zilongwang/ReadingBank huggingface dataset:
2015 HYPERTENSION CLINICAL REVIEW TEAM Patricia Jones, RN Chronic Disease Prevention Section Department of Public Health William R. Grow, MD, FACP District Health Director South Health District Medical Consultant Natalie Keadle, RN, MSN Adult Health Coordinator Northeast Health District Kelly Knight, RN, BSN Clinical Nursing Coordinator South Central Health District Gina Richardson, RN County Nurse Manager Burke County Health Department Kimberley Hazelwood, Pharm D Director of Pharmacy Georgia Department of Public Health Tammy Burdeaux, RN, BSN, CRNI District Nursing and Clinical Coordinator East Central Health District Lawton C. Davis, MD District Health Director South Central Health District Stephen Goggans, MD, MPH District Health Director East Central Health District Greg French, RD, LD, CPT DeKalb County Board of Health Gayathri Kumar, MD Medical Officer/Epidemiologist Georgia Department of Public Health This protocol update was developed with funding through the Association of State and Territorial Health Officials Million Hearts Learning Collaborative from the Centers for Disease Control and Prevention. The clinical review team acknowledges the contributions to the protocol of Department of Public Health staff Jean O’Connor, JD, DrPH, Brittany Taylor, MPH, Kenneth Ray, MPH, Yvette Daniels, JD, and J. Patrick O’Neal, MD, MPH.
If working with a specific group please describe? (e.g. newcomers, pregnant moms, youth at risk) Project Details: Describe your project: How does your project connect with or strengthen other programs in your community? For each area of focus, please complete the following table: Single event description Estimated date of completion (dd-mm-yy) Estimate # of participants Multiple event description Start Date (dd-mm-yy) End Date (dd-mm-yy) # of sessions Estimate # of participants Ongoing project description (e.g. community garden) Start Date (dd-mm-yy) End Date (dd-mm-yy) Related workshops / events (e.g. food preservation workshop) Estimate # of participants Please list partners/organizations that will be involved and their contributions. Please estimate a dollar amount for each contribution (include in-kind and actual). (Note: after entering a dollar amount if your total does not update try clicking on any other grey field) Partner 1: Partner 2: Partner 3: Partner 4: Partner 5: Name: Time: Money: Supplies: Facility: Other: Total: $0.00 $0.00 $0.00 $0.00 $0.00 Amount of funding requested for project:
Year Group 3 Long Term Plan Summer 1 2018 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Mathematics Mental calculation Perimeter Shape Roman Numerals Written methods for Multiplication and division Mental and written subtraction English Narrative – Leon and the place between Narrative – Leon and the place between Non-chronological report Non-chronological report Editing poetry Science Light How do you stay safe in the sun? What do I know about light? Where does light come from? What is reflection? Can we investigate? What are shadows? Can we investigate? How do our eyes work? R.E Celebrating Easter & Pentecost Jesus saves us from sin Easter Sunday Celebrating new life He is Risen! Celebrating Jesus’ love for us Celebrating Pentecost Computing Blogging / Seesaw What is Seesaw and how do we use it? Can we make videos and post them? Can we annotate/ do a voice over for a piece of work? Can I edit a post before I submit it? Can I provide feedback for my partner to improve? What is a video conference? History Romans Britain Where did the Romans come from? Did the Celts like the Romans? Why was their army so successful? What was life like in Roman Britain? What did the Romans do for fun? Did the Romans believe in God? Art& Design Can you design and make a shield as strong as a Roman’s? Mosaics How did Roman bread taste? Clay Deadly creature P.E. Invasion games skills and swimming Music Tameside music service P.S.H.E. What do I know about myself? What do I know about myself? How can I manage my feelings? How can I manage my feelings? How can I make good choices How can I make good choices? Big Write Narrative – Leon and the place between Letter to my Crowcroft buddy Instructions – My Roman shield. Non – chronological report - My deadly creature Newspaper report Celebrating Jesus Science poetry
Week Percentage to teach Core Foundation 1 Amy not in school this week 2 Placement week 1 20% 5 lessons Observe PE Maths x2 – Parallel and perpendicular lines. Vertical, Horizontal and diagonal lines Science – KWL – light Art- sketching Roman shields 3 30% 7 lessons Teach Phonics English x2 – Features of a non-chronological report Research – What makes an animal deadly RE – Celebrating new life History – Label a Roman Soldier 4 40% 9 lessons Teach Phonics Maths x2 – Roman Numerals Recognise roman numerals up to 12 Adding Roman Numerals ICT – Blogging/ Seesaw. Science – 5 50% 10 lessons English x2 - History – ICT – Blogging/ Seesaw. 6 50% 10 lessons Teach PE Maths x2– Subtraction PE - Netball ICT – Blogging/ Seesaw.
