zilongwang/ReadingBank huggingface dataset:
______ Marriage Transformation Email: Websites: ; ‘Abdu’l-Bahá was happy. He asked everyone, “Are you happy?” Reprinted with permission of the Bahá’í International Community He smiled. He laughed. He told funny stories. ‘Abdu’l-Bahá helped people to love God and Bahá’u’lláh. He did many things that made people “What you feel happy?” asks Everyone. “I am happy that my mother loves me,” says Chick.
“I am happy that my father loves me,” says Rabbit. “I am happy when I pray with my family or at Bahá’í children’s classes,” says Mouse. “I am happy when I think of God,” says Deer. “What you feel happy?” laughs Dog. “I am happy when I visit and play with my friends. They are happy, too,” says Mouse. “I am happy when Worm helps me with a ride to Bahá’í children’s classes,” says Ladybug. “I’m happy to be of service to Ladybug,” says Worm.
“I Am” poem Name: ________________ __________ Instructions: Write a poem of an appropriate length that expresses who you are. Due Friday, August 17 Your poem must include the following: Requirements: Meets (10 pts) Does not meet(5pts) Poem compares a minimum of 3 characteristics. Poem includes at least 3 different uses of figurative language. Poem includes 3 vivid verbs. Elaborates with sensory details. Poem includes picture of yourself. Poem has been proofread contains no spelling, grammar, and punctuation errors. Total points possible: 50 Points earned: “I Am” Poem Writing Assignment “I Am” poem Name: __________________ Class:______ Instructions: Write a poem of an appropriate length that expresses who you are. Due Friday, August 17 Your poem must include the following: Requirements: Meets (10 pts) Does not meet(5 pts) Poem compares a minimum of 3 characteristics. Poem includes at 3 different uses of figurative language. Poem includes 3 vivid verbs. Elaborates with sensory details. Poem includes picture of yourself. Poem has been proofread and contains no spelling, grammar, and punctuation errors. Total points possible: 50 Points earned:
I can Science – Year 2 Start End Working scientifically Ask you questions and understand that they can be answered in different ways. Use a microscope/magnifying glass. Perform experiments. Group things together by their features. Suggest the answer to a question by making observations. Collect my results and them down to help me answer questions. Living things and their habitats Tell you the differences between something that is living, things that are no longer alive and things that have never been alive. Tell you how different habitats provide for different animals and plants. Tell you how different animals and plants depend on each other. Tell you about micro-habitats. Tell you about different plants in their habitats. Tell you about different animals in their habitats. Tell you how a food works. Name different food sources of different animals. Plants Tell you how seeds and bulbs grow into plants. Tell you why plants need water, light and heat to grow and stay healthy. Animals, including humans Tell you what happens to animals over time. Tell you the names of different animals’ young. Tell you what animals and humans need to survive. Tell you why exercise is important. Tell you why a healthy diet is important. Tell you why it is important to make sure you are Everyday Materials Tell you what different materials are used for. Tell you why some objects cannot be made from other materials.
I can Science – Year 5 Start End Working scientifically Plan different kinds of fair experiments. Tell you how I control variables in my experiments. Take accurate measurements using lots of different scientific equipment. Tell you why it’s important to take repeated measurements. Record data using: Labelled scientific diagrams. Classification keys. Tables. Bar charts. Line charts. Make predictions about how other tests will work using my results. Present my findings in a written report with an introduction, conclusion and results. Present my findings in an oral presentation with an introduction, conclusion and results. Tell you about other experiments that have been done to support or disprove ideas. Living things and their habitats Describe the differences between the life cycles of: A mammal. A bird. An insect. An amphibian. Describe the reproductive cycle of a plant. Describe the reproductive cycle of an animal. Animals including humans Describe how humans change as they age. States of matter Forces and magnets Classify materials by: Transparency. Hardness. Solubility. Electrical conductivity. Thermal conductivity. Response to magnets. Tell you about how some materials dissolve to form a solution. Tell you how to separate materials in a solution. Decide how best to separate mixtures. Tell you evidence why some materials are best suited to different uses. Tell you why some changes are reversible, and some state changes aren’t. Earth and Space Tell you about how the planets in our solar system move in relation to the Sun. Tell you about how the Moon moves relative to the Earth. Tell you the shape of the Moon, Sun and Earth. Explain how day turns into night. Explain why objects fall to Earth. Tell you about the effects of air resistance, water resistance and friction.
Paul years have turned to months, his months have now turned to days, his days have now turned to hours, his hours all have turned to minutes, and his minutes have dwindled down to seconds. Paul knew that the end of his life upon earth was immediately at hand. This is the reason he had just passed the baton of the gospel over to Timothy—the reason he had just given Timothy the most awesome charge that can be given to a man: the awesome charge to preach the Word of God and to minister to a world that is lost and dying—a world that is reeling and rocking like a drunken man under the weight of so many desperate needs. Timothy must expediently go forth and preach the gospel with all the mighty virtues and commitment of his being. Now let's set the record straight that Paul is not afraid of death. In fact, Paul knew that death was a equal opportunity employer—and he looked forward to death, for it meant he would be with Christ, " For to me to live is Christ, and to die is gain." (Philippians 1:21 KJV). The writer is telling us that we have a meeting that has been arranged ahead of time for us by another. This is a meeting that we would not choose to attend if we had any say in the matter. In fact, we do everything we can to put off this meeting as long as possible. That is why we go to the doctor, swallow their pills, and try to take care of these bodies of clay.
