zilongwang/ReadingBank huggingface dataset:
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: Risk of injury due to: Mobility of the HPV; Crash or collision (e.g. at high speed); Brake or structural failure; Instability of the HPV (e.g. poor design/traversing a critical slope); and Operating environment (e.g. adverse weather conditions, terrain etc.). Ensure HPV has a low centre of gravity to ensure stability of HPV. Incorporate appropriate safe design features (e.g. roll bar, seat belt etc.). Ensure appropriate PPE is worn (e.g. helmet, knee/elbow pads and appropriate footwear). Ensure the HPV operator is deemed as competent to drive the vehicle prior to operation. Ensure a competent person has assessed and approved the safe design/construction of the HPV. Ensure vehicle is only operated on appropriate surfaces and environments. Material falling off the plant? Y N Minor Unlikely Low Uncontrolled/unexpected movement of plant/load? Y N Minor Unlikely Low Lack of capacity to slow, stop or immobilise plant? Y N Minor Unlikely Medium The plant tipping or rolling over? Y N Minor Unlikely Medium Parts of the plant disintegrating or collapsing? Y N Minor Unlikely Medium Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Minor Unlikely Medium Being thrown off or under the plant? Y N Minor Unlikely Medium Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N The mobility of the plant? Y N Minor Unlikely Medium Inappropriate parts and accessories being used? Y N Minor Unlikely Medium Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures
ERGONOMICS Can anyone be injured due to: Construction, operation and maintenance of the HPV may require repetitive movement and constrained body postures leading to musculoskeletal disorders. Ensure construction and maintenance workers have regular rest breaks. Ensure operators have regular breaks and an appropriate level of personal fitness. Ensure the HPV is ergonomically designed to suit the operator/s. (e.g. adjustable seating). Poorly designed workstation? Y N Repetitive body movement? Y N Moderate Possible Medium Constrained body posture or the need for excessive effort? Y N Moderate Possible Medium Design deficiency causing psychological stress? Y N Inadequate or poorly placed lighting? Y N Does the plant impact on the surrounding workplace and create potential hazards? (Consider potential impact on the design and layout of the workplace) Y N Is the location of the plant inappropriate? (Consider potential effects due to environmental conditions and terrain) Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
Population as very high (>50%). service delivery points. support of UN partners by Last quarter of 2018 NACP & PACPs APLHIV, CSOs, through technical support of UN partners by 1st quarter of 2019. Lack of effective HIV legislation and implementation Passage of HIV Bills under review should be expedited and implementation ensured. NACP & PACPs through APLHIV, CSOs, technical support of UN partners between last and 1st quarter of 2019 Lack of advocacy and HIV awareness Media should be engaged as an effective HIV advocacy and awareness tool. Across the board engagement of stakeholders for advocacy and creating HIV awareness should be ensured. NACP, PACPs, APLHIV, CSOs, through technical support of UN partners between last and 1st quarter of 2019 NACP, PACPs, APLHIV, CSOs, through technical support of UN partners between last and 1st quarter of 2019 TOR 5: STRENGTHEN THE MECHANISM OF MONITORING AND EVALUATION OF HIV SERVICES, PREVENTION SERVICES AS WELL AS CURATIVE SERVICE AND CARE Weak monitoring and evaluation system Robust national and provincial M&E systems shall be introduced for stringent monitoring of HIV prevention and treatment services and NACP, PACP, APLHIV through technical support of UN partners between 2018 and 1st quarter
Submission of the Human Rights Commission on the “Sexual and reproductive health and rights of persons with disabilities” questionnaire The Human Rights Commission (“Commission”) welcomes the opportunity to provide this short submission to the Special Rapporteur on the Rights of Persons with Disabilities for her report on the sexual and reproductive health of girls with disabilities. Overall, there is a lack of information and statistics on this topic in New Zealand. However, the New Zealand Disability Strategy 2016-2026 does acknowledge the need for barrier-free mainstream sexual and reproductive health services for women and girls with disabilities. It also acknowledges that disability and sexuality is important, that there is gender and sexuality diversity across the disability community, and that society has “incorrect perceptions people with disabilities do not have sexual needs and desires.” Anecdotally, we know people with disabilities face such perceptions. The previous disability strategy created in 2001, also highlighted sexual and reproductive rights as an action area, with actions to “Support disabled people in making their own choices about their relationships, sexuality and reproductive potential” and “Provide and evaluate educational initiatives about sexuality, safety and relationships for disabled children and youth.” However, little happened to progress these actions. Sexuality education is compulsory in New Zealand primary and secondary schools, where it is a “key area of focus” in health and/or physical education. There is some guidance on providing sexuality education tailored to certain ethnic groups, including indigenous peoples, but no such guidance with a focus on people with disabilities. In regards to access to sexual health and reproductive services, the New Zealand Ministry of Health has published a “Sexual and Reproductive Health” resource book for health care organisations. One of its suggested strategies is to “Ensure there is support and contraceptive planning and other sexual health issues for people with disabilities.” The resource suggests educators draw on the expertise of “nurses, educators, and health promoters, who are specially trained to advise young people with disabilities on sexual health issues” to train more health professionals to support people with disabilities on sexuality issues. As far as the Commission is aware, there is no New Zealand data on violence against girls with disabilities impacting their enjoyment of sexual and reproductive health rights. However, it is known that disabled women are about twice as likely to be victims of violence and abuse compared to nondisabled women.