MODULE 22 Gender-Responsive Nutrition in Emergencies PART 2: TECHNICAL NOTES The technical notes are the second of four parts contained in this module. They provide an overview of the steps needed for gender-responsive programming in humanitarian nutrition interventions. Information in this module was drawn from key resources including: the IASC Gender Handbook in Humanitarian Action; the UNICEF Operational Guidance on Gender; and the Sphere Handbook: Humanitarian Charter and Minimum Standards in Disaster Response (Sphere Handbook) developed by a group of NGOs, the Red Cross/Red Crescent Movement. Summary This module, Gender-responsive nutrition in emergencies, aims to contribute to improved gender-responsive programming in nutrition emergency response. It explains why programming is needed and how it can be implemented to improve the effectiveness of nutrition interventions. The Sphere Handbook explicitly recognizes the rights of women and men, and boys and girls in its Humanitarian Charter. The Charter applies to all the nutrition-related standards that have been addressed throughout this Harmonized Training Package (HTP). Introduction “Gender equality in humanitarian action is simply about good, common-sense programming.” Jan Egeland, Emergency Relief Coordinator, IASC Gender Handbook in Humanitarian Action, Women, Girls, Boys and Men – Different Needs, Equal Opportunities (2006) The core message of this module is that Gender equality in humanitarian action is simply about good, common-sense programming. It demystifies and simplifies the concept of gender, which many of the actors involved in humanitarian action still find unclear and/or uncomfortable. Some
Technical concept (30%) Credibility of the technical approach and relevance to the specific challenge 15 Level of robustness and credibility to reliably deliver H2 and vehicles 10 Does the Hydrogen production plan meet overall criteria? 5 Supply chain: economic and environmental aspects (20%) Availability of components and the capacity of supply chains to deliver within project timescales 10 Demonstrated potential for lowering delivered hydrogen cost 5 Demonstrated potential for lowering the carbon footprint of the hydrogen 5 Project Implementation (25%) Confidence in skills and experience of the project team 5 Appropriateness of the project work plan and status of the project 5 Understanding of the project risks and their management 5 Appropriateness and clarity of communications plan 5 Credibility of project outline costing 5 Table 3: Hydrogen Transport Programme Commercial Selection Criteria Category Criteria Weighting /100 Project relevance and impacts (25%) Clarity of the project objectives and relevance to the competition objectives 10 Potential and case for benefits to the UK 5 Potential and case for benefits to the refuelling network and vehicle fleet 10 Level of commercial advancement as a result of the project 15 Strength of case for DfT funding 25
SMART Goal Setting for Student Progress Form Teacher’s Name: _______9th Grade teacher__________________________________ Subject/Grade: ___Reading/English_____________________________ School Year: ____ Directions: This form is a tool to assist teachers in setting a SMART goal that results in measurable learner progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter information electronically into the cells (the boxes will expand to fit the text). Initial Goal Submission (due by _____________ to the evaluator) I. Setting (Describe the population and special learning circumstances) 9th grade self-contained class for students with disabilities, 6 males/5 females, Racial makeup: 2 white, 6 hispanic, 2 black, 1 asian, 3 students dually-identified II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data) Reading in a READ 180 class III. Baseline Data (What is shown by the current data?) In September 2012, students’ DRP scores ranged from 32 to 63. The mean was 47. x Data attached IV. SMART Goal (Describe what you want learners/program to accomplish) By the end of the year, all students with pretest scores of 49 and below will increase their post-test-DRP scores by at least 3 points, and students with a 50 or higher DRP will increase their post-test scores by at least 2 points. V. Means for Attaining Goal (Strategies used to accomplish the goal) Instructional Strategy Evidence Target Date READ 180 implementation with fidelity:45 minutes/5 days per week with 20 minutes on instructional software. Classroom participation reports monthly Attend READ 180 countywide meetings Attendance sign-in monthly Visual Word Walls to support vocabulary for each workshop Growing word wall in class for each workshop monthly Use of sentence frames to support student discourse on vocabulary Students will refer to sentence frames during class to represent daily
Table of Contents Executive Summary i 1.0 Introduction 3 2.0 Methodology 4 3.0 Features of a supply chain 6 3.1 Supply security 3.2 Supply chain components 3.3 Market participants 3.4 Petroleum market generic features 3.5 Trade flows and arbitrage 3.6 Contracting in the petroleum market 10 3.7 Supply Chain Timeframes 12 3.8 The influence of demand 13 3.9 The role of inventory 13 4.0 Supply chain processes (the levers) 15 4.1 Crude oil sales, trading and 16 4.2 Refining, product sale, trading and supply 19 4.3 Domestic storage and managing market demand 23 5.0 Disruption events and response 26 5.1 Crude supply 26 5.2 Refinery and product supply disruption 29 5.3 Shipping risk 33 5.4 Financial market risk 34 5.5 Domestic disruption 34 6.0 Resilience and the changing Australian market 38 6.1 Refinery closures 38 6.2 Commodity traders 38 6.3 Resilience of commodity traders 40
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Chemistry Specifications for Chemistry Services Contractors National Toxicology Program High Throughput Screen (HTS) Support Final August 11, 2016 1. Introduction Requirements related to chemicals designated for general high throughput screen evaluations have been discussed in previous sections of these specifications. Requirements discussed in this section apply to sets of chemicals, test articles, and/or mixtures (chemicals) that are currently sent for evaluation in the high throughput screen program known as Tox21 run by the National Center for Advancing Translational Sciences (NCATS) at the National Institutes of Health. Functional Activities in this section cover the procurement, handling and characterization of sets of chemicals for the Tox21 program. These activities are intended to apply to a set of chemicals, which constitute one complete plate used in the Tox21 program. Currently Tox21 plates consist of 1536 wells, containing 1408 individual chemicals or chemical mixtures. A typical set of chemicals addressed by the requirements in this section would therefore contain 1408 test articles (chemicals or chemical mixtures). 2. HTS Chemical Procurement (HCP)
All pitchers start the playoffs with zero innings pitched (i.e., a "clean slate"). All pitchers in the playoffs must have been 16 years old or younger on December 31 of the previous calendar year (no softball-age or 18-year-old pitchers). NO EXCEPTIONS. 1 or more pitches thrown in an inning = 1 full inning pitched by the pitcher. At the conclusion of a playoff game, the 2 head coaches should confirm the number of innings pitched by each pitcher on each side, and the winning head coach will report the # of innings pitched for pitchers on both sides on the website score report. All playoff games must complete a full 7-inning game (exception described in the next rule). No time limit. If a team is ahead by 10 runs or more after at least 5 complete innings (4 1/2 if the home team is leading), the game is over via the "Mercy Rule" and additional innings will not be played. On nights of double-header playoff games, the start of the second game will be delayed until after the first game ends, even if it is later than the scheduled start time. If a playoff game is suspended due to weather, lights, or other reasons, the game will be resumed at a later date in the exact same situation (i.e., same inning, score, outs, runners, pitcher, batter, and count). If girls are unavailable to play in the resumed game in the same positions (pitcher, batter, etc.), head coaches will make every effort to duplicate the suspended situation (for example, the new batter will inherit the exact count at the time play was suspended), and batting orders will be as close as possible to the original game. All players participating in a playoff game must play a minimum of 3 innings in the field. Start times of the championship and "if necessary" games (i.e., games #8 and #9) can be modified upon mutual agreement by the coaches to enable the maximum number of players to participate.