I Remember Poem Rubric Criteria Points Poem is at least ten lines 20 Each line is a strong and clear thought with pure description about a memory of a setting, object, event, or character. 10 Poet uses senses to describe taste, smell, feeling, sight, or sound. 5 There are lines that provide context of the situation that provide detail of the past or state showing place and time. 10 There are one or two lines that show a change in focus on the dominant emotion evoked of the memory and what occurred, or a marked difference that shows why it is a memory. 5 There are lines that shift to the present tense describing the self in present life, paralleling actions or emotions now to those in memory. 5 Concludes the poem with a line or two providing a resonant image of one part of the memory. For example, give a glimpse of the character as you remember him or her now, a glimpse of the natural setting that you did not show originally. 5 The fits one page. 3 There is a title that somehow reflects the content of the piece and the feelings it evokes. (“I Remember” is not an acceptable title.) 2 I Remember, I Remember I remember, I remember The house where I was born, The little window where the sun Came peeping in at morn; He never came a wink too soon Nor brought too long a day; But now, I often wish the night Had borne my breath away. I remember, I remember The roses red and white, The violets and the lily cups-- Those flowers made of light! The lilacs where the robin built, And where my brother set The laburnum on his birthday,-- The tree is living yet! I remember, I remember Where I was used to swing, And thought the air must rush as fresh To swallows on the wing; My spirit flew in feathers then That is so heavy now, The summer pools could hardly cool The fever on my brow. I remember, I remember The fir-trees dark and high; I used to think their slender tops Were close against the sky: It was a childish ignorance, But now 'tis little joy To know I'm farther off from Heaven Than when I was a boy. -Thomas Hood
Skilled in providing information, advice and assistance X Ability to recruit, supervise, support and develop individuals and teams of staff and volunteers X Ability to plan, record and organise work appropriately and the ability to set and work to clear targets X Ability to implement Quality Assurance systems and procedures X Ability to work and liaise with other organisations representing the interests of ACH X IT literate with good knowledge of Microsoft Work, Powerpoint and Outlook and the use of the internet X Full driving licence and use of car for work commitments X Ability to work evenings and weekends if required X Knowledge Understanding of the issues and affecting older people and their carers X Understanding of services available to older people from statutory, voluntary and private providers X Understanding of the legislative and policy context underpinning services and driving change X Knowledge of the statutory UK framework of benefits and pensions for individuals and financial support available for charities X Other requirements Ability to empathise with older people, with an interest in their welfare X A current driving licence and willingness to travel around the county X A willingness to work unsocial hours, where necessary X Values Commitment to and ability to work towards the Vision, Mission and Values of Age Concern Hampshire X Flexible approach to work to adapt to changing work demands and to support priorities of charity X A commitment to bring our Values to life in everything we do X Demonstrable commitment to inclusive working, ensuring equality and valuing diversity X A passion for the third sector X Date written: September 2017
[13] The accepted approach is that an amendment should not be granted where the introduction of such amendment would render such pleadings excipiable, however before an amendment will be refused on the grounds of excipiability, it must be clear that the amendment will (not may) render the pleadings excipiable. [14] The principle is that where an exception is taken on the grounds that no cause of action is disclosed or is sustainable on the particulars of claim, two aspects are to be emphasised. Firstly, for the purpose of deciding the exception, the facts as alleged in the plaintiff’s pleadings are taken as correct. Secondly, it is incumbent upon an excipient to persuade this court that upon every interpretation which the pleading can reasonably bear, no cause of action is disclosed. Stated otherwise, only if no possible evidence led on the pleadings can disclose a cause of action, will the particulars of claim be found to be excipiable. [15] On the of non-joinder: Non-joinder does not affect the cause of action. It is a dilatory plea which, if upheld, will cause the matter to be postponed to allow joinder. It does not affect the cause of action, i.e. the validity of the cause of action. [16] On the issue of the invalidity of the contract due to the contravention of s 25 and 38 of the Gambling Act: Whether a contravention of the provision of s 25 or s 38 of the Act would lead to invalidity of the underlying agreement, would depend on the interpretation of the Act itself. [17] In Namibian Association of Medical Aid Funds and Others v Namibia Competition Commission and Another at para 39, Smuts JA remarked: ‘[39] This court in Total Namibia (Pty) Ltd v OBM Engineering and Petroleum Distributors CC recently referred to the approach to be followed in the construction of text and cited the lucid articulation by Wallis JA of the approach to interpretation in South Africa in Natal Joint Municipal Pension Fund v Endumeni Municipality:
APPENDIX A: PROGRAM MAPS: Form 2 – Essential Employability Skills Outcomes Skill Categories Defining Skills Skill areas to be demonstrated by the graduates Essential Employability Skills Outcomes The graduate has reliably demonstrated the ability to: Course Title / Course Codes (As indicated in Appendix A) Communication Reading Writing Speaking Listening Presenting Visual Literacy communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfils the purpose and meets the needs of the audience respond to written, spoken, or visual messages in a manner that ensures effective communication Numeracy Understanding and applying mathematical concepts and reasoning Analysing and using numerical data Conceptualizing execute mathematical operations accurately Critical Thinking & Problem Solving Analysing Synthesizing Evaluating Decision-making Creative and innovative thinking apply a systematic approach to solve problems use a variety of thinking skills to anticipate and problems Information Management Gathering and managing information Selecting and appropriate tools and technology for a task or a project Computer literacy Internet skills locate, select, organize, and document information using appropriate technology and information systems analyse, evaluate, and apply relevant information from a variety of sources
Inter-personal Team work Relationship management Conflict resolution Leadership Networking show respect for the diverse opinions, values, belief systems, and contributions of others interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals Personal Managing self Managing change and being flexible and adaptable Engaging in reflective practice Demonstrating personal responsibility manage the use of time and other resources to complete projects take responsibility for one’s own actions, decisions, and consequences
Sleep is a significant issue for over half of survivors 6 months after ICU treatment. Poor sleep at 6 months was associated with prehospital insomnia, sleep quality on the hospital ward and anxiety, physical health and mental health at 6 months. 252 Keywords: intensive care, sleep, recovery, psychological health trial
Journal June 2017 Vol. 1 No. 10 3251 The Credit Woodlands, Mississauga, ON L5C 2J7 Telephone: (905) 279-7950 ● Fax: (905) 279-8098 ● Safe Arrival: 1 (855) 209-6155 Principal: Robert Stancu ● Vice-Principal: Kim Daries ● Office Manager: Cindy Knebel Superintendent: Jamie Robertson ● Trustees: Robert Crocker & Janet McDougald
Sunday Monday Tuesday Wednesday Thursday Friday Saturday Be a Reader-a-saurus! Read for 15 to 20 min. night! 1 Day 8 End of May Awards Assembly 9:15 a.m. 2 Day 9 Gr. 45F to Celebration Square Dinosaur Club Gr 1 – 6 3 4 Pentecost 5 Day 10 Pizza Day 6 Day 1 Gr. 4-5, 6 Track & Field Meet (Woodlands) 7 Day 2 Volunteer Appreciation 2:00 pm 8 Day 3 Dragon Boat Racing 4:00 pm Homelands FI Info Night 6:30 pm 9 Day 4 Dinosaur Club Gr 1 – 6 10 11 All Saints’ Day 12 Day 0 Report Card Writing Day (No School) 13 Day 5 14 Day 6 Aussi X Day 15 Day 7 Aussi X Day 16 Day 8 Dinosaur Club Gr 1 – 6 Aussi X Day 17 18 Father’s Day 19 Day 9 Day 20 Day 10 Canada 150 Spirit Day 21 Day 1 First Day of Summer National Aboriginal Day 22 Day 2 Kindergarten ‘Start with a 5:30 p.m. 23 Day 3 Dinosaur Club Gr 1 – 6 Kindergarten Play Day 24 25 Eid ul-Fitr 26 Day 4 Pizza Day Gr. 5, 6 Swim Meet (Erindale Pool) 9:30 a.m. 27 Day 5 Play Day Marathon Assembly 1:00 pm Gr. 1 to 3 2:30 pm Gr. 4 to 6 28 Day 6 Grade 6 Grad 9:00 a.m. 6 Bowling Trip 10:45 a.m. 29 Day 7 Last Day of School June Awards Assembly 9:15 a.m. 30 Day 0 PD Day (No School) Summer Vacation Begins
Be a Reader-a-saurus! Read for 15 to 20 min. EVERY night! 1 Day 4 Dinosaur Club Gr 1 – 6 Lunchbox Pizza Day 2 3 All Saints’ Day 4 Day 5 Lunchbox Day 5 Day 1 Primary Choir 12:15 pm 6 Day 2 Lunchbox Day Gr. 1s to Bronte Creek 7 Day 3 Gr. 4-5, 6 Track & Field Meet (Woodlands) Homelands FI Info Night 6:30 pm 8 Day 4 Dinosaur Club Gr 1 – 6 Lunchbox Pizza Day 9 10 11 Day 0 Report Card Writing Day (No School) 12 Day 5 Helmets on Kids Presentation Gr. 3 & 4 (10:40 am) Primary Choir 12:15 pm 13 Day 1 Lunchbox Day 14 Day 2 Primary Choir 12:15 pm 15 Day 3 Eid ul-Fitr Lunchbox Pizza Day 16 17 Father’s Day 18 Day 4 Lunchbox Day Swimming (Erindale Pool) 19 Day 5 Swimming (Erindale Pool) Springfield Night at Quest 20 Day 1 Lunchbox Day Swimming (Erindale Pool) 21 Day 2 National Aboriginal Day Volunteer Appreciation 2:00 pm Swimming (Erindale Pool) Q-Mack! 6:00 pm 22 Day 3 Lunchbox Pizza Day Kindergarten Play Day Swimming (Erindale Pool) Grade 6 Bowling Trip 10:45 a.m.\ 23 24 25 Day 4 Lunchbox Day Swimming (Erindale Pool) 26 Day 5 Play Day Swimming (Erindale Pool) Dragon Boat Racing 4:00 pm 27 Day 1 Grade 6 Grad 9:00 a.m. Lunchbox Day Musical Party 11:45 am 28 Day 2 Last Day of School Awards Assembly 9:15 a.m. 29 Day 0 PD Day (No School) 30 Summer Vacation Begins
Be a Reader-a-saurus! Read for 15 to 20 min. EVERY night! 1 Day 4 Dinosaur Club Gr 1 – 6 Lunchbox Pizza Day 2 3 All Saints’ Day 4 Day 5 Lunchbox Day 5 Day 1 Primary 12:15 pm 6 Day 2 Lunchbox Day Gr. 1s to Bronte Creek 7 Day 3 Gr. 4-5, 6 Track & Field Meet (Woodlands) Homelands FI Info Night 6:30 pm 8 Day 4 Dinosaur Club Gr 1 – 6 Lunchbox Pizza Day 9 10 11 Day 0 Report Card Writing Day (No School) 12 Day 5 Helmets on Kids Presentation Gr. 3 & 4 (10:40 am) Primary Choir 12:15 pm 13 Day 1 Lunchbox Day 14 Day 2 Primary Choir 12:15 pm 15 Day 3 Eid ul-Fitr Lunchbox Pizza Day Q-Mack! 6:00 pm 16 17 Father’s Day 18 Day 4 Lunchbox Day Swimming (Erindale Pool) 19 Day 5 Swimming (Erindale Pool) Springfield Night at Laser Quest 20 Day 1 Lunchbox Day Swimming (Erindale Pool) 21 Day 2 National Aboriginal Day Volunteer Appreciation 2:00 pm Swimming (Erindale Pool) 22 Day 3 Lunchbox Pizza Day Kindergarten Play Day Swimming (Erindale Pool) Grade 6 Bowling Trip 10:45 a.m.\ 23 24 25 Day 4 Lunchbox Day Swimming (Erindale Pool) 26 Day 5 Play Day Swimming (Erindale Pool) Dragon Boat Racing 4:00 pm 27 Day 1 Grade 6 Grad 9:00 a.m. Lunchbox Day Musical Party 11:45 am 28 Day 2 Last Day of School Awards Assembly 9:15 a.m. 29 Day 0 PD Day (No School) 30 Summer Vacation Begins
