zilongwang/ReadingBank huggingface dataset:
students with a disability are less likely to have attained Year 12 schooling); age at enrolment (for example, older students are less likely to complete and students with limited English language skills tend to be older); and gender (females have higher completion rates than males and students with limited English language skills are more likely to be female, which actually reduces the size of the completion gap). Table 3 shows that, for some disadvantaged groups, the differences in the probability of belonging to an additional disadvantaged group contribute to the overall size of the completion gap. For example, students living in low SES areas are more likely to be Indigenous students than those living elsewhere, and because Indigenous students have lower completion rates, this in turn contributes to the completion gap of low SES areas. Table 3 summarises the role played in explaining completion gaps by membership of more than one disadvantaged group. The results indicate that higher disability rates and high rates of living in low SES areas both contribute to the overall completion gap for Indigenous students. Similarly, the higher proportions of Indigenous students among students with a disability and students living in low SES areas contribute to the completion gaps for these two groups. In contrast, the lower rates of disability and the lower proportion of Indigenous students among those with limited English language skills mean the completion gap for this group is smaller than it would otherwise be.
NVETR Program funding The National Vocational Education and Training Research (NVETR) Program is coordinated and managed by NCVER on behalf of the Australian Government and state and territory governments. Funding is provided through the Department of Education and Training. The NVETR Program is based on national research priorities and aims to improve policy and practice in the VET sector. The research effort itself is collaborative and requires strong relationships with the research community in Australia’s universities and beyond. NCVER may also involve various stakeholders, including state and territory governments, industry and practitioners, to inform the commissioned research, and use a variety of mechanisms such as project roundtables and forums. Research grants are awarded to organisations through a competitive process, in which NCVER does not participate. To ensure the quality and relevance of the research, projects are selected using an independent and transparent process and research reports are From 2012 some of the NVETR Program funding was made available for research and policy advice to National Senior Officials of the then Standing Council for Tertiary Education, Skills and Employment (SCOTESE) Principal Committees. They were responsible for determining suitable and relevant research projects aligned to the immediate priority needs in support of the national VET reform agenda. For further information the program go to the NCVER Portal <http://www.ncver.edu.au>.
Domestic Abuse Training Course: Impact of Domestic Abuse on children; pre-birth to 11yrs Aimed at: Professionals working with victims of DA who are pregnant or have children in this age range or anyone working directly with children Level 3 Three Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns Paediatricians, GPs, youth workers, those working in the early years sector, residential staff, midwives, school nurses, health visitors, sexual health staff, teachers, probation staff, sports club welfare officers, those working with adults in, for example, learning disability, mental health, alcohol and drug misuse services, those working in community play schemes. Trainer: Malka Livingstone Time: 9.30am – 4.30pm Date & Venue: TBC Content: An interactive course with opportunity for participants to reflect, discuss and share their own practice and attitudes towards domestic abuse. The day covers: The impact & effects of abuse in pregnancy and on a developing foetus Identifying 5 stages of child development and exploring how abuse, violence and trauma impact and affect a child’s development in the short and long term The links between the impact of domestic abuse and mental health issues later in life Healthy and unhealthy coping mechanisms children adopt The needs of the children and services available Barriers to speaking out or seeking support
Annual Benefit Lansdowne Road Agreement 2016 Benefits 2015 Remuneration 2016 Pay Increase 2016 PRD Reduction* 2016 Total Benefit 23,000 575 425 1,000 25,000 250 592 842 30,000 300 703 1,003 35,000 - 733 733 40,000 - 733 733 45,000 - 733 733 50,000 - 733 733 55,000 - 733 733 60,000 - 733 733 64,000 - 733 733 *An increase in the exemption threshold to €28,750 will give an annual benefit of €1,000. PRD calculations in these tables include additional PRD liability due to pay increase, subject to rounding. Lansdowne Road Agreement 2017 Benefits 2015 Remuneration 2017 Effective Pay Increase 2017 Additional PRD Reduction* 2017 Total Benefit 23,000 333 - 333 25,000 333 33 366 30,000 333 234 567 35,000 333 234 567 40,000 333 234 567 45,000 333 234 567 50,000 333 234 567 55,000 333 234 567 60,000 333 234 567 64,000 333 234 567 *An increase in the exemption threshold to €28,750 will give an annual benefit of €1,000. PRD calculations in these tables include additional PRD liability due to pay increase, subject to rounding.