Sustainability Criteria Available for project Planned for project Available within 5 yrs Not yet scheduled Additional comments (including alternate servicing decisions) Indicate access to facilities Public transport access within 1km Non-motorised transport route within 1 km Access to daily activities (ATM, grocery store, etc.) within 1 km Access to primary and secondary community facilities (hall, recreational space, religious institutions, schools, clinics) A quality public park or public space is located within 500m of all future beneficiaries Economic centre with employment opportunities Indicate the availability of bulk services for this project (including the Regional Bulk Infrastructure Grant and the Urban Settlement Development Grant) and attach letter of confirmation from the Municipal Director of Technical Services Access roads & transportation Sewer connector lines Potable water supply & storage Electricity & supply authority Storm water management Air space remaining capacity at land fill site Capacity to collect solid waste Wastewater treatment capacity
Name of establishment to be licensed Address of establishment to be licensed Postcode: Please provide names of the proposed Persons Designated for the licence if the establishment is applying for a licence on one premises Activities to be licensed under the Human Tissue Act 2004 Section 16(2)(e)(ii) - The storage of relevant material which has come from a human body for use for a scheduled purpose, other than transplantation Activities to be licensed under the Human Tissue (Quality and Safety for Human Application) Regulations 2007 Procurement Testing Processing - If you are applying to undertake Processing activity please also complete a Preparation Process Dossier by clicking . Storage Distribution Import Export What tissues and/or cells are procured, tested, processed, stored, distributed, imported and exported? Pericardium Arterial vessels Other cardiovascular Bone Stem Cell Lines Tendons Meniscus Skin Cornea Sclera
Date accreditation obtained: Current status: Any further information: For each tissue type please state how many units on average are procured, processed, stored, distributed and imported / exported by the satellite each year. Please continue on a separate sheet if necessary. Tissue type: Usage: Average number of units: Procured Tested Processed Stored Distributed Imported Exported Procured Tested Processed Stored Distributed Imported Exported Procured Tested Processed Stored Distributed Imported Exported Procured Tested Processed Stored Distributed Imported Exported Name of person who completed this form (must be either the DI or LH from the hub): Date: DD/MM/YYYY Satellite 2 Name: Address: Postcode:
PFE5b Critical equipment is maintained and serviced in accordance with the manufacturer’s instructions. Not applicable Not met Partially met Almost met Fully met or exceeded PFE5c Equipment affecting critical processes and storage parameters is identified and monitored to detect malfunctions and defects and procedures are in place to take any corrective actions. Not applicable Not met Partially met Almost met Fully met or exceeded PFE5d New and repaired equipment is validated before use and this is documented. Not applicable Not met Partially met Almost met Fully met or exceeded PFE5e There are documented agreements with maintenance companies. Not applicable Not met Partially met Almost met Fully met or exceeded PFE5f Cleaning, disinfection and sanitation of critical equipment is performed regularly and this is recorded. Not applicable Not met Partially met Almost met Fully met or exceeded PFE5g Instruments and devices used for procurement are sterile, validated and regularly maintained. Not applicable Not met Partially met Almost met Fully met or exceeded
HUMAN BINGO Find someone who… Write the first and last name of the person who fits the description in each square. No duplicate names, please! Your Name: ________________________________________ Has been to a live concert in the past 6 months Likes to write fiction stories Has performed on stage Has been surfing Has broken an arm or a leg Likes to dance in public Has a birthday in the same month as you Speaks 3 or more languages Has changed a diaper Exercises 3 or more times a week Won a contest Met someone famous Has been in the newspaper or on TV Plays a musical instrument Lived in another country Was born outside of the U.S. Lived in 3 or more states Has their own blog or website Likes to eat sushi Read 3 or more books in the past 3 months (which books?) Never been on an airplane Has 2 or more pets Plays a sport at ITHS Has had stitches Knows how to sew
The Human Condition – Unit Test study guide (100 points in Reading Category) Poetry Terms to know – most of these are not new but you may see them on cold readings on the test: Figurative Language (metaphor, simile, personification, alliteration, hyperbole, etc.) Tone mood Author’s purpose Diction (connotation/ denotation) *With most of these the questions will be asked in the context of a passage or other text. For example, asking about the diction in a certain sentence, the analysis of a line(s) in a poem, the attitude (tone) of an author, the mood of a passage, what do the lines suggest, etc. Just like the ones we have done in class) More specifics: ATSS, Part 4 – 15 questions Imagery passages (similar to voice lessons we practice in class) – 5 questions Passages from the Declaration of the Rights of the Child – 6 questions Short passages from Solzhenitsyn and Wiesel speeches – 2 questions Dulce et decorum est – 6 questions Poems (3 new poems with multiple questions each – similar to voice lessons we practice in class) – 15 questions
The Human Cost of Depression Team harmony hits a sour note Just as depression impacts every aspect of life, work performance and productivity are almost always affected as well. This includes negative changes in workplace relationships, which can have far-reaching impact. A depressed employee’s behavior changes. He or she may not see it, but co-workers surely will. The chart below demonstrates how the feelings caused by depression can look to others. Use it to start a conversation and promote understanding in your workplace. What depression feels like How it looks to co-workers Deep feelings of sadness Withdrawal from team, isolates oneself Loss of interest in work or social activities Indifference Lack of concentration, slowed thoughts and difficulty thinking Putting things off, missed deadlines, accidents on the job Forgetfulness and trouble remembering Seems "scattered" or absentminded Trouble making decisions Procrastination, indecisiveness, slowed productivity Trouble sleeping or sleeping too much Late to work, can't get going in the a.m., afternoon fatigue, accidents on the job Feelings of worthlessness or experiencing inappropriate guilt Unsure of abilities, lack of confidence Energy loss or increased fatigue Low motivation, detached Irritability, anger or tearfulness Inappropriate reactions, strained relationships with or clients Weight or appetite changes Change in appearance