and perceptions of pubertal status. The results of the information on pubertal status and self-esteem are available in the full report. The measures of attitude to school and were developed by Dr Tony Pell and colleagues for the ORACLE replication study of school transfer (Hargreaves & Galton, 2002) and have also been used by the Suffolk Local Authority in their transfer review (Suffolk Local Authority, 2001). The attitude to school measure contained 24 statements, to which children responded on a four point scale of ‘strongly agree’ to ‘strongly disagree’. The answers to each question were summed to give a total attitude to school score. The survey responses were analysed using the Statistical Package for the Social Sciences (SPSS) version 15 software. Table 1. Attitude to school questions 1 I think my teachers are friendly. 13 When we do tests I feel confident I'll do well. 2 I think most school work is just to keep us busy. 14 I don't have as many friends as I'd like at school. 3 Nobody at school seems to take any notice of me. 15 I'm afraid that I'll make a fool of myself in class. 4 I think that my teachers take notice of what I need. 16 In class I'm often able to work with people I like. 5 People like me will never do well at school. 17 I'm quite pleased with how school work is going . 6 I usually feel relaxed about school. 18 I wish we did things we like instead of being told. 7 I look forward to coming to school most days. 19 People like me don't have much luck at school. 8 I don't really enjoy anything about school. 20 I am liked by most of the other children in my class.
ANNEXURE J-12034/03/2016-RH(A/C)-2/A-Tamilnadu DETAILS OF FUNDS RELEASED DURING 2016-17 Date 16th September, 2016 (Amount in lakhs) Tamil Nadu Sr. No Name of the State Central Allocation 2016-17 Amount of first inst. due (50% of allocation) Amount now released Total Target For Houses Total 1 Nadu 98715.06 49357.53 28,001.160 28,001.160 131831 Note:- The funds to the State are being released with normal conditions as per guidelines. (Sameer Deputy Secretary (RH)
DETAILS OF FUNDS RELEASED DURING 2016-17 14 /03/2017 . State: Tripura (Amount in lakhs) Sr. No Name of the Central Allocation 2015-16 (released ) Amount of additional central assistance due Additional Amount now released Additional Target For Houses Admn Funds Total 1 Tripura 4508.894 2131.270 ------ 81.970 81.970 3036 Note:- The funds to the State are being released with normal conditions as per Framework for implementation of PMAY-G. (Sameer Verma) Director (RH)
J-12035/04/2016-RH(A/C)-1-Tripura DETAILS OF FUNDS RELEASED DURING 2017-18 Date 27/04/2017. (Amount in lakhs) State:Tripura Sr. No Name of the State Additional Central Allocation (including Admin Cost) 2016-17 Part of 1st install. Already released Balance of part of 1st installment now released towards additional targets for FY 2016-17 Additional Target for 2016-17 For Houses Admin 1 Tripura 7287.420 530.340 1160.492 124.535 1285.027 5989 Note:- The funds to the State are being released with normal conditions as per Framework for Implementation of PMAY-G. (B.C. Behera) Director (RH)
(Amount in lakhs) Sr. No Name of the State Central Allocation 2015-16 Amount of second inst. Already released Balance amount of 2nd instt. (2015-16) now released as Committed Liability For Houses Admn Funds Total 1 Uttar Pradesh 156614.954 13597.444 19958.625 2019.938 21978.563 Note:- The funds to the State are being released with normal conditions as per guidelines. (B.C.Behera) Director (RH)
Discussion of Reports: (Please report only for action or on a notable event promoting social justice) To understand and apply Christian Social Teaching CCODP – (Jan) – report submitted PWRDF – (Elizabeth) - no written report; Elizabeth informed group of week long, youth (age 16 – 25) workshop/camp in summer Green Group – (Mary) – focus on upcoming speaking engagement of Katherine Hayhoe Social Justice – no report To advocate for the vulnerable in society: locally, provincially, globally Prison Ministry (Rev. Sharon) Funding remains a national issue, though locally programs seem to be intact Church Council on Justice and Corrections has released report on COSA (Circles of Support and Accountability) – efforts continue to save this valuable program Concern expressed about new, more stringent parameters surrounding eligibility for parole coming from Harper gov’t Prison Ministry Team (Margie Ann) Meeting on Feb 19 to discuss whether or not to run a spring course on prison ministry St. Vincent de Paul has met to discuss support programs for inmates and their families Intention to better inform Catholic parishes about prison ministries and how they can help To make public statements on behalf of the Dioceses To support like-minded groups seeking social justice Archdiocesan Lay Faith Development Program (Margie Ann) Meetings between Catholic school principals and parish priest to encourage closer working relationships between schools and parishes Smith Falls youth group working with seniors – computer training going well ALCDSB – (Chris) – no report CDSBEO – – no report Sisters of Providence – Office of Justice & Peace & Integrity of Creation (Jamie Swift) Sr. Peggy Flanagan, long time worker for justice, is near end of life; please keep in prayers BIG initiative on-going Promotion of Prison Farm film continues Advocating for food issues – policy work re poverty issues in Ontario
New scheme member: Employer to send to the Administrating Authority the details of the new member. Within 25 working days after the start date. £50 per case Leavers and Transfers out Scheme Leaver: Employer to send the Administrating Authority a completed leaver notification. Within 25 working days from the employee’s last day in the Scheme. £50 per case Retirements: Employer to send the Administrating Authority a completed notification. At least 15 working days before their final paid day of work. £50 per case Deductions Monthly deductions: Employer to send funds and schedule of deductions from salary to the Administering Authority. Payment of Sums Due: Employer’s should make payment of any invoiced sums as set out within this PAS within 30 days of invoice date. By the 19th day of the following the month in which contributions were deducted. £100 per instance of late payment. Strategy to develop web enabled services for employers and employees. In 2016/17 the Administrating Authority will implement, develop and engage employers in an on line portal. Initially, the portal will be used for data sharing with employers and information communication with employees. Whilst forms will be restricted to being downloaded completed and resent, it is anticipated that the portal will be developed to allow members of the scheme to e-forms direct to the scheme administrators. Further Information Sarah Hay Pensions and Payroll Officer 3rd Floor City Hall, Email: Tel: 0207 641 6015
Geographical coordinates Types of measurements Ranges of frequencies for each measurement Hours of service (UTC) Remarks 37°26'52''N 137°13'03''E Direction-finding measurements 300 kHz - 30 MHz 2330-0815 Monday to Friday. Geographical co-ordinates of the station indicate the location of the antenna. Crossed loop antenna. Name of the station Postal address Telephone, Telefax, Electronic-mail Tokyo (IMS) 1691, Koenbo Hassemachi Miura-City Kanagawa 238-0015 Japan TF : +81 46 8882182 FAX : +81 46 8871077 Geographical coordinates Types of measurements Ranges of frequencies for each measurement Hours of service (UTC) Remarks 35°12'24''N 139°39'03''E Frequency measurements 90 kHz - 30 MHz 2330-1145 Monday to Friday. 35°12'24''N 139°39'03''E Field strength or power measurements 300 kHz - 30 MHz 2330-1145 Monday to Friday. Minimum values of measurable field strength show those obtained where external noise is neglected. 35°34'07''N 140°24'36''E Direction-finding measurements 300 kHz - 30 MHz 2330-1145 Monday to Friday. Geographical co-ordinates of the station indicate the location of the antenna. Crossed loop antenna. 35°12'24''N 139°39'03''E Bandwidth measurements 90 kHz - 30 MHz 2330-1145 Monday to Friday.
35°12'24''N 139°39'03''E Automatic spectrum occupancy surveys 90 kHz - 30 MHz 2330-1145 Monday to Friday. ______________
Professional Memberships 2014 – Present Member, National Society of Genetic Counselors (NSGC) 2014 – Present Member, NSGC Cardiovascular Special Interest Group Clinical Activities 2014 – Present Genetic Counselor (Pediatric and Cardiovascular) University of Maryland School of Medicine – Baltimore, MD 2018 – Present Genetic Counselor (Hypertrophic Cardiomyopathy Center of Excellence) University of Maryland School of Medicine – Baltimore, MD Clinical Expertise Board certified genetic counselor Cardiovascular genetic counseling for outpatients and inpatients General pediatric genetic counseling Back-up genetic counselor for newborn screening follow-up Administrative Service 2014 – Present Scheduled and coordinated multi-disciplinary cardio-genetics clinics 2014 – Present Coordinator for weekly genetics case conference 2015 – Present Lead genetic counselor for pediatric genetics EMR issues Institutional & Academic Service 2014 – Present Cardio-genetic clinic data tracking and analysis for use in academic research 2015 – Present Admissions Interviewer, Masters in Genetic Counseling Program 2015 – Present Coordinator for genetic counseling shadowing for prospective students University of Maryland – Baltimore, MD 2016 – Present Coordinator for genetic counseling students’ standardized patient clinical examination, Masters in Genetic Counseling Program University of Maryland – Baltimore, MD
Communicates ideas effectively Presentation includes all elements outlined in the instructions. Elements with the core question with 100% accuracy. Student’s justification for a solution is based on 100% accurate facts/evidence. Presentation includes 80 to 99% of the elements outlined in the instructions. Elements with the core question with accuracy. Student’s justification for a solution is based on 80-99% accurate facts/evidence. Presentation includes fewer than 80% of the elements outlined in the instructions. Elements align with the core question with less than 70% accuracy. Student’s justification for a solution is based on facts/evidence which is less than 80% accurate. Explains the process and findings of the project 20 Points Defines the core question with 100% accuracy. Supports the core question with an analysis of relevant and 100% accurate evidence. Always elaborates on significance of new knowledge acquired or makes insightful connection to the problem statement. 10 Points Defines the core question with more than 80% accuracy. Supports the core question with analysis of 80-100% accurate evidence. Elaborates most of the time on significance of new knowledge acquired or makes insightful connection to the problem statement. 5 Points Defines the core question with less than 80% accuracy. Supports the core question with analysis with less than 80% accurate evidence. Does not elaborate on significance of new knowledge acquired or makes insightful connection to the problem statement. Effectively responds to audience questions and feedback 10 Points Student will respond effectively to audience questions with 95% accuracy, and their feedback will provide new insights. 5 Points Student will respond somewhat effectively to audience questions with 80 to 94% accuracy. 2 Points Student responds ineffectively to audience questions with less than 80% accuracy. Scoring Guide A 88 - 100 B 75 - 87 C 60 - 74 D 46 - 59 F 0 - 45 Two Alternative Solutions and “Best” Solution Analysis Teacher: Jeffery Porter Primary Subject Area: Science Outside Subject Area: Language Arts Class: Science Class Level: Regular