1 mm for SRS/SBRT DL3 Movable Red laser home position 1.0 mm for 1.5 mm for non-SRS/SBRT 1.0 mm for DL4 Image registration/alignment (in x,y, and z directions) (i.e. Position/Reposition Test) 1 mm DL5 MVCT quality No artefact DL6 Backup tape status No error, changed DL7 Safety System Systems TQC Complete Table2: Monthly Quality Control Tests Designator Test Performance Tolerance Action Monthly ML1 Static treatment beam output 2% 3% ML2 Rotational treatment beam output 1.5% 2% ML3 Monitor chamber constancy 1.5% 2% ML4 Treatment beam output variation with gantry angle 1.5% 0.8% with DCS 2% 1% with DCS ML5 Beam quality 0.8% 1% (PDD10 or SRS/SBRT
Objective Attempted 10 Acceptable 15 Enjoyable 20 Exceptional 25 Timing: Must be a full 3 minute presentation. 0/100 IF YOU DO NOT PRESENT Less than 1 minute 1-1:55 2-2:55 3-3:25 minutes 2. Presentation Structure: Includes an intro and conclusion. Has a clear and specific research statement. Clearly & completely answers the research question. Is difficult to follow. Has some research details. Unorganized. Not accompanied by a PowerPoint. Is difficult to follow. Has some research details. Unorganized. Accompanied by a PowerPoint. Easy to follow. Research is stated. Clearly organized. Accompanied by a PowerPoint. Easy to follow. Research is clearly stated. Clearly organized. Accompanied by a PowerPoint. 3. Mechanics Many (5+) grammatical spelling errors in PP. A few (3-4) grammatical or spelling errors in PP. Almost no (2-3) grammatical or spelling errors in PP. Fewer than 2 grammatical or spelling errors in PP. 4. Organization & Effectiveness The PP is somewhat organized. Attempts to follow teacher expectations for formatting (4+ errors). The final product includes Title or Works Cited slides. The PP is organized, and attempts to follow teacher expectations for formatting (less than 3 errors). The final product includes Title or Works Cited slides. The last slide is “time for questions”. The PP is organized, and mostly follows teacher expectations for formatting (less than 2 errors). The final product includes Title and Works Cited slides. The last slide is “time for questions”. The PP is organized, and follows teacher expectations for formatting. The final product includes Title and Works Cited slides. The last slide is “time for questions”. Research Presentation- Rubric Due December 14, 2015 *Total points = 100.
Mathematics 3200 Unit 2: Function Transformations (Section 1.1 – Horizontal and Vertical Translations) Use a graphing calculator or other graphing technology to investigate each new function, a transformation of the given base function. Our goal is to determine how changes in the base equation manifest themselves in the graph. Caution: Any trigonometric functions require your calculator to be in “degree” mode. Base Function New Function Effect on Graph of Base Function Observations: 1. Did the shape of the base function change? Yes No 2. Did you observe a horizontal change? Yes No 3. Did you observe a vertical change? Yes No Conclusion: or results in a _____________translation of the graph of
Is it Foolish to Date a Brand New Christian? EDITOR'S NOTE: is a biweekly advice column for singles featuring a question from a Crosswalk.com reader with responses from a male and female point of view. If you've got a question about anything related to singleness or living the single life, please submit it to hesaid-shesaid@crosswalk.com (selected questions will be posted anonymously). QUESTION: As a Christian, is it OK for me to date or marry a new or recent convert? And does it matter that I was one who led this person to Christ? HE SAID: If you’re looking for a specific unequivocal answer to your questions, I would have to say “yes” and “no.” What I have seen, experienced, and learned over the years is the amount of time a person has been a believer or follower of Christ is not as important as to what a person has done in that time since proclaiming and giving their life to Christ. A “young” (or new) believer can be more mature in their relationship with Christ than one who has grown up in a “Christian” home their entire life. In the same way a maturity in life important, a maturity in Christ, both personally and relationally, is extremely significant - especially when it comes to being involved in a serious relationship.
