Jung Yoon (South Korea) Discussion : 17:26 - 17:36 Session VI. Case presentations II (17:36-18:11) Moderator : Ruyu Pan, Yan Xu 17:36 – 17:41 Case Presentation I Jin Zhang (China) 17:41 – 17:46 Case Presentation II Seung Min Choi (South Korea) 17:46 – 17:51 Case Presentation III Tien-Yu Yang (Taiwan) 17:51 – 17:56 Case Presentation IV Kuo-Chung Cheng (Taiwan) 17:56 – 18:01 Case Presentation V Gang Chen (China) Discussion : 18:01 - 18:11 Session VII. Controversies in Asian Hip Arthroscopy (18:11-19:00) Moderator : John O’Donnell, Suenghwan Jo
3 Guiso, Paola Sapienza, and Luigi Zingales, “People's Opium? Religion and Economic Activities,” N13FH. Working Paper 9237, (Cambridge, MA: National Bureau of Economic Research, 2002). 4 Ira Rifkin, Spiritual Perspectives on Globalization (Woodstock, VT: Skylight Paths, 2004). 5 Samuel Huntington, “The Clash of Civilizations,” Foreign Affairs 72, no. 3 (Summer 1993): 22-49.
6 Roger Scruton, The West and the Rest: Globalization and the Terrorist Threat (Washington, DC: ISI Books, 2002). 7 Fauzi Najjar , “The Arab, Islam and Globalization,” Middle East Policy Council, xii (2005). 8 Leonard Stone, “The Islamic Crescent: Islam, Culture and Globalization,” Innovation 15, no. 2 (2004): 121-32.
8: Results Regression Equations 1-4 Variables Regression 1 Regression 2 Regression 3 Regression Constant -10.917 (-1.254) 60.510*** (4.522) -17.621 (-1.615) -58.801*** (-4.749) Economic Development .001*** (9.587) .001*** (7.824) .001*** (11.112) 9.044E-5 (1.035) Democracy .590*** (4.533) 0.440* (2.182) .365*** (2.239) 0.975*** (5.271) Islamic 3.290 (1.971) 4.433 (1.668) 3.335 (1.595) 4.246 (1.790) Education Size Oil .193*** (4.662) 1.788*** (4.688) -20.796*** (-4.023) Dependent Variable: Overall Globalization R-squared = 0.787 .378*** (5.993) -1.706** (-2.884) -12.951 (-1.446) Dependent Variable: Economic Globalization R-squared = 0.646 .369*** (7.138) .973* (2.037) -26.485*** (-4.090) Dependent Variable: Social Globalization R-squared = .796 -.206*** (-3.502) 5.814*** (10.718) -11.996 (-1.632) Dependent Variable: Political Globalization R-squared = NOTES: t-stats in () .
O‟Rourke, K. and A. Taylor. “Democracy and Protectionism.” Working Paper (2006), Department of Economics, University of California-Davis. Pasha, Mustapha K. “Globalization, Islam and Resistance.” In Globalization and the Politics of Resistance, edited by Barry K. Gills, 241-254. Houndmills and New York: Macmillan, 2000. Quinn, Dennis P. “Capital Account Liberalization and Financial Globalization, 1890–1999: A Synoptic View.” International Journal of Finance and Economics 8, no. 3 (2003): 189– 204. Quinn, Dennis P. and Maria Toyoda. “Ideology and Voter Preferences as Determinants of Financial Globalization.” American Journal of Political Science 51, 2007: 344–63. Rifkin, Ira. Spiritual Perspectives on Globalization. Woodstock, VT: Skylight Paths, 2004. Ross, Michael. “Oil and Democracy Revisited.” Mimeo, UCLA, 2009. Roy, Olivier. Globalised Islam: The Search for a New Ummah. London: C. Hurst, 2004. Scruton, Roger. The West and the Rest: Globalization and the Terrorist Threat. Washington D.C.: ISI Books, 2002. Stokes, Susan C. Mandates and Democracy: Neoliberalism by Surprise in Latin America. New York: Cambridge UP, 2001. Leonard A. “The Islamic Crescent: Islam, Culture and Globalization.” Innovation 15, no.2 (2002): 121-32. Systemic Peace, “Polity IV Project,” United Nations Development Program, “UNDP 2009 Report,” Weyland, Kurt. The Politics of Market Reform in Fragile Democracies: Argentina, Brazil, Peru, and Venezuela. Princeton, NJ: Princeton UP, 2002.