J-1 Exchange Visitor Process TASKS TIME TO COMPLETE Step 1 Department Initiation DEPARTMENT: Department gathers information from Exchange Visitor and fills out UW J Visa Request, submits electronically to ISO/AHR at . 1 week to gather information and submit request to ISO/AHR Step 2 ISO & AHR Review ISO & AHR: Review J Visa Request and contact Department to resolve any errors or discrepancies. Send approved J Visa Request to Department. 1 week to review and approve J Visa Request Step 3 Department Submission DEPARTMENT: Prints out PDF of approved UW J Visa Request Form. Gathers supporting documents (if any), signatures from relevant parties in Department and school. Submits visa request packet to ISO at Campus Box 351245. 1 week to submit request packet to ISO Step 4 ISO Processes Form DS-2019 ISO: Reviews supporting documents for sufficiency. Enters exchange visitor’s data into SEVIS database, requests form from Immigration and Customs Enforcement. approved DS-2019 form to Department. DEPARTMENT: Sends approved DS-2019 to Exchange Visitor. 1 week to issue DS-2019 to Department Step 5 Visa Application by Exchange Visitor EXCHANGE VISITOR: Receives the DS-2019 and reviews it for errors. Pays SEVIS fee online at least three days before visa appointment at . Schedules a visa appointment (except Canadian citizens) with US embassy or consulate at: . 1-4 weeks depending on the consulate Step 6 Consulate Processes Visa US EMBASSY/CONSULATE: Reviews visa application. Conducts background security check. Issues visa stamp in passport. 1-8 weeks varies with consular posts and time required to clear security Step 7 Exchange Visitor Arrives in the US EXCHANGE VISITOR: Presents passport and DS-2019 to border official at port of entry, receives Form I-94. Checks in with host department immediately upon arrival. Attends a J-1 Check-in Session at ISO within thirty days of start date on DS-2019. Exchange visitor may arrive up to 30 days before start date Step 8 ISO Validates Legal Status ISO: Obtains proof of insurance. Updates visitor’s arrival information and address in Validates the exchange visitor and notifies US Department of Homeland Security through SEVIS. Immediately upon exchange visitor's arrival at the UW This step is critical for maintaining the exchange visitor’s status in the US Updated 09/14/2015 http://ap.washington.edu/ahr/visas/j1/
KS1 Teacher Assessment at the End of KS1 must determine overall levels as well as levels against each attainment target in Science and Mathematics. Testing and Assessment and Updates (All Key Stages) Assessment updates sent by DfE in relation to the 2018 assessment cycle are also available in this section. Assessment updates - The Department for Education Checklist School Task Deadline Primary Entered and returned KS2 Teacher Assessment data via encrypted to KS2@nottinghamcity.gov.uk If you DO NOT have encrypted email please send via S2S as a Password Protected zip file. You will need to email us with the password ONLY at KS2@nottinghamcity.gov.uk 18th June Primary Entered and returned KS1 data via encrypted to KS1@nottinghamcity.gov.uk If you DO NOT have encryptedemail please send via S2S as a Password Protected zip file. You will need to email us with the password ONLY at KS1@nottinghamcity.gov.uk 29th June Primary Entered and returned Year 1 and Year 2 Phonics data via encryptedemail to If you DO NOT have encrypted email please send via S2S as a Password Protected zip file. You will need to email us with the password ONLY at Phonics@nottinghamcity.gov.uk 29th June Primary Entered and returned Years Foundation Stage Data via encrypted email to EYFSP@nottinghamcity.gov.uk If you DO NOT have encrypted email please send via S2S as a Password Protected zip file. You will need to email us with the password ONLY at EYFSP@nottinghamcity.gov.uk 2nd July
Minimum Scale Salinity : 1‰ Specific gravity : 0.001 Measurement Accuracy Salinity : ±2‰ Specific gravity : ±0.001 (10 to 30°C) International Protection IP65 (except eye piece) Dust-tight and Protected against water jets. Dimensions & Weight 3.2×3.4×20.7cm, 110g ____________
High Pressure Cut Out setting in kPa and Time Delay. Contractor to ensure that the high pressure set point is below the shut off pressure of the pump installed, as measured at the point of connection of the high pressure take off Low Pressure Cut Out setting in kPa and Time Where a storage tank has been supplied, tank water level probe settings for: start filling stop filling low level cut out minimum when irrigation pump can restart. The Contractor shall provide details of all tank water level probe settings, given as mm from the top edge of the tank wall, as part of the system ‘as constructed’ detail. Checklist for Project Team Activity Responsibility Stakeholder(s) Timeframe Irrigated area and Hydrozones confirmed Irrigation Consultant CM (Grounds) Gate 3 Planning Irrigation water source flow/pressure/quality and availability has been verified and confirmed Irrigation Consultant CM (Grounds) Gate 3 Planning Capacity of the control system to accommodate the proposed has been verified and any discrepancy has been resolved. Irrigation Consultant CM (Grounds) Gate 3 Planning Sprinkler grouping/valving have been calculated with flow (L/sec) and precipitation rates (mm/hour) established for each group/valve. Irrigation Consultant CM (Grounds) Gate 3 Planning Provision for BMCS for controllers, valves and pressure sensors, etc. Irrigation Consultant CM (Building Operations) Gate 3 Planning All approvals required have been received and documented Irrigation Consultant / Contractor CM (Capital Works) Gate 5 Construction Authority to access restricted or difficult areas of UWA sites has been obtained. Contractor CM (Grounds) Gate 5 Construction Controller programmed to meet UWA requirements Contractor CM (Grounds) Gate 5 Construction All trenches backfilled, compacted and level. Contractor Gate 5 Construction
CONFIDENTIAL CITATION FORM - J Y Coutts Memorial Award Individual Nominated: Club: District: Discipline: 2017/18 Achievements: (use separate sheet if required) For the purpose of the Awards Presentation, please provide a short synopsis to summarise the nomination: (3 sentences.) Citation provide by: Signature: Please this form, enclosing supporting information marked confidential to:- Melanie Orr @ by 24th August 2018 CONFIDENTIAL CITATION FORM - ACHIEVEMENT AND COMMENDATION AWARDS
ANNEXURE J- DETAILS OF FUNDS RELEASED DURING 2017-18 Date 26/04/2017 . (Amount in lakhs) State: Bihar Sr. No Name of the State Additional Central Allocation (including Admin Cost) 2016-17* Amount now released as part of 1st installment towards Additional Target for 2017-18 Additional Target for 2016-17 For Houses 1 Bihar 120514.12 32636.150 32636.150 160943 Note:- The funds to the State are being released with normal conditions as per Framework for Implementation of PMAY-G. *Target for the states including IAP districts has been finalized. Financial allocation may be revised as per higher unit assistance to IAP districts. (B.C. Behera) Director (RH)
Supports others in the reception team and in the larger Practice team Very Good Good Needs Improvement Can respond to queries independently and feedback relevant information Identifies issues and brings forward solutions Confidently deals with matters in a highly professional manner, following through to resolution and indicating learning points for the team Supports others in the team Task messages are comprehensive and actions already taken clearly documented. Receives positive feedback from colleagues. Uses initiative to manage difficult or rare situations. Is aware of pressures on other departments and takes steps to support. Able to respond to some queries but may need to refer to others for help Is aware of pressures on other departments and acts accordingly Follows through on all requests in a timely manner and sign posts correctly Works well independently and as part of a team Task messages are comprehensive. Attempts to meet patients’ needs without onward referral Makes appropriate use of information provided Checks patient details against data base as a matter of course. Not able to respond to queries, always refers to other staff. Refers on to senior staff too soon. Does not check patient details at onset. Fails to refer to protocols and information provided to assist appointment booking. Not able to support colleagues Is unable to work as part of a team and/or is unable to work autonomously Task messages are unclear with insufficient information Tasks not signposted to the correct teams Delegate’s responsibility to other team members without attempted to meet patient’s needs. Quality To identify any issue or changes needed to working practice and report to line manager. To take part in practice meetings and ongoing professional development as necessary. To abide by the Practice protocols and guidelines for the Practice Demonstrate commitment to continued professional development Demonstrate computer literacy Participate in the induction and training of all members of practice staff. Very Good Completes training modules over and above those required Provide input for training sessions Carries out training sessions Identifies areas for improvement and puts forward solutions Good Completes all training to required standard Attend all training sessions Uses knowledge to grow in the role Improvement Has to be reminded to carry out training modules Misses deadlines or fails to attend training Fails to recognise training as worthwhile or put to use
ANNEXURE No. J- 12016/01/2016-RH(A/C)-1/A-Goa DETAILS OF FUNDS RELEASED DURING 2016-17 Date 08th February, 2017 (Amount in lakhs) State: Goa Sr. No Name of the State Central Allocation 2016-17 Amount of first inst. due (50% of allocation) Amount now released Total Target For Houses Total 1 Goa 569.57 284.785 34.557 34.557 761 Note:- The funds to the State are being released with normal conditions as per guidelines. (Sameer Verma,IAS) Director (RH)
Figure A2: The phenolic profile of J. regia leaves. The main compounds present in the matrix were one phenolic acid, 3-O-caffeoylquinic acid (P1) and two flavonols, quercetin (P2) and quercetin O-pentoside (P3). This profile is according to the previous reported by Santos and co-workers (Santos et al., 2013).
Figure S3. Solubility of in ILs, xw, at T = 318.15 K and p = 0.1 MPa as function of the total number of carbon atoms at the alkyl chains, N: (♦) symmetric ILs and (■) asymmetric ILs. The lines are only presented to facilitate the reading and to better follow the trend shifts.
Protocatechuic Acid 764265 Monoclinic P21/c 4 Monohydrate [15] 764266 Triclinic P 6 Anhydrate Gentisic Acid and Monoclinic P21/c 4 Anhydrate [16] α-Resorcylic Acid 762467 Monoclinic Cc 4 Acetylacetone solvate monohydrate [15] 764268 Monoclinic P21/c 4 1,4-dioxane solvate 764269 Monoclinic Cc 4 tetrahydrofuran solvate monohydrate 764270 Monoclinic, C2/c 4 Anhydrate 764271 Monoclinic, C2/c 24 Anhydrate Figure S2: Experimental X–ray powder diffraction pattern of protocatechuic acid from supplier and the powder pattern calculated from the single-crystal X-ray diffraction data.