OR Corticosteroid therapy is contraindicated or has resulted in unacceptable side effects or significant toxicity AND Unresponsive to at least two immunosuppressant agents OR Immunosuppressant medication is contraindicated or has resulted in unacceptable side effects or significant toxicity Marrow suppression and /or cytopenia Steroid induced side effects or Significant toxicity. Review Criteria Review by a specialist in collaboration with an Ophthalmologist is required within 3 months of treatment to determine whether the patient has responded, and annually thereafter. Documentation of clinical effectiveness is necessary for continuation of IVIg therapy. On review of the initial authorisation period Clinical effectiveness of Ig therapy can be demonstrated by: Review criteria drafted following consultation with RANZCO and confirm a treatment period of three months prior to assessing initial clinical response. Since ophthalmologists rarely prescribe intravenous immunoglobulins, they have indicated support for collaborative care with another specialist in all cases. They recommend that the treating ophthalmologist consults the collaborating specialist with regard to dosing with the treating ophthalmologist providing assessments of disease activity, severity and progression.
Improvement in visual function or an arrest in the decline of visual function as determined by an Ophthalmologist On review of a continuing authorisation period For stable patients on maintenance treatment, review by an Ophthalmologist in collaboration with is the treating specialist is required at least annually. Clinical effectiveness of Ig therapy can be demonstrated by: Improvement in visual function or an arrest in the decline of visual function as determined by an Ophthalmologist RANZCO have advised that the continued use of intravenous immunoglobulin would be justified if function were to improve or if decline were to be halted. Long term use of intravenous immunoglobulin may be required in cases where cessation of treatment is accompanied by disease progression. Dose Recommended dose is 1.5 for three months, with further maintenance dependent upon evidence of significant improvement in visual acuity and ocular inflammation. Dosing 1 g/kg per day is contraindicated for some IVIg products. Refer to the current product information Induction Dose – 1.5g/kg in divided dose over 3 days Maintenance Dose – 0.4 to 1.5 g/kg in single or divided doses monthly. The aim should be to use the lowest dose possible that achieves the appropriate clinical outcome for each patient. Refer to the current product information sheet for further information on dose, administration and contraindications. Induction and maintenance doses have been defined
Key Areas for Development Forms of Evidence Impact Budget To improve confidence in teaching Dance Demonstration lessons and in gymnastics with a specialist teacher organised through the Portsmouth School Partnership Service Level Agreement. Develop new dance scheme of work in collaboration with Dance teacher to reflect developments in the curriculum. Child participation increased Success rate and progress of children increases New lessons for topic specific units More children participating. More children succeeding in the end of unit assessments Planning updated and put in file to support units in future. Clearer success criteria for the children. SLA with Priory £1,p800 Funded from SLA To provide quality CPD for staff to improve the standard of teaching in PE. All trained on Real PE Staff to attend Real Dance and Gymnastics course. Cascade training and deliver Real lesson to own classes PE Manager to develop Real Dance planning so that it fits school timings. Staff feedback forms Real PE being taught by HLTAs Smart notebook from INSET day Feedback forms from rest of staff Feedback forms from staff Guidelines produced for all staff New lesson structure adapted throughout the course of the year. Staff become more confident to teach the lessons due to clearer planning and better understanding. Staff more confident to teach from lesson plans Consistent teaching across Real PE Consistency in Real PE lessons across the school. Funded from SLA Inset for all staff involved in PE lessons March 2018 Real Gym 1 staff member free within SLA £500 to send 2 additional members of staff ST, DB & AT Real Dance
Staff working in Y4 to attend ASD In sport training staff who provide after school clubs with sport specific qualifications. Higher Participation from ASD and increasing their ability. Direct focused teaching allowing specific children to succeed and his needs are met in an all-inclusive PE curriculum. Less disruption for other children Staff able to benefit ASD children specifically and enable them to consistently perform and improve Netball coaching certificate - RD FA level 1 – JW FA level 2 – HB Cricket qualification – JW Tag qualification – HB Basketball qualification - GH 1 staff member free within SLA £250 to send 1 additional member of staff Potential cost for all 1:1 to attend? £1,418 Provide more opportunities for children to take part in competitions Attendance of multi-sport festivals, competitions and entry into leagues tournaments. for sports day changed to Cockleshell gardens List of competitions/festivals attended. Photos up on display boards. Feedback from children who have participated Increases space and ability to have more activities going on. Children able to see the possible competitions they can take part in Inspiration/ motivation for children to perform in PE lessons related to competitions Improved behaviour due to impact upon chances of going to competitions Better experiences of sports day and increased parent involvement, therefore increasing child participation. Mini-bus and taxi transport £2,000 £75 rental fee for grounds
children (an average loss of over £2,300 per year) than for families with one child (just over £300 per year) or two children (just over £400 per year). Figure 11: Cash impacts of reforms made during 2010-15 and 2015-17 Parliaments, by number of children in household Note: Annual cash impact of 2010-17 reforms in 2021-22. Impacts by gender and income decile Figure 12 shows the impact of direct tax and welfare reforms, and the minimum wage changes, at the individual level, with individuals classified according to the net income decile of the household they live in. For individuals living in a couple, the allocation of changes to income from changes to the benefits and tax credit system (and UC) requires assumptions about how income from the benefit system is shared within couples. The key findings from Figure 12 are as follows: Women lose more than men from the reforms at every income level. (Overall, women lose around £940 per year on average from the reforms compared with losses of around £460 for men). The biggest average cash losses for both men and are in decile 2 (around £1,200 per year for men and £1,600 for women respectively). The smallest difference between average annual losses for men and women is in the lowest decile (just over £800 for men and around £1,000 for women). The biggest difference is in decile 7 (around £220 for men, around £740 for women). In deciles 8 and 9, the impact of reforms for men is close to zero, but women in these deciles experience average losses (around £400 in each case). In decile 10, men gain on average by just under £200 per year, but women lose just under £500 per year.
The First Hope Royal Commission In 1974 the Australian Government established the Royal Commission on Intelligence and Security (‘the RCIS’, also known as ‘the First Hope Royal Commission’), which was conducted by Justice Robert Hope.. The terms of reference for the RCIS required a broad-ranging inquiry into the past activities, and recommendations for reform, of Australia’s security and intelligence agencies. For ASIO, the focus was on improving accountability, including in terms of ministerial accountability and financial management. The RCIS was the principal catalyst for the current ASIO Act. The RCIS recognised the need for ASIO to maintain secrecy surrounding its activities. This was evident in the recommendations and the manner in which the RCIS itself was conducted (largely privately rather than publicly) and reported (with sections redacted). For example, Part IV of the ASIO Act deals with ‘security assessments’, a form of advice about security that ASIO provides to government bodies relating to certain administrative action. In accordance with RCIS recommendations, many security assessments are subject to administrative review on the merits by an independent tribunal, initially the Security Appeals Tribunal, subsequently the Administrative Appeals Tribunal (AAT). There are, nonetheless, various special rules and procedures in Part IV of the ASIO Act and in the Administrative Appeals Tribunal Act 1975 (AAT Act) that attach to the notification and review of security assessments. These are designed, broadly, to ensure that notification and review of security assessments does not prejudice security. One aspect of the security assessment regime involves assessing whether people should be given access to information, access to which is controlled or limited on security grounds (for example, highly security-classified information). Such assessments relate to the fitness of persons to be so-called ‘trusted insiders’, so far as access to such information is concerned. The December 1984 Report on the Australian Security Intelligence Organization, part of the Commission into Australia’s Security and Intelligence Agencies (‘the RCASIA’, also known as ’the Second Hope Royal Commission’) reconsidered this aspect of security assessments. In this context (specifically, the question whether such security assessments should involve matters going to a person’s reliability, as well as to the person’s loyalty) Justice Hope commented that:
Enhance the state leaderships skills in providing peer to peer technical assistance in their state and the region Participate in Quarterly Advisory Committee meetings for OCSS Completed Attend Face to Face Meetings of the Webinar completed Present on at least one OCSS Webinar Submit at least 2 blogs or Vlogs on issues of concern (completed)-Elephant in the room various members Being Participate in OCSS Webinar Completed Establishment of state structure to maintain connections with grassroots Develop a strategic plan and funding (financial plan) for a state structure that supports grassroots issues in process will begin discussion Mid July Secure at least one grant per year with the support of your partners (Working with Elephant in the Room with the ARC) Complete 501(C)3 application Minutes State Call South Carolina
To Develop or Enhance partnerships with DD Partners in your state Host a retreat to identify ways and timeframes on activities that you can work together on American Red Cross Volunteer Presentation Establish state conference Chat and Chew to discuss issues Increase connections to the grassroots to promote self advocacy efforts Host 2 per quarter (8 for year) Grassroots Events with a partner to promote one or more of the issues identified in the needs assessment: Employment First/voting rights/human rights/self advocacy membership recruitment of Individuals with Disabilities, Olmstead, Marriage Penalty, Community Living, Transportation, Affordable Housing, relationships (what will be your issue(s)?) What do you want to work on? Transportation Employment Supportive Living Relationships
ITEM CRITERIA v2.1 PROPOSED REVISIONS TO THE CRITERIA SPECIALIST WORKING GROUP RATIONALE FOR ADDITIONS/CLARIFICATIONS Condition Name Pyoderma Gangrenosum Pyoderma Gangrenosum Unchanged Specialty Immunology Immunology Unchanged Category Exceptional circumstances only Exceptional circumstances only Unchanged Specific Conditions Pyoderma Gangrenosum Level of Evidence Insufficient data (). Insufficient data (Category 4a) Unchanged Justification for Evidence Category Ig therapy is regarded as adjuvant treatment and is considered third or fourth line treatment, after alternative therapies have been unsuccessful in achieving improvement or remission. While Ig has been proven to be effective in small case series (Patel et al, 2015 and Cummins et al, 2007) and case reports (Cafardi et al, 2014 and De Zwaan et al, 2009), ideally it is used to enhance the effect of existing treatment, rather than as monotherapy. This section has been drafted following assessment of the literature and consultation with the Australian College of Dermatologists. Indication Severe PG when immunosuppressant and biologic therapy is either ineffective or inappropriate due to unacceptable side effects. Relapse of PG in previously responding patients following a trial off Ig therapy Two indications have been defined; the second to support recommencement of Ig therapy in responding patients that may relapse once treatment has been ceased.
