zilongwang/ReadingBank huggingface dataset:
15. If a doctor told you that insufficient nutrients were being transported from your blood vessels to your neurons, you might suspect from reading Chapter 3 that the problem was in your _____ cells. A. glial B. Purkinjie C. Ranvier D. cerebral Answer: A 17. You are listening to a lecture. Then the bell rings in the hallway. When you hear these stimuli, it is ______ neurons that carry electrochemical messages from your ears to your brain. A. indigent B. afferent C. efferent D. indifferent Answer: B 19. division of the nervous system is composed of all the nerves that branch from the brain and spinal cord? A. the peripheral nervous system B. the afferent nervous system C. the central nervous system D. the somatic nervous system Answer: A 21. Sammy is in third grade. He is bright and generally enjoys school. When he won the spelling bee, he felt proud of his accomplishment. But when he could not complete his arithmetic assignment on time, he was frustrated, and when the teacher made him stay after school to finish it, he felt diminished and humiliated. Which of Erikson’s developmental stages does this reflect? A. autonomy vs. shame and doubt B. initiative vs. guilt C. industry vs. inferiority D. trust vs. mistrust Answer: C 23. Erikson's theory is based on the assumption that A. development is driven by personal choices, independent of the actions of parents and others. B. life is full of disasters and the challenge we face is to suffer through without giving up. C. each person faces a set of predictable life-changing challenges at various stages of life. D. most of the social behaviors we learn are acquired by watching other people behave socially. Answer: C
Characterize the Roaring Twenties. Explain why was the first country in western Europe to experience a sweeping change of its governmental form. Discuss evidence of political and social change for women in the West in the 1920s. Describe how the was so successful in its economic advance after the war. Identify some political and social changes among the settler societies in this era. Describe the factors that led to ’s shift from a liberal democracy to a military controlled government. Was the Great Depression inevitable? Why or why not?
What is the density of a 2 cm3 cube that has a mass of 3.18 g? (3) A 3 mL sample of oil has a mass of 2.64 g. What is the density of the oil? (3) The mass of 1 cm3 of lead is 11.34 g. The mass of 1 cm3 of iron is 7.87 g. Which solid has the greater density? Calculate the mass of a liquid with a density of 2.5 g/mL and a volume of 15 mL. Calculate the volume of a liquid with a density of 5.45 g/mL and a mass of 65 g. A machine shop worker records the mass of an aluminum cube as 176 g. If one side of the cube measures 4 cm, what is the density of the aluminum? A teacher performing a demonstration finds that a piece of cork displaces 23.5 mL of water. The piece of cork has a mass of 5.7 g. What is the density of the cork? A carver begins work on the following of granite that weighs 2700 g. What is the density of the granite? A piece of PVC plumbing pipe displaces 60 mL when placed into a container of water. If the pipe has a mass of 78 g, what is the density of PVC? Answers 1a) Anything that has mass & volume 4) A 14) K 22e) nucleus 37a) M 39a) III 50) D=m÷V, m=DxV, V=m÷D 5) A 15) A 23) D 37b) E 39b) V 1b) Quantity of matter of a substance 6) C 16) I 24) B 37c) C 39c) IV 51) 1.59 g/cm3 7a) Y, Y, only vibrate 17) E 25) C 37d) M 39d) I 52) 0.88 g/ml 18) B 26) C 37e) E 39e) II 53) 11.34 g/cm3
[7] Ablerts B, Johnson A, Lewis J, Raff M; Roberts K Walter P. 2002. Cell Junctions, Cell Adhesion, and the Extracellular Matrix. Molecular Biology of The Cell 5th ed. New York: Garland Science. 1132-1180. [8] Harburger S, Calderwood DA. 2009. Integrin signaling at a glance. Cell Science [9] Stricker J, Sabass B, Schwarz US, Gardel ML. 2010 May. Optimization of traction force microscopy of micron-sized focal adhesions. Journal of Physics 22(19):194104. [10] Pankov R, Yamada KM. 2002. Fibronectin at a glance. Cell Science 115:3861-3. [11] Guo S; Dipietro LA. 2010 Mar. Factors affecting wound healing. Journal of Dental Research 89(3):219-229. [12] Guan JL. 1997 Aug. Role of focal adhesion kinase in integrin signaling. Int J Biochem Cell Biol 29(8-9):1085-95. [13] Mertz AF, Che Y, Banerjee S, Goldstein JM, Rosowski KA, Revilla SF, Niessen CM, Marchetti NM, Marchetti MC, Dufresne ER, Horsley V. 2013. Cadherin-based intercellular adhesions organize epithelial cell-matrix traction forces. PNAS 110(3):842-7. [14] Nagy PL, DH. 2009 Jun. Formaldehyde-assisted isolation of regulatory elements. Systems Biology and Medicine 1(3):400-6. [15] Schaller MD. 2001. Paxillin: a focal adhesion-associated adaptor protein. Nature 20(44):6459-72. [16] Turner CE. 1998 Sep. Paxillin. Int J Biochem Cell Biology 30(9):955-9. [17] Invitrogen Detection Technologies. 2006 DAPI Nucleic Acid Stain. Carlsbad, CA: Invitrogen Detection Technologies.
President – Allen Stout ___________________ Vice President – John Hartnett ___________________ Secretary - Geoff Filinuk ___________________
for a cytotoxic effect (Bordessa et al., 2014). From the highest concentration without a clear cytotoxic effect and its Cmax in vivo, a safety margin (SM) was calculated for each TC. An SM < 10 was set as identification of a DILI risk (Mueller et al., 2015). In to calculate hepatocyte- only responses for ATP in micropatterned co-cultures (HepatoPac), cellular ATP levels were also determined in stromal-only cultures (i.e. murine 3T3 fibroblasts). ATP signals in stromal-only control cultures were subtracted from those of HepatoPacTM co-cultures to obtain hepatocyte-specific effects. Results and Discussion Viability profiles in Suspended Pooled Human Hepatocytes Figure 1 shows the viability profiles obtained with the pool of cryopreserved human hepatocytes (P0203T n = 13 donors) exposed for 2 hours to the 16 TCs compared to the mean viability profiles obtained with plated cryopreserved human hepatocyte preparations in 2D-sw monoculture (n = 3 - 5 donors) exposed for 24 hours.
obtained on ATP content are shown in Figure 3, and compared to the mean ATP content observed in plated cryopreserved human hepatocytes (n = 3 – 5 donors) daily treated for 3 days in 2D-sw monocultures.
42 C.F.R. § 424.44 and the Medicare Claims Processing Manual, Chapter 1 - General Billing Requirements, section 70.1). If the facility failed to submit the bill to the FI or MAC within the required timeframe or charged the resident while the decision was pending, the facility is in violation of the provider agreement with respect to resident billing requirements. Cite tag F492, 42 C.F.R. § 483.75(b), Compliance with Federal, State and local laws and professional standards and refer to 42 C.F.R. § 489.21, Specific limitations on charges. Note: If no Medicare beneficiaries requested a demand bill in the past six months, this portion of the review is complete and the surveyor should continue with the closed record review. During closed record review, review three charts of discharged Medicare beneficiaries from the SNF. If the current closed record review sample does not include three Medicare beneficiaries discharged from the SNF, expand the sample. Look for a copy of appropriate liability and appeal notice(s). If the facility failed to provide the resident the appropriate liability and/or appeal notice(s), the facility is in violation of the notice requirements. Cite tag F156, 42 C.F.R. 483.10, Resident rights. If the record indicates the resident requested the facility submit the bill for appeal, determine if the facility submitted the bill to the FI or MAC within the required timeframe. In general, Medicare claims must be filed within one full calendar year following the year in which the services were provided.3 If the facility failed to submit the bill to the FI or MAC within the required timeframe or charged the resident while the decision was pending, the facility is in violation of the provider agreement with respect to resident billing requirements. Cite tag F492, 42 C.F.R. § 483.75(b), Compliance with Federal, State and local laws and professional standards and refer to 42 C.F.R. § 489.21, Specific limitations on charges.
Shalini Saggar, Pawan Kumar Taneja, Rajen Gupta, “Research in Corporate Social Responsibility: A Review of shifting focus, paradigm and methodologies” (2011, published in Journal of Business Ethics Pavitra Mishra, “A Ground theory study on family to work enrichment” published in South Asian Journal of Global Business Research” (2015) Nakul Gupta, D.P. Goyal, “Nurturing Green: Vows and Woes of an Entrepreneur (A) and (B) published in Ivey Publishing (2013) Shoma Mukherjee, Neera Jain, “Communicating a holistic perspective to the world: Kautilya on Leadership” (2009) published in Emrald group publication Shoma Mukherjee, Neera Jain, Radha Rani Sharma, “Social entrepreneurship: a case of sustainable human development of the differently abled” (2013) Shoma Mukherjee, Neera Jain, “Indian Overseas Bank: Triggering Change” published in Ivey Publishing (2015) Shoma Mukherjee, Neera Jain, R.R. Sharma, “Development of a scale to access communication effectiveness on managers working in multicultural environment” Sandeep Amit Kapoor, M.P. Jaiswal, “Redbus: The Next step for growth” published in Ivey publishing (2013) Sandeep Goyal, Bruno S. Sergi, M.P. Jaiswal, “How to Design and implement social business model for base of the pyramid (BoP) Markets?” (2015) 2015-16 Journal Publication: Anita Ollapally¸ Asha Bhandarker “HR as transformation partnerin Maruti Suzuki India Ltd.” Published in Ivey publication (2011) Anita Ollapally, Jyotsna Bhatnagar “The holistic approch to diversity management: HR implications” published in Indian Journal of Industrial Relations (2009) Anandan Pillai, “Corporate branding literature: a research paradigm review” published in Journal of Management (2012) Anandan Pillai, Kalpana Chauhan “Role of content strategy in social media brand communities: a case of higher education institutes in india” published in Emrald group publishing (2013) Anandan Pillai, “Social media content strategy at Ayojak” published in Richard Ivey publication (2012)
WET MARINE EXPOSURES Overview At the end of each quarter, a report reflecting current wet marine information on file with the Office of Risk Management will be forwarded to the various State Departments, Agencies, Boards, and Commissions for their review and update. All additions, deletions or changes for the wet marine coverage should be reported to the Office of Risk Management immediately. This report serves to ensure that our office has a complete record of all changes. Sample Report AGENCY NAME VESSEL DESCRIPTION EQUIPMENT NUMBER WHERE IS IT OPERATED HOW IS IT USED NUMBER OF CREW NET TONS GROSS TONS VALUE DEQ/WATER RESOURCES – 2430 EXPOSURE LEVEL – 2430 BILLING LEVEL – 2430 LARGE BOATS (26’ & OVER) WATER DOCTOR 320-02-2100 NEW ORLEANS RESOURCE VESSEL 2 28.3 19 $480,000 WATER WITCH 320-02-2101 BATON ROUGE RESOURCE VESSEL 2 28.3 19 $480,000 Verification/Update Instructions Indicate on the report the name, phone number and e-mail address of the person verifying the data. Review the list of vessels in your district/agency. The schedule should include ferries, pontoons, barges, tug boats, large boats over 26 feet in length, and fixed landings. Do not include non-motorized row boats regardless of length. each vessel description, equipment number, where it is operated, how it is used, number of crew, net ton, gross ton, and hull value. If any of this information is missing, please provide this office with that information (missing information will be indicated on the report with " - -" symbol). If any information reflected on the report is incorrect, please line through the incorrect information and write in the correct information using RED INK. Should you need to delete an item indicated on the report, draw a line through that item in RED INK and advise when and why it is to be deleted. Examples: vessel was transferred to agency X, vessel was sold, or vessel was destroyed, and ALWAYS include the date when the action was taken. Include documentation that supports the reason for deletion. If a vessel needs to be added, please do so at the bottom of the schedule or on a separate sheet. Be sure to include all vessel information, the date the vessel is to be added, and any supporting documentation If your agency has never had wet marine coverage, please contact the Underwriting representative responsible for marine exposures (See the "Exposure Contacts” section of this manual). AVIATION EXPOSURES Overview
example, if a textbook is available in EPUB or PDF format, the textbooks must meet the international standard for that file format. For PDF it is ISO 14289 and for EPUB it is the W3C Digital Publishing Guidelines currently under review. If a textbook is available in print, the publisher should be required to provide the digital version of the textbook in an accessible format (for example, EPUB or PDF) at the same time the print version is delivered to the school/Board. Both of these formats, if created to be accessible, provide conversion-ready content for students who might need Braille or large print versions. TDSB should establish, implement and publicize information technology procurement accessibility requirements, to ensure that no information technology is purchased unless it ensures full digital accessibility. Digital and information technology accessibility should be included in all Requests for Proposal (RFP) or other tenders for sale of products and services to TDSB. As recommended in Motion #3, TDSB should establish the position of accessibility officer, who should have ultimate responsibility for digital accessibility. TDSB should establish a detailed plan for ensuring digital accessibility. It should include a monitoring/ audit component. TDSB should semi-annually report on progress towards digital and information technology accessibility to TDSB trustees and to SEAC. TDSB should include in its digital accessibility plan a detailed plan for training TDSB staff, including teachers, on ensuring digital/information technology accessibility in the classroom, on the use of access technology (where needed) and on steps how to create accessible documents and web content.
Activity 1.1: Secondary Example PBIS Classroom Matrix Expectation Class Wide Entering Class Whole Class Activities Small Group Activities Independent Work Time Be Safe - Honor personal space - Resolve differences peacefully -Keep belongings out of the -Sit in your assigned areas -Stay in your assigned area Be Respectful - Use appropriate language and voices - Keep electronics on vibrate - Use soft voices - Greet peers and teacher -Listen quietly when others are talking -Raise your hand and wait to be called on -Listen to others - Talk when it is your turn - Honor all points of view - Soft or quiet voices - Ask permission before borrowing materials from Be Responsible -Complete class work and homework. - Use materials the way they were intended. -Have materials ready for the day - Have homework out- - Begin bell work when the bell rings -Ask and make comments related to the topic -Stay on task -Do your share -Support your team mates - Keep your area clean - Do your own work - See 3 before me
World Atlas Assignment Map 1: World Map Please LABEL the following: 7 Continents: North America, South America, Europe, Asia, Australia/Oceania, Antarctica 4 Oceans: Pacific, Atlantic, Indian, Arctic Equator Tropic of Cancer Tropic of Capricorn Map 2: North America Please LABEL the following: Countries, Capitals, and Major Cities: United States-Washington, D.C., Chicago, New York City, Los Angeles Canada-Ottawa, Toronto Mexico-Mexico City Greenland Bodies of Water: Pacific Atlantic Ocean Great Lakes Gulf of Mexico Rivers: Rio Grande Mississippi Mountain Ranges and other landforms: Rocky Mountains Appalachian Mountains Map 3: Central America Please LABEL the following: Countries, Capitals, and Major Cities: Cuba-Havana Honduras-Tegucigalpa Nicaragua-Managua Panama-Panama City Bodies of Water: Pacific Caribbean Sea Lake Nicaragua Mountain Ranges and other landforms: Yucatan Peninsula Map 4: South America Please LABEL the following: Countries, Capitals, and Major Cities: Colombia-Bogota Venezuela-Caracas Brazil-Brasilia Argentina-Buenos Bodies of Water: Pacific Ocean Atlantic Ocean Caribbean Sea Rivers: Amazon Mountain Ranges and other landforms: Andes Mountains Cape Horn Map 5: Africa Please LABEL the following: Countries, Capitals, and Major Cities: South Africa, Johannesburg (not capital) Lesotho Madagascar South Sudan Algeria Somalia Morocco-Casablanca (not capital) Libya-Tripoli Egypt-Cairo Democratic Republic of Congo Rwanda Ethiopia Bodies of Indian Ocean Atlantic Lake Victoria Mediterranean Sea Red Sea Rivers: Nile River River Mountain Ranges and other landforms: Sahara Desert Cape of Good Hope Suez Canal
5200 Ser / From: Commanding Officer, Command Name To: Appointee Name Subj: APPOINTMENT AS MANAGERS’ INTERNAL CONTROL (MIC) ALTERNATE COORDINATOR Ref: (a) SECNAVINST 5200.35F of 21 Jul 14 (b) Department of the Navy Managers’ Internal Control Manual, SECNAV M-5200.35 of Jun 08 In accordance with reference (a), each DON Major Assessable Unit (MAU) and their immediate subordinates shall appoint an organizational MIC Coordinator and Alternate responsible for the administration and coordination of the MIC Program to align with the reporting requirements of the Federal Managers’ Financial Integrity Act (FMFIA). Effective immediately, you are appointed as the MIC Alternate Coordinator for Command Name. This responsibility includes oversight of MIC Program efforts throughout Command Name. You will be guided in the performance of your duties by the provisions of references (a) and (b). 3. As Command Name MIC Alternate Coordinator, you are to facilitate the implementation of a comprehensive system of internal controls to establish and maintain compliance with noted policy and Command Name guidance. Your responsibilities will include: Provide compliance oversight and guidance that adheres to applicable laws, regulations, and administrative policies. Develop and sustain a comprehensive internal control environment that supports effective and efficient auditable business processes and procedures. Ensure all MIC Program reporting and supporting documentation requirements are met in accordance with references (a) and (b).
Bidders to provide indemnity bond stating that they are not blacklisted by any Govt. Authority/Agency. EMD by way of Demand Draft drawn in favour of “National Jute Board” payable at Kolkata for an amount of Rs. 1,00,000/-. Copies of PAN Card, Service Tax Registration, PF/ESI Registration, etc. Bids not supported with EMD shall be summarily rejected. (ii) The Technical Bid (Packet ‘B’) should contain - Technical bids of eligible bidders will only be opened. Technical bids contain information/ documents in support of the Technical Criteria specified below- S.No. Heading Description Criteria for point allotment Points Allotted 1 Firm's Experience a. Years of Existence <5 year = 5 to 10 year = >10 year = 2 3 5 b.Total value of the building construction job under your Project Management Consultancy. Total value in last 3 years 50– 75crore = 75– 100 crore = above 100 crore = 5 7 10 c. Turnover of the company Average turnover during last 3 years 3- 5crore annually = 5-10 crore annually = above 10 crore annually = 5 7 10 2 Experience of Key Personnel [ an indicative qualification and experience list is placed below] 25 a. Qualification & Experience of the Project Manager Subjective. Engineering Degree and PG in Project Management with 10 years’ experience preferred 10 (Max.) b. Qualification & Experience of Key Professional Staff for the assignment Subjective. UG / PG degree in respective discipline and min. 5 years’ experience preferred 15 3 Project Methodology & Approach Sub-total 25 a. Technical Approach & Methodology Subjective. Criteria - adequacy of the proposed methodology and work plan w.r.t. Terms of Reference 10 b. Work Plan & Schedule 5 c. Organisation& Staffing 5 Sub-total 20 Grand Total 70
CULTURAL INTERACTIONS Spain began enslaving Native Americans as soon as they arrived in the Americas. Europeans were prejudiced against the Native Americans, or wrongly felt their culture was better. They didn’t respect their beliefs or customs. They brought Christianity to the New World and tried to convert the Native Americans to their religion. They converted Native Americans by choice, or by force. The Spanish explorers also brought European diseases, like smallpox, that killed many Native American populations. FRANCE The French also interacted, or meet with, worked with, talked to, or fought with the Native Americans living on the they claimed for France. They allowed Native Americans to keep most of their land. They established trading posts where they could trade. Native Americans would trade animal furs they had hunted for metal hatchets, knives, blankets, and traps. The French, like the Spanish, also wanted to spread Christianity in North America. ENGLAND The English quickly established settlements and claimed ownership to all they could see. Their claims to land would sometimes cause conflict, or a fight, with the Native Americans near them. Europeans could cooperate, or work together with Native Americans too. They learned farming techniques from the Native Americans and began to add beans, pumpkins, squash, and corn to their diet. The English also traded like the French did, exchanging metal weapons and tools for deerskins and furs.
CONFLICT AND COOPERATION Areas of Cooperation of Conflict Spain Spain created missions (small church centered towns) that taught the Catholic faith and European village life and created an environment to live in Spain brought animals, like the horse, to North America Spain Spain conquered and enslaved Native Americans Aztecs and – stole their gold and treasure Forced many natives to work in mines and on sugar plantations in the West Indies Spain brought Christianity (sometimes by force) into the New World Spain 1st brought European diseases to the natives Small Pox #1 killer of natives Spanish contracted diseases like malaria and yellow fever Language France France traded very fairly with the Native Americans France taught the Catholic France France spread Christianity France competed for trade (with the natives and other Europeans) Language England England traded weapons and farm tools to the Native Americans for crops. England learned farming techniques from the Native Americans. England England established larger settlements than other Europeans England claimed the land as their own. Competed for trade (with the natives and other Europeans) Language
Summary of ALL ONGOING CONTRACT enumerated/listed in the Statement Submitted by the Regional Affiliate following the format prescribed. (Annex C2) ** Period covered is from November 2012 to November 2017 Statement of the Consultant specifying its nationality and confirming that those who will actually perform the service. (Annex D) NA C OTHER DOCUMENTS Curriculum Vitae of the Communication Firm,following the prescribed format.(Annex E1) Curriculum Vitae of the Regional Affiliate Firm, following the prescribed format. (Annex E2) Curriculum Vitae and Detailed Qualifications of Each Member of the Proposed Communications Team to Be Assigned to the Project, following the prescribed format. (Annex F to I) Summary of CVs of Members of the Proposed Communications Team, following the prescribed format. (Annex J) Eligibility Documents Submission Form (With Secretary’s Certificate or Affidavit that the person signing the documents is the authorized representative of the firm.) (Annex K) Secretary's Certificate (Annex L) D FINANCIAL DOCUMENTS Consultant's 2016 audited financial statements, showing among others, (a) the bidder’s total and current assets and liabilities, and (b) stamped “received” by the BIR or its duly accredited and authorized institutions. E CLASS "B" DOCUMENTS Valid Joint Venture Agreement(JVA), in case a joint venture is already in existence. Note: BCDA shall not assume any responsibility regarding erroneous interpretations or conclusions by the Consultant out of the data furnished by BCDA in relation to this bidding. The Consultant shall take the responsibility to ensure the completeness of its submission after taking the steps to carefully examine all the Bidding Documents and its amendments.
3.3.7 - TUI notes that national guidelines must be agreed to underpin the practice addressed in this point. 3.3.8 and 3.3.9 - TUI believes there is no room for ambivalence of any kind when it comes to the issues addressed in these points and a revised code must reflect trust in and respect for individual teachers. To bring reasonableness and rationality to any possible interpretation the first part of both points should be revised to read ‘ensure they do not seek to deliberately access, download or have in their possession …….’ As with other points within the revised code agreed national guidelines must be in place to guide and support interpretation. In addition, adequate resourcing and systems must be in place to inform and support teachers. 3.3.10 - To qualify this point further TUI suggests that ‘to teach’ be added at the end. 3.4 Professional Practice TUI confirmation that there is no inference to be drawn from the points in this section that procedures agreed under other legislation and Industrial Relations processes with regard to professional competence and practice will be displaced. TUI notes that this section in general does not take cognisance of resource deficits or cutbacks in education budgets. It considers some of the points aspirational, unrealistic and not logistically possible unless a specific and appropriate level of resources is agreed and provided. A footnote should be included in the final version of the code to qualify this. 3.4.1 - TUI questions whether it is to require teachers to meet standards that are unspecified? 3.4.2 - TUI sees this as patronising and ‘over loaded’. Firstly, the question arises as to how motivate and inspire will be understood? Likewise what and whose definition of effort and success will apply? What does celebrate in this context mean? Parents have different expectations for their children. External factors impact on and sometimes impede the engagement of young people in school and the educational experience. The current ‘points race’ and societal emphasis on examination results steer post-primary education in a particular direction although many
4 International Nanotechnology 27, 435204 (2016) Room temperature direct band gap emission characteristics of surfactant mediated grown compressively strained Ge films 2016 A. K. Katiyar, A. Grimm, R. Bar, S. Jan, T. Wietler, H. J. Osten, S. K. Ray 5 International Appl. Phy. Lett. 109, 123105 (2016) Growth of Au capped GeO2 nanowires for visible-light photodetection 2016 A. P. Guha, S. Mukharjee, R. Bar, S. K. Ray, P. V. Satyam 6 International Nanotechnology 27, 125701 (2016) Tuning the work function of randomly oriented ZnO nanostructures by capping with faceted Au nanostructure and oxygen defects: enhanced field emission experiments and DFT studies 2016 A. Ghosh, P. Guha, R. Thapa, S. Selvaraj, M. Kumar, B. Rakshit, T. Dash, R. Bar, S. K Ray, P. V. Satyam 7 International Appl. Phys. Lett. 107, 093102 (2015) Multilayer Ge nanocrystals embedded within Al2O3 matrix for high performance floating gate memory devices 2015 R. Bar, R. Aluguri, S. A. Ghosh, P. V. Satyam, S. K. Ray 8 International Nanotechnology 26, 045202 (2015) Enhancement of photoluminescence intensity of erbium doped silica containing Ge nanocrystals: distance dependent interactions 2015 S. Manna, R. Aluguri, R. Bar, S. Das, N. Prtljaga, L. Pavesi, S. K. Ray
9 International ACS Appl. Mater. Interfaces 7, 9486-9496 (2015) Simple growth of faceted Au–ZnO on silicon substrates (nanowires and triangular nanoflakes): a and defect driven enhanced photocatalytic performance under visible light 2015 A. Ghosh, P. Guha, A. K. Samantara, B. K. Jena, R. Bar, S. K. Ray, P. V. Satyam Area of Teaching: Mathematical physics Classical mechanics Quantum mechanics Wave and oscillations Nuclear physics
Competency Statement Subject Specific Competencies Expected of Competency Level of Competency Evidenced Signature of Assessor Non-Registered Practitioners can explain rationale for supplementary oxygen and the importance of target saturations for individual patients. Acute illness Reduction in saturations Emergency situation Non-Registered Practitioners can demonstrate use of appropriate response and escalation to a registered to prevent further deterioration as per policy, demonstrate knowledge of when to utilise 2222 trigger in the form of adult emergency or cardiac arrest. Rationale for adult emergency (unresponsive, life threatening situation) and cardiac arrest (actual cardiac arrest occurred) and how to initiate call. Assessment Outcome – Please sign in relevant box Rating Outcome Actions Assessor Signature and date Initial Assessment Assessor Signature and date 2nd Assessment Assessor Signature and date 3rd Assessment Green Pass - All essential competencies evidenced. No action required. Review annually at appraisal. Revisit any development learning points listed below as recommended by assessor. Red Refer - One or more competencies not evidenced. Clinical practice in relation to the specific competency not evidenced is to be supervised and reassessed within 2 weeks.
Role: Band: Work Base: First Assessor Name and Role: Second Assessor Name and Role: Competency Statement Subject Specific Competencies Expected of Competency Signature of Assessor Registered Practitioners Signature Registered Nurse can demonstrate an understanding of common causes of deterioration and identify patient groups at potential risk of deterioration. Registered nurse can give explanation to potential causes of deterioration in relation to the scenarios. Causes – sepsis, Acute Kidney Injury (AKI), chronic disease process, co-morbidities, end of life / palliative, failure to recognise, unavoidable complications. Risks – co-existing disease, elderly, emergency admissions, specific acute illnesses, altered GCS, haemorrhage. Discuss deteriorating patient scenarios. Registered nurse can demonstrate knowledge of normal values of vital signs and give examples of when differences should be considered ie: chronic conditions, enhanced recovery. BP: systolic 101-170 HR: 51-100 RR: 11-20 Saturations: >96% Temperature: 36 – 38 degrees Urine Output: 0.5ml/kg/hr. Registered nurse can demonstrate how to accurately record a set of observations using both machine and manual methods on trusts recognised documentation. Documentation date/time, recording of observations, Frequency, Initials, calculating score. Manual BP, Pulse. Obtaining observations with machine. Use of fluid balance charts. Registered nurse can explain limitations of own practice and limitations of systems and processes used. Discuss Limitations of NEWS – compensation in young, use of professional judgment and recognition of ‘soft signs’ deterioration. Limitations of own practice and who to seek support from.
The outcome needing additional resource for up to 12 months Education Support Arrangements Funding Source Proposed Allocation Date of Agreement Personal Budget Total £ Health The outcome needing additional resource for up to 12 months Health Support Arrangements Funding Source Proposed Allocation Date of Agreement Personal Budget Total £ Social Care The outcome needing additional resource for up to 12 months Care Support Arrangements Funding Source Proposed Allocation Date of Agreement Personal Budget Total £ Agreement to the Plan Duly Authorised Officer (Education) Name: Signature: Date Duly Authorised Officer (Health) Name:
Submit the Endowment Fund Create and Change form to your business officer and budget officer for approval. The budget officer sends the approved forms to Endowment Accounting. Once Endowment Accounting reviews the form, it is forwarded to Accounting & Financial Reporting Services (AFRS). AFRS approves and keys the form. This process can take 3-5 business days.
QUESTIONS ANSWERS ON VOLUNTARY MEDISAVE CONTRIBUTIONS BY COMPANIES TO SELF-EMPLOYED PERSONS General What conditions must be fulfilled for the voluntary Medisave contributions made by Companies to Self-Employed Persons (SEPs) to enjoy tax benefits? To qualify for tax benefits, the voluntary Medisave contribution must meet the following conditions: (a) it is made to the Medisave Account of a SEP (Please refer to question 2 for definition); (b) it is made in cash by a Company; and (c) the Company and the SEP have entered into a qualifying contract which is in force on the date that contribution is made (Please refer to question 3). How do you define a Self-Employed Person (SEP)? A SEP is defined as any Singapore citizen or Singapore Permanent Resident who derives income from Singapore or from outside Singapore through any trade, business, profession or vocation excluding employment under a contract of service. In other words, if you are earning income by buying and selling goods, providing professional or personal services, you are a SEP. Examples of SEPs include sole-proprietors, partners of partnership businesses, taxi drivers, and insurance agents. What is a qualifying contract between the Company and the Self-Employed Person (SEP)? It is a contract between the Company and the SEP that provides for: the rental or loan of an asset1 by the Company to the SEP, for the SEP to carry on his trade, profession, business or vocation; or the provision of services by the SEP to the Company, where the SEP and Company are in the same trade, profession, business or vocation. Includes intangible assets e.g. intellectual property but does not include money.
rate to reflect changes that have taken place in the current period. The model represents a small open economy that has no influence on international markets and it is calibrated to the Social Accounting Matrix (SAM) of Ghana for the year 2005. There are three production sectors, three factors of production and nine categories of households. The model is presented in four blocks, including production and prices; institutional incomes and domestic demand equations, equilibrium conditions and macroeconomic closure and factor accumulation and allocation equations. The poverty effects of the policy simulations were carried out in the model. The micro-simulation model is constructed using the expenditures of all the households in the 2005/2006 living standard survey for Ghana. In the CGE model, however, households are aggregated and do represent larger household categories identified in the survey based on expenditure and location. As the relevant data for the CGE is the 2005 SAM for Ghana, which is constructed with data from the survey, there is a direct mapping between commodities and households in the model and survey. The endogenous changes in prices, incomes and commodity consumption from each aggregate household coming from the policy simulation to the CGE is used to adjust the level of expenditure for the corresponding disaggregated households in the survey. The incidence, depth and severity of poverty at the national level and for each household category are recalculated using the updated expenditure estimates and the changed poverty line. 3. 0 Results
In a partnership application, who will decide which company gets what percent of royalty credits? If two or more companies apply jointly, the companies will submit a letter with their application providing each company’s contact information and approval of the percent of royalty credit to be shared. This information will be reflected in the agreement that successful companies will sign with the Crown if their project is approved. The Province will have no involvement in how the companies negotiate their share of the royalty credits. Is it possible to apply for projects that were started or completed before the RFA closed? No, the objective of the Infrastructure Royalty Credit Program is to generate incremental oil and gas activity in and thus, incremental royalties to the Province – i.e. generate infrastructure and activity that would not have happened at all or would have been delayed without the credit. If a project is being built 2/3 in BC and 1/3 built in Alberta, would the project costs cover only the costs located in BC? Yes, as quoted in Petroleum and Natural Gas Royalty and Freehold Production Tax Regulation, Section 4(9.1) “..., to construct or upgrade road and pipelines in British Columbia in support of resource exploration or development in British Columbia.” A section of the RFA Template asks for the company’s hurdle rate which is information our company regards as confidential. Is there a consequence to not providing an internal hurdle rate? The Ministry does require that all companies provide this information. The Ministry is very aware of the confidential/sensitive nature of some of the required information. As such, all applications are locked in a secure area and are available only to our small evaluation team. It's also important to note that, though the public has the to request records held by public bodies under the Freedom of Information and Protection of Privacy Act (FIPPA) , an "Exception" contained in the FIPPA protects confidential sensitive business information ( Section 21 - Disclosure Harmful to Business Interests of a Third Party – Please refer to Question 2). When submitting a partnership application, is it acceptable to the Ministry to submit each company’s individual hurdle rates under separate cover (attached to the joint application) so as not to share sensitive information among the applicants? Yes, we realize the sensitive information among applicants and will accept the individual hurdles rates under separate cover attached to the joint application.
where reasonably possible, store the Personal Data in a structured, commonly used and machine readable format; not transfer Personal Data outside of the European Economic Area without the prior written consent of the Controller. Where the Controller consents to the transfer of Personal Data outside the European Economic Area, the Processor shall comply with: the obligations of a controller under Articles 44 to 50 of the GDPR inclusive by providing an adequate level of protection to any Personal Data transferred; and any reasonable instructions of the Controller in relation to such transfer; have a data protection officer where required by the GDPR, and where a data protection officer is not required, have a named individual that is responsible and available to deal with data protection issues as and when they arise in conjunction with the Controller; make available to the Controller all information necessary to demonstrate compliance with this agreement insofar as it relates to data protection; and the Controller, or its external advisers (subject to reasonable and appropriate confidentiality undertakings), to inspect and audit the Processor’s data processing activities and those of its relevant agents, group companies and sub-contractors, and comply with all reasonable requests or directions by the Controller, to enable to Controller to verify and procure that the Processor is in full compliance with its obligations under this agreement insofar as it relates to data protection. Notwithstanding anything in this agreement, information provided by a Processor to a Controller, whether through audit or otherwise, may be disclosed by the Controller if requested or required generally or specifically by applicable law, a court of competent jurisdiction, a supervisory authority, a certification body (as referred to by Article 43 of the GDPR) or a monitoring body (as referred to by Article 41 of the GDPR) for the purposes of responding to a claim, request for information, inquiry or investigation.