Rio de Janeiro is in south east Brazil. It has more than 600 squatter settlements (called Favelas), housing one-fifth of the city’s population (more than 1 million people). Background: Often the poorest people in urban areas are the worst affect by the problems of urban growth. Urban planning schemes can help reduce the impact of these problems and improve the quality of life for the urban poor. The project ran from1995-2008 and involved 253,000 people in 73 favelas. Social improvements: Day care centres for children to allow parents to work and earn money Adult education classes so that they can learn new skills and earn more money Services to help people with drug or alcohol addictions so they get ‘clean’ and contribute to society Economic improvements: People are given help to get legal ownership of their land and properties – this is good as they will not get evicted and they will try to improve their land Running training schemes to help people find better jobs Environmental improvements: Wooden buildings are being replaced with brick buildings so they can deal with poor weather Streets have been widened and paved and sewers have been plumbed in so the sewage does not stay in the street and spread disease Rubbish collections once a week to remove waste from the streets The success and failures of the scheme: Quality of life and employment prospects of the inhabitants of the favelas have improved because of the developments made possible by the project. However it has not been a complete success and there are still problems: The budget of US$1 billion may not cover every favela The newly-built infrastructure is not being maintained Residents lack the skills and resources to make repairs More training is needed to improve literacy and employment Rents rise in the improved favelas and the poorest inhabitants are even worse off Example questions: Using an example assess the success or failure of an urban planning scheme – 9 marks Evaluate the effectiveness of an urban planning scheme in a LIC or NEE you have studied – 9 marks Explain how squatter settlements can be improved. Use an example. 6 marks Topic: Major UK city - London Context: Urban regeneration Location: The London Olympics, The Lower Lea Valley Why was it in need of regeneration? Was one of the main industrial areas in London – following de-industrialisation the buildings were left derelict and this attracted crime and graffiti The area has high areas of deprivation What obstacles had to be overcome to regenerate the site? Before construction or regeneration could begin, obstacles had to be overcome:
Sue Carlile Family Access Network (FAN) Apology Amy Padgham EACH Apology Sally Brown Melbourne City Mission Attended Sophie Buffey Department of Health and Human Services (DHHS) Standards and Regulation Attended Miriam McDonough DHHS - Standards and Regulation Attended Savva Zavou DHHS - Standards and Regulation Attended Zeki Seren DHHS - North Division Attended (TC) Cameron Watson DHHS - West Division Attended Lisa Baker DHHS - West Division Attended Pauline Ireland DHHS - Human Services Regulator Attended Brigid Clarke DHHS - Community Services Quality and Safety Office Attended
In the mid-1970’s TFR dropped below 2.1 and has remained at 2 for about 30-40 years. It is stable. Compare the childhood mortality rates of the U.S. and Uganda. How many deaths per 1,000 births occurred in both countries in 2015? ~8 deaths in U.S. per 1000 births, 80 to 90 deaths per 1000 in Uganda (10 times higher) How many years before the mortality rate of Uganda drops to what it is presently (2015) in the U.S.? Won’t drop to U.S. level until past 2100 If you were born in the U.S. in 1990 what would be your average life expectancy? About 72 years (male) and 79 years (female) How about if you were born in Uganda in 1990? About 45 years (male) and 48 years (female) What could account for these differences in life expectancy? Answers will vary. In Uganda there is poor sanitation, lack of clean water, lack of healthcare, lack of immunizations for children, tropical diseases (such as malaria), lack of food, etc.
People tend to live together in extended families Female role was important Women’s contribution to the family’s economy is greater Children from Japan, India and USA acted less prosocial The most egoistic children came from USA Most complex modern society Women gave more responsibility to their children Children are usually paid to do chores Some children do not participate at all Conclusion The results indicate that the degree of modernisation influences prosocial behaviour. This was attributed to different child-rearing patterns and cultural dimensions such as individualism and collectivism. The study also shows how different aspects of socioeconomic organisation of a cultural can promote or inhibit children’s opportunities to acquire specific social behaviours. The findings also emphasises the importance of everyday practices in the promotion of concern for others. Evaluation High ecological validity Was a natural experiment Did not interfere with the participants natural activities Unable to generalise to a general population Sample was not representative of the general population Participants were still very young Reductionist study Social Responsibility, Miller et al. (1990) Aim To investigate how cultural norms and moral values influence the perception of social responsibility Procedure Researchers interviewed 400 participants Participants were adults and children They were either North Americans or Hindu Indians The interview was about what to do in hypothetical situations where a person had failed to help someone in need Parents’ obligations to help their child Friends’ obligation to help a friend
PROFESSIONALIZATION AND EXPERTISE IN CARE WORK: THE HOARDING AND DISCARDING OF TASKS IN NURSING Abstract Although health and social care workforces are heavily professionalised, the mainstream human resource management literature has been slow to engage with debates in the field of organizational studies on this distinctive group of employees. This lacuna is addressed by focusing on how the search for more flexible working practices in care services has impacted on the professions and especially on their relationship with their assistant co-workers. The character of this relationship is seen as contingent on the logic of professionalization, in turn based upon different notions of expertise, with implications for the allocation of tasks. The article distinguishes between a specialist expertise, encouraging the profession to discard routine tasks, and a holistic expertise, nurturing the hoarding of tasks. This distinction is used to explore the nurse professional project in Britain, a critical case where the statutory regulation of the nursing workforce has remained relatively weak. While noting shifts over the years in the British nursing professions’ adherence to these two logics, workplace data on the nurse-healthcare assistant relationship reveal a fragmented pattern of nursing work consistent with a specialist-discard logic, albeit underpinned by a residual ambiguity amongst nurses about their preferred professional logic. Keywords: Professionalization; Nursing; Assistant Role, Britain.
Table 1: Value of the HCA to Nurses (Mean Score) South Midland North London p-value HCA as relief: HCAs carrying out direct care tasks has made my life easier 3.75 3.75 3.89 3.63 F=1.54, p=.203 It is easier for me to get essential paperwork done with a HCA on the ward 3.43 3.53 3.83 3.13 F=9.65, p=.001 Being able to delegate to a HCA makes a positive difference to my workload 4.01 3.92 4.07 3.93 F=1.23, p=.299 SCALE: HCA as relief 3.73 3.74 3.94 3.57 F=5.34, p=.001 HCA as mentor: HCAs will often be the first to show student nurses how to do things on the ward 2.14 2.81 3.00 2.79 F=19.27, p=.001 Newly qualified nurses will often look to HCAs for advice 2.63 2.97 3.19 2.94 F=8.60, p=.001 HCAs often help newly qualified nurses ‘find their feet’ on the ward 3.19 3.26 3.40 3.30 F=1.32, p=.268 SCALE: HCA as mentor 2.66 3.01 3.20 3.01 F=14.17, p=.001 HCA as another pair of eyes: I can rely on HCAs to let me know when there is something wrong with a patient 3.29 3.63 3.77 3.40 F=7.33, p=.001 I regard HCAs as another pair of eyes on the ward 3.89 3.84 3.98 3.91 F=0.50, p=.680 A HCA will sometimes spot something that I have missed 3.23 2.82 3.05 3.12 F=6.03, p=.001 SCALE: HCA as another pair of eyes 3.47 3.42 3.60 3.47 F=1.59, p=.191
equipment, supplies and/or services to the required use; the ability of the Respondent to provide future maintenance, service and parts. The University has established formal protest procedures. For more information about these procedures, contact the Buyer in Campus Procurement Services. The University reserves the right to accept or reject any or all proposals and to waive any technicality or informality. Contract Award and Assignment: The successful Respondent shall, within ten (10) days after the receipt of formal notice of award of the contract, enter into a contract prepared by the University. The Contract Documents shall include the Notice to Bidders, Specifications and Addenda, Exhibits, Proposal Form, Form of Contract, Letter of Award, University Purchase Order, and Form of Performance Bond, if required. The contract to be awarded and any amount to be paid thereunder shall not be transferred, sublet, or assigned without the prior approval of the University. Contract Termination for Cause: In the event the Contractor violates any provisions of the contract, the University may serve written notice upon Contractor and Surety setting forth the violations and demanding compliance with the contract. Unless within ten (10) days after serving such notice, such violations shall cease and satisfactory arrangements for correction be made, the University may terminate the contract by serving written notice upon the Contractor; but the liability of Contractor and Surety for such violation; and for any and all damages resulting there from, as well as from such termination, shall not be affected by any such termination. Contract Termination for Convenience: The University reserves the right, in its best interest as determined by the University, to cancel the contract by giving written notice to the Contractor thirty (30) days prior to the effective date of such cancellation. Warranty and Acceptance: The Contractor expressly warrants that all equipment, supplies, and/or services provided shall: (1) conform to each and every specification, drawing, sample or other description which was furnished or adopted by the University, (2) be fit and sufficient for the purpose expressed in the RFP, (3) be merchantable, (4) be of good materials and workmanship, (5) be free from defect. Such warranty shall survive delivery and shall not be deemed waived either by reason of the University's acceptance of or payment for such equipment, supplies, and/or services. No equipment, supplies, and/or services received by the University pursuant to a
Human Rights and Social Justice Assessment Checklist Social Justice What does social justice mean? Examples of social justice Religious responses to social justice Human Rights Definition of human rights Examples of human rights The role of the United Nations Violations of human rights Religious responses to human rights Prejudice and discrimination Definition of prejudice Definition of discrimination Definition of tolerance Examples of prejudice and discrimination Religious responses to prejudice and discrimination What UK law says about prejudice and discrimination Racism and Sexism Definition of racism Definition of sexism Examples of racism and sexism How do religions think different genders and races should be treated? Religious freedom Definition of freedom of religious expression Examples of ways religious beliefs can be expressed Religious views on religious freedom Exploitation and Human Trafficking Definition of exploitation Why and how groups are exploited Excessive interest on loans Definition of human trafficking Why people are trafficked? Religious responses to human trafficking and exploitation Wealth Definition of wealth How people become wealthy Religious views on use of wealth Poverty Definition of poverty How people end up in poverty Who should help those in poverty? How and why the following have a duty to help those in poverty: - The government - Charities - Religions - The poor Charity Definition of charity CAFOD and their projects Muslim Aid and their projects Charities that help those in poverty in the UK (Shelter and the Salvation Army)