2-Sample t This is done in a similar way to the 1-sample t. There are two differences. There are three ways the data may be given. See illustrations below. The “Graph” choices do not include Histogram. The graphs which are produced are “comparative graphs” meaning that the graphs of the two groups are shown side-by-side on the same scale to make comparisons easy. Both samples are in one column Each sample is in its own column Summarized data For each sample, type into the dialog box the following information: Sample size Sample mean Sample standard deviation
Human Trafficking “Red Flags” for Cab Drivers If you come in contact with anyone exhibiting one or more of the following indicators, they may be a victim of human trafficking. A potential victim may have a person with them who seems very controlling and tries to speak for the victim. Victims may exhibit signs of physical abuse such as: Bruises, broken bones, cuts, burns, scars and/or malnourishment. Victims may appear afraid/nervous and may not make eye contact. Victims may have signs of psychological trauma such as: Severe anxiety, depression, suicidal thoughts, Trauma Bonding/Stockholm’s Syndrome, panic attacks, submissiveness, and/or no emotion at all (flat affect). Victims may work and live in the same location. Victims may have a marked lack of understanding of the city or even why they are here. Victims typically do not have control over personal identification documents. These documents may be in the control of the trafficker. Conversations with victims may seem very scripted, inconsistent or vague. Victims have signs of “branding” by their traffickers such as: Tattoos of the trafficker’s name and/or jewelry. You may hear indications of commercial sex activity with underage persons. Victims may not admit that they are victims and may not ask for help.
Who needs to know? All UK Power Networks Staff Asset Management Capital Programme Connections Contractors Customer Services Finance Legal G81 External website HR & Communications SHE&TT In Business HSS Safety Reps ICPs (Independent Connection Providers) IDNOs (Independent Distribution Network Operators) Information Systems Meter Operators Network Operations EPN LPN SPN Distribution Capital Delivery Logistics Network Control Network Operations Connections Transport Services Strategy and Regulation UK Power Networks Services Airports Rail Strategic projects HS1, DLR & Commercial buildings MUJV / Allenby Business Development Others (specify) Contents
Monitoring of performance The on-going monitoring of compliance to ensure the appropriate application of the Safe System of Work is the responsibility of the ICP. Anybody who works on or near electrical distribution systems controlled by UK Power Networks can be subjected to a recorded safety audit. Monitoring by UK Power Networks will be primarily to ensure quality.
Hu Cells flash cards Give a definition of cellular differentiation Name two types of human stem cells Give two ways that stem cells differ from other body cells What is a somatic cell? Give two differences between embryonic and adult (tissue) stem cells By what process do somatic cells divide? When germline cells divide by mitosis what do they form? When germline cells divide by meiosis what do they form? In what type of cell would a mutation be passed on to the offspring? Give one therapeutic use of stem cells Give one use of stem cells in research Give one ethical issue concerning the use of stem cells Give a definition of a tumour Give 2 ways that cancer cells are different to other cells How is a secondary tumour formed? Name the 3 components of a nucleotide What type of bonds hold the 2 DNA strands together? Which end of a DNA strand has a free deoxyribose sugar? Name a molecule, other than DNA, that is found in chromosomes Name two factors essential for the replication of DNA Name 2 processes involved in turning a DNA double helix into 2 template strands Which end of the DNA strand does DNA polymerase add nucleotides to? Which end of a DNA strand has a free phosphate group? What enzyme joins DNA fragments together during replication?
Holleman, M. (2014, March 24). After 25 years, Exxon Valdez oil spill hasn't ended. Retrieved March 24, 2014, from CNN: Pugh, C. Elements of Thought. [PDF document]. Retrieved from Lecture Notes Online Web site: http://www.teacherpugh.com/grantham/pdf/Standards%20Cheat%20Sheet.pdf -or- Pugh, C. Intellectual Standards. [PDF document]. Retrieved from Lecture Notes Online Web site: http://www.teacherpugh.com/grantham/pdf/Standards%20Cheat%20Sheet.pdf
Homework for Week 22 = 2/16-2/18 Monday Tuesday Wednesday Thursday Writing none none Have the first 3 paragraphs complete by Monday Same Spelling/ELA none -Wk 18 Def-due Thursday -Wk 18 vocab packet-due next Tuesday Same -Study for test Tuesday -Wk 18 vocab packet History None Study for Test Thursday Same none Literature None None None None Math: Groff Muyanja Javier Wilson none G: check planner M: check planner J: check planner W: 8.2.1 G: check planner M: check planner J: check planner W:8.3.1 G: check planner M: check planner J: check planner W: 8.3.2 Science None Study for Earthquake Quiz Study for Volcano Quiz Study for Volcano Quiz Specials: Music: Quiz next week Latin: Flash cards on 15 greek roots Library- bring books tomorrow Reading 20-30 minutes Book Report- due 2/26 20-30 minutes 20-30 minutes 20-30 minutes Week 16 Vocab-possess (W), privilege (W), statistic (W/M), writing (W), answer (W), hypocrite (W), license (W), palisade (L), torrent (L), rampart (L), crater (S), caldera (S) Bonus Word: rhythm S=Science L= Literature H=History M=Math W=Writing/ELA
social media usage could have an impact on the scholarly information dissemination advocated by the open research community. Kim and Abbas (2010) reported that Massachusetts Institute of Technology libraries made announcements on Twitter including descriptions of resources, workshops, courses, and so forth. Compared with other Web 2.0 technologies, Facebook and Twitter appear to be more capable of syndicating and disseminating information (Cahill, 2009). Concise text mitigates the impact of information overload, making SNSs effective means of information dissemination (Kim & Abbas, 2010). Communication: This type of interaction involves a one-to-one relationship through dialogues and comments, and it is one of the most important areas in measuring the effectiveness of SNSs (Romero, 2011). SNSs function efficiently for communication purposes since the low level of required self-disclosure makes users feel more comfortable when launching conversations with acquaintances (McElvain & Smyth, 2006). Because of their concise format and informal tones, most SNSs are likely to induce interactions between users than other non-social networking Web 2.0 technologies such as blogs and wikis (Romero, 2011). It is generally believed that SNSs can promote a user’s communication and may improve the quality of a conversation (Boyd & Ellison, 2007; Ito et al., 2008). However, it has been observed that eliciting responses from users within public forums is not as easy as in personal social circles (Burton & Soboleva, 2011; Chen, Maxwell, Chu, Li, & Tang, 2011). Information gathering: This type of interaction usually involves a many-to-one relationship. SNSs are effective information-gathering tools that have been utilized in social science research to gather professional knowledge and responses from those who participate (Ahn, 2011; Poynter, 2010). With millions of users, SNSs offer opportunities for libraries to reach out to communities and foster understanding of SNS functions in libraries through characterizing the interaction
