zilongwang/ReadingBank huggingface dataset:
replace muslim=1 if eventid==201505030003 replace muslim=0 if eventid==201506170035 replace muslim=0 if eventid==201506220069 replace muslim=0 if eventid==201506230056 replace muslim=0 if eventid==201506240051 replace muslim=0 if eventid==201506260046 replace muslim=0 if eventid==201507150077 replace muslim=1 if eventid==201507160061 replace muslim=0 if eventid==201507190097 replace muslim=0 if eventid==201507230080 replace muslim=0 if eventid==201508010105 replace muslim=0 if eventid==201508020114 replace muslim=0 if eventid==201508190040 replace muslim=0 if eventid==201509040048 replace muslim=1 if eventid==201509130079 replace muslim=0 if eventid==201509300082 replace muslim=0 if eventid==201511010076 replace muslim=1 if eventid==201511040056 replace muslim=0 if eventid==201511060053 replace muslim=0 if eventid==201511150043 replace muslim=0 if eventid==201511190054 replace muslim=0 if eventid==201511230084 replace muslim=0 if eventid==201511270001 replace muslim=1 if eventid==201512020012 replace muslim=0 if eventid==201512050031 replace muslim=0 if eventid==201512080038 replace muslim=0 if eventid==201512110031 replace muslim=0 if eventid==201512260016 tab perpetrator if muslim==1 & noa!=. tab perpetrator if muslim==0 & noa!=. ** Recode cases with multiple lines in the dataset ** [Igniting envelope] ** Main case: 201101060018 ** Sub-case: 201101060019 ** Sub-case: 201101070001
Errata At Dearborn™ Real Estate Education, we are proud of our reputation for providing the most complete, current, and accurate information in all our products. We are committed to ensuring the kind of quality you rely on. Please note the following changes, which will be reflected in the next printing of Real Estate Brokerage: A Management Guide, Ninth Edition. Page/Location Was Change to 137, second paragraph That may also mean helping people with divergent views, self-protecting instincts, and other bones they want to pick make some concessions. That may also mean helping people with divergent views, self-protecting instincts, and other bones they want to some concessions. 329, first bullet Credits checks performed by a third-party consumer reporting agency (CRA) provide information about character, general reputation, and lifestyle as well as the customary credit information. Credit checks performed by a consumer reporting agency (CRA) provide information about character, general reputation, and lifestyle as well as the customary credit information. 426, second paragraph Companies can also engage the services of commercial enterprises that develop quality service programs and surveys, such as QSC (www.qualityservice.org), or use NAR’s survey service. Companies can also engage the services of commercial enterprises that develop quality service programs and surveys, such as QSC (www.ratedagent.com), or use NAR’s survey service.
Step 4 38,997 Step 5 40,179 Step 6 41,361 Step 7 42,543 Step 8 43,724 Step 9 44,906 Step 10 46,088 Pay Plan/Series/Grade/Step: GS-301-7/9 Rate: $44,906 Employee’s Position Administrative Officer Pay Plan, Series, Grade and Step: GS-341-7/9 Rate of Pay: $44,906
Real Estate (RE) & real estate services as an industry; Conceptual aspects of RE; RE, the economy & national development; National, Regional and Global Environment of Real Estate. 3 Getting started in Real Estate: Qualities, Attributes and Skills; Knowing/ understanding the business environment; Visioning & Strategic Planning – tools, techniques and methods; MS/MJ Handouts; Formation of Groups/ Teams; Assignment No.1; 4 The Institutional & Regulatory Frameworks of the RE Industry ~ the operating environments:- RE companies, brokers, agents; Public & private sector entities; Other Allied Service providers - (vocational/professional); MS/ MJ/ Lecturer Handouts; 5 & 6 The Institutional & Regulatory Frameworks of the RE Industry (cont’d) ~ the operating environments:- Real Estate Finance, Mortgages Local Laws/ Regulations governing the RE trade and associated transactions; Understanding Leases, Deeds, Wills, Contracts, Power of Attorney, etc.; Managing RE transactions, from listing to closing; The art of Negotiating; MJ/ Guest Lecturer(s) {Assignment No.2}; Agency Law, Contract Law; Real Property laws/ regulations, etc.; Including residential, commercial/ industrial properties; 7 PRINCIPLES OF APPRAISALS Valuation theory; Determining the of a property; Guest Lecturer(s)/ MS Handouts; Assignment of Group Projects; Quiz;
STATE OF NEW JERSEY DIVISION OF FAMILY DEVELOPMENT CONTRACT ADMINISTRATOR: CONTRACT NUMBER: NAME OF AGENCY: CONTRACT PERIOD: INDEX OF REQUIRED CONTRACT DOCUMENTS This index provides details of all required documents that must either be included with the contract package (see checklist) or must be available on site for inspections as noted in the Document Verification Sheet (DVS). Forms that are not included in the following pages, can be found by accessing the website at and clicking on the link for Standard Contract Documents. Document Required with first Contract and as Amended Required Annually and as Amended Checklist Required for on-site - DVS Form Check if submitted with package Contract Documents Standard Language Document (SLD) with original signatures (additional copies requested must also have original signature) 2 copies A (including summary sheet and supporting schedules) 3 copies B – Budget Form with all required forms, schedules, and signatures 3 copies Executive