and increased use of service users in inspections and visits under the Mental Health Act and in a broader range of inspections more generally. This will include the provision of effective training and support. Case Study: Care Quality Commission: value of service user involvement in protecting rights An inspector and an ‘expert by experience’ undertook a visit to a mental health ward. Part of the visit included looking at all aspects of the physical environment of the ward, including patient bedrooms. The inspector used an observation panel on one bedroom door to look into a bedroom, which was occupied by a patient. The ‘expert by experience’ was able to point out to the inspector that there would be less intrusive ways of looking at the bedroom areas. It was not necessary to use the observation panels in the same way as staff used them in the context of the inspection. This was brought to a team meeting and a discussion was had, led by the inspector and the ‘expert by experience’, about ways of looking at bedroom areas that reduced significantly interference with the patient’s right to respect for privacy under Article 8 of the ECHR. The involvement of the ‘expert by experience’ helped develop practice that was more mindful of the privacy rights of patients. The language of rights There are a plethora of different words – some of them quite technical – associated with human rights. This has led to some people shying away from the topic, leaving it for the lawyers. Human rights can sometimes be easier to understand when the simpler language of the central values upon which human rights treaties are founded – such as dignity, respect for others, equality, fairness, non-discrimination and personal autonomy – is used. Most of these values are embedded explicitly or implicitly in all human rights treaties. They have been affirmed in domestic and international case law, in academic debates and in civil society discourse as being at the heart of human rights protection.
AP Biology Student Interactive Learning Guide : Engage students to continuously learn, question, define and solve problems through critical and creative thinking. Fall 2014 Now you know how photoautotrophs tap into the ultimate source of energy for our planet…the sun, and convert and store this energy in the chemical bonds of glucose. You also know how organisms convert these organic molecules (glucose) into another USABLE form of chemical energy called Adenosine Tri-Phosphate (ATP). We’ll now take a look at how human physiology (structure) allows us to accomplish this complex biochemical process (function) by obtaining, regulating and transporting the reactants (glucose and oxygen) around TO all the cells of the body and getting rid of the by-products (carbon dioxide and water) FROM all the cells of the body. If you have any problems – please sign up for extra help after school. Chapters 11/41/42: Cell Communication Carbohydrate Digestion Blood Sugar Regulation Gas Exchange
Q2 OSCE and block 114.6 (95% CI 109.2 to 120.1) 105.9 (95% CI 101.3 to 110.6) p=0.02 P3 OSCE and block 115.8 (95% CI 110.0 to 121.6) 116.9 (95% CI 112.2 to 121.6) NS Q4 OSCE and block 123.9 (95% CI 120.0 to 127.8) 125.8 (95% CI 121.8 to 129.8) NS Johnson(Johnston & Boohan 2000) 2000 Total OSCE score 72 students in GP 90 in teaching hospitals 143 (135±155), Teaching hospital 146 (135±157), district general hospital: 144 (125±149) p = 0.320 * Students were taught for their first five weeks of blocks 1 and 2 either in general practice or in hospital 225 students rotated through the block - all of them took at least one of the two OSCEs, and 208 students (92%) took both OSCEs. NS= p for difference not significant Figure 6 - OSCE results comparing general practice against hospital placements
Table 3 - Results reporting patient satisfaction and enablement Tool Study Intervention– students present in GP consultation Comparison– student no present SMD¥ 95% CI PEI Price (Price et al. 2008) PEI mean score 4.3 (SD 3.9) PEI mean score 4.6 (SD 3.9) -0.077 -0.155 0.001 PEI Benson (Benson, Quince, Hibble, Fanshawe, & Emery 2005) PEI proportional score 33.4% (SD 30.4)* Converted back to raw score: 3.96 (SD 3.65) PEI proportional score 31.2% (28.9)* Converted back to raw score: 3.77 (SD 3.468) 0.054 -0.127 0.234 Pooled effect for PEI -0.0565 -0.128 0.0149 CARE Price (Price, Spencer, & Walker 2008) CARE mean score 42.7 (SD 8.0) CARE mean score 43.7 (SD 7.2) 0.264 0.083 0.446 CSQ Benson (Benson, Quince, Hibble, Fanshawe, & Emery 2005) CSQ proportional score 80.4 (10.1)* Converted back to raw score: 72.36 (SD 9.09) CSQ proportional score 78.5 (10.5)* Converted back to raw score: 70.65 (SD 3.85) -0.131 -0.209 -0.053 * The authors expressed scores for the PEI and CSQ as a percentage of the maximum score obtainable (12 for PEI, 90 for CSQ) ¥ GP as intervention, with hospital as comparison group
Human Trafficking Survivors Use Poetry to Heal What extended metaphor does Calesha use throughout her poem and what is the purpose of this metaphor? When Calesha says “stashed in a corner/ Tucked high upon a shelf,” what inference can be made about Calesha’s view of herself? What does light represent in the last line of the first poem? What does this reveal about Calesha’s change in perspective? Why does Dominique talk directly to the reader? What kind of tone is she using here? Since Dominique is only one person, why is she repeating the pronoun “we” throughout her poem? What purpose does this detail serve?
