zilongwang/ReadingBank huggingface dataset:
Arts & Communication Services Occupational Cluster Radio & Television Broadcasting Framework (VRTV) Fundamentals of Health and Safety Describe and apply health and safety regulations. Identify, describe and apply health and safety regulations that apply to specific tasks and jobs. Students must complete a safety credential program, e.g., Occupational Safety and Health Administration 10, CareerSafe and ServSafe. Identify, describe and Environmental Protection Agency (EPA) and other environmental protection regulations that apply to specific tasks and jobs in the specific occupational area. Identify, describe and apply Right-To-Know (Hazard Communication Policy) and other communicative regulations that apply to specific tasks and jobs in the specific occupational area. Explain procedures for documenting and reporting hazards to appropriate authorities. Identify and describe potential consequences for non-compliance with appropriate health and safety regulations. Identify and list contact information for appropriate health and safety agencies and resources. Demonstrate appropriate health and safety practices based on the specific occupational area. Identify, describe and demonstrate the effective use of Safety Data Sheets (SDS). Read and interpret chemical, product and equipment labels to determine appropriate health and safety considerations. Identify, describe and demonstrate personal, shop and job site safety practices and procedures. Demonstrate safe dress and use of relevant safety gear, personal protective equipment (PPE) and ergonomics, e.g., wrist rests, adjustable workspaces, equipment, gloves, proper footwear, earplugs, eye protection and breathing apparatus. Demonstrate appropriate safe body mechanics, including appropriate lifting techniques and ergonomics. Locate emergency equipment, first aid kit, SDS information directories and emergency action/response plan/escape routes in your lab, shop and classroom, including labels and signage that follow OSHA Hazard Communication Program (HAZCOM), eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, telephone, master power switches and emergency exits. Demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab, shop and classroom, e.g., the OSHA Lockout/Tagout Program (LOTO). Describe safety practices and procedures to be followed when working with and around electricity, e.g., ground fault circuit interrupter (GFCI) and frayed wiring. Handle, store, dispose of and recycle hazardous, flammable and combustible materials, according to EPA, OSHA and product specifications.
dioxide made by the yeast at the medium or high dose, so the bleach might have killed the yeast. Salt was the second most toxic chemical mixture, but carbon dioxide was still made, so the salt didn’t kill all the yeast. We compared everything to our control bags. The control bags tell us what the yeast would do under normal conditions. The use of a control is very important because it helps us figure out if anything interfered with our experiment. For example, if we added water that was too hot, it would have killed the yeast. If our control bags didn’t produce any carbon dioxide, we would know something was wrong with the yeast. Other variables that could have been important were the time the experiment lasted and the temperature of the room (yeast needs to stay warm). When we analyzed our results, we were surprised that yeast plus baking soda made more carbon dioxide. Instead of being toxic, the baking soda helped the yeast make more carbon dioxide. Even though we used the same for all the chemicals, we saw different responses at each dose. That means that the dose alone doesn’t mean a chemical is harmful. We see this in our lives. We can drink 8 glasses of water in a day, but 8 glasses of soda would give us an upset stomach. To figure out if a chemical is harmful then, we have to test many different doses.
NAME AFFILIATION ARRIVAL DEPARTURE DATE TIME DATE TIME 1. P Ramamoorthy University of Madras 19th Dec 17 9:00 AM 21st Dec 17 7:50 PM 2. Shivprasad Patil Pune 19th Dec 17 9:00 AM 22nd Dec 17 11:05 AM 3. Ishan Burman Hopkins University, USA 19th Dec 17 9:10 AM 21st Dec 17 9:40 AM 4. Subi Jacob George JNCASR, Bengaluru 19th Dec 17 10:10 AM 21st Dec 17 9:30 AM 5. Tushar K Mukherjee IIT Indore 19th Dec 17 12: 35 PM 22nd Dec 17 11:05 AM
Proposed Start Date for Therapy (add clinic date)*: Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C61 – Malignant neoplasm of prostate HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.
Radius – Slingshot: Research Resources February 2016 Starting Points SFU Library > Business > Additional Resources Small Business Accelerators (UBC) VPL: Business & Economics Resources Librarians! 2. SimplyMap Canada Available at SFU and via VPL Map census and spending data, including current estimates and some forecasts, across Canada. Map psychographic clusters and business locations. Create detailed ring studies and ranked reports IBISWorld Industry (not market) reports with strong US/Canada focus. Available at SFU Factiva Available at SFU. Also available for a through VPL’s InfoAction service. Includes some hidden gems such as TechNavio market forecasts, but the news content (35,000 sources) is the best feature. PMP (Print Measurement Bureau) Category Reports Available via SFU. Soon to be revamped and possibly renamed (Vividata) Rare source of demographics on Canadian consumers of specific brands and product/service types. Also includes psychographic cluster information, and details on attitudes & values.
Radolinski Lesson Plans 10/18—10/2210–candy questions may occur at close when time allows Biology-period 1 cell structure and function/cell transport and /3b,c,d,e/5d,e Monday 10/18/10 Tuesday 10/19/10 WED. 10/20 10/21 Fri. 10/22/10 Hw Opener Learning journal return papers and go over Opener Learning journal Opener Learning journal Check hw Openers Learning Journal Check hw Openers Learning journal Present new/review old(20-25) students complete and have cell membranes assessed ch 7 test –if not taken Monday review concepts discuss lab and writeup discuss ws Activity(30-35) depending on the time,we will either take the ch 7 test ,or do additional review for test ch 8 notes w/ppt and handout in comp lab lab-write posters w/
up dur Friday cutouts and explain every step Guided Practice (10-15) film on cell processes continiue notes’ discussion Reteach /review (10-15) begin to discuss chapter 8 notes handout and ppt Cont’d Closure (5-10) Hw- ch 8 notes questions due Wed,ch 7 vocab due Wed,ch 8 ws due Fri,ch 8 vocab quiz Fri-w/spelling,lab due Hw- ch 8 questions due Wed,ch 7 vocab due Wed,ch 8 ws due Fri,ch 8 vocab quiz due Hw- ch 8 ws due Fri,ch 8 vocab quiz due Hw-,ch 8 ws due Fri,ch 8 vocab quiz due Hw- Ch 8 DYRI quiz Monday Advanced 4 cell structure and transport Monday 10/18/10 Tuesday 10/19/10 WED. 10/20 Thurs. 10/21 Fri. 10/22/10 lab
and Bio. Hw Opener Learning journal check hw Opener Learning journal Opener Learning journal Check hw Openers Learning Journal check hw Openers Learning journal Check hw Present new/review old(20-25) complete discussion of notes chapter 8 ch 8 DYRI quiz review vocab ch 8 vocab quiz long raged lab light and plant growth explain method of reports Activity(30-35) students analyze chromatography results and make sure they understand lab write ups,DYRI ch 8 quiz tomorrow students make posters photostory ch 8 review cont’d research intro lab info in computer lab Guided Practice go over ws Cont’d ch 9 notes in comp and ppt Reteach /review review for test
Activity(30-35) film to finish from last week and integument film notes posters and felt cutouts students make skin models integument photostory reviw for quiz cancer research computer lab Guided Practice (10-15) begin discussing integument finish ch 4 notes and posters go over ch 4 workbk Reteach /review (10-15) review for quiz Cont’d Closure (5-10) hw-quiz-inc. spelling –Wed-ch 4,quiz Fri ch 4,ch 4 review Thursday hw-quiz-inc. spelling 4,quiz Fri ch 4,review thurs spelling –Wed-ch 4,quiz Fri ch 4 hw- quiz Fri ch 4 hw-ch 4 test
Radolinski Lesson Plans 11/01—11/05/10–candy questions may occur at close when time allows-\Midterm exam week!!! Biology-period cellular and meiosisBio. /3b,c,d,e/5d,e /6a,b Monday 11/01/10 Tuesday 11/02/10 WED. 11/03 11/04 Fri. 11/05/10 Hw Opener Learning journal some need to turn in lab report Opener Learning journal Opener Learning journal Openers Learning Journal Openers Learning journal Present new/review old(20-25) exam review-go over answers to exam review guide (handout already provided) review game for exam Midterm exam review ch 9 and activity ch 9 quiz Activity(30-35) provide ch9 cell respire. Notes w/ppt and handout/discuss cont’d period ch 10 notes and computer guided
/6a,b Hw Opener Learning journal Opener Learning journal check hw Opener Learning journal Openers Learning Journal Openers Learning journal Check hw Present new/review old(20-25) exam review w/handout already provided-go over answers notes on handout and ppt for ch 10 + meiosis review again for exam exam ch 9 quiz Activity(30-35) finish viewing student photostories computer guide for cell cycle and handout “mitosis on the activity cont’d meiosis and activity Guided Practice Cont’d Reteach /review
Activity(30-35) exam review w/handout already provided and go over questions craniofacial notes and reconstruction in labeled craniofacial models cont’d models house notes Guided Practice (10-15) Reteach /review (10-15) discuss some of notes for quiz Cont’d Closure (5-10) hw-exam Wed,skull views due Friday,projects due 11/10,quiz Friday ch 5,learning journals and openers due Wed hw-exam Wed,skull views due Friday,projects due 11/10,quiz Friday ch 5 ,learning journals and openers due Wed hw- skull views due due 11/10,quiz Friday ch 5 hw- skull views due due 11/10,quiz Friday ch 5 hw- projects due Friday ch 5
Cornerstone Inspection Services Chris B. Benstein 317-815-9497 Carmel, IN Hamilton County First Choice Home Inspector, LLC Louis C. Buehler 317-750-4160 Indianapolis, IN Marion County Alpha Energy Labs Paul Fletcher 800-324-5928 Carrollton, TX TX EMSL Analytcial, Inc Laura A. Freeman 856-303-2500 Cinnaminson, NJ NJ Micro Air, Inc Deanna L. French 317-293-1533 Indianapolis, IN Marion County Radon Testing Corporation of America Andreas George 800-457-2366 Elmsford, NY NY RAdata David C. Grammer 973-927-7303 Flanders, NJ NJ Robert Thomas Harp 574-505-0815 Macy, IN Miami County US Inspect Melchis Hasham 703-293-1467 Chantilly, VA VA Radalink, Inc. Terry E. Howell 770-434-7299 Atlanta, GA GA AccuStar Labs Jeffrey Kaplan 717-274-8310 Lebanon, PA PA Buyers Protection Group Lynda J. King 317-255-6217 Indianapolis, IN Marion County Accustar Labs Lisa L. Laflamme 508-533-8812 Medway, MA MA
Indy Pro Inspection Service, Inc David R. Maudlin 317-846-9208 Carmel, IN Hamilton County Envirolabs, Inc Paul Merolla 301-468-6666 Gaithersburg, MD MD Aardvark Home Inspectors, Inc Joe W. Mishak 260-471-2800 Fort IN Allen County Security Home Inspections Daniel R. Nettleton 317-848-1744 Carmel, IN Hamilton County RSSI Eli A. Port 847-965-1999 Morton IL IL Three Rivers Environmental Elean Robson 260-424-7360 Fort Wayne, IN Allen County Indiana Home Inspection Services, Inc Austin L. Roewe 317-600-1462 Indianapolis, IN Marion County Radonova Tryggve Ronnqvist 460-185-6880 Inspections First David Rust 260-385-2800 Fort Wayne, IN County Gold Key Home Inspections, LLC Leonard Schoettmer 812-593-4217 Greensburg, IN Decatur County Pro-Lab/SSPTM, Inc Malissa C. Sears 954-384-4446 Weston, FL FL Security Home Inspections, Inc. Phillip Burton Thornberry 317-848-1744 Carmel, IN Hamilton County Radon Analytical Laboratories, Inc Thomas L. Tillett 317-867-7688 Westfield, IN Hamilton County
have radon levels that exceed the EPA action guideline of 4 pCi/L. If my home has elevated radon levels in the air, can it be fixed? Yes, in most cases it can. A method called active soil depressurization is typically used to fix or mitigate a home with elevated radon levels. This method creates a zone of low pressure below the slab, which reduces the rate at which radon enters the home. In most (but not all) homes, radon levels can be mitigated to below 2 pCi/L. Although the EPA action guide for radon is 4 pCi/L, EPA also advises that you consider fixing your home if your radon levels are between 2 and 4 pCi/L. At the present time, Massachusetts does not have any regulations in place to protect owners of existing homes from radon exposure. That is why it is important to test your home and take proper mitigation steps if your home is found to contain elevated levels of radon. Where can I obtain more information? The Massachusetts Department of Public Health’s Radon Assessment Unit can advise you on how to get your home tested and can assist you in interpreting results. Please contact the Radon Assessment Unit to get more information.
RT 1303 REVIEW QUESTIONS CHAPTER 8 X-RAY PRODUCTION Where does the electron traveling from the cathode to the anode get its kinetic energy? Ans: From the high voltage How much of the kinetic energy is lost in the form of heat? Ans: 99% How does the anode handle all of the heat generated? Ans: Spread it over a large surface area rotating anode Larger anodes for high capacity output High rotation of the anode--10000 rpm vs. 3600 rpm Use of line focus principle Use tungsten 90%, and rhenium 10% to handle all of the hear produced Draw the heat quickly from the anodetube housing with cooling fans (Above questions were answered in ch.7) What are the two ways x-rays are produced? Ans: Brems X-ray production Characteristic X-Ray production Describe Bremsstrahlung X-Ray production Ans: The kinetic electron from the cathode is attracted toward the nucleus of the tungsten atom. When it turns toward the + charge of the nucleus, it releases kinetic energy in the form of electromagnetic energy, most of it in the form of heat, but some in the energy of x-rays. The energy of the x-rays is polychromatic, which means that the energy is from the applied KVP down to where it is heat, hence the use of the term KVP and not just KV. The average energy of the x-ray beam is 1/3 to of the applied kv and this is why we will need to use a filter to increase the mean energy of the beam. (next chapter) Describe characteristic X-Ray production Ans: The kinetic electron comes into the tungsten atom and if it has 69,.5 kv of energy, it can eject an electron from the k shell of the tungsten atom. This hole is filled from an outer shell electron. The excess kinetic energy of the electron is given up in the form of an x-ray. The energy of the x-ray depends upon where the two electrons came from.
79 Mohamed N. and Radwan MA 2014. In vitro evaluation of the fungal bioagent, Trichoderma harzianum compatibility with some soil-applied pesticides. Archives of Phytopathology and Plant Protection (In press). 80 Radwan MA 2015. Induction of resistance in tomato plants against root-knot nematode Meloidogyne incognita with chitosan. African Journal of Biotechnology (Submitted for publication). 81 Radwan MA, Farrag SAA, Abu-ELamayem MM and Ahmed NS. 2015. Effect of some resistance inducing chemicals against Meloidogyne incognita infecting tomato. Alex. J. Agric. Res., (Submitted for publication).
TIME LOG MEDICAL STAFF FOR MONTH ENDING: ________________ First Week of the Month Second Week of the Month Third Week of the Month Fourth Week of the Month Total Hours Meeting with CEO/Designee MEC Meeting Preparation/ Attendance/Minutes - Preparation and Review Other Medical Staff Meeting attendance and/or preparation, including meetings with other leaders (circle) Credentials Peer Review Other (specify) Board meeting Preparation/Attendance Collegial Intervention/Peer Review/Counseling Preparation and Participation Education (e.g., seminars) Miscellaneous Activities HOURS I certify that the above information is true and complete. ___________________________________ ______________________________ ________________, M.D. Date ___________________________________ ______________________________ Approved By Date
Need to purchase some (apples/oranges) to give away. ACTION:- 1. Julie to purchase squash 2 x large (orange/blackcurrant),plastic cups x 200, 2 x large water 2.Tracy to purchase Fruit, Frozen Fruit, Fruit Juice The surgery will pay for the above initially and will agree afterwards if any costs need to be cross charged to the PRG. PLEASE ALL DROP OFF COOL BAGS/ICE BLOCKS TO SURGERY BEFORE THE DAY FLOATS:- Sylvia £10 own to be given back at the end Jeffrey £10 own to be given out at the end Contingency plan for if it rains – scout hut ACTION: Syliva (£14 for as long as we want it, toilets available) we will need to pay for the room hire after the event. Hut to be locked for our use only. JACKIE TO DO TABLE PLAN FOR THE DAY Future Meeting dates :- Tuesday 22ND September 2015 -feedback from fun in the park/discuss future activity Tuesday 10th November 2015 - discuss Christmas Tuesday 19th January 2016 – discuss Easter Tuesday 8th March 2016 – final plans for Easter Bingo
Name___________________________________________________________ Spiral 4 ALWAYS show all work 9/28 Name a working professional you emulate. Explain what it is about this person that you strive to be like. Factor: Clear the complex fraction and simplify: Solve for h: ANSWERS: 2) 3) 4)
Block Date Lesson HW Assigned (due next class) Assessments 1 Mon Mar 19 (B) Tue Mar 20 (A) Multiplying and Dividing Rational Expressions Day 1 Mult/Div Rat’l Expressions 2 Fri Mar 23 (B) Tue Apr 3 (A) Adding and Subtracting Rational Expressions Day 2 – Add/Sub Rat’l Expressions 2.5 Wed Apr 4 (B) Thur Apr 5 (A) Adding and Subtracting Rational Expressions, continued None 3 Fri Apr 6 (B) Tue Apr 10 (A) Review Days 1 and 2 Review 4 Wed Apr 11 (B) Thur Apr 12 (A) Unit 7 Quiz on Day 1 & 2 topics Distribute skills review 3 Quiz on Days 1 and 2 SOL Review 1 Due 5 Fri Apr 13 (B) Mon Apr 16 (A) Solving Rational Equations Day 5 Solving Rat’l Equations 6 Tue Apr 17 (B) Wed Apr 18 (A) Graphing Rational Functions 1 Day 6 Graphing HW 1 7 Thu Apr 19 (B) Fri Apr 20 (A) Graphing Rational Functions 2 Day 7 Graphing HW 2 8 Mon Apr 23 (B) Tue Apr 24 (A) Direct, Joint, and Inverse Variation Day 8 Variation HW 9 Wed Apr 25 (B) Thu Apr 26 (A) Test Review Review 10 Fri Apr 27 (B) Mon Apr 30 (A) Test Test
Saba Mahmood, 2005, “The Subject of Freedom,” The Politics of Piety, Princeton University Press: 1-39. Johanna Oksala, 2011, “The Neoliberal Subject of Feminism,” Journal of the British Society for Phenomenology 42, 1: 104–120. Class 22 (April 11): Feminism and Culture Why is cultural relativism not feminist? feminist approach do you prefer to cultural relativism, and why? Linda Zerelli, 2009 “Toward a Feminist Theory of Judgment,” Signs 34(2): 295-317. Denise forthcoming, “Multiculturalism and Women’s Rights,” Oxford Handbook of International Political Theory, Oxford University Press. Class 23 (April 13): Feminism and Climate Change* Which is more emancipatory: an intersectional approach to climate change or an ecofeminist approach? Why? Anna Kaljser and Annica Kronseil, 2013, “Climate Change through the Lens of Intersectionality,” Environmental Politics 23(3): 417-433. Sherilyn Macgregor, 2014, “Only Resist: Feminist Ecological Citizenship and the Post-politics of Climate Change,” Hypatia 29(3): 617-633. Class 24 (April 18): Feminist Theory and Transgender* How might feminists best theorize trans*? Why does it matter? Susan Stryker, 2006, “(De)subjugated Knowledges: An Introduction to Transgender Studies,” in Stryker. S and Whittle S. eds., The Transgender Studies Reader, New York: Routledge: 1-18. Talia Mae Bettcher, 2014, “‘Trapped in the Wrong Theory’: Re-Thinking Trans Oppression and Resistance,” Signs 39(2): 383-406. *Recommended Event Wednesday, April 19 Professor and Assoc. Dean for Graduate Studies, Kathleen Blee
– student describing ways that make it easier for him to read geometric diagrams (4:54) – student reading a complex geometry tactile graphic and talking through difficulties (6:33) –Demonstration of student using tactile graphics for geometry, difficulties, challenges, time required, etc. Production of Tactile Graphics (5:32) – Example of geometry graphics in print/braille and necessary changes (2:02) –student interview (0:55) Tons of Reading a Tactile Map.MOV -example of adult reading tactile maps (8:22)
Administrator – Administrator of Vehicle Standards, Department of Infrastructure and Regional Development. Administrator’s Designated Nominee - Austroads Incorporated, responsible for the National Exchange of Vehicle and Driver Information System (NEVDIS). Manufacturer – A person, firm or corporation under whose responsibility a vehicle has been assembled to form a unit, which is ready for operation. IPA Holder – a person or organisation who holds identification plate approval for any particular vehicle. Authorised Submitter – Person officially accredited to transmit VINs data. VIN – Vehicle Identification Number as required under Australian Design Rule 61/02.
REFERENCES Spangler, Elson B. and William J. Kelly, GMR Road Profilometer a method for measuring road profile, GMR-452, December, 1964. Huft, L. Description and Evaluation of the South Dakota Road Profiler, FHWA-DP-89-072-002 November 1989. Chang, G. K., J. C. Dick, and R. O. Rasmussen, ProVAL: Profile Viewing and Analysis Software User’s Guide (version 2.73). The Transtec Group, Incorporated, Austin, Tex., 2007. Walker, Roger S., W. Ronald Hudson and Freddy L. Roberts, Development of a System For High-Speed Measurement of Pavement Roughness, Final Report, Research Report 73-5F, Center for Highway Research, The University of Texas at Austin, May 1971.
Central Louisiana Technical Community College William Tulak Int VC/Academic & Instl Effectiveness P.O. Box 5698 Alexandria, LA 71307 318/487-5433 318/487-5970 (fax) Delgado Community College Dr. Peter Fos Int VC/Academic Affairs & Provost 615 City Park Ave; NOLA 70119-4399 504/671-5420 504/671-6311 (fax) Louisiana Community College John Turner VC/Academic Affairs 7500 Millhaven Rd; Monroe, LA 71203 318/345-9177 318/345-9570 (fax) Fletcher Technical Community College Dr. Regina Verdin VC/Academic Affairs 1407 Hwy 311; Schriever, LA 70359 985/448-5908 Northshore Technical Community College Dr. Daniel Roberts Provost & VC/Academic Affairs P.O. Box 489; Hammond, LA 70404 985-432-6640 Northwest Louisiana Technical College Charles Price Chief Academic Officer P.O Box 657; Natchitoches, LA 71457 318/357-3162 318/352-2248 (fax) Nunez Community College Tonia Loria Dean, Academic Affairs 3710 Paris Road; Chalmette, LA 70043 504/278-6278 Parishes Community College Dr. Abrigail Stonerock VC/Academic & Student Affairs P.O. Box 310; Sorrento, LA 70778 225/743-8611 Central Louisiana Technical College Melanie Chief Academic & Student Affairs Officer P.O. Box 2148; Morgan City, LA 70381 985/380-2957, x326 985/380-2440 (fax) South Louisiana Community College Dr. Vincent June Interim VC/ Academic Affairs 1101 Bertrand Dr; Lafayette, LA 70506 337-521-8909 337-262-5122 (fax) Sowela Technical Community College Hellums Acting VC/Academic Affairs 3820 J. Bennett Johnston Avenue Lake Charles, LA 70615 337/421-6570 Learning Center for Rapides Parish 1410 Neel Kerby Blvd Alexandria, LA 71303 318/484-2184 318/484-2189 (fax) Revised: 9 January 2018
Coaching & Performance Management Producer and Host, ESP Podcast, 2007 – present. 2000 Technical Consultant, VCU Run Lab, 2014. Owner, Tradewind Sports, Health & Performance Services and Products Company, 2005 – present. Health and Fitness Consultant, 1996 – present. Training Advisor, Richmond Pro Cycling Team, 2006 – 2009. Team Director, Coast to Coast-Stelvio TEAMWEAR Junior Cycling Team, 2004. Assistant Team Director, Stelvio TEAMWEAR-Orbis Properties Cycling Team, 2004. Team Director, Bici Imports-CSN-Rudy Project Cycling Team, 2003 FBD Milk Rás. Team Director, USA-Clif Bar & USA-PCT Cycling Teams, 2001 & 2002, respectively. Technical Consultant, SensLab GmbH, 2005 to present. Technical Consultant, Stelvio TEAMWEAR, 2003 – 2005. Technical Consultant, ICFD occupational study, June 2002. Community Service Board of Directors, Richmond Road Runners, 2012 – present. Vice-President, Board of Director, People Cycle, 2008 – 2010. Director, People Cycle, Inc., 2001 – 2007. I Other Professional Experience Rental Fleet Manager, Best Buddies Challenge Events, 2006 – 2008. Criterium Director, Best Buddies HP Challenge, 2003 – 2004. Race Director, Ave. Training Series, 2003 – 2004. Freelance Writer, Falmouth Enterprise, 2005 – 2008. American Red Cross CPR Instructor, 1998 – 2002. Non-Professional Publications Alternative Lifestyles: Bringing Green Energy Home. Harnish, C.R. In: Falmouth Enterprise.
Convey Infer Imply Predict Excerpt Compose Identify Summarize Climax Falling Action Resolution Static Character Dynamic Character Context Clues Instructional Sequence Idea/Topic #1: Awareness - What is shaping my opinions? Day(s) and Desired Outcome(s) and Resources Instructional (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments)
synthesizing what they found. write down advice and suggestions from the two. The process will be repeated with all three partners. (If students don’t have enough time to complete the fishbowl in class, they can have two people at home complete this with them and turn in signatures.) Revision: Collaborative groups will dissolve and make revisions. Independent Reading: When you are finished, pull out a good book. Major Idea/Topic #5: Open-Minded: How can I use my new understanding to be receptive throughout my life? Day(s) and Desired Outcome(s) Texts and Resources Instructional Notes (including Scaffolding, Extensions, Vocabulary Terms and strategies, UDL Principles, and Formative Assessments) Day 24: Desired Outcome(s): Students will think about topics they encounter and be respectful of the opinions of others. Projector Student Presentations Response: Students in the audience will write down a new idea of perspective they gained from each presentation. Day 25: Desired Outcome(s): Students will think about topics they encounter and be respectful of the opinions of others. Projector Student Presentations Response: Students in the audience will write down a new idea of perspective they gained from each presentation. Day 26: Desired Outcome(s): Students will be able to make a connection between a written text and video version of something similar. The Truman Show Compare & Contrast WS The Truman Show Compare & Contrast (Before beginning. Remind students of what was learned with text structures - specifically compare and contrast - earlier in the year. Give example of what type of observations you are looking for. Make specific mention of the similarities and differences between elements of film and elements of text and how they enhance or change the stories.)
MTG (State) INTAKE FORM INSTRUCTIONS: “This form” to be completely filled out; sent by e-mail (with all the documents listed) to: Fill in the Date ↓ Date Intake Form Sent: Date Notarized Affidavit Sent: Donation: yes / no Serve Date: Default Date: PETITIONERS: RESPONDENTS: 1. Judge 2. County Sheriff 3. Auctioneer 4. Attorney for Auctioneer 5. Attorney general Fill In This Column Only ↓ ↓ PETITIONER1 (Contact Person): name: Phone: E-mail: fax: Date of Birth: street address: city, state zip: phone: e-mail: fax: date of birth : PETITIONER2: name : Date of date of birth: COUNTY: county: STATE: state: COURT, statutory: (origin) name: Phone: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: (origin) name (include title): street address: city, state zip: phone: e-mail: fax: CASE NO. (origin): number: FEDERAL COURT, de jure: (HC) name: Phone: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: CHIEF JUDGE: (HC) name (include title): street address: city, state zip:
ASSOCIATION FOR CLINICAL PASTORAL EDUCATION, Inc. Pacific Community of Practice Policies and Procedures Section I. DEFINITION AND ABBREVIATIONS 1: “Pacific Community” is the abbreviation for Pacific Community of Practice of the ACPE, Inc. 2: “ACPE” is the accrediting and certifying organization which the Pacific Community of Practice is associated with. 3: “Annual Continuing Education” is the community educational meeting of the membership of the Pacific occurring annually at which time continuing education and community of the Pacific may be conducted. 4. “Pacific Community Coordinating Committee” is the group elected to coordinate the activities of the Pacific Community of Practice. 5. “Pacific Community Coordinators” is the four elected people who are serving as the Coordinator, the Coordinator-elect (or past Coordinator), the secretary and treasurer. 6. “Pacific Community Coordinator” is the person elected to convene the Community Coordinating Committee and the business session of the Pacific Community of Practice. 7: All other definitions and abbreviations contained in this document are identical to those defined in ACPE Standards. Section II. COORDINATION, IDENTIFICATION AND PURPOSE 1: The Pacific Community of Practice shall be governed by the Pacific Community of Practice Policies and Procedures, Pacific Coordinating Community, ACPE Bylaws, ACPE Governance Manual, ACPE Standards, and policies of the Board of ACPE. 2: The Pacific’s purposes shall be: a. Affirm and promote the ACPE Strategic Initiatives – 2017 1. Actively and intentionally seek collaborative relationships with faith groups, seminaries and other organizations involved in spiritu care education and practice. 2. Increase the number and diversity of ACPE certified supervisors in various contexts through a certification process. 3. Increase the number and diversity of ACPE accredited CPOE centers in order to serve the needs of CPE students in various contexts utilizing an accreditation process. 4. Provide professional development opportunities for members of ACPE and those organizations with whom we collaborate that utilize content experts from within and outside the association.
PRB (State) INTAKE FORM INSTRUCTIONS: “This form” to be typed; completely filled out; sent by e-mail (with all the documents listed) to: Fill in the Date ↓ Date Intake Form Sent: Date Notarized Affidavit Sent: Donation: yes / no Serve Date: Default Date: PETITIONERS: RESPONDENTS: 1. Judge 2. County Sheriff 3. Attorney for the Estate 4. Auctioneer 5. Attorney General Fill In This Column Only ↓ ↓ PETITIONER1: name: date of birth: PETITIONER2: name: date of birth: RELATIVE (Contact Person): name: Phone: E-mail: Fax: Skype : street address: city, state zip: date of birth: phone: e-mail: fax: COUNTY : county: STATE : state: STATE COURT, statutory: (origin) name: Phone: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: JUDGE: (origin) name: Phone: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: CASE NO. (origin): number: COUNTY CLERK: (origin) name (include title): Phone: E-mail: Fax: street address: city, state zip: e-mail: fax:
FEDERAL COURT, de jure: (HC) name: Phone: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: CHIEF JUDGE: (HC) name: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: of COURT: (HC) name (include title): Phone: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: COUNTY SHERIFF: name: Phone: E-mail: Fax: street address: city, zip: phone: e-mail: fax: SEARCH WARRANT: date: ATTORNEY for the ESTATE: name: Phone: E-mail: Fax: street address: city, zip: e-mail: fax: AUCTIONEER: name: E-mail: Fax: street address: city, state zip: e-mail: fax: ATTORNEY GENERAL: name: Phone: E-mail: Fax: street address: city, state zip: phone: e-mail: fax: DOCUMENTS ATTACHED: Docket: yes/ no Affidavit(s): how many Search Warrant: yes/ no Did petitioner refuse a BAR attorney? yes/ no Did respondents deny petitioner his/ her to choose non-BAR counsel? yes/ no Are you an NLA Member? yes/ no Are you enrolled in the free online Civics Course? yes/ no
Figure 4 – Edit Profile - Home Screen External Examiner Menu Having returned to your home screen, you will note your name in the top hand corner. By clicking on your name, you will reveal a further menu includes the option to edit your profile. Select ‘Edit Profile’ to do so. You will see that you can also ‘Logout’ of APMS at any point via this menu. Figure 5 – Proceed to Edit Profile Having selected ‘Edit Profile’ from the drop down menu under your name, you can proceed to do so at this screen. When you have finished editing your profile, select the green ‘Update Profile’ button. This will return you to your Home page (figure 2).
Figuring Out Which Tools to Use We know you don’t want to spend time on unnecessary steps. However, we’ve seen many organizations that fail (spend a lot of money and not get what they need to help their clients) because they rush into implementing without completing important steps. We have created aids to help you find the right tools for your needs. Section-Level Tool Listings – For each of the sections of the toolkit (Assess, Plan, Select, etc.) you can click on a link: View/Hide (section name) Tools. The list you will view gives information about each document. You can then select tools that you believe are most important to you. The picture below shows you this listing for the Assess Section. Experience Level Symbols - These green circles, blue boxes, and black diamonds indicate which tools are best based on the resources and experience of the organization: Document-Level Information – Each tool has an introduction, an estimate of time needed, and a suggested other tools section. By reading this information you can be certain you have the right tools for your unique challenges. How to Use the Tools Review the lists of tools by clicking on the View/Hide link in each section of the toolkit. Start with the first section – Assess and move through the sections in order. Look at the Experience Level Symbols and select documents that match your organization’s experience and resources. Click on the tools in a section and open them. Read the Introduction, the Time needed, and the Suggested other tools. Read a bit farther into the tool so that you understand it. Note:
What is typically the MOST important reason to use risk to drive testing efforts? Because testing everything is not feasible. What is random/monkey testing? When it is used? Random testing known as monkey testing. In such type of testing data is generated randomly often using a tool or automated mechanism. With this randomly generated input the system is tested and results are analysed accordingly. These testing are less reliable; hence it is normally used by the beginners and to see whether the system will hold up under adverse effects. of the following are valid objectives for incident reports? Provide developers and other parties with feedback about the problem to enable identification, isolation and correction as necessary. Provide ideas for test process improvement. Provide a vehicle for assessing tester competence. Provide testers with a means of tracking the quality of the system under test. Why are static testing and dynamic testing described as complementary? Because they the aim of identifying defects but differ in the types of defect they find. What are the phases of a formal review? In contrast to informal reviews, formal reviews follow a formal process. A typical formal review process consists of six main steps: Planning Kick-off Preparation Review meeting Rework Follow-up. What is the role of moderator in review process? The moderator (or review leader) leads the review process. He or she determines, in co-operation with the author, the type of review, approach and the composition of the review team. The moderator performs the entry check and the follow-up on the rework, in order to control the quality of the input and output of the review process. The moderator also schedules the meeting, disseminates documents before the meeting, coaches other team members, paces the meeting, leads possible discussions and stores the data that is collected. When should configuration management procedures be implemented? During test planning. What are the Structure-based (white-box) testing techniques?
Youthreach - Levels 3 – 5 Adult literacy - Levels 1 - 3 which can serve as a foundation for vocational training Community education - mainly general education for civic & social purposes which may serve as a foundation for VET FÁS Regional Training Centres Department of Education and Skills and the FAS Board Full-time & part-time vocational training in a wide range of vocational designations - NFQ Levels 3 – 6 for mainly unemployed individuals Curricula for all FETAC award-bearing courses must be validated by FETAC Skillsnets Training Network Employer-led networks supported by FÁS Part-time vocational training in a wide range of occupational areas. predominantly for employees Curricula for all award-bearing courses must be validated by FETAC Community and commercial providers by FÁS Independent governing structures but obliged to be registered with FÁS when providing courses Full-time & part-time vocational training in a wide of vocational designations - NFQ Levels 3 – 6 Curricula for all FETAC award-bearing courses must be validated by FETAC – through FÁS in these cases Training centres attached to other public providers such as: Teagasc BIM Fáilte Ireland Department of Agriculture, Food & the Marine Department of Transport, Tourism & Sport Full-time & part-time agriculture, horticulture, fisheries training at NFQ Levels 5 - 7 Training for the hospitality industry at NFQ Levels 5 - 7 Curricula for all FETAC & HETAC award-bearing courses must be validated by the awarding bodies Institutes of Technology Higher Education Authority, an agency of DES A wide range of vocational training in a wide range of vocational designations at NFQ Levels 7 – 10 including the phases of apprenticeships Curricula for all HETAC award-bearing courses must be validated by HETAC, internal institutional bodies &, in some cases, the Higher Education Authority Universities Higher Education Authority, an agency of DES Mainly academic courses but some vocational training – NFQ Levels 7 – 10 Curricula are designed by academic departments with oversight from faculties Community providers Independent governing structures Mainly general education for civic & social purposes which may serve as a foundation for vocational training Curricula are designed by the providers and practitioners Commercial providers and professional bodies Independent governing structures A range of vocational and professional training in a wide range of vocational areas at NFQ Levels 5 – 9 Curricula for courses must be validated by the awarding body, e.g. FETAC, HETAC or a professional body
me past me current family members me past me current family members me past me current family members Allergies Fibromyalgia Anemia Asthma High Blood Pressure ADHD Eczema Irritable Bowel Syndrome Disease Migraine Osteoporosis Cancer Diabetes High Cholesterol Arthritis Stroke Learning Disability Heart Disease Sexual Problems Thyroid Disease Eating Disorder Anxiety Depression Phobias Bipolar Panic Attacks Suicidal Borderline Personality Disorder Obsessive/ Compulsive (OCD) Other conditions not listed above: Approx. date of last physical exam: Approx. date of last bloodwork: Areas that were of concern at your last exam: Did your practitioner recommend any treatments? Yes No If yes, describe and explain whether you have implemented recommendations: Current prescription medications: Current supplements taken: Digestion and Nutrition yes no yes no Constipation Diarrhea Frequency of bowel movements per day: Diarrhea Nausea Consistency: Acid Reflux Bloating Describe food allergies or sensitivities: Dietary choices/restrictions (e.g., Vegan, Gluten-Free, Dairy-Free)? Yes No If yes, describe: Do you experience cravings? Yes No If yes, describe: Typical breakfast: Typical lunch: Typical dinner: Typical snacks: Lifestyle Screen Time
The meeting of the of Directors held in public will take place on Wednesday 28 March 2018 Boardroom, Harrogate District Hospital, HG2 7SX Start: 9.00am Finish: 12.00pm AGENDA Item No. Item Lead Paper No. 9.00am – 10.50am 1.0 Welcome and Apologies for Absence To receive any apologies for absence: none received Mrs A Schofield, Chairman - 2.0 Declarations of Interest and Register of Interests To declare any interests relevant to the agenda and to receive any changes to the register of interests Mrs A Schofield, Chairman 2.0 3.0 Minutes of the Board of Directors meetings held on 28 February 2018 To review and approve the minutes Mrs A Schofield, Chairman 3.0 4.0 Review Action Log and Matters Arising To provide updates on progress of actions Mrs A Schofield, Chairman 4.0 Overview by the Chairman Mrs A Schofield, Chairman - 5.0 Report by the Chief Executive Including the Integrated Board Report To receive the report for comment Dr R Tolcher, Chief Executive 5.0a 5.0b 6.0 Report by the Finance Director To receive the report for comment Mr J Coulter, Deputy Chief Executive/ Finance Director 6.0 6.1 Business Planning Update – Operational Plan 2018/19 To receive the report for comment and approval Mr J Coulter, Deputy Chief Executive/ Finance Director 6.1 6.2 Improvement & Transformation Update To receive the report for comment Mr J Coulter, Deputy Chief Executive/ Finance Director 6.2 10.50am – 11.00am – Break 11.00am – 12.30pm 7.0 Report from the Chief Operating Officer To receive the report for comment Mr R Harrison, Operating Officer 7.0 8.0 Report by the Director of Workforce and Organisational Development To receive the report for comment Mr P Marshall, Director of Workforce & Organisational Development 8.0 9.0 Report from the Chief Nurse To receive the report for comment Mrs J Foster, Chief Nurse 9.0 10.0 Report from the Medical Director To receive the report for comment Dr D Scullion, Medical Director 10.0 10.1 Learning from Deaths Report To receive the report for comment Dr D Scullion, Medical Director 10.1 11.0 Report from the Freedom to Speak Up Guardian To receive the report for comment Dr Sylvia Wood, Freedom to Speak Up Guardian 11.0
labour and Contractor’s Equipment, and of Materials, used. 10.3 Early Warning The Contractor notify the Engineer/Employer in writing as soon as he is aware of any circumstance which may delay or disrupt the Works, or which may give rise to a claim for additional payment. To the extent of the Contractor’s failure to notify, results to the Engineer/Employer being unable to keep all relevant records or not taking steps to minimize any delay, disruption, or Cost, or the value of any Variation, the Contractor’s entitlement to extension of the Time for Completion or additional payment shall be reduced/rejected. 10.4. Valuation of Claims If the Contractor incurs Cost as a result of any of the Employer’s Risks, the Contractor shall be entitled to the amount of such Cost. If as a result of any Employer’s Risk, it is necessary to change the Works, this shall be dealt with as a Variation subject to Contractor’s notification for intention of claim to the Engineer/Employer within fourteen (14) days of the occurrence of cause. 10.5 Variation and Claim Procedure The Contractor shall submit to the Engineer/Employer an itemized make-up of the value of variations and claims within twenty eight (28) days of the instruction or of the event giving rise to the claim. The Engineer/Employer shall check and if possible agree the value. In the absence of agreement, the Employer shall determine the value. 11. CONTRACT PRICE AND PAYMENT 11.1 (a) Terms of Payment: of conditions shall be in accordance with the Contract Date The amount due to the Contractor any Interim Payment Certificate issued by the Engineer pursuant to this Clause, or to any other terms of the Contract, shall be paid by the Employer to the Contractor within 30 days after such Interim Payment Certificate has been jointly verified by Employer and Contractor, or, in the case of the Final Certificate referred to in Sub Clause 8.1&8.2, within 60 days after such Final Payment Certificate has been jointly verified by Employer and Contractor; Provided that the Interim Payment shall be caused in 42 days. (b) Valuation of the Works The shall be valued as provided for in the Contract Data, subject
regulator. A considerable number of deviations have been recorded in this 2 yearly report. The suggestions made by plant management have not been recorded as corrective actions in the plant management list as required by the plants process. This is due to missed input data like owner of the action, success criteria and finalization date. Without implementing, regularly reviewing and assessing corrective actions to carry out the activities connected to nuclear safety in the organisation, the plant will miss opportunities achieving its goals and objectives and improving safety performance. Recommendation: The operating organisation should implement, regularly review and assess an appropriate corrective action programme to monitor and review the safety performance. IAEA Bases: SSR-2/2 Requirement 9: Monitoring and review of safety performance The operating organisation shall establish a system for continuous monitoring and periodic review of the safety of the plant and of the performance of the operating organisation. 4.37. The appropriate corrective actions shall be determined and implemented as a result of the monitoring and review of safety performance. Progress in taking the corrective actions shall be monitored to ensure that actions are completed within the appropriate timescales. The completed corrective actions shall be reviewed to assess whether they have adequately addressed the issues identified in audits and reviews. GS-R-3: 6.11. The causes of non-conformances be determined and remedial actions shall be taken to prevent their recurrence. 6.12. Products and processes that do not conform to the specified requirements shall be identified, segregated, controlled, recorded and reported to an appropriate level of management within the organisation. The impact of non-conformances shall be evaluated and non-conforming products or processes shall be either: Accepted; Reworked or corrected within a specified time period; or Rejected and discarded or destroyed to prevent their inadvertent use. 6.13. Concessions granted to allow acceptance of a non-conforming product or process shall be subject to authorization. When non-conforming products or processes are reworked or corrected, they shall be subject to inspection to demonstrate their conformity with requirements or expected results. 6.14. Corrective actions for eliminating non-conformances shall be determined and implemented. Preventive actions to eliminate the causes of potential non-conformances shall be determined and taken. 6.15. The status and effectiveness of all corrective and preventive actions shall be monitored and reported to management at an appropriate level in the organisation.
17. El Pkwy / Broadway Escondido Signal AM 194.9 F 195.3 F 0.4 No PM 124.7 F 125.9 F 1.2 The following change was made to Table 2.7-14: Impact/Mitigation Measures Summary – Intersections, pages 2.7-51 and 2.7-23: Table 2.7-14 Impact/Mitigation Measures Summary – Intersections Jurisdiction MM# Intersection Peak Hour With (+) Project Operations Impact Type Mitigation Measure Mitigated to Below a Level of Significance Without Mitigation With Mitigation Delay LOS Delay LOS Marcos TR-1 #8. El Norte Pkwy AM 51.1 D 28.1 C Near-Term Direct & Cumulative/ Long-Term Cumulative Restripe the WB approach to provide the following geometry: 12 left-turn 2 through lanes, 1 right-turn lane & bike lane. Restripe eastbound departure lanes. Modify signal equipment. Yes PM 33.2 C 30.7 C Escondido TR-2 #9. El Norte Club Ln AM 77.4 E 54.4 D Near-Term Direct & Cumulative/ Long-Term Cumulative Restripe a second EB left-turn lane and modify EB striping. Restripe eastbound departure Modify signal equipment. Provide corresponding receiving lanes on north leg of intersection. Yes PM 53.8 D 32.0 C