Order 129 (Public Law 2005, Chapter 92) Source Disclosure Certification Form ● Federal Funding Accountability and Transparency Act (FFATA) Worksheet (if applicable) ● Certification of Suspension and Debarment ● Copies of Subcontract/Consultant Agreement(s) ● Private/Public Donor Agreement (s) for Match Responsibilities ● HIPAA Business Associate Agreement (BAA) ● ● A copy of the Acknowledgement of Receipt of the New Jersey State Policy and Procedures for EEO/AA ● Liability Insurance Declaration Page and/or Malpractice Insurance ● Bonding Certificate ● Applicable Licenses (business and professional licenses) ● Current Affirmative Action Certificate or copy of renewal application sent to Treasury (AA302 – Affirmative Action Employee Information Report) ● Health/Fire Certificates ● Certificate of Occupancy or Continued Certificate of Occupancy ●
Contract Period: to Agency: Certification: We certify that the information contained in, or attached to, this contract document is accurate and complete. __________________________________ ________________________ Chair, Board of Directors Date (Original signature) __________________________________ ________________________ Executive Director Date (Original signature) Please List Authorized Signatories for contract documents, checks, and invoices: (List full name and title) Name Title Name Title Name Title STANDARDIZED BOARD RESOLUTION FORM – page 2 of 2 The Board endorses the following commitments as defined in this document: Health Insurance Portability and Accountability Act (HIPAA)* Specific to (Health Insurance Portability and Accountability Act), the above noted Provider Agency is deemed a covered entity and must submit the required Business Associate Agreement.
Rearranging Formulae Make the subject of the following formulae: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) Rearranging Formulae Make the subject of the following formulae: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) Answers/Worked Solutions
Friday, before and after holidays Frequent unreported absences, later explained as Unusually high incidence of colds, influenza, upset stomach, headaches Frequent use of unscheduled vacation time Leaving work area more than necessary (e.g. frequent trips to water fountain and bathroom) Unexplained from the job with difficulty in locating employee Requesting to work early for various reasons Withdrawn or improperly talkative Spends excessive amount of time on the telephone Has sense of Displays violent behaviour Avoids talking with supervisor regarding work issues Relationship to others on the Job: to real or imagined criticism (paranoid) Avoiding and withdrawing from peers Complaints from Borrowing money from fellow employees Persistent job transfer requests Complaints of problems at home such as separation, divorce and child
Creating several lots from one or more existing properties (or Creates strata ownership – Different kind of (a defined space) Historic co-op’s, own the land but not a subdivided land registered at the land title (subdivision by shared interest) Purpose Create economical housing situation Unrealistic to not be able to pieces up Allows people with less cash to have land interests Smaller title, allows bank more confidence (securities are easy to recoup) Land Development – Increased generation of income. More value from more titles, more value from overall landbase. More Flexible ownership paradigms. Includes airspace titles (land on top of residential base units), creates multiple titles. Co-Op housing Strata Ownership (prevents joint title ownership which can be hampered by the inability to maneuver it individually rather than as part of a single title) Normal Subdivision Taking one title and splitting it into two. Bareland Strata Create a strata plan, leads to property 1 / strata plan 1 Property 2 / strata plan 1 Strata plan 1 (title for common property as well) May be preferable to building houses as road/pipes etc are common property of the strata and need to be maintained by strata fees. Marketability is different based on strata v house Building Strata Duplex or 2 unit building – separate titles along with a common title (shared utilities) Can choose between separate lots or single lots In the event easements or covenants are not applicable, turning it into a strata development allows you to subdivide where you couldn’t before Co-Operative Corporation Give the land title to a corporation, issue shares, put property on share certificate and transfer the ownership in this fashion Creates a kind of strata without legislation Or giving 200-300 year pre-paid leases. Entire goal is to create a separate property interest that would allow independent management. Fractional Interest Can try to split a land title into pieces via easements and restrictive covenants on a single title
[12:11:18 PM] shima karami: facing chalengable cases to solve [12:11:50 PM] shima karami: struggleing against guilt and crimes [12:12:14 PM] shima karami: the style of his clothing My own rom – it has a perfect view – you can see the beach from its window and I have sun shine light in to my room every morning – huge and with good facilities like bed, table, closet Big mall near my house – find any kind of clothes you want casual or formal clothes – with reasonable price – most of the famous brand are available – sellers are helpful and kind and give you good advice to buy thing that is really suits you If a foreign comes to your country, what kind of food do you want to recommend and why? Pizza – it is a traditional food which made in Italy for the first time – it is really delicious and if it is made from good ingredients it is healthy too – you can find some types of pizza exclusively in Italy which taste wonderful – it is cheap and affordable for students – they can have it as their main meal in the university for lunch Recently I am reading a book named sherlook holmes – it is wonderful – thriller book – I learn a lot about crime and investigation methods police use – fill my leisure time with exciting story –
Telephone – accessible everywhere and every time – with cell phone – fast – they may not be online right the moment you need them but they always have their cell phone with them- in emergency situation you can access to them properly Sister – he is not social person like me - too shy have few friends – do not like to attend university and she started to work when she finished high school – she do not pay attention to sports but I am a professional athlete – Agree – teacher can refer them to internet sources – they can do their research in their school – they can use their time more efficient by not taking notes during the class and just have the presentation file which their teacher use on their monitors Intelligence – help solve my problem in my studies – help to improve my knowledge – encourage them to work harder to achieve their goal – start job together and become successful because I was the manager of the job My own – I have enough knowledge about it – and I have equipment which is needed- it is cheaper – faster – when someone else do it for you it takes log time until they take it and bring it back Agree If they want they can – they need just more effort – they are more experienced so they can perform better – they
Request One Time Payment (Options) OTP’s Lump Sum > Award Lump Sum>Bonus-Annual Lump Sum> Bonus-Collection Lump Sum>Commission Lump Sum> Gift Card Lump Sum> Non-Safety% Lump Sum> Performance Bonus % Lump Sum> Performance Longevity/Blue Lump Sum> Referral Bonus Lump Sum>Relocation Non-Taxable Lump Sum>Relocation Taxable Lump Sum> Safety% Lump Sum> Safety Bonus Lump Sum>Sign-On Bonus Lump Sum>Tooty Lump Sum> Year End
God great and transcendent enough to have good reasons for allowing it to continue that you can’t know. Indeed, you can’t have it both ways.” (Reasons, Chapter 2) Second, it is a mistake, though an understandable one, to think that if you abandon belief in God it somehow makes the problem of evil easier to handle. In fact, evil and suffering (if anything) provide evidence for God’s existence. Philosopher Alvin Plantinga explains: “Could there really be any such thing as horrifying wickedness [if there were no God and we just evolved]? I don’t see how. There can be such a thing only if there is a way that rational creatures are supposed to live, obliged to live…. A [secular] way of looking at the world has no place for genuine moral obligation of any sort…and thus no way to say there is such a thing as genuine and appalling wickedness. Accordingly, if you think there really is such a thing as horrifying wickedness (…and not just an illusion of some sort), then you have a powerful…argument for the reality of God].” (Philosophers Who Believe, p. 73) Yet, all this philosophizing doesn’t really help when your heart is broken and you are hurting. It doesn’t really answer the question “Why?” And the hard reality we have to come to grips with is that God doesn’t give us the answer to that question for each experience of pain. What he does give is Jesus. Jesus came to earth to deliberately put himself on the hook of human suffering. In Jesus, God experienced the greatest depths of evil and pain. Jesus was profoundly shaken by evil and suffering. In the garden before his arrest, his soul was “overwhelmed with sorrow to the point of death” (Mark He showed all the signs of being in physical shock (Luke 22:44). He begged the Father to save him from what he was going through (Luke 22:42). On the
A. To be completed by the Transcription Company or the Reporter [Authorized to access court audio recordings to prepare transcripts.] Date Submitted: Company Name: Charest Reporting Inc. Street Address: 16th Floor - 885 West Georgia Street City & Province: Vancouver, B.C. Postal Code: V6C 3E8 Phone Number: 604-629-2069 Contact Person: Eric Mark OR Court Reporter: Phone Number: 604-629-2069 B. To be completed by the Ordering Party(ies) [e.g., legal office/counsel/litigant/corrections/Court Services] Date: Lawyer’s Name: Law Firm: Street Address: City & Province: Postal Code: Contact Person: Phone Number: Fax Number: Address: [The finalized oral document will be delivered to this email address.] Required for appeal or imminent court purposes: Type Yes or No [If yes, the presiding Justice will confirm priority and the request will be processed accordingly.] Transcriber/Court Reporter Notations: Name of Judge: Case Name: Type shortened style of cause Action/Docket: Registry: Date(s) of Hearing: Date of Judgment: Please attach a full style of cause, which includes counsel’s names in attendance. This document should be saved in its original word format. Ordering Party Notations: Press F11, Type Date. Message to the Ordering Party(ies): Re: As requested please find attached a copy of the official oral transcription document you ordered regarding the matter. We you find the attachments are in order.