AGENDA DAY 1 -Tuesday, June 27, 2017 7:00-8:30A Registration & Exhibits 8:30-10:00A Welcome & Day 1 Keynote Speaker Dr. Lori Desautels – Educational Neuroscience: Brains, Behavior & Engagement 10:00-10:30A Networking Break & Exhibits 10:00-11:45A Closed Session ISDH 10:30-11:45A Breakout Sessions Educational Neuroscience: Strategies That Best Prime Every Brain Hot Topics in Pediatrics: Stock Medications & Immunization Updates Health Policy Changes Affecting School Health Creating Health Resiliency in Immigrant & Refugee Communities Indiana’s First School-Based Telehealth Clinic: Improving Access to Care for Children in Rural Communities 11:30-1:00P Luncheon & Award Governor & Cheri Daniels School Health Award 1:00-2:15P Featured Speaker Dr. Joan – Indiana’s Opioid Epidemic: Where Are We Now? 2:15-2:45P Networking Break & Exhibits 2:30-4:30P Indiana Navigator Training Effective Consumer Assistance 2:45-4:00P Breakout Sessions Evaluating School Wellness Initiatives: A Look into the School Health Index HPV Cancer Prevention Begins with You! + Meningitis B: 28 Years of Hope! How Medical Legal Partnerships Can Enhance School Based Health Services How to Maximize Nutrition Department & Physical Educators: Extending Expertise Beyond the Cafeteria & Gym School Wellness Policies AGENDA 2 – 7:30-8:30A Breakfast & Exhibits 2 a
Introduction The North Carolina Department of Health Services (DHHS), in consultation with the North Carolina Housing Finance Agency (NCHFA), has developed this proposal as a required document submitted with the Integrated Supportive Housing Program (ISHP) Notice of Funds Available (NOFA) application process by the local housing developer. This proposal serves to outline, clarify and provide structure related to the role of the Local Management Entities/Managed Care Organizations, their successor and/or designee (herein referenced as LME/MCO) and their collaboration with the housing developer. DHHS contracts with Local Management Entities/Managed Care Organizations to oversee the provision of services and subsidy administration for individuals living with Serious Mental Illness (SMI) and Severe and Persistent Mental Illness (SPMI) who participate in the Transitions to Community Living Initiative. Within this structure, the LME/MCO may subcontract with local providers, subject to receiving DHHS written approval. In collaboration with local housing developers, LME/MCOs ensure site suitability, provision of supportive services, tenancy selection and subsidy administration. The ISHP proposal may be submitted by the LME/MCOs to DHHS at any time for review, discussion, consideration, and collaboration, but it is a required part of the ISHP NOFA final application submission. Information on active, local Housing Developers is available by contacting DHHS or NCHFA. Upon final approval by DHHS, this proposal becomes the project agreement between DHHS and the respective LME/MCO. Background In 2014, the North Carolina General Assembly established the Community Living Housing Fund (CLHF) (G.S. 122E-3.1) to provide funding for the transition of individuals diagnosed with serious mental illness or severe and persistent mental illness from institutional settings to integrated, community based supportive housing. The CLHF is composed of the unexpended, unencumbered balance of funding appropriated to Transitions to Community Living Initiative Funds at the end of each fiscal year. The CLHF, as a subset of the Housing Trust Fund, is administered by the NCHFA, in consultation with DHHS, and is to be used to provide permanent, community based housing in integrated settings for individuals with serious mental illness and severe and persistent mental illness. The ISHP NOFA and Proposal process were developed to foster collaboration with local housing developers and LME/MCOs.
Step #3… Provide information that will expand the parent’s knowledge and understanding. Step #4… Explore with the parent how this new way of understanding or thinking the behavior might work better for them. Feel, Felt, Would This Work for You? Personal For each step in the Reflective Strategies, record what you said to the parent(s). Step #1… Concern: Describe what you observe the parent to be feeling or experiencing. Step #2… Describe a situation in which you had a similar feeling (or someone you know felt this way). Step #3… Describe what you (or another person) found worked for resolving this situation.
Freestanding One tabloid size page holder Part# MS-FS-6-S $393 each Notes: *Freestanding Menu Sign will be shipped in 3 packages. Freestanding Two letter size page holders Part# MS-FS-6-D $392 each Notes: *Freestanding Menu Sign will be shipped in 3 packages. Wall Mounted One horizontal tabloid size page holder Part# MS-WM-6-S-H $171 each Notes: Wall Mounted Two letter size page holders Part# MS-WM-6-D. $171 each Notes: Wall Mounted One vertical tabloid size page holder Part# MS-WM-6-S-V $171 each Notes: Cashier Station | Lines Catalog Page 9 Select Quantities: Cashier Station (Includes One Fold Down Tray Part# CS-2445-L $2,465 each Additional Tray Slide Part# CS-2445-T $164 each Queue Line Railing Part# QUE $997 each Notes: Graphic Tables Catalog Page 10 Select Quantities and Choose from 4 Graphic Tabletop Laminate Options: