zilongwang/ReadingBank huggingface dataset:
PENNSYLVANIA STATE POLICE COMMUNITY SERVICES/ PUBLIC INFORMATION OFFICERS TROOPER TROOP/STATION ADDRESS TELEPHONE Tpr. Steve Limani A - Greensburg PO Box P Greensburg PA 15601 724-832-3288 Office 724-421-9763 Cell Tpr. Clifford A. Greenfield A – Indiana 4221 Rt. 286 Hwy West Indiana, PA 15701 724-357-1998 Office 724-421-9766 Cell B – Pittsburgh B- Washington 449 McCormick Road Moon Twp, PA 15108 83 Murtland Ave. Washington, PA 15301 Office 412-335-8139 Cell 724-223-5232 Office 724-421-9776 Cell Tpr. Stefani Lucas B – Uniontown 1070 Eberly Way Lemont Furnace, PA 15456 Office 724-421-9894 Cell Tpr. Jamie Levier C –Punxsutawney PO Box 445 485 North Findley Street Punxsutawney, PA 15767 814-938-0521 Office (814) 590-4561Cell Tpr. Bruce Morris C – Ridgway 15010 Boot Jack Road Ridgway, PA 15853 Office 814-771-9900 Cell Tpr. Ronald Kesten D – Butler 200 Barracks Road Butler, PA 16001-2689 x 249 724-421-9961 Cell Tpr. Stephen Oler E – Erie 4320 Iroquois Avenue Erie, PA 16514 x 243 814-771-9926 Cell Tpr. Michelle Mcgee E –Franklin 11025 Murray Road Meadville, PA 16335 814-332-6911 Office 814-771-9938 Cell Tpr. Cynthia Owens E- Meadville 11025 Murray Road Meadville, PA 16335 Tpr. Angela Bieber F – Montoursville 899 Cherry Street Montoursville, PA 17754 570-971-5700 Office 570-560-1361 Cell Tpr. Rick Blair F – Milton 50 Lawton Lane Milton, PA 17847 570-524-2662 Office 570-560-1362 Cell Tpr. David McGarvey G – Hollidaysburg 1510 N Juniata Street 814-696-6186 Office
West Hazleton, PA 18202 Tpr. Thomas Kelly Tpr. Deanna Piekanski P – Wyoming P- Wyoming 475 Wyoming Avenue Wyoming, PA 18644 570-697-2127 Office 570-560-1365 Cell Tpr.. Connie Devens R – Dunmore 85 Keystone Industrial Park Dunmore, PA 18512 570-963-4295 Office 570-560-1368 Cell Cpl. Richard Dean T – Turnpike PO Box 67676 Harrisburg, PA 17106 717-939-9551 x4322 O
Appendix III – explanatory information regarding contamination, reject and residue rates Not all material that enters the PI MRFs is target material (i.e. paper, card, cans, plastic bottles). There is also non-target material that residents have incorrectly placed into recycling bins – these items have to be rejected from the stream, mostly by manual means. In addition, at the end of the sorting process there will be “process residue” – material which has not been separated into a clean waste stream and which is sent for disposal. Together these “reject” and “process residue” streams make up “MRF Residue.” This is highlighted in the diagram below. Source of MRF residue: The MRF residue rate is the proportion of MRF inputs that are not sent to market as a recyclable product. The residue rate is a different measure to the contamination rate. In order to measure performance and allocate income from sale of material, it is necessary to sample inputs to the MRF from each WCA in order to gauge the level of non-target material being delivered within DMR. Samples are taken from the point at which a WCA delivers DMR (i.e. it could be a waste transfer station or at the MRF itself if a WCA is delivering material directly). The analysis, carried out through the Materials Analysis Facility (MAF) calculates a contamination rate for each authority. Table 4 below highlights key differences between the contamination rate and MRF residue rate, and explains how the residue rate will inevitably be higher than the contamination rate.
situations where the adult may be placed at greater risk if the PiPoT is informed immediately) INCIDENT/CONCERNS DETAILS Brief description of concerns: Was the victim a child or adult with care and support needs? Child / Adult with care and support needs / Other (please state) Are there adult or children’s safeguarding procedures currently in process or a history of ? Adult Safeguarding Procedures: Yes / No/not known Children’s Safeguarding Procedures: Yes / No/not known For all give details Police Crime Reference Number (if applicable) Person in Position of Trust: Child (if applicable): ALLEGED VICTIM’S DETAILS No. of Alleged Victims 1st Adult / Child / Young Person / other individual ID Number if applicable: Full Name: DOB: Gender: Male / Female Current/Past LA Involvement: Child in need / child protection current or historical (if a child) Parent’s names and DOB: (if different) Adult / Child’s Relationship to the Alleged Person in Position of Trust: 2nd - Adult / Child / Young Person / other individual ID Number if applicable:
Full Name: DOB: Gender: Male / Female Current/Past LA Involvement: Indicate if Child in need / Child Protection/Not applicable/other relevant history (if a child) Parent’s names and DOB: (if different) Adult / Child’s Relationship to the Alleged Person in Position of Trust: 3rd - Adult / Child / Young Person / other individual ID Number if applicable: Full Name: DOB: Gender: Male / Female Current/Past LA Involvement: Child in need / child protection/other relevant history (if a child) Parent’s names and DOB: (if different) Adult / Child’s Relationship to the Alleged Person in Position of Trust: ~copy and paste here victims information if more than 3 victims~ Please provide names of key individuals connected to the alleged Person in a Position of Trust as the PiPoT Lead / Managing Officer will need to consider who to invite to the PiPoT meeting: Job role/title Name and Job role Organisation Number Email Address manager HR/Personnel Provider Manager Police contact Contract and contact for
Referred by (Name): Organisation (if applicable): New or Re-referral? Date: Tel. No: Where did you hear about Carers of Barking & Dagenham? Referral taken by: CARER’S FIRST NAME: CARER’S SURNAME: Tel No: Address: Postcode: Relationship to child: Family’s General Practitioner: Date of Birth: Ethnic Origin: If ethnic origin is one of the “Other” categories, what is the country of origin? If the Carer has a disability or illness, what is it? CHILD’S FIRST NAME: Address: (If different from above) Postcode: Male/Female: CHILD’S SURNAME: Date of birth: GP (if different): Ethnic Origin: If ethnic origin is one of the “Other” categories, what is the country of origin? Diagnosis: Relevant medical needs: Reason for referral: Help with Statutory Assessment Exclusion Review Tribunal Appeal Other School attended: Name of Senco: Name of Head Teacher: Name of Educational Psychologist: Very urgent File Made Card made Cross reference card Copy of referral form in monitoring file Details to database Home visit/In house date: Cleared date: _________________ Support Worker: _______________________
Run charts (line charts) are useful to show how you have impacted progress across time. Each chart has baseline, target, actual performance, and year to date if applicable. Colors should be as follows: Baseline: Black dashed line Target: Green solid line Actual: Black solid line Year to date is optional: Blue These could be taken directly off of a model cell scorecard, as available. Histograms (bar charts) are useful for summarizing impact when comparing approaches, periods of time (i.e baseline vs year-to-date), or categories. 6 Further analysis and stratification of gaps; Learnings Especially if you have not achieved your target, analyze why not. Insert summary of relevant analysis, learnings and/or stratification Stratification: In order to learn more about why you have not achieved your targets, divide your data into relevant groups (strata) based on key characteristics, such as: Who: which patients, staff or departments? Where: Unit, clinic, setting? What: machines, equipment, products How: defect types, cause When: time of day, day of week, step of process Top Contributors: As you study your problem and “ask why 5 times” about why you continue to have performance gaps, quantify the top contributors or root causes to target for future countermeasures. 7 New Countermeasures/ Include: Examples:
campaign to prevent sexual misconduct. #2 Determine applicability of existing campaigns to UMN and recommend model for UMN campaign ●Marketing firm hired to help create and test three different concepts for the public awareness campaign. (“I step in”, “It ends here”, “united against misconduct”) ◦Three concepts were developed and four focus groups were held with students, staff and faculty for initial testing of the concepts. The groups preferred “It ends here” and “United Against Misconduct”. “I step In” was eliminated. ◦Online survey was developed to test the two preferred concepts. Survey sent to random sample of 7500 students/faculty/staff. Received 874 responses. The preferred concept was “It Ends Here”. Survey feedback is being used to refine the messages for stakeholder groups and will be shared with them for feedback. #3 Develop production schedule and implementation plan; budget estimate ●Based on the timeline and budget proposed the project is on schedule to be launched fall of 2018 and within budget. Student Education & Engagement Goal: To develop a structured program and education plan for first through fourth year undergraduates as well as graduate and professional students #1: Identify and convene a sexual assault prevention work group to inform, develop and implement a coordinated prevention programming plan. ●A position was posted February 19, 2018 for a Health Promotion Specialist who will lead the development, implementation, management, evaluation, and institutionalization of campus-wide student engagement programs and activities to prevent sexual misconduct. This position will take the lead on convening the Workgroup. #2: Require all new students to complete online sexual assault prevention training using Haven and HavenPlus. ●A group of campus partners met on January 31, 2018 to provide input on: ◦identifying the inclusion criteria that will be used each semester to generate a list of new students that are required to complete online sexual assault prevention training ◦determining the most effective strategy to promote compliance with completing the course (ie; incorporating possible disincentives such as 'records hold') ◦determining if the strategy the Twin Cities campus identifies can be used systemwide ●A plan for fall 2018 will be developed based on this input.
Teacher assistance Your teacher can advise you on topic choice, refinement of question or hypothesis or changes of direction or topic. He or she can also monitor and encourage , provide instruction in research methodologies and provide instruction and advice about referencing of secondary sources. Your teacher can also help you believe in your ability to complete the PIP and provide ladders to scale any “brick walls”. The structure The introduction (no more than 500 words): A brief description of what the topic is about, why it was chosen, and how it contributes to a better understanding of Society and Culture. It explains and justifies the choice of methodologies and specifies the cross-cultural component. The log (no more than 500 words): A summary of your diary, which you have kept throughout the entire research process. It shows the sequential development of the PIP. This is often the most “revealing” section of your work. Central material (should be between 2500 – 4000 words): This contains description and analysis of the research carried out in investigation of your focus question or hypothesis. It may include photos, tables or graphs, but these must be labelled and incorporated into the text through discussion. This section must contain a cross-cultural perspective. All sources of secondary information need to be acknowledged by using a method such as the Harvard system. Using a “chapter” format may help you organise your information more effectively and set short-term progress goals. Conclusion (no more than 500 words): What have you learned from doing the PIP? Reflect on social and cultural literacy. Resource list: Annotated references. This means a list, alphabetical by author’s name, with full publication details and a brief description of how each item was useful in your research process. Your resource list can be categorised according to whether it is print material, video, film, CD-ROM or Internet. Importance of Society and Culture concepts Concepts make the important connection between your research and the Society and Culture course. The smooth, effective, integrated use of concepts distinguishes the PIP as a professional piece of Society and Culture work. The use of concepts also reflects your understanding of the social world, i.e. your social and cultural literacy. Meaning of “cross-cultural”
Vocab Words Five vocabulary words were used and underlined in the entries. Three vocab words were used and underlined in the entries. One or zero vocab words were used in the entries. Score:____________________/30
SHOPP Project Output Number of acres Use instructions for the rest of this section. Purpose and Need The purpose is a statement of goals and objectives that Caltrans intends to fulfill by taking action with a project. These goals can come from Caltrans’ mission, vision, goals; management objectives; legislation; a corridor plan or local transportation plan; standards and guidelines for pedestrian infrastructure; public or staff input; and other sources. Some of these objectives may also resolve needs, so there may be overlap between purpose and need. A typical purpose statement for this program could include: List the improvements; e.g., upgrade irrigation facilities, restore planting that has died or outlived its usefulness, satisfy current requirements. The need is a discussion of specific existing conditions that have to be changed and problems that must be remedied. In other words, it explains why your project is proposing this action at this time. It may have elements you would otherwise include in a discussion of project “background.” A typical need statement could include: List the needs; e.g., reduce reoccurring maintenance, repair planting deficiencies, repair malfunctioning of failing equipment. Use instructions for the rest of this section. Recommendation Use . Risk Summary Use . Background Use . Asset Management Use .
Delivery Schedule Use . External Agency Coordination Use . Project Reviews Scoping team field review Date Scoping team field review attendance roster attached. District Program Advisor Enter Name Date Headquarters SHOPP Program Manager Enter Name Date District Landscape Architect Enter Name Date District Landscape Specialist Enter Name Date District Maintenance Enter Name Date District Maintenance Landscape Architect Enter Name Date Headquarters Design Coordinator Enter Name Date Project Manager Enter Name Date FHWA Enter Name Date District Safety Review Date Constructability Review Date Other Date Use instructions for the rest of this section Project Personnel Use . Attachments (Number of Pages) Use .
Delivery Schedule Use Interim SHOPP PIR Guidance. External Agency Coordination Use Interim SHOPP PIR Guidance. Project Reviews Scoping team field review Date Scoping team field review attendance roster attached. District Program Advisor Enter Name Date Headquarters SHOPP Program Manager Enter Name Date District Landscape Architect Enter Name Date District Landscape Specialist Enter Name Date District Maintenance Enter Name Date District Maintenance Landscape Architect Enter Name Date Headquarters Design Coordinator Enter Name Date Project Manager Enter Name Date FHWA Enter Name Date District Safety Review Date Constructability Review Date Other Date Use Interim SHOPP PIR Guidance instructions for the rest of this section Project Personnel Use Interim SHOPP PIR Guidance. Attachments (Number of Pages) Use Interim SHOPP PIR Guidance.
Include the following: Facility Location Minimum Curve Radius Through Traffic Lanes Paved Shoulder Width Median Width Additional Paved Width for Bicycle Lane or Other (Post Mile Limits) Radius (ft) Number of Lanes Lane Width (ft) Type (Flexible, Rigid, or Composite) Left (ft) Right (ft) (ft) (ft) Traveled Way, Shoulders, and Median Pavement Condition Include the following: PMS Category (1-29) Priority Classification (.1-.4) International Roughness Index (IRI) *Rigid Pavement: *Flexible Pavement: * From latest PMS-Pavement Condition Inventory Survey Data. 3rd Stage Cracking % Alligator B Cracking % Faulting Patching % Joint Spalls Rutting Pumping Bleeding Corner Breaks % Raveling Deflection Study Results (if available): Structure Geometric Information and Condition Name Number Exist (ft) RRR Std (ft) Prop (ft) Exist (ft) RRR Std (ft) Prop (ft) (Y/N) (Y/N) (Y/N) Number
Include the following: Facility Location Minimum Curve Radius Through Traffic Lanes Paved Shoulder Width Median Width Additional Paved Width for Bicycle Lane or Other (Post Mile Limits) Radius (ft) Number of Lanes Lane Width (ft) Type (Flexible, Rigid, or Composite) Left (ft) Right (ft) (ft) (ft) Traveled Way, Shoulders, and Median Pavement Condition Include the following: PMS Category (1-29) Priority Classification (.1-.4) International Roughness Index (IRI) *Rigid Pavement: *Flexible Pavement: * From latest PMS-Pavement Condition Inventory Survey Data. 3rd Stage Cracking % Alligator B Cracking % Faulting Patching % Joint Spalls Rutting Pumping Bleeding Corner Breaks % Raveling Deflection Study Results (if available): Structure Geometric Information and Condition Name Number Exist (ft) RRR Std (ft) Prop (ft) Exist (ft) RRR Std (ft) Prop (ft) (Y/N) (Y/N) (Y/N) Number
Delivery Schedule Use Interim SHOPP PIR Guidance. External Agency Coordination Use Interim SHOPP PIR Guidance. Project Reviews Required reviews: 1. Constructability 2. Safety Scoping team field review Date Scoping team field review attendance roster attached. District Program Advisor Enter Name Date Headquarters SHOPP Program Manager Enter Name Date District Landscape Architect Enter Name Date District Landscape Specialist Enter Name Date District Maintenance Enter Name Date District Maintenance Landscape Architect Enter Name Date Headquarters Design Coordinator Enter Name Date Project Manager Enter Name Date FHWA Enter Name Date District Safety Review Date Constructability Review Date Other Date Use Interim SHOPP PIR Guidance instructions for the rest of this section Project Personnel Use Interim SHOPP PIR Guidance. Attachments (Number of Pages) Use Interim SHOPP PIR Guidance.
Structures Width Between Curbs Vertical Clearance Work Identified in Project EA Report Replace Bridge Approach Rail Replace Bridge Approach Slab Name Number Exist (ft) RRR Std (ft) Prop (ft) Exist (ft) RRR Std (ft) Prop (ft) (Y/N) (Y/N) (Y/N) Number Other – Architectural building features Include the location and type. Other – Maintenance facilities Include the location and type. Use Interim SHOPP PIR Guidance instructions for the rest of this section Alternatives The SHOPP program manager has determined that only a brief discussion of the alternative being considered should be provided. The topics listed for the specific SHOPP program may not apply to some projects. When this occurs, include the topic and state that the project does not involve the topic or that the project has no effect on the topic. The list of topics includes: Required for Levels: Topic Proposed engineering features Design standards and deviations from mandatory and advisory design standards (, Tables 82.1A and 82.1B) Interim features High-occupancy vehicle lanes Ramp metering California Highway Patrol (CHP) enforcement activities Park-and-ride facilities Highway planting and irrigation Erosion control Roadside design and management Noise barriers Earth retaining systems Non-motorized and pedestrian features Context sensitive solutions and complete streets Traffic analysis
Deflection Study Results (if available): Structure Geometric Information and Condition Include the following: Structures Width Between Curbs Vertical Clearance Work Identified in Project EA Report Replace Bridge Approach Rail Replace Bridge Approach Slab Name Number Exist (ft) RRR Std (ft) Prop (ft) Exist (ft) RRR Std (ft) Prop (ft) (Y/N) (Y/N) (Y/N) Number Use instructions for the rest of this section. Alternatives The SHOPP program manager has determined that some of the topics need to be discussed in the report. Include the topics designated by the SHOPP program manager and provide information as appropriate. The topics listed for the specific SHOPP program may not apply to some projects. When this occurs, include the topic and state that the project does not involve the topic or that the project has no effect on the topic. The list of topics includes: Required for Levels: Topic 1, 2, & Proposed engineering features 1, 2, & Design standards and deviations from mandatory and advisory design standards (, Tables 82.1A and 82.1B) 1, 2, & Interim features High-occupancy vehicle lanes Ramp metering 1, 2, & 3 California Highway Patrol (CHP) enforcement activities Park-and-ride facilities 1, 2, & 3 Highway planting and irrigation
Traveled Way, Shoulders, and Median Pavement Condition Include the following: PMS Category (1-29) Priority Classification (.1-.4) International Roughness Index (IRI) *Rigid Pavement: *Flexible Pavement: * From latest PMS-Pavement Condition Inventory Survey Data. 3rd Stage Cracking % Alligator B Cracking % Faulting Patching % Joint Spalls Rutting Pumping Bleeding Corner Breaks % Raveling Deflection Study Results (if available): Structure Geometric Information and Condition Include the following: Structures Width Between Curbs Vertical Clearance Work in Project EA Report Replace Bridge Rail Replace Bridge Approach Slab Name Number (ft) Std (ft) (ft) (ft) Std (ft) (ft) (Y/N) (Y/N) Number Use instructions for the rest of this section.
Signs Include the location and type. Metal beam guardrail Include the location and type. Traffic volumes Include the information discussed in Topic 104 – Design Designation. Include bicycle, pedestrian, and transit volumes. Traffic collisions Include the latest 3-year collision data for the length of the facility and any concentrated locations as needed, including bicycle and pedestrian collisions, fatalities, and injury. Collision Rates: The three-year period from ##/##/#### to ##/##/####: County-Route (post mile range) Number of Accidents Actual Rate (Acc/Million Vehicle Miles) Average Rate (Acc/Million Vehicle Miles) F1 F+I2 Total3 F1 F+I2 Total3 F1 F+I2 Total3 Notes: 1. Fatal accidents 2. Fatal accidents plus injury accidents 3. All reported accidents Land uses, destinations, and services surrounding the project vicinity Roadway Geometric Information and Condition
County-Route (post mile range) Number of Accidents Actual Rate (Acc/Million Vehicle Miles) Average Rate (Acc/Million Vehicle Miles) F1 F+I2 F1 F+I2 F1 F+I2 Notes: 1. Fatal accidents 2. Fatal accidents plus injury accidents 3. All reported accidents Railroad facilities Include any relevant information. Other – Sight distances Include any relevant information. Other – Cross slopes Include any relevant information. Other – Vertical clearances Include any relevant information. Roadway Geometric Information and Condition Traveled Way, Shoulders, and Median Geometric Information Include the following: Existing Proposed Minimum RRR Standards Facility Location Post mile range (1) (2) Minimum Curve Radius Radius (ft) Through Traffic Lanes Number of Lanes Lane Width (ft) Type (Flexible, Rigid, or Composite) Paved Shoulder Width Left (ft) Right (ft) Median Width (ft) Shoulder is a Bicycle Lane (Y/N)-Width (ft) Other Bicycle Lane Width (3) Width (ft) Bicycle Route (Y/N) Facilities Adjacent to the Roadbed (4) Code-Width (ft) Notes: 1. Enter existing post mile limits (expand as needed for varied geometrics.) 2. Enter proposed post mile limits (expand as needed for varied geometrics.) Total Total 3 3 3
Table of Contents Executive Summary Description of Activities Audit Summary Sheet PIR-II Summary Score Sheet PIR I Reconciliation Score Sheet 1. Leadership Commitment 2. Hazard Assessment 3. Hazard Control 4. Training of Workers 5. Supervision of Workers 6. Regular Inspection and Monitoring 7. Hazardous Materials and Substances 8. Medical Examinations and Health Monitoring 9. Emergency Response 10. Investigation of Accidents/Incidents and Occupational Diseases 11. Joint Occupational Health and Safety Committee 12. Records and Statistics 13. Program Review Worksite Observations
PIR-II Summary Score Sheet Evaluation of: (Organization) Date of Audit: Audited by: (Print and Sign) # Element Possible Points Possible – N/A Points Awarded 1 Leadership Commitment 120 2 Hazard Assessment 220 3 Hazard Control 160 4 Training of Workers 165 5 Supervision of Workers 90 6 Regular Inspection and Monitoring 145 7 Hazardous Materials and Substances 45 8 Medical Examinations and Health Monitoring 30 9 Emergency Response 155 10 Investigation of Accidents/Incidents and Occupational Diseases 120 11 Joint Occupational Health and Safety Committee 75 12 Records and Statistics 45 13 Program Review 170 Total 1540
Recovery Framework A partnership for Wellness Life Without Barriers and Partners in Recovery operate within a framework of Recovery, which means the individual is at the centre of our services. We encourage and support an individual’s involvement in making decisions, planning their care and their recovery process. We share the responsibility for the recovery journey with the individual, working alongside them, encouraging hope and belief in the expectation of a valuable life contributing to their own community. This philosophy is entrenched in our services and guides everything we do, the way we work and the possibilities we believe in. Recovery guides the development of our services, our organisation and the policies that support them. The philosophy also guides how we work with our team and develop them as a workforce, creating a culture within Life Without Barriers and Partners in Recovery that respects and supports the individuals we work with. Guiding Principles We believe that recovery is achievable for all individuals who experience mental illness. We value the knowledge of lived experience in the way we deliver our services. We value diversity and treat all people with dignity at all times. We believe the recovery process belongs to the individual and that they must believe, lead, and direct much of the process and journey. We also believe that we as workers and as an organisation have a shared responsibility to act in a positive and helpful manner and not to do anything that could impede their journey. Our services are based on promoting an individual’s wellbeing and their ability to live a quality life that is valuable to them, including opportunities to engage in meaningful relationships, employment, housing and connection with their community. Partnership is a key element of recovery. We seek to implement the principles of partnership between the community, the individual and the service provider. Our Approach Our principles in practice mean that: Our policies and procedures support the recovery process Our team support and encourage the belief in recovery for individuals experiencing a mental illness, especially where this belief may not already exist. Our HR practices support training and development of team members in the recovery framework. Contact If you would like to know more about the Life Without Barriers and Partners in Recovery approach to mental wellness, please contact us on 08 8307 2800 or pir@lwb.org.au.
Qualifications: - Organization must be in good standing with the Office of Greek Life and the Office of Student Life Organization Name: ________________________________________________________________ Nominator’s Name: ________________________________________________________________ Nominator’s Chapter Affiliation: _____________________________________________________ Nominator’s Email: _________________________________________________________________ In no more than 500 words please explain why this individual is deserving of Pioneer Pride Award and the ways in which this individual has: - Demonstrated outstanding support to the Greek community - Encouraged the chapter members to attend multiple Greek events per semester to promote unity among the chapters Please include any other necessary information on why this individual should be recognized for Pioneer Pride Award for Greek Life. All applications need to be submitted via hard copy to Kara Fanelli in the office of Greek Life by March 15th by 5 pm. Any late applications will not be accepted.
Standard Operating Procedure Piranha Solution This is an SOP template and is not complete until: 1) lab specific information is entered into the box below 2) lab specific protocol/procedure is added to the protocol/procedure section and 3) SOP has been signed and dated by the PI and relevant lab personnel. Print a copy and keep with your Chemical Hygiene Plan and/or Lab Safety Resources Binder Department: Click here to enter text. Date SOP was approved by PI/lab supervisor: Click here to enter a date. Principal Investigator: Click here to enter text. Lab Safety Coordinator/Lab Manager: Click here to enter text. Lab Phone: Click here to enter text. Office Phone: Click here to enter text. Emergency Contact: Click here to enter text. (Name and Phone Number) Location(s) covered by this SOP: Click here to enter text. (Building/Room Number) Type of SOP: ☐ Process ☐Hazardous Chemical ☐Equipment Purpose This standard operating procedure outlines the handling and use of piranha solution. Review this document and supply the information required in order to make it specific to your laboratory/area. In accordance with this document, laboratories should use appropriate controls, personal protective equipment, and disposal techniques when handling piranha solution. This SOP must be reviewed and revised (if necessary) on an annual basis or whenever changes are made to the use and/or location. General Information "Piranha" is used to remove organic residues from substrates. Two different solutions are used. Two different solutions are used. Acid piranha: a 3:1 mixture of concentrated sulfuric acid (H2SO4) with 30% hydrogen peroxide (H2O2).
Piranha Swim Schools: 2018 Term Dates Weeks Commencing Mondays Summer Term 1 Summer Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 16th April 2018 23rd April 2018 30th April 2018 7th May 2018* 14th May 2018 21st May 2018 Spring Half Term 28th May – 1st June Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 4th June 2018 11th June 2018 18th June 2018 25th June 2018 2nd July 2018 9th July 2018 16th July 2018 *Please note that there will not be a lesson on Bank Holiday Monday 7th May. Autumn Term 1 Autumn Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 3rd September 2018 10th September 2018 17th September 2018 24th September 2018 1st October 2018 8th October 2018 15th October 2018 October Half Term 22nd - 28th October Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 29th October 2018 5th November 2018 12th November 2018 19th November 2018 26th November 2018 3rd December 2018 10th December 2018 17th December 2018 Payments for the terms will be due as follows: Summer Term 1 19th March 2018 Summer Term 2 14th May 2018 Autumn Term 1 9th July 2018 Autumn Term 2 8th October 2018
Printable Resources Pirate Ship Race Appendix A: Pre/Post-Assessment Appendix B: Pre/Post-Assessment - ANSWER KEY Appendix C: Key Technical and Pirate Vocabulary Appendix D: Engineering Design Challenge Appendix E: Engineering Design Process Appendix F: Team Career Roles Appendix G: Team Code of Cooperation Appendix H: Research – How Does a Ship Float and Sail? Appendix I: Create a Treasure Map Appendix J: Decision Analysis Matrix TEACHER INSTRUCTIONS Appendix K: Decision Analysis Matrix Appendix L: Properties of Materials and Buoyancy Appendix M: Pirate Ship Data Collection Appendix N: Pirate Ship Design Challenge Reflection Appendix O: Engineering Design Challenge Rubric Appendix A: Pre/Post-Assessment
Offense Date Anticipated Goal Ignored Briefly describe offense Action Taken Briefly describe consequence Expert’s Initials Verify action taken 1st 2nd 3rd 4th Teacher will meet with the student as well as the team, and then decide on a plan of action. NAME: Offense Date Anticipated Goal Ignored Briefly describe offense Action Taken Briefly describe consequence Expert’s Initials Verify action taken 1st 2nd 3rd 4th Teacher will meet with the student as well as the team, and then decide on a plan of action. NAME: Offense Date Anticipated Goal Ignored Briefly describe offense Action Taken Briefly describe consequence Expert’s Initials Verify action taken 1st 2nd 3rd 4th Teacher will meet with the student as well as the team, and then decide on a plan of action. NAME: Offense Date Anticipated Goal Ignored Briefly describe offense Action Taken Briefly describe consequence Expert’s Initials Verify action taken 1st 2nd 3rd 4th Teacher will meet with the student as well as the team, and then decide on a plan of action. Appendix H: Research – How Does a Ship Float and Sail? Name _____________________________ Date __________ Period _____ Buoyancy
J – Shilshole Bay N Mooring Bouy (LL #16785) H – Temporary mark at Skiff Pt – 47 39.660”N 122 29.572”W L – Shilshole Bay S Mooring Bouy 0.25 NM SW of S entrance M – Meadow Pt Bouy (LL #16765 P – Temporary mark 0.75 NM NNE of Pt Monroe W – West Pt Buoy (LL #16805) Pirates Plunder at Port Madison 2013 Start R/C boat: M/V Gunner – Brian Watkins Finish R/C boat: M/V Gunner – Brian Watkins Short Course (5.31 NM) R/C displays “S” Start near Shilshole Bay S Mooring buoy “L” Round West Point Buoy “W” to starboard Finish at Pt Monroe temporary mark “P” Medium Course (7.82 NM) R/C displays “M” Start near Shilshole Bay S Mooring buoy “L” Round West Point Buoy “W” to starboard Round Meadow Pt Bouy “M” to port Finish at Pt Monroe temporary mark “P”
Documentary, Exhibit, Performance (recorded), or Website Title Page Process Paper Annotated Bibliography 140 10 20 30 Friday, Feb. 2 6th Grade Projects Due Documentary, Exhibit, Performance (recorded), or Website Title Page Process Paper Annotated Bibliography 140 10 20 30 Friday, March 2 Mobile County History Day Friday, April 6 Alabama State History Day Learning About International Baccalaureate: “The aim of the IB Program is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.” (MYP: From principles into practice) IB term of the month: Approaches to Learning (ATL) skill: Self-Management Self-Management is broken down into three parts: organization, affective skills, and reflection. -Organization means to manage time and tasks effectively. For example, these learning skills would be planning out short-term and long-term deadlines, creating plans to prepare for tests, using a weekly planner, and setting goals that are challenging and realistic. -Affective skills are techniques that manage the state of mind. This means that students practice focus and concentration, practice to overcome distractions, demonstrate persistence and perseverance, practice delaying gratification, learn strategies to overcome impulsiveness and anger or stress and anxiety, practice positive thinking, and learn resilience skills. -Reflection is considering the process of learning. These students actually choose approaches to learning (ATL) skills that work best for them. Using this learning approach, students develop new skills, techniques, and strategies for effective learning; consider content by thinking about what they learned in a day, what they don’t understand, and what questions they have; and consider learning skills they know and can already do figuring out how they can help others who need more practice in that skill while figuring out what learning skill they need to work on next.
Protein Chicken Breast Turkey breast Lean Chicken Deli Meat Lean Roast Beef Deli Meat Lean Turkey/ Chicken Hot Dog Lean Ham Deli Meat Salmon-can or Fresh Chicken- can or Fresh Tuna- can or Fresh Halibut Crab Shrimp Lobster Venison Flank Steak Ground Turkey Breast Ground Chicken Breast Top Round or Sirloin Steak Egg Whites/ Egg Substitutes Low-fat Peanut Butter Low- fat/ fat free Cheese Condiments Fat Free Mayonnaise Mustard Ketchup Salsa Fat- Free/ Low Fat Sour Cream Margarine Butter Substitutes: Molly McButter Promise Ultra-Light Benacol Light Take Control Miracle Whip Drinks Gallon of Water each day 2% Low Fat or Skim Milk Crystal Light- Sugar Free Orange Juice w/ Calcium Diet Soda Carbohydrates Sweet Potato Baked Potato Brown Rice Wild Rice Whole Wheat Pasta Whole Wheat Bread Whole Wheat Buns Black Beans Red Beans White Beans Refried Beans Baked Beans Strawberries/ Blueberries Melon Apple/ Pear Orange/ Grapefruit Banana Peach/ Plum Grapes-Red or Green Fat-Free Yogurt Whole Wheat Spaghetti White/ Brown Rice Whole Wheat Waffles English Muffins Raisin Bran Total/ Wheaties Pancakes Wheat Bread Italian Bread Snacks Pretzels Baked Tortilla chips Baked Lays All fruit Fat- Free Yogurt w/ Fruit Low Fat Cottage Cheese Desserts Jell-O Angel Food Cake Oatmeal Raisin Cookie Chocolate Pudding Sherbert Frozen Yogurt Vegetables Broccoli Cauliflower Green Beans Green Peas Green/ Red Peppers Mushrooms Tomato Carrot
Traffic volumes Include the information discussed in Topic 104 – Design Designation. Include bicycle, pedestrian, and transit volumes. Traffic collisions Include the latest 3-year collision data for the length of the facility and any concentrated locations as needed, including bicycle and pedestrian collisions, fatalities, and injury. Collision Rates: The three-year period from ##/##/#### to ##/##/####: County-Route (post mile range) Number of Accidents Actual Rate (Acc/Million Vehicle Miles) Average Rate (Acc/Million Vehicle Miles) F1 F+I2 F1 F+I2 F1 F+I2 Notes: 1. Fatal accidents 2. Fatal accidents plus injury accidents 3. All reported accidents Roadway Geometric Information and Condition Traveled Way, Shoulders, and Median Geometric Information Include the following: Facility Location Minimum Curve Radius Through Traffic Lanes Paved Shoulder Width Median Width Additional Paved Width for Bicycle Lane or Other (Post Mile Limits) Radius (ft) Number of Lanes Lane Width (ft) Type (Flexible, Rigid, or Composite) Left (ft) Right (ft) (ft) (ft)
chassis mounts or in extreme case causes the body to sit unevenly. The above photo hopefully shows you the goal. All you are doing is simply cleaning the top of the post to make sure it is free of excess flash molding or paint. Although this next step is not really related to body float, since you have the body off it's a quick task to accomplish. Using the same 800 grit sandpaper, you want to make a few passes on the INSIDE of the fender wells. In a few cases I have noticed some very fine flash molding. This can cause slight contact between the body and tire depending on your setup. I usually just sand until the paint is cleaned away and that indicates a clean area. Summary This is one of those tuning sessions where numerous small things combined equal a large improvement in performance. Something else to considor: Changing to aftermarket parts in the running gear ALONE isn't going to work any magic. Ignoring these steps will still leave your car too tight and you won't see those performance results you were hoping for. The added appeal is that this tuning has no added cost. I hope this article helps you improve the overall performance of your models. A smoother running slot car is always more fun to race in my opinion and the satisfaction you
Address: Pirlangimpi, Melville Island NT 0822 Postal Address: PMB 278 Winnellie NT 0822 Phone: 08 8978 3783 Mobile 0448 463 000 Email: info@clearwaterislandlodge.com.au Website http://www.clearwaterislandlodge.com.au Key Contact: Directors - Michael and Kerri-Ann Benton Arts and culture Munupi Art & Craft Association Munupi Arts and Craft is a vibrant social enterprise- a wholly indigenous owned and governed organisation - which supports the people of Pirlangimpi to express and celebrate their unique identity and knowledge through an extensive arts and cultural program of activities. The Munupi Artists inspired by their natural lush environment and the Tiwi creation stories are renowned for their creative interpretation of their cultural heritage. Munupi Art promote its artists through a wide range of exhibitions - domestically and internationally- and increasingly though web presence, web-sales and social media activities; as well as through the on-going developments of new products for various retail sectors including - but not limited to: gifts and souvenirs; furnishing, decor and homeware; and fashions. Address: Lot 249 Pirlangimpi Melville Island NT 0822 Postal Address: PMB 163 Pirlangimpi Melville Island NT 0822 Phone: 08 8978 3975 Mobile 0414 525 327 Email: munupi@bigpond.com Website http://www.munupiart.com Key Contact: Art Centre Manager – Guy Allain Community services Tiwi Islands Regional Council Tiwi Islands Regional Council provides infrastructure and community services to the people of the Tiwi Islands. Address: Pirlangimpi, Melville Island NT 0822 Postal Address: PMB 267 Winnellie NT 0822 Phone: 08 8970 9600 Email: info@tiwiislands.nt.gov.au Website http://www.tiwiislands.org.au Key Contact: CEO – Marion Scrymgour Police Fire and Emergency Services Address: Pirlangimpi Community Melville Island NT 0822
Electric Motors Alloy, Aluminium, Stainless Steel Recyclable Plastic Number the Bays and write what can be placed in them. Signed: Date: Instructed by: Date: 9.0 Current Implementation of Russell Chickens’ Environmental Management Plan: Russell Chickens seek to monitor, review and update our emergency response plans to ensure the response outlined is the safest and most effective action taken. By testing, in mock emergency situations, we are able to focus on certain individual aspects in order to best expose any flaws and make improvements. As each test is undertaken, this page will be updated and replaced. Testing Log: Date Incident Response Result Comments on Response Plan 9/1/17 Major spill of chemical; TwinOxide Employees noticed a spill and alerted Bruce Existing bunding contained the spill. Pumps are located Effective in alerting superiors to issues of potential major