Acres of lake habitat restored or enhanced Miles of stream habitat restored or enhanced Acres of terrestrial habitat restored or enhanced 25,125 ac 25,125 ac 3,500 ac $4,4281,12.00 $4,4281,125.00 $175,000.00 Acres of rangeland vegetation improved Miles of high clearance system roads receiving maintenance 200 Miles of passenger car system roads receiving maintenance 50 Miles of road decommissioned 20 180 Miles of passenger car system roads improved RD-PC- Miles of high clearance RD-HC-
SCHEDULE TO CLAUSE 81.01 Name of document Introduced by: ( 2 on PS 602884B VOL 11042 FOL 481) Internally Illuminated Business Identification Panel Sign – June 2009 C114 , Somerton ( 1 on TP 618468P) Honda MPE Australian Headquarters, March 2010 C127 Aitken College Master Plan, 1010 Mickleham Road Greenvale, July 2014 C179 Amaroo and Lockerbie Main Sewer Project, October 2014 GC21 Amaroo Conservation Reserve – C97 Amaroo South Conservation Reserve – , Craigieburn January 2010 C111 Australian Standard AS2021-2015, Acoustics – Aircraft Noise Intrusion – Building Siting and Construction, Standards Australia Limited, 2015 VC107 Broadmeadows Youth Foyer, July 2012 C172 Bulla Restructure Plan dated 17 February 2000 NPS1 Craigieburn comprehensive development plan- G Adams Corporation- Silverton LTD, May 2001 C27 Craigieburn North Employment Area Precinct Structure Plan, June 2016 C198 Craigieburn North Employment Area Development Contributions Plan, June 2016 C198 Craigieburn R2 Native Vegetation Precinct Plan (September 2010) C120 Craigieburn R2 Precinct Development Contributions Plan (September 2010) C120 Craigieburn R2 Precinct Structure Plan (March 2011) C151 Craigieburn Rail Project Planning Controls dated 20 May 2004 C57 Drawing No. 551091 – Proposed works area for the Hume Freeway/Donnybrook Road Interchange C11(Part 1) Drawing No. VR2 – Proposed works area for the Hume Freeway upgrade between and C90(Part 1) Drawing No. VR3 – Hume Highway Upgrade, Kalkallo to Beveridge – Proposed roadworks and bridgeworks near , Kalkallo C90(Part 1) Folkstone Native Vegetation Precinct Plan C98 Greenvale Central Precinct Structure Plan, November 2013 (Amended May 2014) C180 Greenvale Central Development Contributions Plan, November 2013 (amended April 2014) C182 Greenvale East Comprehensive Development Plan, June 2007 C75 Greenvale North Neighbourhood Activity Centre Comprehensive Development Plan C150 Greenvale North (R1) - Precinct Structure Plan (Development Contributions Plan) January 2011 C119 Greenvale North (R1) - Precinct Structure Plan (Includes the Greenvale North Native Vegetation Precinct Plan) January 2011 C119 Greenvale West (R3) - Precinct Development Contributions Plan December 2010 (updated August 2011) C157
Wangaratta Rural City HRWHT0013 Whitlands - Burders Lane 11km SW of Whitfield DELWP Autumn Fuel Reduction To provide an irregular mosaic of areas of fuel reduction which will complement works in adjacent fire management zones. LMZ DV405226 291 No Wangaratta Rural City HRWHT0014 Whitlands - Transmission Line Track 13km SW of Whitfield DELWP Autumn Fuel Reduction To provide an irregular mosaic of areas of fuel reduction which will complement works in adjacent fire management zones. LMZ DV389206 623 No Indigo HRBEE0036 Yackandandah - Beechworth Road 1km W of Yackandandah Parks Victoria Autumn Fuel Reduction To develop fuel reduced areas of sufficient width and continuity to reduce the spread of bushfire NZ DV836824 539 Yes
Beechworth Reduction and continuity to reduce the spread of bushfire and threat to assets and property Indigo Yackandandah - Hodgson Lane HRBEE0039 5km N of Yackandandah Parks Victoria Autumn Fuel Reduction To develop fuel reduced areas of sufficient width and continuity to reduce the spread of bushfire. BMZ DV876866 659 No Indigo Yackandandah - Rocky Point HRBEE0037 8km SW of Yackandandah Parks Victoria Autumn Fuel Reduction To provide an irregular mosaic of areas of fuel reduction which will complement works in adjacent fire management zones BMZ DV792776 139.1 No
Registration for Use of Radioactive Materials on Human Research Subjects GENERAL INFORMATION PI Department Email Address Phone# Authorized User under which radioactive material will be administered: Title of Approved Research Study [APPLICANT MUST ALSO PROVIDE FULL RESEARCH PROTOCOL ALONG WITH THIS COMPLETED APPLICATION TO RADIATION PROTECTION SERVICES] Expected Start Date Expected Duration Of Study Approved IRB No. / Grant Number II RADIONUCLIDE ADMINISTRATION AND PROCEDURES PERFORMED ON RESEARCH SUBJECTS Nuclide(s) Route of Administration Chemical Form Maximum mCi per administration or range per administration Maximum # administrations per year Provide any other comments regarding the protocol below; (fasting, glucose levels, etc.) Locations of use, Radiological Handling Precautions and Research Personnel Involved in the Study
