zilongwang/ReadingBank huggingface dataset:
Request for Proposal Return on Investment for sustainability in the health and care system This proposal is sought by the Sustainable Development Unit on behalf of the NHS, public health and social care system Please note - The “health and care system” is used as short hand for the “NHS, public health and social care system”. Project Specification – Return on Investment for sustainability in the health and care system Aim collate evidence and quantify the return on investment (ROI) for sustainability in the health and care system and present the results in a report. This could also include the ROI of a unit such as the SDU. Outputs: report which presents a summary of quantified evidence on the sustainability savings in the health and care system including financial, environmental and social aspects where feasible. Expected Outcomes from the report: is easily understandable to decision makers and finance directors. covers a broad range of sustainability impacts across all the areas of focus identified in the Health and Care System Sustainable Development Strategy and incorporates a robust balance of already realised costs and impacts from sustainability in all parts of the NHS, public health and social care system. uses existing data and is evidence based. and financial and social value impacts are included where available. methodology and any assumptions are transparent and robust enough to be credible. Context: Sustainable Development Unit was established in 2008 and helps the health and care system in England to develop, embed and promote sustainable development in order to reduce emissions, save money and improve the health of people and communities.
He Pouako Ngaiotanga – Nāku tēnei ngaiotanga Cultural competencies Ko wai au (who am I)? What do I know and understand about myself? Language, culture and identity Treaty of Waitangi Tātaiako Te reo and tikanga Māori Relationship management Differentiation for diverse learners Positive behaviour for learning (PB4L) Family/whānau/hapū/iwi relationships Priority learners Māori Pasifika Inclusive education Cultural responsiveness Social, cultural, historical background of Aotearoa New Zealand Manaakitanga – leading with moral purpose ECE Curriculum Te Whāriki Curriculum approaches inquiry learning ethic of care working with infants and toddlers (ECE) Intentional teaching Learner dispositions ECE Planning and Assessment narrative assessment Kei tua o te Pae Te Whatu Pokeka learning outcomes Primary Curriculum and its intent NZ Curriculum and the key competencies Content needs (science, technology, arts, social sciences, literacy and mathematics) Primary Planning and Assessment and its intent e-asTTle for reading and writing numeracy assessment National Standards Awareness of learner continuum and ability to teach progressions over years 7-10 (encompass NAG 3A) Overall Teacher Judgement (OTJ) Student voice Secondary Curriculum and its intent NZ Curriculum and the key competencies NCEA and the implications for curriculum development teaching strategies pedagogies (constructivism, experientialism) student engagement Secondary Planning and Assessment and its intent formative assessment data e-asTTle standards alignment for NCEA motivation National Standards E-learning and technology Accessing and using student learning data from multiple sources to enhance teaching and learning Principles, curricula and for teaching in Māori medium settings Āhuatanga ako Te Aho Matua Te Marautanga o Aotearoa Ngā Aromatawai Ngā Whanaketanga Rumaki Māori Code of Ethics Social Professional Teacher Criteria Self review and teaching as inquiry Commitment to ongoing professional learning The educational landscape current criteria and regulations (ECE) Appraisal practices Council website resources Ruia Next steps preparing a CV seeking employment Induction and Mentoring to next? Increased accountability and expectations of teachers, colleagues and ākonga Language competence for those teaching in Māori medium settings Resilience and dealing with change
to do with modern technology. Beneath Heidegger's investigation is a warning to the Homo Sapiens and an effort to reclaim justice for the Earth beings. The word "technology" derives from the Greek word "techne", meaning the manner of making something appear such as in the creative process of art. According to Heidegger, Techne as a "bring-in-forth" has its origin in the essence of being. It means to bring something into illumination. However, as a creative force, techne also implies an inherent danger. It can manifest itself as a "setting upon" (stell). Heidegger explains, "The coming to presence of technology, Enframing, as the danger within Being, is Being itself". As such, techne could cover over the truth of Being and block its original opening. Implicitly, the notion, enframing, reveals a deep seated instinct in our species, that is, the will to power which is the engine of modern technology. The central premise of this lecture course mainly concerns with the way humans engage with the world through machination (machenshaft). As such, it threatens the Earth as sentient beings are regarded as useful materials. In his investigation, Heidegger argues that there is a causal connection between science such as physics and the metaphysical system. "Science" in Greek means "enquiry", a passion for discovery. Today's science and technology are instruments to empower man's domination over beings. It is in fact, Heidegger contends, the completion of Western philosophy, "In the age of Greek philosophy, a decisive characteristic of philosophy appears: the development of sciences within the field that philosophy opened up. The development of the sciences is at the same time their separation from philosophy and the establishment of their independence. This process belongs to the completion of philosophy." As the mode of enframing represents the threat of Technology. The natural world, the harboring place of all beings, is subjugated by the will of man. Heidegger laments, "The whole earth as a world market, but also, as will to will, trades in the nature of Being and thus subjects all beings to the trade of a calculation that dominates most
RETURN TO WORK DISCUSSION FORM To be completed in the following circumstances; When requested by either party for absences of less than 8 calendar days. Mandatory for absences of 8 calendar days or more. Mandatory when an employee has reached a short term absence trigger and an Informal Absence Counselling Meeting is required (please refer to guidance on page 3 of this form). The form is to be completed by the employee’s line manager and signed by both parties. The form is to be retained by the line manager and a copy provided to the employee. Where there is a ‘yes’ stated in any of the blue section then a copy must also be sent to Human Resources. First Name: Surname: Job Title: Staff Number: School/Institute/Service: Period of sickness absence From: To: Date returned to work: number of working days absent: Reason for sickness absence (link to ): Was the sickness absence due to a work related accident? If YES, who did the employee report it to? YES/NO Was the absence notification procedure followed? If NO, please provide the employee with a reminder of the procedure YES/NO Is the employee fit enough to return to work? YES/NO Is the employee currently undergoing any treatment or taking any medication which may affect their ability to carry out their job? YES/NO Are there any ongoing or temporary adjustments required to enable the Employee to carry out their job role? If yes, please provide further details in Action to be taken by Line Manager section. YES/NO Has the Employee been referred to Occupational Health? If NO consider if a referral would be appropriate. If unsure please speak to your HR Representative for further advice. YES/NO Does the Employee consider themself to be disabled (as defined the Equality Act 2010)? YES/NO
Your employer treated you fairly AFTER the claims process 77% 51% Your employer did what they to support you 79% 53% Orange-bordered tables (or tables similarly formatted) represent the overall percentage of employees agreeing with individual questions, whether they had returned to work or not. In the table below, 27% of employees with a psychological claim agreed with the statement that their employer did what they could to support them. Thirty-four per cent agreed that their employer had made an effort to find suitable employment for them. Percentage who agreed with employer support questions Influencing factor Agreed Your employer did what they could to support you 27% Employer made an effort to find suitable employment for you 34% Employer provided enough info on rights and responsibilities 32% Your employer helped you with your recovery 23% Your employer treated you fairly DURING the claims process 30% Your employer treated you fairly AFTER the claims process 35% Not all Survey questions were answered by all survey participants and therefore the number of respondents varies for each question. For this reason, sample size is not provided for each table, because tables include participant responses to several questions.