Figure S8: Experimental X–ray powder diffraction pattern of F6, B5, I5, 5wr samples, the powder pattern calculated using the single-crystal X-ray diffraction data of protocatechuic acid from supplier and the protocatechuic acid with CCDC 764265 for comparison (hydrate form identified by Sarma et al. [15]. Figure S9: Experimental X–ray powder diffraction pattern of W12, B12, I12, F12 and R13 samples and the powder pattern of resorcylic acid from supplier.
Fig. S4. RH of BSA in (0.05 M and 0.5 M) TES (a), Tricine (b), HEPES (c), and sucrose (d), as a function of temperature at pH 7.4.
Achievement, Awards and Recognitions: Institute Gold Medallist in 3rd and 4th Year of BE Graduate aptitude test of Engineering (GATE-2000) ‘THE N. K. IYENGER Memorial Prize (2008-2009)’ given by Institution of Engineers (India) for research paper published in the Journal of Institution of Engineers (Mechanical Division). Faculty Coordinator of Thapar University Formula Hybrid Team which won 3rd prize in their category in ‘Formula Electric and Hybrid Event’ held at Fiat Group Automobile Safety Centre, Orbassano, Torino, Italy, Oct., 7-10, 2010. Message to Students & Community Hard work is the key to success. Street: P.O. Box 32 Postcode: 147004 City: Patiala Country: India Email: jsaini @thapar.edu Located in: Mechanical Engineering Department
This Self-Assessment Questionnaire (SAQ) is a tool to be used by an agency to: Develop fiscal and administrative controls. Evaluate the adequacy of existing procedures, both as written and actually performed. Ensure that written procedures and actual practices are the same. Each agency should review its procedures at least biennially to ensure compliance with the minimal internal control standards as set forth in this SAQ. By completing the SAQ, an agency can identify potential internal weaknesses. The SAQ is designed so that a “No” response indicates an area of concern, which may require corrective action in written procedures and/or actual practices, such as: Developing new or revised procedures to correct the deficiency found; or Implementing a compensating control. The Comments/Issues column should be used for agency’s notes. SAQs should be reviewed and approved by management and the original maintained in the agency’s files for audit purposes. This document is to be used to help complete the agency’s Biennial Report on Internal Controls, which is due by July 1 of each even-numbered year. Thank you for your cooperation. J. Electronic Data Processing (Non-IFS) Yes No N/A Comments/Issues Does your agency use any computerized accounting systems that directly interface with Advantage? Note: If the answer to this question is “no”, this section is N/A to your agency. Are there policies and procedures regarding EDP security responsibilities? Do the computerized accounting systems require the same degree of controls (similar to those for Advantage) for authorization, input, approval, and reconciliation of transactions? Do appropriate controls to: Prevent unauthorized access, improper changes, or data loss to fiscal applications or programs (passwords)? Segregate incompatible functions (system parameter restrictions)?
The original Bible was sold for 30 florins. This was a lot of money back then for a commoner, but much, much cheaper than a hand-written version. There are about 21 complete copies of Gutenberg Bible existing today. One copy is worth about 30 million dollars. Vocabulary: Printing press – tlačiarenský stroj invention – vynález Pass on information – postúpiť, poslať ďalej informáciu Share scientific discoveries – zdieľať, podeliť sa o vedecké objavy Prior to – pred, skôr ako invent – vynájsť Nearly – takmer Scientific Revolution – vedecko-technická revolúcia Goldsmith – zlatník move – sťahovať sa For sure – naisto, s istotou key idea –kľúčová/hlavná myšlienka (nápad) come up with – prísť s čím, vymyslieť moveable type – pohyblivá sadzba rather than – radšej ako, skôr ako wooden blocks – drevené bloky/kvádre ink – farba, atrament metal pieces – kovové kusy all the way through – úplne, v celom enable – umožniť improvement – zlepšenie allow – dovoliť, povoliť acquire – získať, dosiahnuť spread – šíriť knowledge – vedomosti, znalosti education – vzdelanie mass-produce – masovo vyrábať oil-based ink – farba/atrament na olejovom základe adjustable – nastaviteľný mould – forma wooden – drevený similar to – podobný ako agricultural – poľnohospodársky screw press – skrutkový lis mass production – masová výroba considered – považovaný consider – považovať include – zahŕňať type metal alloy – sadzba zhotovené zo zliatiny kovov alloy – zliatina hand mould – ručná forma casting type – odlievanie sadzby type – sadzba mixture – zmes
lead – olovo tin – cín antimony – antimón melt – taviť sa low temperature – nízka teplota durable – odolný, trvácny item – položka, kus German – nemecký poem – báseň indulgences – odpustky Catholic Church – katolícka cirkev real – skutočný Fame – sláva available – dostupný Rare – vzácny, zriedkavý take up to a year – trvať až rok Priest – kňaz transcribe – prepísať Original – pôvodný commoner – bežný človek Copy – výtlačok worth - hoden
□ Self-performing □ Non-MBE/DBE ________________ $_________ __________________ □ MBE/DBE □ Non- MBE/DBE $_________ □ Price □ Capabilities □ Other □ Self-performing □ Using Non- MBE/DBE ________________ $_________ __________________ □ MBE/DBE □ Non- MBE/DBE $_________ □ □ Capabilities □ Other □ Self-performing □ Using MBE/DBE ________________ $_________ __________________ □ MBE/DBE □ Non- MBE/DBE $_________ □ Price □ Capabilities □ Other □ Self-performing □ Using MBE/DBE ________________ $_________ __________________ □ MBE/DBE □ MBE/DBE $_________ □ Price □ Capabilities □ Other Please check if Additional Sheets are attached.