PhD Students Supervisor (University of Alberta students) Asma Zafar Chang Lu Hills Maxim Ganzin Onolee Nordstrom (co-) Jo-Louise Huq Ellen Crumley Zhen Zhang Kathy Belton (Co-Supervisor) Yasmeen Krameddine (Co-Supervisor) School of Business School of Business School of Business School of Business School of Business School of Business School of Business School of Business School of Public Health Faculty of Medicine (Psychiatry) 2014 - 2013 - 2012 - 2011 - 2011 - 2009 - 2015 2010 - 2012 2011 - 2014 2007 – 2010 - 2014 Supervisory Committee Member (University of Alberta students)
Evelyn Micelotta Nick Fairclough Alison Minkus Megan McDougald Diane Kunyk Jon Edwards Sarah Wall Enrique Fernandez Sarah Hewko School of Business School of Business School of Business School of Business Faculty of Nursing Sports Management Department of Sociology Chemical Engineering Faculty of Nursing 2009 - 2015 2008 - 2007 - 2015 2008 - 2011 2008 - 2011 2006 - 2012 2009 – 2011 2010 – 2013 - Masters Students () Carolyn Trumper External Examiner for PHD defense Faculty of Extension 2010 - 2011
PROTECTION OUT CT ALARM CT ALARM R-PHASE CT Y-PHASE CT ALARM B-PHASE 87B TRIP TRIP TRIP Y-PHASE TRIP B-PHASE SPARE SPARE SPARE SPARE PROTECTION OUT CT ALARM CT ALARM R-PHASE CT ALARM Y-PHASE CT B-PHASE 87B TRIP TRIP R-PHASE TRIP Y-PHASE TRIP SPARE SPARE SPARE SPARE SPARE SPARE PROTECTION OUT CT CT R-PHASE CT ALARM Y-PHASE CT ALARM B-PHASE 87B TRIP TRIP TRIP Y-PHASE TRIP B-PHASE SPARE SPARE SPARE SPARE SPARE SPARE
Media Coverage Florida, R. The High Cost of Closed Borders: Where Immigrant Populations Live Tells Us a Lot About How they Improve the U.S. Economy. The Atlantic – Citylab. (January 10, 2017). Presentations Conference Presentations Tesfai R, Ruther M, Madden J. “Precursors to Neighborhood Revitalization? Immigrant Growth and Neighborhood Change in New and Traditional Settlement Areas.” Presented at the American Sociological Association, August 2017, Montreal, QC, Canada Ruther M., Tesfai R., Madden J. “Foreign Born Population Concentration and Neighborhood Growth and Development within U.S. Metropolitan Areas.” Presented at the American Sociological Association, August 2016, Seattle WA. Tesfai, R. “Black Immigrants and the U.S. Labor Market: The Role of Occupational Mismatch in Earnings” Presented at the Population Association of America Annual Meeting, March/April 2016, Washington D.C. Tesfai, R. “Continued Success or Caught in the Housing Bubble? U.S. and Foreign-Black Housing Market Outcomes from 2007-2011” Presented at the Population Association of America Annual Meeting, April 2015, San Diego CA. Tesfai, R. “Black Immigrant Segregation: An Investigation of the Primacy of Race in Locational Attainment” Presented at the American Sociological Association Annual Meeting, August 2014, San Francisco CA. Tesfai, R. “Schooling Progress in the U.S. and Canada: Context’s Effects on Assimilation Patterns of Immigrant Blacks” Presented at the American Sociological Association Annual Meeting, August 2014, San Francisco CA. Tesfai, R. “Black Immigrant Segregation: An Investigation of the Primacy of Race in Locational Attainment” Presented at the Population Association of America Annual Meeting, May 2014, Boston MA. Tesfai, R. “Do Black Immigrants Earn more than U.S.-born Blacks? New Evidence on an Old Question.” Presented at the International Conference on Migration and Well-Being: Research Frontiers, January 2013, Tel Aviv Israel Tesfai, R. “The Interaction between Race and Immigrant Status on the Housing Market: Homeownership and House Value of Black Immigrants in the United States.” Presented at the American Sociological Association Annual Conference (Roundtable), August 2012, Denver CO.