Premium Payers by size Premium Payers All Australia New Zealand Small Medium Large The PROCESS was open and honest 83 84 81 83 78 82 89 seemed to be good communication between the various people and organisations I dealt with 77 78 73 76 70 75 80 I felt like the system was working to protect my best interests 77 80 70 76 63 74 83 I believe the system treated me fairly 78 83 78 81 71 79 86 I feel that the system helped me with my recovery 80 82 78 80 75 79 83 Base: Historic and Balance Cohorts (AUS=4612; NZ=444). Don’t know and refused responses excluded from base for analysis (AUS=4511 – 4532 and NZ= 433 – 440 depending on statement). L1. Thinking about your ENTIRE experience of being on workers’ compensation, I’d like you to tell me whether you agree or disagree with the following statements. Respondents in both Australia and New Zealand were asked about the role their employer played following their workplace injury or illness. As shown in Table 9, the most positive responses among injured workers from Australia were associated with the statements “Your employer treated you fairly during (78%) and after (78%) the claims process”. In New Zealand, agreement was highest for the statement “Your employer treated you fairly during the claims process (89%)”. In terms of premium paying business size, respondents from large businesses recorded the highest level of agreement for all aspects of employer support. Table 9: Perceptions of employer support by country and organisation type (% Total agree) Premium Payers by size Premium Payers All Australia New Zealand* Small Medium Your employer did what they could to support you 74 73 76 74 72 74 86 Your employer provided enough information on both your rights and responsibilities 66 67 75 69 69 69 85 Your employer made an effort to find suitable employment for you 69 71 74 71 72 71 77 Your employer helped you with your recovery 67 68 70 68 66 68 65 Your employer treated you fairly during the claims process 77 77 82 79 75 78 89
You will click on “I need to set up a profile” -- You will fill in the 1st page then click “Continue” (You will click continue at the bottom of each page, or it won’t save info) After you click “Continue” at the end of 2nd page This take you to the “Member List” page. On this page in the first box next to “Your Family” click the button that says “Edit Family” button. This you to the “Manage Family Credit Cards” screen. Here click the “Add New Credit Card” button, and a box will pop up to add your information. Be sure to click “SAVE” When it returns to the “Manage Family Credit screen, you will need to click one of the other links at the top next to “Credit Cards” like the “Email History” or “Family” then click back on the “Credit Cards” tab and your card information will show. Then you will return to the “Enrollment Instructions” ** If you have ANY QUESTIONS during this process AT ALL please don’t hesitate to call me!! You WON’T be bothering me Monica 360-751-5424 my cell.
You will click on “I need to set up a profile” -- You will fill in the 1st page then click “Continue” (You will click continue at the bottom of each page, or it won’t save info) After you click “Continue” at the end of 2nd page This take you to the “Member List” page. On this page in the first box next to “Your Family” click the button that says “Edit Family” button. This takes you to the “Manage Family Credit Cards” screen. Here click the “Add New Credit Card” button, and a box will pop up to add your information. Be sure to click “SAVE” When it returns to the “Manage Family Credit Cards” screen, you will need to click one of the other links at the top next to “Credit Cards” like the “Email History” or “Family” then click back on the “Credit Cards” tab and your card information will show. Then you will return to the “Enrollment Instructions”
Looking at your ‘Received/In Use” queue you will see all the items that are now out with your patron. When your patron has returned an item, select it from this by clicking the title or ID # to open the request. From here you can see the ‘return item’ button. If you wish to print return labels you must do so BEFORE clicking ‘return item”. Scrolling down will allow you to see the lender symbol, due date, and return address: When you click the ‘return item’ button it will update the request status and add the return labels to the print queue. You will also get a confirmation that the item has been updated to returned: The request will move from the ‘received/in use” queue to the ‘returned’ queue: You can also ‘Batch return’ items by clicking on the “received/in use” queue and clicking the “Batch return received items” link:
Camp Skills – cont’d Willing to Lead Willing to Assist Willing to Learn Kids Photography Digital Photo Editing Digital Video Editing Primary Roles You will spend 4-6 hours/day in your primary area of responsibility. Please rank your top roles you would find most desirable with the numbers 1 (first choice), 2(second choice) and 3 (3rd choice). Roles will be assigned based on the needs of the camp and the mix of gifts/talents of summer staff. Hospitality- Lodge upkeep: Cleaning guest rooms and public spaces, dishwashing, dining room setup for meals, etc. Kitchen- Assisting in the preparation of food, serving meals, and of course, washing dishes! Audio Visual – Running the sound and visual systems, audio taping of morning and evening speakers, duplication of CDs, packaging, preparing and mailing recordings for guests, etc. Public Relations – Taking photos and video of activities, posting on website, updating social media, creating promotional materials. Maintenance – Assisting with the upkeep of camp grounds and facilities, hauling branches, pulling weeds, scraping/painting cabins, raking, etc. Chapel – Maintaining cleanliness of chapel, restocking supplies, setting up/preparing for evening and Sunday worship services. Youth and Children – Leading bible studies, games, music, and activities for those 18 and under. Please specify age preference (Nursery, Preschool, Elementary, Middle School, or High School) Office – Assisting with data entry, mailings, guest relations, answering the phone and other office responsibilities.
University Contact Information Office/Website Telephone Number/Email Office Location Academic Support Center 518-442-3960 advisor@albany.edu LI 36 University Library Bookstore albany.bncollege.com 518-442-5690 Campus Center Counseling and Psychological Services 518-442-5800 consultation@albany.edu 400 Patroon Creek BLVD Suite 104 Disability Resource Center 518-442-5490 cmalloch@albany.edu Campus Center 130 EOP Office/Academic Support Services 518-442-5180 eop@albany.edu LI 94 University Library Health Center 518-442-5454 askUHC@albany.edu 400 Patroon Creek BLVD Suite 200 Information Technology Services -ITS 518-442-4000 Help Request to: . Circulation Desk at the Lecture Center International Students & Scholar Services 518-591-8189 isss@albany.edu Science Library G-40 Community Standards 518-442-5501 communitystandards@albany.edu Campus Center 361 Library 518-442-3600 https://library.albany.edu/help/email Uptown Campus 1400 Washington Avenue Parking and Mass Transit Services 518-442-3121/442-3120 parking@albany.edu Tricentennial Dr & University Dr W#15 Registrar's Office 518-442-5540 registrar@albany.edu Campus Center B52 Residential Life 518-442-5875 or reslife@albany.edu State Quad U-Lounge Student Financial Center/Student Accounts Financial Aid/Account Maintenance Billing 518-442-3202 sfc@albany.edu Campus Center B26 SUNY Card Office 518-442-5989 sunycard@albany.edu Campus Center B52 Undergraduate Education 518-442-3950 ugeducation@albany.edu Lecture Center 30
University at Albany, SUNY Main phone line 518 442-3300 1400 Washington Av. Albany, NY Withdrawal & Readmission 518-442-3950 ugeducation@albany.edu Lecture Center 30 Veteran and Military Services 518-442-5514 uaveteran@albany.edu Campus Center B26 Updated: 11.5.18
Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400 Attention: University of West Georgia 1601 Maple Street Carrollton, GA 30118-2400
EA Technology Ltd Calibration & Repair Centre Unit 6g Capenhurst Technology Park CH1 6EH Date: Contact Name: Company Name: Address: Country: Post Code: Email: Telephone Number: Additional Information: Please fold this label and attach to the outside of your parcel Thank you for completing this form. It will help us to process your return quicker.
NVETR program funding This work has been produced by NCVER under the National Vocational Education and Training Research (NVETR) Program, which is coordinated and managed by NCVER on behalf of the Australian Government and state and territory governments. Funding is provided through the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education. The NVETR Program is based on national research priorities approved by ministers with responsibility for vocational education and training. The author/project team was funded to undertake this research via a grant under the NVETR Program. The research grants are awarded to organisations through a competitive process, in which NCVER does not participate. To ensure the quality and relevance of the research, projects are selected using an independent and transparent process and research reports are peer-reviewed. The NVETR Program aims to improve policy and practice in the VET sector. The research effort itself is a collaborative one which requires strong relationships with the research community in Australia’s universities and beyond. NCVER may also involve various stakeholders, including state and territory governments, industry and practitioners to inform the commissioned research, using a variety of mechanisms such as project roundtables and forums. For further information about the program go to the NCVER website <www.ncver.edu.au>.
Registrar's Office 442-5540 CC B52 Residential Life 442-5875 or 1-800-4-RESLIFE Basement State Quad Tower Student Financial Center/ Student Accounts Financial Aid/ Account Maintenance Billing 442-3202 CC B26 SUNY Card Office 442-5989 CC B52 Switchboard Operator 442-3300 Undergraduate Education 442-3950 LC 30 Withdrawal & Readmission 442-5821 LC 30 Updated: 4/2012
University Contact Information Office/Website Telephone Number/Email Office Location Advisement Services Center 442-3960 advisor@albany.edu LI 36 Bookstore 442-5690 Campus Center Counseling and Psychological Services 442-5800 400 Patroon Creek Blvd. Suite 104 Disability Resource Center 442-5490 cmalloch@albany.edu BA 120 EOP Office/Academic Support Services 442-5180 eop@albany.edu LI 94 Health Center 442-5454 askUHC@albany.edu 400 Patroon Creek BLVD Suite 200 International Student & Scholar Services 591-8189 isss@albany.edu SL G-40 Community Standards 442-5501 crcr@albany.edu CC 361 Library 442-3600 https://library.albany.edu/help/email Uptown Campus Parking and Mass Transit Services 442-3121/442-3120 parking@albany.edu Campus Center East Trailer Registrar's Office 442-5540 registrar@albany.edu CC B52 Residential Life 442-5875 or 1-800-4-RESLIFE reslife@albany.edu State Quad U-Lounge Student Financial Center/Student Accounts Financial Aid/Account Maintenance Billing 442-3202 sfc@albany.edu CC B26 SUNY Card Office 442-5989 sunycard@albany.edu CC B52 Switchboard Operator 442-3300 Undergraduate Education 442-3950 ugeducation@albany.edu LC 30 Withdrawal & Readmission 442-3950 ugeducation@albany.edu LC 30 Veteran and Military Services 442-5514 CC B26
University Contact Information Office/Website Telephone Number/Email Office Location Advisement Services Center 518-442-3960 advisor@albany.edu LI 36 University Library Bookstore albany.bncollege.com 518-442-5690 Campus Center Counseling and Psychological Services 518-442-5800 consultation@albany.edu 400 Patroon BLVD Suite 104 Disability Resource Center 518-442-5490 cmalloch@albany.edu Campus Center 130 EOP Office/Academic Support Services 518-442-5180 eop@albany.edu LI 94 University Library Health Center 518-442-5454 askUHC@albany.edu 400 Patroon Creek BLVD Suite 200 Information Technology Services -ITS 518-442-4000 Help Request to: . Lecture Center International Students & Scholar Services 518-591-8189 isss@albany.edu Science Library G-40 Community Standards 518-442-5501 crcr@albany.edu Campus Center 361 Library 518-442-3600 Uptown Campus 1400 Washington Avenue Parking and Mass Transit Services 518-442-3121/442-3120 parking@albany.edu Tricentennial Dr & University Dr W#15 Registrar's Office 518-442-5540 registrar@albany.edu Campus Center B52 Residential Life 518-442-5875 or reslife@albany.edu State Quad U-Lounge Student Financial Center/Student Accounts Financial Aid/Account Maintenance Billing 518-442-3202 sfc@albany.edu Campus Center B26 SUNY Card Office 518-442-5989 sunycard@albany.edu Campus Center B52 Undergraduate Education 518-442-3950 ugeducation@albany.edu Lecture Center 30
University at Albany, SUNY Main phone line 518 442-3300 1400 Washington Av. Albany, NY 12222 Withdrawal & Readmission 518-442-3950 ugeducation@albany.edu Lecture Center 30 Veteran and Military Services 518-442-5514 uaveteran@albany.edu Campus Center B26 Updated: August 2017
CONDITION REPORT Entrance / Hall Clean Undamaged Working Comments Front door Screen door Walls / picture hooks Doorway frames Windows / screens / locks Ceiling fittings Blinds / curtains Light switches Power points / switches Skirting boards Floor coverings Other Lounge room Clean Undamaged Working Comments Walls / picture hooks Doors / doorway frames Windows / screens / locks Ceiling Light fittings Blinds / curtains Light switches points / switches Skirting boards Floor coverings Other Dining room Clean Undamaged Working Comments Walls / picture hooks Doors / doorway frames Windows / screens / locks Ceiling Light fittings Blinds / curtains Light switches points / switches Skirting boards
Tyndall, Edward (Director). (2004). The Confederate Goliath [Documentary]. North Carolina: Cameron Museum of Art screening. VII. Professional Presentations (selected listing from more than 200 presentations) Date/Location 2011, Durham, NC Duke University Education, Economics and Culture “Societal Mesh: The Next Wave of Universal Transformation” 2011, Chapel Hill, NC Global Education Center, “Collaborating for Economies of Scale” 2009, Raleigh, NC Wake County Schools “NC Superintendent Evaluation Model” 2009, New York, NY Health Congress “ Role of Public Education Health Initiative in the Internet-Based Learning Community” 2008, Washington, DC World Health Congress, “An Integrated and Intercommunity Health Services Model” 2006, Orlando, FL Valencia Personal Development Forum, “Strategic Relationship Tapestry” 2005, Charleston, SC SREB, “The Absence of Systems Thinking in Higher Education” 2005, Washington, DC Educause Conference, “Security and Internet 2” 2005, San Francisco, CA Academic Symposiums “Creating Sustainable IT Funding Models” 2005, Cocoa Beach, FL Valencia Community College, “Enrollment Management and Precision Scheduling” 2004, Atlanta, GA AASA, “Public Education: America’s True National Debt” 2004, Raleigh, NC North Carolina Teaching and Learning with Technology Collaborative “Teaching as a Social Activity” 2004, Orlando, FL Collegis Partners’ Conference, “Teaching as a Social Activity” 2004, St. Petersburg, FL Eduprise Forum , “The Knowledge Ecology” 2004, Raleigh, NC Southern Regional Education Council, “NET Generation Thinking” 2004, Raleigh, NC North Carolina Research and Education Network, “The Ultimate Extended Classroom” Keynote 2003, San Diego, CA NASULGC, “Leadership in Denial” 2003, Washington, DC AASA, “Public Education: Holding the Center” 2003,Denver, CO NLII, “Liberal Arts and Technology” 2003, Asheville, NC CIO Board, UNC, “Principles of Strategic IT Planning” 2003, Orlando, FL AASCU, “Principles of Leadership in IT” 2003, Charlotte, NC State Department of Public Instruction, “Projections on the Educational Impact of Internet Access” 2002, Raleigh, NC TLT Regional Collaborative, “IT and Social Systems” 2002, San Francisco, CA AASA, “Teaching and Learning in the 21st Century” 2002, Washington, DC Educause Conference, “The Digital Divide and the Shadows of Poverty”
R – PHASE TRIP Y – TRIP B – PHASE TRIP DIFFERENTIAL TRIP REF HV TRIP REF LV TRIP NEG. SEQ. DIFF TRIP O/C & E/F HV TRIP O/C & E/F LV TRIP CBF TRIP NEUTRAL ALARM STANDBY E/F TRIP UNRESTRAIN TRIP 2ND HARMONICS 5TH HARMONICS O : Open I : Close C : E : L/R : Local/Remote/Off R – PHASE TRIP Y – PHASE TRIP B – PHASE TRIP DIFFERENTIAL TRIP REF HV TRIP REF LV TRIP NEG. SEQ. DIFF TRIP O/C & E/F HV TRIP O/C & E/F LV TRIP CBF TRIP NEUTRAL ALARM STANDBY E/F TRIP UNRESTRAIN TRIP 2ND HARMONICS BLOCK 5TH HARMONICS BLOCK O : Open I : Close C : Cancel/Clear E : Enter/Select/Execute L/R : Local/Remote/Off R – PHASE TRIP Y – PHASE TRIP B – PHASE TRIP DIFFERENTIAL TRIP REF HV TRIP REF LV TRIP NEG. SEQ. DIFF TRIP O/C & E/F HV TRIP O/C & E/F LV TRIP CBF TRIP NEUTRAL ALARM STANDBY E/F TRIP UNRESTRAIN TRIP 2ND HARMONICS BLOCK 5TH HARMONICS BLOCK O : Open I : Close C : Cancel/Clear E : Enter/Select/Execute L/R : Local/Remote/Off
Samples were injected in splitless mode at an initial oven temperature of 50 ̊ C and an injector temperature of 250 ̊ C with helium as the carrier gas. The oven temperature was ramped at 15 ̊ C min ‾1 to 120 ̊ C and then 3.5 ̊ C min ‾1 to 300 ̊ C before holding at 300 ̊ C for 25 min. For quantification, the base peak area for individual PAH compounds was adjusted relative to the amount of internal standard added (refinement of EPA Method 8270D). Acidified sediments were sent to another lab where each station was analyzed for the percent organic carbon in each sample. The data was normalized to the percent organic carbon in the samples. Purification and GC-FID/GC-MS analysis of n-alkanes Solid phase extraction (SPE) was performed on the total lipid extracts for sediments and crab tissue using Strata SI-1 Silica (55um, 70A) Teflon-coated SPE columns (500 mg 3 mL ‾1, Phenomenex) to purify the sample for n-alkanes. The alkane fraction was then concentrated using nitrogen gas and transferred three times to a 4 mL amber vial using hexane. Nitrogen gas was used again to concentrate the alkane fraction followed by a dilution to 200 µL using hexane which was transferred to auto-sampler vials. N-alkanes were quantified by capillary GC using an Agilent 7890A Network GC system with flame ionization detection (GC-FID). The GC column and temperature program was similar to that described above for the PAH analysis. Base peak area of n-alkanes was adjusted relative to the known concentration of perdeuterated internal standard added Alkanes were identified in full-scan mode by GC-MS. Quality assurance and quality control
the data (Fig 6). No patterns in location or water depth were observed for the normalized data. Aliphatic n-alkanes in blue Aliphatic normal-alkanes with 16-31 carbons were detected in each crab tissue sample. The concentration of total alkanes in muscle tissue from the Harvey site was 4.57 µg g¯1 dry wt. tissue, and the muscle tissue from the KC site was 6.25 µg g¯1 dry wt. tissue. The hepatopancreas tissue showed higher concentrations of total alkanes. The hepatopancreas from the Harvey site had a total alkane concentration of 28.74 µg g¯1 dry wt. tissue, while the KC site showed a concentration of 36.50 µg g¯1 dry wt. tissue (Fig. 7). Long chain alkanes were the dominant species in three of the four crab samples. The hepatopancreas from the KC site did not have a majority of long chain alkanes. There was a long odd/even chain predominance for C23 – C31 alkanes except for muscle tissue from the KC site (Fig. 8). Crab samples were not normalized using percent organic carbon.
20th Anniversary & Family Reunion Registration Form Father’s Name: Mother’s Name: Children’s Names and Ages: Mailing Address: Father’s Email Address: Mother’s Email Address: Father’s Phone Number: Home: Cell: Mother’s Phone Number: Home: Cell: Package Selected: ______ Family of Three $575 ______ Family of Four $650 *Tickets to all events included in package prices. Accommodations Needed for the following nights: _____ Friday, October 9th _____ Saturday, October 10th _____ Sunday, October 11th _____ Monday, October 12th Add-ons needed: Notes or Special Requests: To pay by credit card, (1) click the link (2) select “general donation” in the dropdown menu. (3) Enter payment details and (4) note “AWAA Reunion” in the comment section. (5) Email ( ), Mail or Fax (888-466-8922) registration form to AWAA To pay by check: Please send this registration form with a check made payable to AWAA to the address below: America World Adoption Attn: Reunion 6723 Whittier Avenue, 202 McLean, VA 22101
Sistema Klipo Plasticware Container 200ml each Sistema $1.71 Sistema Plasticware Sandwich Box To Go each Sistema $4.83 Sistema Klipo Plasticware Round Container 120ml each Sistema $1.39 Sistema Quaddie Lunch Box Multi compartments 1 each Sistema $9.75 Sistema Klip It Container Rectangular 400 ml Sistema $3.26 Sistema Klip It Container Lunch Plus 2 pack Sistema $8.68 Sistema Klip It Container Pack 3 pack Sistema $6.51 Sistema Klip It Container Pack 3 pack Sistema $8.68 Sistema Klip It Container Rectangular 1 Litre Sistema $5.43 Sistema Klip It Container 300 ml Sistema $4.34 Sistema Klip It Container Split 350mL Sistema $4.34 Sistema Klip It Container Split Bakery 630mL Sistema $5.97 Sistema Klip It Containers 6 pack Sistema $19.53 Sistema to Go Plus 1 each Sistema $6.51 Sistema Klip It Plasticware Klip It Lunch Plus 2pk Sistema $9.66 Decor Bright & Healthy Tub Dressing 1 each $4.33 Decor Tellfresh Container Oblong 500 mL Décor $3.26 Decor Tellfresh Container Oblong 250 mL Décor $2.17 Decor Tellfresh Container Set 6 piece Décor $17.09 Decor Tellfresh Container Square 500ml Décor $3.80 Decor Tellfresh Containers Square 3 set 500ml Décor $8.68
Decor Tellfresh Plasticware Oblong Container 250ml 3pk Décor $8.44 Decor Real Seal Plasticware Oblong Container 500ml each Décor $5.36 Multix Container Screwtop 4 x 450mL 4 pack Multix $4.09
REU ORSP has developed this timeline to provide suggested dates for the completion of several tasks associated with the development of the application package. PI/Co-PI NAME: Formulate general project plan and discuss your plan with the REU Site point-of-contact for your discipline area () PI – with ORSP assistance, if needed Schedule meeting with ORSP to develop a working draft of the budget ASAP PI/ORSP Ensure you are set up to use Fastlane, create your proposal in Fastlane, and give ORSP access to review, edit and submit your proposal PI/ORSP Meet with On- and Off-Campus partners who can assist in development and delivery of REU project components PI Incorporate any changes suggested by ORSP into Project Description PI Send draft of the Project Description to the External Reviewer for feedback (allow Approx. 2 weeks) ORSP Schedule appointment with ORSP to submit full application package to NSF July 25 PI Complete supplemental documents (Biosketch, Current & Pending Support, Facilities, Data Management Plan, etc.) – ORSP will review July 25 – August 10 PI/ORSP Send ORSP the final version of your budget and budget justification for review PI/ORSP Proposal entered into Evisions for internal approvals PI Incorporate any needed changes from the External Reviewer and send final Project Description to ORSP for review PI/ORSP Complete Project Summary August 18 PI Meet with ORSP to submit full application package in Fastlane On or before August 22 PI/ORSP
RETIREMENT CHECKLIST (Short Form) Task Planned Date Completed Within Completed Date Remarks Schedule and attend the Pre- Retirement. Begin filling out DD 2648, Pre Counseling Checklist. 12-24 months pre-retirement Transition Readiness Seminar 12-24 months pre-retirement Establish retirement date 12-24 months pre-retirement Review all TRICARE medical plans to inquire about various plans 12-24 months pre-retirement Schedule family medical check-up 12-24 months pre-retirement Review Delta Dental Retiree Plan 12-24 months pre-retirement Schedule final dental 12-24 months pre-retirement Review other supplemental healthcare programs (Federal Long Term Care Insurance Program) 12-24 months pre-retirement Research alternate health, dental, and life insurance plans for yourself and/or family 12-24 months pre-retirement Request and update your Official Military Personnel File (OMPF) 12-24 months pre-retirement Obtain Verification of Military Experience and Training Document (VMET), DD Form 2586 12-24 months pre-retirement Determine final leave balance and plan leave dates 12-24 months pre-retirement Complete résumé and begin job search 12-24 months pre-retirement
The map above was created by Professor Gao Ge (former Department Curriculum and Assessment Chair) in collaboration with Professor Hillary Nixon (College Assessment Facilitator) and the College of Social Sciences Assessment Committee. 3. Alignment – Matrix of PLOs to Courses Core Course that Introduces Students to all the PLOs Core Course for Summative Assessment of all PLOs COMM 101C Junior Seminar: Theorizing Communication [Required for all Majors] COMM 198: Applied Activity on Communication [Required for all Majors] COMM 199C Senior Seminar: Synthesis and Application [Required for all Majors] Foundation Courses that Support PLOs 1 and 2 [Majors select two from list] Inquiry Courses that Support PLOs 3 and 4 [Majors select two from list] Practice Courses that Support PLOs 5 and 6 [Majors select two from list] COMM 110F Interpersonal Comm COMM 122F Performance Studies COMM 130F Social Movements Comm COMM 133F Ethical Problems in Comm COMM 144F Organizational Comm COMM 146F Comm and the Environment COMM 149F Rhetoric and Public Life COMM 160F Language, Meaning and Culture COMM 161F Comm and Culture COMM 164F Comm and Global Organizations COMM 170F Persuasion COMM 171F Visual Comm COMM 172F Multicultural Comm COMM 173F Intercultural Comm and Global Understanding COMM 175F Nonverbal Comm COMM 123I Performance of Ethnodrama COMM 145I Rhetorical and Cultural Criticism COMM 150I Inquiry in Organizational Comm COMM 151I New Media/New Methods COMM 152I Comm in World Cultures COMM 155I Quantitative Comm Inquiry COMM 156I Qualitative Comm Inquiry COMM 169I The Media: Response and Criticism COMM 105P Comm, Self and Society COMM 111P Interviewing COMM 114P Business and Professional Speaking COMM 115P Comm and Conflict COMM 116P Mediation: Theory and Practice COMM 120P Persuasive and Presentation Skills COMM 121P Performance as Practice COMM 124P Training and Development COMM 125P Ensemble Performance COMM 131P New Media/You Media COMM 140P Argumentation and Debate COMM 141P Small Group Comm COMM 147P Argumentation and Persuasion in Courts of Law COMM 176P Gender and Comm
Template Summary DOCUMENT PURPOSE COMPLETED BY USED BY WHEN TEMPLATE Process for Appraisal and Recommendation Sets out the overall process for responsible officers and their teams to prepare for and make consistent revalidation recommendations n/a ROs, appraisers and revalidation team in designated body Ongoing n/a 1 Annual Appraisal Checklist Provides assurance to the responsible officer that the appraisal covers the required content and acts as a checklist for appraisers Appraisers Revalidation team After appraisal 2 Guidance notes for appraisal and revalidation Gives definitions and detail on key elements relevant to appraisal n/a All medical practitioners, appraisers and revalidation teams Annually, or at any time 3 Four month notice to Medical Practitioner email/letter Communicates what the doctor needs to do to ensure a timely revalidation recommendation Revalidation Team All medical practitioners Four months prior to revalidation date 4 Fitness to Practise letter (Clinical Governance/HR) Requests assurance of the fitness to practise of a doctor independently from the appraisal process Revalidation Team HR/ Clinical Governance of each organisation where doctor practises Annually 5 Fitness to Practise letter (MD) Requests assurance of the fitness to practise of a doctor in each of their roles independently from the appraisal process Revalidation Team Medical Director of each organisation where doctor has a role Annually 6 Revalidation Checklist Supports a consistent set of checks and assurances for each doctor Revalidation Team Responsible Officer During notice period prior to revalidation, every 5 years
Revalidation checklist Revalidation Recommendations Doctor GMC No. Designated body Appraisers Last appraisal date Revalidation due date Evidence provided once – Information provided by Doctor Advice of names of previous designated bodies in past 5 years or since April 2012 (whichever is least) DB1 Name: DB2 Name: DB3 Name: n/a n/a n/a Notes: Appraiser – Information collated by revalidation teams Appraisers have been trained Notes: No conflict of interest with appraisers Notes: Appropriate appraisals conducted (with the five statements completed) reviewing reflective notes and producing summary notes Notes: Annual Appraisal – review for each appraisal in the 5 year cycle noting any gaps and reasons for them Discussion of last year’s PDP Notes : Supporting information and CPD matches doctor’s of practice Notes:
they are engaging to see how each of the candidates took a stand on disability and what they pledged to do for our community. We put together a than 2016 election center on our website dedicated to providing information and external links related to the current election, specifically going out to the campaigns and any time they made a reference specifically to disability. We had a section on statistics and data, providing information about the disability community participation in the election. You heard some stats from Helena earlier about the size of eligible voters this year and how large that was. The voter resource center on our website, a whole compilation of links and external resources and information about registering, getting educated about the election and the political process, how to go vote and have assistance with voting or getting a ride to the polls. Really had a use your power to take advantage of current resources to get more people engaged in the political process. So that's really a quick overview. If anyone has any questions specifically, we can certainly address that during the discussion period, or anyone is welcome to follow up with me individually over the phone or over email. But for now, I want to turn it over to some of our partners at the state level who have reported on some of their activities and agreed to share some of that information with us on the call today. We have a couple of folks I want to call on. First, Dolores from California. If you are on the line, can you press * 6 to unmute yourself and tell us a little bit about how you organized in California? >> (There was no response.) >> Zach Baldwin: Dolores if you're on, we can't hear you yet. Please press * 6 to unmute yourself. (Pause.) >> Zach Baldwin: Okay, we may not have Dolores with us. How about Chris from New Jersey? Are you on the line? (There is no response.) >> Zach Baldwin: Chris, if you're on the line, I need you to press * 6 to unmute yourself so we can hear you. (There is no response.) >> Zach Baldwin: All right, we're batting 0 for 2 on that one. I assume they must have had a conflict come up. How about CJ in South Dakota. If you are on the line with us, please press * 6 to unmute yourself. (There is no response.)
Rev War Weekend 2016 Schedule of Events Saturday, October 1, 2016 Cowpens National Battlefield: 864-461-2828 71st Highlanders Encampment - 9am-5pm. Event is free to the public. Firing demonstrations at 10:30, 11:30, 1:30, and 2:30 Walnut Plantation: 864-596-3501 Festifall - 10am-9pm. Weapons firing demonstrations, cavalry, music, and authors 10:00 – Open – Explore the newly designed giftshop showcasing the work of 12 local artists and exciting souvenirs from Walnut Grove 12:00 Reenactment of Bloody Bill Cunningham’s raid 2:00 Battle Demonstration 5:00 Fireside chats – Talk with reenactors and docents at their campfires and throughout the grounds. 6 -9 Lanterns and Legends: Spirits of the Revolution – Travel the original roadbed of colonial transportation while hearing from soldiers about America’s war for independence. Guided by lantern light, pay a visit to the family cemetery and you’ll never know who you’ll meet. Sunday, October 2, 2016 Cowpens National Battlefield: 864-461-2828 71st Highlanders Encampment - 9am-3pm. Event is free to the public. Walnut Grove Plantation: 864-596-3501 Festifall - 10am-4pm. Weapons firing demonstrations, cavalry, music, and authors 10:00 – Backcountry Prayer Meeting – a Sunday service reminiscent of the upcountry’s early settlers. 1:00 Reenactment of Bloody Bill Cunningham’s raid 2:00 Battle Demonstration Cherokee County History and Arts Museum: 864-489-3988 Spirits of Independence 2pm – 5pm Thursday, October 6, 2016 Cowpens National Battlefield: 864-461-2828
Education Center for Career Advancement EVIT Practical Nursing Program PRACTICAL NURSING STUDENT HANDBOOK 2015/2016 Policies within this handbook are subject to change. REVISION 1.Updated 12/10/15 EVIT Practical Nursing Student Handbook Table of Contents Introduction……………...............................................................................................................4 Nursing Program Philosophy & Overview Program Goals…………………………………………………………………………….5
Appendix A Performance Standards and Functional Abilities for Nursing Students Individuals enrolled in EVIT Practical Nursing Program must be able to perform essential skills as described in this document. If a student believes that he/she cannot meet the standards without accommodations, the nursing program must determine, on an individual basis, whether reasonable accommodation can be made. The ultimate determination regarding reasonable accommodations will be based upon the preservation of patient safety. Functional Ability Standard Example of Activity Requirement Motor abilities Physical abilities and mobility sufficient to execute motor skills, physical endurance, and strength, to provide patient care. Mobility sufficient to carry out patient care procedures such as assisting with ambulation of clients, administering CPR, assisting with turning and lifting patients, providing care in confined spaces such as treatment room or operating suite. Manual dexterity Demonstrate fine motor skills sufficient for providing safe nursing care. Motor skills sufficient to handle small equipment such as insulin syringe and administer medications by all routes, perform tracheotomy suctioning, insert urinary catheter. Perceptual/ Sensory Ability Sensory/perceptual ability to monitor and assess clients. Sensory abilities sufficient to hear alarms, auscultatory sounds, cries for help, etc. Visual acuity to read calibrations on 1 cc syringe, assess color (cyanosis, pallor, etc). Tactile ability to feel pulses, temperature, palpate etc. Olfactory ability to detect smoke, odor, etc. Behavioral/ Interpersonal/ Emotional Ability to relate to colleagues, staff and patients with honesty, civility, integrity and nondiscrimination. Capacity for development of mature, sensitive and effective therapeutic relationships. Interpersonal abilities sufficient for interaction with individuals, families and groups from various social, emotional, cultural and intellectual backgrounds. Ability to work constructively in stressful and changing environments with the ability to modify behavior in response to constructive criticism. Negotiate interpersonal conflict Capacity to demonstrate ethical behavior, including adherence to the Establish rapport with patients/clients and colleagues. Work with teams and workgroups. Emotional skills sufficient to remain calm in an emergency situation. Behavioral skills sufficient to demonstrate the exercise of good judgment and prompt completion of all responsibilities attendant to the diagnosis and care of patients. Adapt rapidly to environmental changes and multiple task demands. Maintain behavioral decorum in stressful situations.
DISCUSSION GROUP STUDY QUESTIONS In preparation for Sunday, October 28, 2018 Passage: Revelation 13:11-18 Memory Passage: Revelation 13:18 DAY 1 – ASK FOR INSIGHT READ THE PASSAGE (a) Read Rev. 13:11-18. What is significant about this beast “rising out of the earth?” (b) Explain how this beast is related to the dragon and beast from the sea, both in appearance and activity. (c) Why does this have “2 horns like a lamb” (cf. Dan. 8:3, Rev. 5:6, 11:3ff, & Matt. 7:15-20 with Rev. 13:13-14)? (d) What do these horns represent? Why is it important to note that this beast “spoke like the dragon?” DAY 2 – ASK FOR INSIGHT READ THE PASSAGE Read Rev. 13:11-18. Why is the healed mortal wound of the first beast mentioned again (v. 12)? What is the significance of this beast working and exercising authority “in the presence of” the first beast (vs. 12, 14)? What is the primary purpose of this 2nd beast? Explain the phrase, “the and its inhabitants” (i.e. how do each functionally obey the beast?)? DAY 3 – ASK FOR INSIGHT READ THE PASSAGE Read Rev. 13:11-18. Why is this sign (v. 13) mentioned (cf. Deut. 13:1-3, 1 Kgs. 18, esp. vs. 39-40, & Rev. 11:3-6)? How does this beast “give breath to the image of the beast” resulting in it “speaking,” especially in light of Rev. 9:20? What is the name of this beast throughout the rest of Revelation (cf. 16:13, 19:20, & 20:10) and how does it help you understand its mission as described in 13:11-18?
REVELATION Chapters 1-3: Jesus Speaks to the Churches Approaches to the book of Revelation: When will these things happen? Preterist View – Historicist View – Futurist View – Symbolic View – Letters to the Seven Churches Ephesus – The Steadfast Church Smyrna – The Persecuted Church Pergamum – The Morally Compromising Church Thyatira – The Doctrinally Compromising Church Sardis – the Counterfeit Church Philadelphia – The Obedient Church Laodicea – The Materialistic Church REVELATION Chapters 1-3: Jesus Speaks to the Churches The Seven Churches of Revelation Revelation 10-Week Series Reading List: Revelation Chapters 1-3 Jesus Speaks to the Churches Revelation Chapters 4-5 The Rapture and the Tribulation Revelation Chapters 6-7 The Seven Seals Revelation Chapters 8-10 The Trumpets Revelation Chapters 11-12 War in Heaven Revelation Chapters 13-14 The Antichrist and the False Prophet Revelation Chapters 15-16 The Seven Bowls of Wrath Revelation Chapters 17-19 Armageddon Revelation Chapter 20 The Thousand Year Reign of Christ Revelation Chapters 21-22 A New Heaven and a New Earth
REVELATION Chapters 17-19: Armageddon The Woman – Babylon and Rome The Beast – Empires and Kings The Woman on the Beast, 1047 AD REVELATION Chapters 17-19: Armageddon Wedding Feast of the Lamb Armageddon The Last Judgment, Michelangelo, 1541 AD