required during the implementation phase to ensure these measures address all landholder concerns. References GHD 2010, MDBA: report for intermediate flow easements, GHD Pty Ltd, Sydney. Green, D & Alexander, P 2006, River Murray Wetland Database: NSW, Victoria. Wetland Commence-to-flow levels: June 2006, Murray Wetlands Working Group, Albury, NSW. DNRE (Australian Government Department of Natural Resources and Environment) 1995, Directory of Important Wetlands in Australia, accessed 29 August 2014 from . Erskine, WD, Rutherford, ID, Sherrard, JJ & Tilleard, JW 1993, Investigation of river channel changes, Murray–Darling Basin Commission, Canberra. MDBA (Murray–Darling Basin Authority) 2012a, Hydrologic modelling of the relaxation of operational constraints in the southern connected system: methods and results, MDBA publication no: 76/12, MDBA, Canberra. MDBA (Murray–Darling Basin Authority) 2012b, Summary of analysis undertaken to support the senior river operators’ workshop, MDBA, Canberra. MDBA (Murray–Darling Basin Authority) 2012c, Guidelines for the method to determine priorities for applying environmental water, MDBA, Canberra. Thoms, MS, Suter, P, Roberts, J, Hoehn, J, Jones, G, Hillman, T & Close, A 2000, Report on the River Murray scientific panel on environmental flows — River Murray — Dartmouth to Wellington and the Lower Darling River, Murray–Darling Basin Commission, Canberra.
CHILD #1 CHILD #2 Trait Possible Genotypes Father’s Genes Mother’s Genes Child’s Genotype Child’s Phenotype Father’s Genes Mother’s Genes Child’s Genotype Child’s Phenotype Sex face shape AA,Aa,aa chin size BB,Bb,bb hair color CH CH CH CT CT CT hair type DH DH DH DT DT DT widow’s peak EE,Ee,ee eye color FF,Ff,ff eye distance GH GH GH GT GT GT
CHILD #1 CHILD #2 Trait Possible Genotypes Father’s Genes Mother’s Genes Child’s Genotype Child’s Phenotype Father’s Genes Mother’s Genes Child’s Genotype Child’s Phenotype Sex eye size HH HH HH HT HT HT eye shape II, Ii, ii eye slantedness JJ, Jj, jj eyelashes KK, Kk, kk eyebrow color LH LH LH LT LT LT eyebrow thickness MM ,Mm, mm eyebrow length NN, Nn, nn mouth size OH OH OH OT OT OT
Grading: Total points possible = 900 pts. Monday morning quizzes - 10 weeks x 15 pts = 150 points Daily writing responses = 30 x 5 pts. = 150 points Weekly Reflection Paper = 10 papers x 50 pts. each = 500 points Final Project/Paper = 100 points Grading Scale A-=90%; A=93%; A+=98% / B-=80%; B=83%; B+=88% / C=70%; C+=78% D-=60%; D=63%; D+=68% / F=<60% Absences: You may miss 3 classes in the quarter. Any absences beyond 3 need to be discussed with instructor during office hours. You may be dropped after 4 absences. You are responsible for material covered in class while you are absent. COURSE OUTLINE – Week of April 9th – Spirituality, Religion, Agnosticism & Atheism Read Walsh: Chs. 1-4 T/WTh: 5 min. writing at end of class Thursday: practice quiz Week of April 16th – Indigenous Spirituality Read Walsh – Chs. 5-6 (Practice 1: Transform your Motivation) Mon: 10 min. quiz on the chapter at the start of class (don’t be late!) T/W/Th: 5 min. writing at end of class Thurs: Reflection Paper due on Canvas Week of April 23rd – Hinduism & Sikhism Read Walsh – Chs. 7-9 (Practice 1: Transform your Motivation, cont.) Mon: 10 min. quiz on the chapter at the start of class (don’t be late!) T/W/Th: 5 min. writing at end of class Thurs: Reflection Paper due on Canvas Week of April 30th – Buddhism Read Walsh – Chs. 10-12 (Practice 2: Cultivate Emotional Wisdom) Mon: 10 min. quiz on the chapter at the start of class (don’t be late!) T/W/Th: 5 min. writing at end of class Thurs: Reflection Paper due on Canvas Week of May 7th – Confucianism & Taoism Read Walsh – Chs. 13-14 (Practice 2: Cultivate Emotional Wisdom, cont.) Mon: 10 min. quiz on the chapter at the start of class (don’t be late!) T/W/Th: 5 min. writing at end of class Thurs: Reflection Paper due on Canvas
and posterior surfaces) Art-labeling Activity: Figure 8-6a: Bones of the Right Wrist and Hand (anterior view) Art-labeling Activity: Figure 8-11: Bone Markings on the Right Femur (anterior surface) Bone Videos Bone Video: Clavicle Bone Video: Scapula Bone Bone Video: Humerus Bone Video: Radius Bone Video: Ulna Bone Video: Hand Bone Video: Hip Bone Bone Video: Sacrum and Coccyx Bone Video: Foot Bone Video: Femur Bone Video: Tibia Bone Video: Fibula 4. Take the Practice Test Ch 8 Week 9 Oct 21-23 1. Read Chapter 9 of etext (left column at link below). http://wps.aw.com/bc_martini_fap_10_msa/240/61624/15775758.cw/index.html 2. View and listen to Lecture PPT (posted on Lecture page) of Chapter 9. 3. Activities - Complete PAL 3.0 Navigate to the Skeletal System and Joints areas in the following PAL 3.0 modules: Human Cadaver and Anatomical Models. MP3 Tutor Sessions MP3 Tutor Session: Types of Joints and Their Movements Art-labeling Activities Art-labeling Activity: Figure 9-10: The Right Elbow Joint Showing Stabilizing Ligaments Art-labeling Activity: The Structure of a Synovial Joint Art-labeling Activity: The Shoulder Joint Art-labeling Activity: The Knee Joint Animations Animation: Articulations: Elbow Flexion/Extension Animation: Articulations: Elbow Pronation/Supination Animation: Articulations: Foot Dorsiflexion/Plantar Flexion Animation: Articulations: Foot Inversion/Eversion Animation: Articulations: Hand Opposition Animation: Articulations: Humerus Abduction/Adduction Animation: Articulations: Humerus Circumduction Animation: Articulations: Humerus Rotation Animation: Articulations: Wrist Circumduction Animation: Articulations: Wrist Flexion/Extension 4. Take the Practice Test Ch 9