diversify their agricultural production, increases the demand for unskilled labour in agriculture, and also enable farmers’ to work more in off-farm activities. Rural transformation through expansion of off-farm employment during the middle and later periods of rural transformation (Stage 3, Table 4) is particular important for raising farmers’ income and further poverty reduction. Recent studies have showed that the rates of rural poverty deduction are generally in accordance with the extent of off-farm labour participation among the developing countries in Asia (Haggblade et al., 2010; Misra, 2014; OECD, 20115; Huang et al., 2008). Table 4. Paths of rural transformation, IPIs and sequence of IPIs. Stage Paths of transformation Additional IPIs in each stage and sequence 1 Primary on staple food production Institutions (e.g., land), water infrastructure, and technology 2 Agri. diversification Plus: market reform, road and market infrastructure 3 Rising non-farm employment 3.1 Farming and part time non-farm employment Plus: support local SMEs (labor intensive- industrialization in rural area) 3.2 Increasing specialization on farming or non-farm employment Plus: accelerate urbanization; labor and land rental market; food safety 3.3 Agri. mechanization and more off-farm employment Plus: supports for land consolidation, farm mechanization, sustainable agriculture 4 Rural urbanization and integrated urban-rural development Plus: eliminate discrimination between rural and urban and among regions in all aspects; targeting poverty reduction 3.3 China’s inclusive rural transformation and innovations China is a typical case of classical rural transformation with the following major experiences and innovations. China’s agricultural transformation increases farmers’ incomes and facilitates structural transformation. The rise in farmers’ income provides capital accumulations for industrialization. The successful agricultural transformation lowers agricultural commodity prices and provides more diversified agricultural products, which accelerates the development of agriculture-related industries (usually labour-intensive industries such as agricultural input manufacture, food processing, food marketing chain, an textile). The agricultural transformation resulted from increase in labour productivity can also supplies large number of cheap labour force for the expansion of industry and service sectors in both rural and urban areas. The expansion of labor-intensive industry and service sectors, urbanization and economic structure transformation provide huge employment opportunities for rural labour force. Rising rural labour non-farm employment increases farmers’ income and reduces the rural poverty population, and therefore stimulates inclusive rural transformation.
could have sat there among sixteen thousand people proclaiming “I have nobody left to go on vacation with” or “nobody to invite as my plus one” (and I probably did for a short period) or pull up my boots and make new friends. I (eventually) chose the latter. This is all a part of life’s journey. A pastor who I used to serve under said to me years after our youth staff disbanded, “Wouldn’t it be great to get us all back together and start a youth group?” I thought through the great times and impact we had, but had to say, “Yeah, but I think God can use us more being apart than he can together.” We all have our own separate journey and each direction has its own timeline and purpose. Although we may be walking the same path for a period of time, they will probably separate because God is doing a specific work in each of us distinct from one another. You may be nearing that crossroad. SEE ALSO: What we often don’t realize is most everyone looks at someone else’s life with some sort of envy. My married friends have shared (in jest) they live through me vicariously, by the opportunities I have as a single, while at the same time I would trade aspects of my life for theirs. Through it all though, I have found peace and gratification in the experiences (and new friends) God has allowed me to have on my journey. Bottom line - if you spend your time worrying and being unhappy about all of the things you don’t have (and not being happy for those you call friends), you will never appreciate the things you do have. Seek to enjoy this new season. SHE SAID: SEE ALSO:
The Authentication Application Form once signed suggests that you expect to attend Huawei Ready Program and get Huawei Ready certification, and authorize Huawei to use your company Logo for the certification joint propaganda. Partner Information Company Name (Required)： Company Registered Address (Required)： Official Website (Required)： Contact name (Required)： Email (Required)： Telephone (Required)： Certificate Information Partner Products & Solutions name (Required) Partner Products & Solutions version (Required) Huawei Products & Solutions name (Required) Huawei OceanStor DJ Huawei Products & Solutions version In order to better understand the partner’s products, please provide certification product instructions, manuals and other relevant documents or relevant official link. Additional Information Joining Huawei OceanStor DJPP Please sign at the bottom, then send the signed application to Huawei or submit it to , we will contact you immediately after receiving the application. Signature: Printed Name: Date:
If God brought you together, he will keep you together. HE is … Cliff Young, a Crosswalk.com contributing writer and a veteran single of many decades. He has traveled the world in search of fresh experiences, serving opportunities, and the perfect woman (for him) and has found that his investments in God, career and youth ministry have paid off in priceless dividends. SHE is ... Kris Swiatocho, the President and Director of and Kris has served in ministry in various capacities for the last 25 years. An accomplished trainer and mentor, Kris has a heart to reach and grow leaders so they will in turn reach and grow others. She is also the author of . DISCLAIMER: We are not trained psychologists or licensed professionals. We're just average folk who understand what it's like to live the solo life in the twenty-first century. We believe that the is our go-to guide for answers to all of life's questions, and it's where we'll go for guidance when responding to your questions. Also, it's important to note that we write our answers separately. GOT A QUESTION? If you've got a question about anything related to singleness or living the single life, please submit it to hesaid-shesaid@crosswalk.com (selected questions will be posted anonymously). While we are unable to answer every inquiry, we do hope that this column will be an encouragement to you. Click here to visit the He Said-She Said .