storage container split resulting in major spillage of TwinOxide at the Chemical Pump Shed. Russell. Hazard was assessed. People were kept away from the area until deemed safe, from chemical gas exposure. Once safe to approach, broken chemical tank was removed and replaced with a new container. within a shed where the chemical could not spill into, reaching no electrical components. Chemical gas, however, can reach the insides of the pump shed. hazard. Quick response time from employees and superior. Functioning eyewash and shower located in close proximity incase of personal contamination. Existing ventilation proved to be not effective enough in clearing the pump shed of gases. Extra ventilation will be added in response. 12/1/18 Fire Drill Mower in the shed complex had grass seeds ignite Operator of the mower immediately turned off the machine and called Bruce Russell. All employees in the shed complex on Farm One were alerted and proceeded to the Emergency Evacuation Station. Management took and extinguisher to the lawn mower and put out the smouldering grasses. Constant checking and updating of farm fire extinguishers resulted in a fully operational fire extinguisher being easily located and readily available. Mower was extinguished with minimal people involved near the fire. Evacuation process was smooth and people were easily accounted for. Fire extinguishes in working order means fires will be easily contained and controlled. Training on how to operate machines is adequate in how to respond to emergencies, but will focus more on machine maintenance, inclusive of cleaning, to minimize risk of grass seeds igniting.
Hazard identification & risk analysis Potential risk What can happen (event) Contributing factors What can happen (Circumstances) Operational controls Risk rank Vehicle Facility implement accident Fire/fuel spill feed/chemical spill Soil contamination, air pollution contamination of stormwater Fatigue/weather conditions / congestion Spill/fire/personal injury Fatigue/traffic possible major Med Fuel spill Contaminated soil/surface water/fire Damage to fuel storage tank/equipment Poor operation/vehicle impact/operator error Contaminated soil/surface water/fire Training protect tank area possible minor Med Fire Air & soil loss/structure damage Off site air fire water Lack of training/maintenance of machinery incl. fire fighting equip external actions. stock loss/injury to staff/damage to to neighbouring properties Regular fire of all equipment likely critical Med Effluent discharge Contaminated soil/surface water Contaminated soil/surface water Return water pipe failure Contaminated soil/surface water Regular inspection possible minor Low Odour emission Short term air pollution Minor annoyance of neighbouring property occupants Failure of waste water treatment system/climatic conditions Short term air pollution Proper & correct operation of facility/training possible minor L
Open-Ended Questions: What do you feel was most beneficial about this primary plan? What was least beneficial? Do you think that you and your students’ participation in this primary plan caused your students’ behavior problems to improve/decrease? What would you change about this intervention plan (components, design, implementation, etc.) to make it more student-friendly and teacher-friendly? What other information would you like to contribute about this intervention plan? Primary Intervention Rating Scale – High School Teacher Version (Lane, Robertson, & Wehby, 2002; Adapted from Witt & Elliott, 1985 Intervention Rating Profile-15; IRP-15)Adapted from J. C. Witt and S. N. Elliott (1985). Acceptability of classroom intervention strategies. In T. R. Kratochwill (Ed.). Advances in school psychology, Vol. 4 (pp. 251-288). Mahwah, NJ: Erlbaum with permission from Joe Witt and Stephen Elliott. Reference: Lane, K. L., Robertson, E. J., & Wehby, J. H. (2002). Primary Intervention Rating Scale. Unpublished rating scale.
1. Click Start, point to Accessories, point to System Tools, and then click System Restore. 2. . The System Restore Wizard opens. On the Welcome to System Restore page, make sure Restore my computer to an earlier time is selected, and then click Next. 3. . On the Select a Restore Point page, click the date on the calendar that you want to restore your computer to. Choose the last date when everything was working properly—before you made configuration changes, installed new software, or added new hardware. Then, click Next 4. . On the Confirm Restore Point Selection page, click Next 5. The System Restore Wizard shuts down Windows XP and restores your settings. Then, it restarts Windows XP and displays the Restoration Complete message. Click OK. the Restoration Complete message. Click OK. Now that you have restored your system settings to an earlier state, test your computer to determine whether the problem was resolved. If your system is working fine now, you’re done Inventory Computers 1. Pirtle's Lab 1
Further Support and Advice The following organisations may be helpful to you should you wish to discuss any issues before, during or after your participation in this study. Macmillan 0808 808 00 00 Provides information on colon and rectal cancer, including how these cancers are diagnosed, treatments, possible side effects and how to get further support. Beating bowel cancer 08450 719 301 A team of nurses support bowel cancer patients and their families by phone, by email, on our forum and through Facebook and Twitter. They provide advice to those who are worried about symptoms, recently diagnosed or living with bowel cancer. The Expert Patient Programme 0800 988 5550 Expert Patients Programme Community Interest Company (EPP CIC) provide and deliver free courses aimed at helping people who are living with a health condition to manage their condition better on a daily basis Patient.co.uk is one of the most trusted medical resources in the UK, supplying evidence based information on a wide range of medical and health topics to patients and health professionals.