Impact Standards Selection Matrix Level:__________________________Course/Content:___________________________ Date: _________ Assessments Readiness Leverage Endurance Impact Standards (Standards that have the most instructional impact) Significant Part of High Stakes Assessment Can be Applied to Areas of Learning Confidence and Readiness for Next Level Assess. Results Supports Emphasis Cross-over within the content area Can be Applied to Life-Life skills Number of checks ___ of 6 Impact Standard Y/N
Assessments Readiness Leverage Endurance Impact Standards (Standards that have the most instructional impact) Significant Part of High Stakes Assessment Can be Applied to Areas of Learning Confidence and Readiness for Next Grade Level Assess. Results Supports Emphasis to other content areas Can be Applied to Life-Life skills Number of checks ___ of 6 Impact Standard Y/N
Assessments Readiness Leverage Endurance Impact Standards (Standards that have the most instructional impact) Significant Part of High Stakes Assessment Can be Applied to Areas of Learning Confidence and Readiness for Next Grade Level Assess. Results Supports Emphasis to other content areas Can be Applied to Life-Life skills Number of checks ___ of 6 Impact Standard Y/N
Stakeholder IMPACT Goals Infuse Data-Driven Decisions: Teachers will: create instruction based on review of student work and digital assessments utilize technology resources to analyze student progress to determine student needs on an individual basis Students will: grow toward mastery of Common Core, as well as College and Career Standards Students and Teachers will: use technology for faster feedback regarding growth in learning use reports and data sources to inform students, parents and administrators of student progress Individualize Student-Driven Learning: Teachers will: create classroom instruction based student’s individual needs, skills and unique talents use multiple strategies to provide opportunities for students to accelerate mastery of the curriculum, based on student strengths and weaknesses Students will: work in flexible groups for project-based learning, seminars and small groups use technology in their learning when applicable and appropriate progress in the curriculum as they learn necessary skills and concepts Cultivate High-Quality Educators: Teachers will: receive and utilize intensive research-based professional development geared toward personalizing student learning work together to plan, create and deliver high-quality instruction develop new roles and approaches to instruction that guide student learning Students will: Revolutionize Instruction: Teachers will: provide opportunities for students to work together in differentiated groups and learning stations Individualize learning to meet specific student using a balance between digital resources and teacher-led instruction Students will:
have access to highly effective, high-quality teachers learn from highly-skilled teachers through face-to-face, blended or digital instruction experience instruction that merges both teacher and student-led activities work together in groups based on individual needs and interests Prepare students with essential life skills for college and career paths
Immunome Browser maps and visualizes queried in IEDB linear peptidic epitopes along the length of a protein sequence (a target, or reference, protein). The purpose of the tool is to allow users exploring how often each protein region has been studied in immune assays and in how many assays the immune response was positive or negative. Immunome Browser provide a summarized data by reference antigens; and the main reasons for doing that are the following: (i) epitopes reported in IEDB were identified for different strains and protein isoforms – mapping to the reference protein allows to visualize and study such epitopes as they would have the same antigen; (2) different mutant variants of the same epitope were tested and reported; and (3) immune response varies among studies and assays due to heterogeneity of samples and complexity of immune response. Immunone Browser is accessible in IEDB via two entry points (or tabs): either the Antigen or Epitope navigation paths [the latter is subject of release by 2015 and will provide functionality of changing mapping parameters and target proteins]. To get started, run the following query: and click on the Immunome Browser icon: Each selected antigen is considered to be a target protein, and the tool by default maps and visualizes all epitopes in the query result that are from the source antigen which is the target protein or any of its taxonomic child. The mapping is done using the alignment between the source antigen and the target protein and matching the epitope positions in the source antigen with the residue positions in the target protein (* -- the default mapping criteria are provided below). Note, by default, epitopes that were tested as negative for the correspondent query will be mapped as well, even if the user queried only for positive assays. Also, the epitopes that failed to satisfy the default mapping criteria won’t be mapped and visualized. Immunome Browser outputs two plots and the table. The results are query-specific! See the following figures for examples. The upper plot renders the lower (dark color) and upper (light color) bounds of the 95% confidence interval (CI) of the response frequency (RF)** for each position target protein position, averaged over all epitopes mapped to that position.