HUB to Spoke (OBOT) Referral Form Today’s Date: Spoke Provider Information HUB Referring Physician: Contact Number: Spoke Physician: Contact Number: Spoke Nurse or Clinician Name: Contact Number: Patient Information Patient Name: DOB: Patient Contact Number: Gender Male Female ROI Completed Yes No Records Requested: Yes No Description of Request: Dosing Information Current Dose: Number of Take Homes: Length of time on Take Home Medication: Dosing History: Treatment Information Treatment Needs Questionnaire score: Behavioral Health Questionnaire Score Spoke (OBOT) Stability: Current Prescriptions: Current Use: UA Screening Results for the last 3 months: Opiates Pos Cocaine Pos Benzo’s Pos Alcohol Pos Amphetamine Pos
__________, ed. Black on White: Black Writers on What It Means To Be White. New York: Schocken, 1998. Singh, Amritjit, and Peter Schmidt. “On the Borders Between U.S. Studies and Postcolonial Theory.” Postcolonial Theory and the U.S.: Race, Ethnicity, and Literature. Ed. Singh and Schmidt. Jackson: University Press of Mississippi, 2000. 3-69. Smith, Henry Nash. “Introduction.” Adventures of Huckleberry Finn. Boston: Houghton Mifflin, 1958. v-xxix. Sundquist, Eric. To Wake the Nations: Race in the Making of American Literature. Cambridge: Harvard University Press, 1993. Trilling, Lionel. “A Certain Formal Aptness.” Introduction to Adventures of Huckleberry Finn. New York: Rinehart, 1948. Twain, Mark. Adventures of Huckleberry Finn. Ed. Emory Elliott. New York: Oxford University Press, 1999. __________. Adventures of Huckleberry Finn. The Works of Mark Twain. Vol. Eight. Ed. Blair, Walter, and Victor Fischer. Berkeley: University of California Press, 1988. __________. Adventures of Huckleberry Finn. Ed. Sculley Bradley, Richmond Croom Beatty, E. Hudson Long, and Thomas Cooley. Norton Critical Edition. Second Edition. New York: Norton, 1977. __________. “A True Story, Repeated Word for Word as I Heard It.” Atlantic Monthly, Nov. 1874. Writings of Mark Twain: Definitive Edition. Vol. VII. New York: Gabriel Wells, 1922. 240-47. __________. A Connecticut Yankee in King Arthur’s Court. Ed. Bernard L. Stein. Berkeley: University of California Press, 1979. __________. The Tragedy of Pudd'nhead Wilson, and the Comedy, Those Extraordinary Twins. New York: Oxford University Press, 1996.