Humor Unit Review Texts covered: MagnaSoles Mock Press Release (2005 AP Prompt)—The Onion Boyle’s Reflection “Meditation upon a Broomstick”—Jonathan Swift “A Modest Proposal”—Jonathan Swift “English is a Crazy Language”—Richard Lederer Stephen Colbert’s White House Dinner Speech “Letter to the Honorable Ed Foreman”—Lee Michigan Beaver Dam letters Political cartoons (you do not need to know anything about individual cartoons, just how to analyze them) Terms to know: Wit Satire Sarcasm Slapstick Scatological Black Humor Parody Dramatic Irony Verbal Irony Situational Irony Bawdy humor Innuendo Malapropism Pun Double Entendre Absurdism Caricature Tips: Be prepared to identify each work’s purpose, strategies/types of humor, audience, tone, quotations, etc. You should also be able to compare readings in terms of language use, purpose, and so on—with supporting examples. Obviously I do not expect you to be able to quote from memory, but you should be able to recall specifics. Your arguments should not be based on gross generalizations or just things we discussed in class. The test will require independent thinking, NOT just regurgitation. It will also include at least one new passage for analysis. Prepare to identify and analyze types of humor and how they function in a text. Format: Various—multiple choice, matching, and one short essay question. How to Prepare: Look back over your annotations and charts for each text, your notes from class, quizzes, warm-ups, graded discussion questions, etc. Try to think about connections between works based on content, structure, purpose, etc. Make sure you know enough details about each text to answer essay questions fully and competently.
violent protests protests, as they violated civilians’ civil rights b. modern black civil rights leaders for encouraging violence, something MLK would not have approved of c. modern black leaders for directing their anger at other African Americans, which would have saddened MLK e. young black men today, who are prone to violence and not listening to black civil rights leaders In the cartoonist is critical of Which of the following cartoons expresses the view most similar to the cartoon above? a. b.
The Lincoln cartoons below are both examples of _________? Caricature What type of humor is being used in the picture on the right right? Lady Astor once told Winston Churchill, “If you were my husband, I’d poison your tea.” He replied “Madam, if you were my wife I would drink it.” This type of banter is considered: a. satire b. bawdy humor c. irony d. parody e. wit The famous Russian novelist Vladimir Nabokov once wrote that “____ is a lesson; ____ is a game.” parody; satire b. satire; parody c. irony; parody d. irony; sarcasm e. sarcasm; satire “___________ is a kind of winking at each other, as we all understand the game of meaning reversal that is being played.” (Barry Brummett, Techniques of Close ) a. irony b. satire c. sarcasm d. absurdism e. parody Identify the following examples as: situational irony b. verbal irony c. dramatic irony A man looks out his window and sees sleet and freezing rain. He turns to his dog and says, “What a lovely day for a walk!” verbal irony In Oedipus Rex, a Greek tragedy by Sophocles, Oedipus desperately tries to figure out who murdered the king of Thebes. The audience knows that Oedipus himself unwittingly killed the king. dramatic irony When John Hinckley tried to assassinate President Ronald Reagan, all the shots he fired initially missed the President. However, one of the bullets ricocheted off the open door of the bulletproof limousine and struck the President in the chest. Thus, although the vehicle was actually bulletproofed for the protection of the President, it was partially responsible for him being shot. situational irony After successfully going over Niagara Falls in a barrel, the stunt man slipped in the shower and broke his leg. situational irony In 1974, the U.S. Consumer Product Safety Commission had to recall 80,000 of its own buttons which read “toy safety,” because these buttons had sharp edges, contained lead paint, and even had small clips which could be broken off and swallowed. situational irony
*Please include a copy of your university transcript, C.V. and/or resume with your application marked “2014 Humphrey Fellowship Program” via: Email: OR Fax: (675) 321.1593 OR Post: US Embassy, Douglas Street, P.O. Box 1492, PORT MORESBY 121, National Capital District, Papua New Guinea