1. The following are potential impacts of climate change in the future. Categorise the impacts into social, economic and environmental. Key Social Economic Environmental Flood risks from heavy rains. The cost of flooding damage in the UK could rise to £12 billion by 2080 Sea Level rise: UK’s coastal defences under strain Crop yields in Europe are expected to increase but need more irrigation Drought is likely to put pressure on food and water supplies in sub-Saharan Africa Malaria cases in eastern and southern Africa may increase as hot humid regions will stay hotter for longer each year Maize and wheat yields in South Asia and South America will decrease Warmer rivers will affect wildlife, for example river dolphins will decrease Fishing will be disrupted as water become warmer and migration patterns change. Less rainfall will cause disruption to foodchains in different ecosystems Warmer and more acidic water is destroying the coral reefs and their ecosystems Penguin populations are at risk due to melting of Antarctic ice and polar bears due to Arctic ice melt Eastern Amazonia is at risk of becoming a savannah due to warming, resulting in mass extinction Northern latitude forests are more at risk from pests, disease and forest fires Less ice in the Arctic will allow increased shipping Less ice in the Arctic will allow increased opportunities to extract oil and gas 70% of Asia as it at risk from flooding due to sea rise The Mediterranean region is at risk from severe drought Skiing resorts such as the Alps will have shorter seasons due to less snow Due to increased temperatures diseases such as skin cancers and heat strokes in the summer. In Europe the number of cold related deaths could fall Traditional ways of life are at risk Increased strain on water supplies Increased risk of hurricanes due to warmer seas Glacial melt in the Himalayas will increase flooding in Asia and effect water supply Locate the impacts with location detail on the map. Add any other impacts you know of. Stretch and Challenge To what extent do you think developing countries will experience a greater impact of climate change than developed countries? Justify your answer.
# Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Edit 1 7 Unit 7 Lesson 17 1, 1st paragraph and the communication and then communicate Missing the “n” 2 8 Unit 9 Lesson 9 3 “mediums” (highlighted yellow) (Correct plural form) Incorrect plural form for “medium” Social Content Citations: The panel identified the following social content violations: # SC Code Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Citation 1 A.2. 8 Unit 6 Forces and Motion 5 21 males and 2 females scientists and engineers are available for students to do research Replace some of the males with females in those careers. Or add females in those careers. More equity between males and female scientists engineers California Department of Education, August 2018
Flashcard Revision Game Students take the role of ‘tutor’ and ‘tutee’ in turns and proceed through 3 rounds Round 1 The “Tutor” shows and reads the front and back of the flashcard. Then, the “Tutor” shows the front of the card and the “Tutee” gives the answer for the back. If the “Tutee” answers correctly, the “Tutor” offers a praiser and gives the “Tutee” the card. If the “Tutee” answers incorrectly, he or she does not win the flashcard. The “Tutor” offers a hint or shows the answer again. When they have gone through all the cards, the pair switches roles and goes through the cards again. For Round 2 Fewer cues are given. The “Tutor” shows the front of the card and the “Tutee” tries to win back the card by giving a correct answer. When both students win back all their cards they move on to Round 3. In Round 3. Fewer cues are given yet. The “Tutor” says what’s on the front, this time without showing the card. The “Tutee” tries to win back the cards with the correct answer. How did the War change life in Nazi Germany? Key Points in Answer Years Impact 1939-41 Blitzkrieg – The Nazis fought a successful ‘lighting war’ conquering many territories including Poland, Austria, Rationing introduced but seen as fair – Germans also benefited from food from conquered countries