Huck Finn Jim Tom Sawyer Pap Finn The Duke and The King the Grangerfords the Shepherdsons Protagonist. Runs away from home and adventure down the river ensues. Deuteragonist. Accompanies Huck on the journey. Foil town drunk The first people Huck encounters on his adventure provide Huck with a place to stay enemies to the Grangerfords Novel revolves around his journey as he runs away sidekick to Huck through his journey down the Mississippi Shows the reader how Huck’s life could have turned out exemplifies a negative tone throughout the novel Teach Huck that not everyone should be easily trusted represent a southern aristocratic family engage in many feuds with their competing neighbors 5 miles down the road Brave, Happy-go-lucky, wise, witty, confident, gullible Superstitious, wise, humble, selfless successful, polite, responsible, despicable, solemn, carefree Manipulative, money hungry, poor, greedy wealthy, hospitable, concerned with appearance wealthy, arrogant Major Works Data Sheet Setting Significance of the opening scene
Safety The hub practice will need to ensure there is a robust system in place for out of hours if they are hosting a blinded Clinical Trial of an Investigational Medicinal Product (CTIMP). The hub practice will need to ensure there is a robust system in place for reporting Serious Adverse Events (SAEs) between the spoke practices, the hub practice and all required agencies. Pharmacy The hub practice will need to ensure robust arrangements for storage, monitoring, prescribing and issuing of study drug or intervention are in place. Monitoring If requested/appropriate, the hub practice will have a responsibility to allow space and access for Sponsor monitors or local NHS R&D audit teams at the hub site. Expressions of Interest to participate in research studies Hub practice will receive notifications of new studies from Clinical Research Network. Hub practice will make an initial decision of interest based on criteria e.g. population group being sought, viability for study to run in primary care, equipment, capacity. Hub practice will run feasibility at their own practice in 1st instance. Hub practice will engage spoke practices regarding feasibility via spoke contacts. Spoke contacts will respond within a reasonable timeframe to be agreed with the Hub practice. If any of the spoke practice contacts are on leave/away, the hub can send in their own and any other spoke practice numbers to express interest in a study. Spoke practices can decide on a study by study basis whether it is feasible for the practice to participate although spoke practices are encouraged to take part in all studies offered through the hub and spoke model. Hub practice will complete Expression of Interest for study and based on the feasibility obtained from spoke practices by the required deadline. Any issues about placement of study in Primary care will be fed back from the hub practice to the NIHR CRN Clinical Studies Development Officer. Training Hub practices will have a nominated Principal Investigator (PI), and lead nurse for each study. Some studies may also require a sub-investigator for holiday/ additional cover. Some studies may also provide an opportunity for Healthcare Assistants or other staff to be involved. The hub practice Lead Research GP and other Hub practice staff involved in research, will have undertaken the National Institute for
Attachment D-2: Administrative and Financial References Electronic Code of Federal Regulations (eCFR) is available at . The General Section NOFA and Program NOFA: https://portal.hud.gov/hudportal/documents/huddoc?id=2016yhdpnofa.pdf Administrative Requirements (applicable for all entities including commercial/for-profits, non-profits, and institutions of higher learning): 2 CFR Part 200 (Subpart A, B, C, D) Cost Principles: 2 CFR Part 200 Subpart E Federal Acquisition Regulations (FAR), 48 CFR Part 31.2, Cost Principles for Commercial Organizations Audits (applicable for all entities including commercial/for-profits, non-profits, and institutions of higher learning: 2 CFR Part 200 Subpart F Travel (applicable Federal Travel Regulations (FTR), prescribed by the General Services Administration): 41 CFR Chapters 300-301
contract by virtue of section 3(a) of the Davis-Bacon Act or 29 CFR 5.12(a)(1). The penalty for making false statements is prescribed in the U. S. Criminal Code, 18 U.S.C. 1001. Subcontracts. The Contractor or subcontractor shall insert in any subcontracts all the provisions contained in this clause, and such other clauses as HUD or its designee may by appropriate instructions require, and also a clause requiring the subcontractors to include these provisions in any lower tier subcontracts. The prime Contractor shall be responsible for the compliance by any subcontractor or lower tier subcontractor with all these provisions. Non-Federal Prevailing Wage Rates. Any prevailing wage rate (including basic hourly rate and any fringe benefits), determined under State law to be prevailing, with respect to any employee in any trade or position employed under the contract, is inapplicable to the contract and shall not be enforced against the Contractor or any subcontractor, with respect to employees engaged under the contract whenever such non-Federal prevailing wage rate exceeds: the applicable wage rate determined by the Secretary of Labor pursuant to the Davis-Bacon Act (40 U.S.C. 3141 et seq.) to be prevailing in the locality with respect to such trade; an applicable apprentice wage rate based thereon specified in an apprenticeship program registered with the U.S. Department of Labor (DOL) or a DOL-recognized State Apprenticeship Agency; or an applicable trainee wage rate based thereon specified in a DOL-certified trainee program.
5/3 Understanding FHA Loan Products Prep/follow-up/training =24 hours Webinar 5/17 Home Inspections Prep/follow-up/training =16 hours Webinar JUNE 6/5 – 6/6 HCO Made Easy Prep/follow-up/travel =28 hours Training = 12 hours Denver CO 80202 6/20-6/22 The Fundamentals of Rental Housing Counseling Prep/follow-up/travel =28 hours Training = 24 hours Santa Ana CA 82705 JULY 7/10 – 7/12 Path to Homeownership (3 day) Prep/follow-up/travel =14 hours Training = 24 hours Concord CA 94520 7/19 Fair Lending & Loan Doc Pt 1 Prep/follow-up/training = 18 hours Webinar 7/24 Fair Lending & Loan Doc Pt 2 Webinar 7/26 Fair Lending & Loan Doc Pt 3 Webinar AUGUST 8/13 – 8/17 Developing Effective Program Manager Skills Prep/follow-up/travel =28 hours Training = 16 hours Chicago IL SEPTEMBER 9/11/18 Disaster Recovery Pt1 Prep/follow-up/training = 10 hours Webinar 9/13/18 Disaster Recovery Pt 2 Webinar Date to be determined Improving Your Counseling Program Through Financial Capability and Coaching Prep/follow-up/travel =28 hours Training = 16 hours Las Vegas NV 9/18 – 9/19/18 Program Manager Essentials Prep/follow-up/travel =28 hours Training = 16 hours Denver CO 80202