Four Corners Teaching Strategy Appointment Clock Strategy Inside-Outside Circle Strategy Learning Response Logs Choice Boards (Tic-Tac-Toe) Reading Strategies http://www1.cbsd.org/sites/teachers/middle/csikora/DI%20Handouts/Choice%20Boards%20Packet.pdf Primary Documents: “Because of BookEnds” T32-T35, “Langston Hughes: A Poet and a Dreamer” T106-109, “Pizza Pizzazz” T176-179, “Knowing Noses: Search-and-Rescue Dogs” T248-251 Connections to “Because of Winn-Dixie” by Kate DiCamillo: Biography of Kate DiCamillo (), Interview with Kate DiCamillo () Text Crosswalk Exemplary Lessons from Journeys: Read the main selection and use developing comprehension questions to students to make inferences about text details and characters, determine the theme, or tell the main idea (Reading) Use the Your Turn Section at the end of the main selection to allow students to make connections to the main selection through writing (Writing) Read the Teacher Read Aloud that goes along with the lesson to give students the opportunity to listen to fluent reading, learn target vocabulary, and focus in on specific skills to answer listening comprehension questions (Listening & Speaking) Use Stop and Think points to allow students to discuss important details from the text with peers (Speaking) Resources: Writers’ Workshop Books Nonfiction Reading Power, Adrienne Gear
Submitting progress reports, safety reports, final report, and financial disclosure reports to the Sponsor and the IRB Assuring IRB review and approval including: Initial and continuing review Submitting the current Investigational Brochure Submitting any amendments/modifications for IRB review and approval Reporting to Sub-investigators and research staff of IRB-approved changes to the clinical trial protocol Collecting up-to-date financial disclosure information for all study site who may be involved in the treatment and/or evaluation of research subjects, providing this information to the Sponsor Reporting serious adverse events, protocol violations/deviations, and unanticipated problems in accordance with institutional requirements to the Sponsor and the IRB Reviewing protocol deviations and other unanticipated problems; to include responding to identified Sub-Investigator or research staff non-compliance. Only making changes in a protocol after notifying the sponsor and obtaining IRB approval, except when necessary to eliminate immediate hazards to human subjects 2. Protecting the rights, safety, and welfare of subjects under the investigator’s care including: Personally conducting or supervising the described investigation Assessing the appropriate execution of tasks delegated to Sub-investigators and research staff Delegated task assessments should provide for assurance that the clinical trial is being conducted according to the clinical trial protocol and applicable regulations; that the rights, safety and welfare of the research subjects are being adequately protected; and that there is adequate and appropriate control of the investigational drug or device. In addition, the delegated task assessments should evaluate compliance with the procedures for the reporting of identified adverse events, protocol deviations, and other unanticipated problems (e.g., medical and ethical issues that may arise during the course of the clinical trial) to the Investigator. Reviewing of assessments focused on the appropriate execution of delegated to Sub-investigators and research staff and responding to identified non-compliance or other deficiencies Providing adequate, documented training to all Sub-investigators and research staff who will participate in the conduct of the clinical trial; to include ensuring that the Sub-investigators and research staff: Are familiar with the purpose of the clinical trial and the location of the current version of the clinical trial protocol Have an adequate understanding of the specific details of the protocol and the attributes of the investigational product as needed to perform their delegated tasks Are of regulatory requirements and acceptable standards for the conduct of clinical trials and the protection of human subjects; to include that no changes from the clinical trial protocol are permitted without prior IRB approval
Support Statement and an official bank statement reflecting a balance of at least $30,645.00 USD. Currently, athletes on a full scholarship only need to show $2500 which is the “miscellaneous” portion of the estimate of expenses. Refer to http.utk.edu/~globe/students/expenses.shtml. The money needs to be in a bank account, NOT a credit card account. If your government is sponsoring you, you must submit a letter from the government stating that they will cover all expenses during your academic studies at The University of Tennessee. Step 6: A copy of the page of the applicant’s passport. must be sent with the applicant’s financial documentation, if it was not submitted with the application for admission. Step 7: Ensure that all documents are postmarked by the deadline dates indicated below: Entering Term Spring 2010 Summer 2010 Fall 2010 All documents received October 1, 2009 February 15, 2010 May 15, 2010 Step 8: Apply for an appropriate U.S. visa. Initial Eligibility Standards. NCAA Eligibility Center Register with the Eligibility Center at Send the student’s original records in the language of or true copies as certified by an appropriate educational authority (foreign and United States). All documents (transcripts, annual grade reports, certificates, statement of marks) representative of secondary-school education should be sent to the eligibility center. If in doubt, include the documents. Student Records must be sent to: NCAA Eligibility Center International Certification 1802 Alonzo Watford Sr. Grive Indianapolis, IN 877/262-1492 (Domestic callers only) 317/223-0700 (International callers) Complete, literal word-for-word, line-by-line certified English translations for all documents in the same format as the original documents are required English translations must be provided by a person not related to OR associated with the student or the athletics
Is the subject population appropriate for the research? Yes No Are there any vulnerable populations? Yes No If applicable, are appropriate safeguards in place for vulnerable populations? Yes No Is recruitment non-coercive and consistent with all regulations, laws and VDSS guidance documents? Yes No Assessment of risk Is this research more than minimal risk? Yes No Are subjects being subjected to unnecessary risks? Yes No minimalization of Risk Are adequate provisions in to minimize research risks? (Examples include frequent monitoring, qualified personnel, response to emergency situations) Yes No Does monitoring include a data safety monitoring board? If appropriate Yes No Should this research be periodically reviewed more frequently than once per year? Yes No Assessment of anticipated benefits Is there direct benefit to the subject? Yes No Does research provide therapeutic benefit? Yes No Does this research primarily benefit society (involves procedures performed for research purposes only without direct benefit to subject)/ Yes No Is compensation offered to subject? Yes No