Impact Action Plan: Impact What change will occur? Who will benefit? Pathway to Impact What steps/activities need to happen and who will do it? Evidence What will success look like? How can it be demonstrated? When? Activities may need to happen at specific times Support What do you need to achieve this? Barriers What prevent this from happening
Academic Year: 2017/18 Total fund allocated: £20,360 Date Updated: 22/01/2018 Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school Percentage of total allocation: 70% School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: To create opportunities at and lunchtime for all children to be active. To provider a wider range of activities for after school clubs. Purchase new equipment if necessary. A minimum of 85% of all children to attend clubs. Continue with before school activities Purchase new equipment for children to use – outdoor gym, table tennis tables. young leaders to deliver activities for other children. Train SMSAs to deliver activities. DC to meet/contact new providers. Consult children on what they would like. Continue to deliver morning mile and gym club. N/A £8200 £6000 (equipment) N/A In 2016/2017 40% of children were physically active at break and lunchtime. We predict this will increase to 55% of children. In 2016/2017, 83% of children attended an ASC. We predict that 85% of all children will experience and enjoy new activities and which engages and encourages them to continue taking part. We want to increase our 49% attendance of girls in 2016/2017 to 50%. We want to increase out 70% FSM children to 80% to attend Registers will be kept and analysis made over activity and attainment 25% of children to participate in before school activities as we had 10% in 2016/2017. Wider impact; Attainment will improve in PE Attainment may improve in class (DC to conduct research) Children to lead and take ownership of all activities. This will help raise the profile of school sport. To ensure all clubs are affordable and popular. Deliver from consultation feedback. Analyze data of participants. Promote to children and parents to raise the profile of activities.
Theme Topic Things you must be able to do Theory C Medicine and treatment 1350 to 1750 The impact of the medical 1500 to 1750 Explain how far existing ideas were challenged by new discoveries Explain the influence of Vesalius Explain why Harvey’s work had limited impact on medical treatment Vesalius and his new ideas about the body and the impact on medicine Examples of Vesalius’s corrections The importance of the discovery of the printing Harveys discoveries and impact on medicine The overall impact of the Renaissance discoveries Extended Work How did Vesalius his work affect medical training? Once the invention of the printing press is time so important to the work of Vesalius and Harvey? Answer in an exam question
Thursday: Students will be discovering and creating using the materials found in two different boxes. Each group (pair) will need two boxes (box “One” and box “Two”). Each box will contain materials to create a “sound maker”. Items needed: various objects – erasers, paper clips, rocks, cotton balls, leaves, coins, etc.) / tin (soup) cans / masking tape / cloth / paper plates / wax paper. Friday: N/A. On this day, students will briefly review the contents of his/her sound booklet in preparation for the test. ISLP: Sound / Component VI Pacing Guide March 22nd – 26th Monday Tuesday Wednesday Thursday Friday Activity Overview Introduction to sound – How it is produced. Discover how the human ear detects sound. / How sounds can be different. Discover how frequency can be changed by altering the rate of Explore various substances / materials and the sound quality they produce. Content Review / Post
ISLP: Sound / Component VII Modifications Monday Tuesday Wednesday Thursday Friday Student 13 S13 will be placed further away from other groups to help keep her on task & to decrease distraction. Proximity control will be used to help S13 stay on task. Images and words will be used in sound booklet to help students’ reading comprehension. Proximity control will be used to help S13 stay on task. S13 will be placed further away from other groups to help keep her on task & to decrease distraction. S13 will have choices some choices eliminated on final assessment. Both students will also be given more time if necessary. Pictures will be implemented in the assessment along with text to help assist all students’ in comprehension.