Emory IRB Protocol Outline For Protocols using a HUD for Treatment Purposes Full study title: Principal Investigator: Department: HUD Holder: Summary of use: Proposed treatment: Patient selection: Patient consent to treatment: NOTE: The treating physician must document that they have provided this information sheet and taken time to go over it with the patient. This should be documented in the patient medical record or treatment record. Device storage: References , Chapter 68 (Humanitarian Use Devices: Exemptions & Uses) FDA FDA guidance:
VAWA does not limit HP’s duty to honor court orders about access to or control of the property. This includes orders issued to protect a victim and orders dividing property among household members in cases where a family breaks up. Reasons a Tenant Eligible for Occupancy Rights under VAWA May Be Evicted or Assistance May Be Terminated You can be evicted and your assistance can be terminated for serious or repeated lease violations that are not related to domestic violence, dating violence, sexual assault, or stalking committed against you. However, HP cannot hold tenants who have been victims of domestic violence, dating violence, sexual assault, or stalking to a more demanding set of rules than it applies to tenants who have not been victims of domestic violence, dating violence, sexual assault, or stalking. The protections described in this notice might not apply, and you could be evicted and your assistance terminated, if HP can demonstrate that not evicting you or terminating your assistance would present a real physical danger that: 1) Would occur within an immediate time frame, and 2) Could result in death or serious bodily harm to other tenants or those who work on the property. If HP can demonstrate the above, HP should only terminate your assistance or evict you if there are no other actions that could be taken to reduce or eliminate the threat. Other Laws VAWA does not replace any Federal, State, or local law that provides greater protection for victims of domestic violence, dating violence, sexual assault, or stalking. You may be entitled to
If HP receives conflicting evidence that an incident of domestic violence, dating violence, sexual assault, or stalking has been committed (such as certification forms from two or more members of a household each claiming to be a victim and naming one or more of the other petitioning household members as the abuser or perpetrator), HP has the right to request that you provide third-party documentation within thirty 30 calendar days in order to resolve the conflict. If you fail or refuse to provide third-party documentation where there is conflicting evidence, HP does not have to provide you with the protections contained in this notice. Confidentiality HP must keep confidential any information you provide related to the exercise of your rights under VAWA, including the fact that you are exercising your rights under VAWA. HP must not allow any individual administering assistance or other services on behalf of HP (for example, employees and contractors) to have access to confidential information unless for reasons that specifically call for these individuals to have access to this information under applicable Federal, State, or local law. HP must not enter your information into any shared database or disclose your information to any other entity or individual. HP, however, may disclose the information provided if: You give written permission to HP to release the information on a time limited basis. HP needs to use the information in an eviction or termination proceeding, such as to evict your abuser or perpetrator or terminate your abuser or perpetrator from assistance under this program. A law requires HP or your landlord to release the information.
Ankara Yıldırım Beyazıt University, Member of Unimpeded YBU Commission, 2013- Erciyes University, Faculty of Education, Psychological Counseling and Guidance, Vice, PROFESSIONAL SERVICE Reviewer, Turkish Psychological Counseling and Guidance Journal Reviewer, Life Skills Journal of Psychology Reviewer, Turkish Educational Sciencies Journal Reviewer, International Journal Of Early Childhood Educaiton Studies Reviewer, International Journal of Asian Social Science Reviewer, Turkish Studies Reviewer, Families, Relationships and Societies ADVANCED PROFESSIONAL TRAINING AND CERTIFICATION Certification: Desensitization and reprocessing by eye movements (EMDR) I. Level, Institute of Behavioral Sciences, Ankara, Turkey, 2017. Certification: Gottman Couple Therapy, I.and II. Level, The Gottman Institute, İstanbul, Turkey, 2013. Certification: Family and Marriage Therapy, Prof. Ofra AYALON, Dr. Shulamit NIV, Dr. Yahuda SHAUM, Israil Community Stress Prevention Center, İstanbul, Turkey, 2004. Certification: Cognitive and Behavioral Therapy, Prof. Mehmet Zihni SUNGUR, Cognitive and Behavioral Therapy Association, İstanbul, Turkey, 2008. Training: Divorce: A Predictable Crisis Workshop, Dr. William Hiebert, Hiebert Instıtute at Marriage and Family Counseling Service, İstanbul, Turkey, 2010. 2011.
Training: Trauma-Focused Cognitive Behavioral Therapy (On-line Training), Medical University of South Carolina, National Crime Victims Research & Treatment Center, USA, 2009. Training: Trauma-Focused Cognitive Behavioral Therapy with Childhood Traumatic Grief (On-line Training), Medical University of South Carolina, National Crime Victims Research & Treatment Center, USA, 2009. Training: Mindfullness Based Cognitive and Behavioral Therapy Workshop, Satwant Singh, Cognitive Behavioral Psychotherapies Association, Ankara, Turkey, 2015. Workshop: Cognitive-Behavioral Strategies with Couples and Families, Frank Dattilio, 7th International Congress of Cognitive Psychotherapy, İstanbul, Workshop: Problem Solving Therapy, Prof. Dr. Mehmet ESKİN, XIII. National Psychology Congress, İstanbul, 2004. PUBLIC AND NATIONAL SERVICE “Mediation Training” for attorneys education organized by the Turkish Justice Academy, Ankara, 2016. “Family and Child” conference within the scope of Family Week organized by the Altındağ Social Service Center of the Ministry of Family and Social Policies, Ankara, 2014. “Motivation and Examination Anxiety”. 6.GAP University and Education Publicity Days, Gaziantep, 2009. "The role of family in effective communication and school success" conference within the scope of Parent Education of İMKB Anatolian Hotel Management and Tourism Vocational High School, Ankara, 2007.