Student 10 S10 will have a modified Sound booklet. S10 will have a modified booklet. S10 will have a modified Sound booklet. S10 will have a modified Sound booklet. S10 will have choices some choices eliminated on final assessment. Both students will also be given more time if necessary. Perceived (Whole Group) This lesson has been modified to meet the needs of all types of learners – (Visual, Auditory, and Kinesthetic) Images and words will be used in sound booklet to help students’ reading comprehension. A variety of sound examples will be used along images and text to aid in understanding. Images and words will be used in sound booklet to help students’ reading comprehension. Pictures will be implemented in the assessment along with text to help assist all students’ in comprehension. ISLP: Sound / Component VIII Classroom Management Plan Monday Tuesday Wednesday Thursday Friday
Chronic mucosal candidiasis STAT1-GOF, AIRE-deficiency (APECED), IL17F/IL-17RA deficiency, ACT1 deficiency, IL17RC deficiency, DOCK8 deficiency Defective Th17, autoantiobodies against Aspergillosis CGD, GATA2 deficiency Defective ROS production, defective Th17/neutrophil recruitment, defective haematopoiesis Deep dermatophytosis CARD9-deficiency, defective Th17/neutrophil recruitment Cryptococcosis Autoantibodies against or IFNγ, primary CD4 lymphopenia, deficiency Neutralization of GM-CSF/IFNγ bioactivity, defective Th function, defective haematopoiesis Dimorphic fungi Interleukin-12Rb1 deficiency, IFNγR deficiency, STAT1-GOF, GATA2 deficiency Defective Th1 function, defective Th17 function, defective haematopoiesis Pneumocystosis SCID, X-linked CD40 ligand deficiency, CARD11 deficiency, MHC class II deficiency, NEMO deficiency Defective CD4 lymphocyte function, defective NFkB modulation Abbreviations: dimorphic fungi (histoplasmosis, coccidioidomycosis, paracoccidioidomycosis), APECED (autoimmune polyendocrinopathy-candidiasis-ectodermal dystrophy), CGD (chronic granulomatous disease), Th (T-helper lymphocyte)
5 There is mild functional impact from alcohol, drugs or other harmful substance use. (1) At least one of the following applies: (a) the person engages in alcohol or illicit drug use and experiences some physical or cognitive effects that carry over into working hours (e.g. poor concentration, lethargy, irritability); or (b) the person has occasional difficulties in reliably attending work, education or training sessions or appointments or completing duties or assigned or (c) the person is sometimes absent from work, education or training activities due to the effects of alcohol, or other harmful substance use. 10 There is moderate functional impact from alcohol, drugs or other harmful substance use. (1) Most of the following apply: (a) the person regularly uses alcohol, drugs or other harmful substances and as a result experiences difficulties performing physical or cognitive tasks; (b) the person has difficulty completing daily tasks and responsibilities due to the short term or long term effects of alcohol, drugs or other harmful substances; (c) the person’s use of alcohol, drugs or other harmful substances is having a detrimental effect on family or social relationships and activities; (d) the person has more frequent difficulties in reliably attending appointments or completing duties or assigned tasks; (e) the person is often absent from work, education or training activities due to the effects of alcohol, drugs or other harmful substance use. (2) This impairment rating level includes a person in receipt of treatment and in sustained remission (e.g. a person who is receiving Methadone treatment or other opiate replacement therapy) and who is able to complete most activities of daily living.
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Equality Commission’s proposals for reform of the disability legislation, published earlier this year, include: simplifying and bringing consistency to the legislation; improving protection against different types of discrimination, taking account of developments in case law; updating the definition of disability to reflect the social model and removing the list of capacities; providing protection for carers of people with disabilities and those perceived as being disabled; providing protection against harassment in accessing goods, facilities and services; prohibiting pre-employment disability questions, except in specific circumstances; extending to schools the duty on further and higher education to provide auxiliary aids and services; providing additional reasonable protections for disabled tenants. Supporting Information The Equality Commission has also recently published an expert briefing on the impact of the House of Lords decision in the Malcolm Case. The briefing concludes that the decision has had a significant negative effect on disabled people and disability law in NI. Adoption of these recommendations would ensure that Northern Ireland equality law does not lag behind improvements which have already taken place in Great Britain or are due to be implemented following the passing into law of the Equality Act 2010 which has significantly harmonised and strengthened disability equality law. By simplifying the law and ensuring greater consistency between disability equality law in Great Britain and Northern Ireland, the proposed changes will make it easier for employers, public bodies and service providers (including those who operate both in Great Britain and Northern Ireland).
World Bank Mr. Thanavat Junchaya Senior Environmental Engineer Climate Change Group, Implementing Agency Coordination Unit The Bank 1818 H. Street, NW. Washington, DC 20433 United States of America Tel: +1 202473 3841 tjunchaya@worldbank.org Invited parties Israel Mr. Zeev Berel Deputy Director Ministry of Economy and Industry 5 Bank of Israel St. Jerusalem 91036 Israel Tel: +972 2 6662426 Fax: +972 2 6662922 Cell: +972 50 6240247 Email: zeev.berel@economy.gov.il Kazakhstan Mr. Sabyr Assylbekov Chief Expert Department of Climate Change Ministry of Energy 8, Orynbor Street Astana 010000 Kazakhstan Tel: +770 276 76459 Cell: +771 727 40259 Email: , sssabyr@gmail.com Secretariat Ms. Tina Birmpili Executive Secretary Ozone Secretariat United Nations Environment Programme (UNEP) P.O. Box 30552 00100 Nairobi, Tel: +254 20 762 3855 Email: Mr. Gilbert Bankobeza Legal Affairs and Compliance Ozone Secretariat UNEP P.O. Box 30552 00100 Nairobi, Kenya Tel: +254 20 762 3854 Mr. Gerald Mutisya Programme Officer Secretariat UNEP P.O. Box 00100 Nairobi, Tel: +254 20 762 4057 Ms. Katherine Theotocatos Programme Officer (Compliance) Ozone Secretariat UNEP P.O. Box 30552 00100 Nairobi, Kenya Tel: +254 20 762 5067 Email: katherine.theotocatos@unep.org
Scaled pulse output. Solid state switch designed to interface with TTL guidelines of the receiving device. Maximum frequency of scaled pulse varies based upon pulse width selected to correlate with volumetric or Btu energy flow. Pulse width available is 10, 50, 150, 200, 250, and 500mS. Resulting frequency range is intermittent when no flow to 100 Hz max. Scaling per pulse is adjustable in the Btu flow transmitter. RS-485 Industrial Communications (native): BACnet MS/TP Modbus RTU Control and Programming All parameters and commands shall be entered with a 340 BN/MB cable and software programming utility. PC Commissioning Software A software utility can be utilized to configure the BTU transmitter. The software be compatible with Windows 95, Windows 98, Windows 2000, Windows XP, Windows Vista®, and Windows 7 operating systems. Integrations Remote Display Option, part 64466-001 Programming Kit, part 840134-0002 Model 345WT (To connect to Modbus RTU output) PART 3 - EXECUTION INSTALLATION Follow manufacturer’s recommendation for installation. System requires isolated 12-24 V AC/DC power supply. To avoid ground fault conditions, power should not be shared with other devices.
It will be introduced in the second year of Latin It will become the focus of the third year of Latin. IMPERATIVE MOOD Imperatives in two tenses and two voices each Present Tense Active Voice: “Do this.” Passive Voice: “Be influenced.” Future Tense: Active Voice: “You will do this.” or “Thou shalt do this.” Passive Voice: “You will be lead.” Forming the Present Active Imperative in To conjugate any verb’s present active imperative, you need to follow a few simple steps: STEP #1: Start with the verb in its 2nd principal part. SAMPLE DICTIONARY ENTRY: quae·rō, -sīvī or -siī, sītus, tr to look for, search for; to try to get quaerō is the 1st principal part quae- + -rere = quarere, the 2nd principal part quae- + -sīvī (or -siī) = quaesīvī (or quaesiī), the 3rd principal part quae- + -sītus = quaesītus, the 4th principal part STEP #2: Remove the –re from the verb’s second principal part You memorized this “formula” for conjugating: (2nd principal part) –– (-re) = present stem of the verb. The present stem in most cases is the same as the present active imperative form. EXAMPLES: 1st conjugation: (amāre) –– (-re) = amā
SUB-COMMITTEE ON DANGEROUS GOODS, SOLID CARGOES AND CONTAINERS 18th session 30 September 2013 REPORT TO THE MARITIME SAFETY COMMITTEE 1 AMENDMENTS TO SOLAS CHAPTER VI 1 The new paragraphs 4, 5 and 6 are added after the existing paragraph 3, as follows: "4 In the case of cargo carried in a container*, except for containers carried on a chassis or a trailer when such containers are driven on or off a ro-ro ship engaged in short international voyages as defined in regulation III/3, the gross mass according to paragraph 2.1 of this regulation shall be verified by the shipper, either by: .1 weighing the packed container using calibrated and certified equipment; or .2 weighing all packages and cargo items, including the mass of pallets, dunnage and other securing material to be packed in the container and adding the tare mass of the container to the sum of the single masses, using a certified method approved by the competent authority of the State in which packing of the container was completed. 5 The shipper of a container shall ensure the verified gross mass** is stated in the shipping document. The shipping document shall be: .1 signed by a person duly authorized by the shipper; and .2 submitted to the master or his representative and to the terminal representative sufficiently in advance, as required by the master or his representative, to be used in the preparation of the ship stowage plan***. 6 If the shipping document, with regard to a packed container, does not provide the verified gross mass and the master or his representative and the terminal representative have not obtained the verified gross mass of the packed container, it shall not be loaded on to the ship. GUIDELINES REGARDING THE VERIFIED GROSS MASS OF A CONTAINER CARRYING CARGO Introduction 1 To ensure the safety of the ship, the safety of workers both aboard ships and ashore, the safety of cargo and overall safety at sea, the International Convention for the Safety of Life at Sea (SOLAS), as amended, requires in chapter VI, part A, regulation 2 that packed containers' gross mass are verified