Anon. 2005. ‘Nerina Shute.’ Contemporary Authors Online. Gage Literature Resource Center. (Last accessed 28 July 2015). Berlant, Lauren. 2008. The Female Complaint: The Unfinished Business of Sentimentality in American Culture. Durham, NC.: Duke University Press. Black, Helen C. 1893. Notable Women Authors of the Day: Biographical Sketches. Glasgow: David Bryce and Son. Braudy, Leo. 1986. The Frenzy of Renown: Fame & Its History. New York & Oxford: Oxford University Press. Clay, Catherine. 2013. ‘The Woman Journalist, 1920–1945.’ The History of British Women’s Writing, 1920–1945. Vol. 8. Ed. Maroula Joannou. Basingstoke: Palgrave Macmillan. 199–214. Conley, Tom. 2001. ‘The Talkie: Early Cinematic Conversations.’ Talk Talk Talk: The Cultural Life of Everyday Conversation. Ed. S. I. Salamensky. New York & London: Routledge. 83–93. Dahlquist, Marina, ed. 2013. Exporting Perilous Pauline: Pearl White and the Serial Film Craze. Urbana, Chicago & Springfield, IL: University of Illinois Press. deCordova, Richard. 2001. Picture Personalities: The Emergence of the Star System in America. Urbana, IL: University of Illinois Fraser, Hilary, Judith Johnston and Stephanie Green. 2003. Gender and the Victorian Periodical. Cambridge: Cambridge University Press. Glancy, Mark. 2014. Hollywood and the Americanization of Britain from the to the Present. London & New York: I. B. Tauris. Gibian, 2001. Oliver Wendell Holmes and the Culture of Conversation. Cambridge: Cambridge University Press.
Mid-Tudor Rebellions Western Rebellion – 1549 A mixture of the introduction of the Book of Common Prayer, poor economic conditions and the enforcement of the English language liturgy led to an explosion of anger in Devon and Cornwall. From this, rebels brought the South-West to a stand-still and waited for the government to come to them. They were eventually defeated by the royal army. Causes ECONOMIC among sheep farmers at Somerset’s sheep tax SOCIAL Social tensions between peasants and landowners RELIGIOUS The rebels wanted “the Mass in Latin as before”. The rebellion is nicknamed the “Prayer book rebellion” as it was mainly caused by Somerset’s 1549 prayer book and other religious reforms. POLITICAL Local government officials who administered the sheep tax were insensitive and unpopular with local people. Key Details GOVT ARMY COMMANDERS WHO FOUGHT IT Lord Russell LEADING REBELS No major names PLACES WHERE REBELS WON Nowhere WHERE THE REBELS WERE DEFEATED Clyst St Mary, near Exeter - Russell slit the throats of 900 rebel prisoners killed in 10 minutes! Threat Level NUMBER OF VICTORIES 0 DID THE REBELS GET CLOSE TO LONDON? No, their aim was to bring the South West to a stand still and make the government come to them. THREAT TO SOMERSET’S LIFE? No THREAT TO SOMERSET’S POSITION? Yes (the rebellion demonstrated the strength of opposition to Somerset) THREAT TO STABILITY OF GOVERNMENT? No DID THE REBELS ACHIEVE THEIR AIMS? No (and once Somerset had been removed, Northumberland introduced even more Protestant changes)
TO THIS YOU WERE CALLED BECAUSE CHRIST SUFFERRED FOR YOU NOW CHOOSE LIFE LEAVING YOU AN EXAMPLE THAT YOU WOULD FOLLOW IN HIS STEPS SO THAT YOU MAY LIVE AND THAT YOU MAY LOVE THE LORD YOUR GOD LISTEN TO HIS VOICE AND HOLD FAST TO 1 PETER 2:21 HIM. FOR THE LORD IS LIFE AND WE KNOW THAT IN ALL THINGS GOD WORKS FOR THE GOOD OF THOSE WHO LOVE HIM WHO PROVERBS 1:10 HAVE BEEN CALLED ACCORDING TO HIS PURPOSE ROMANS 8:28 DEUT. 30:19-20
WEEK 4 - CRAFTS < Potpourri Heart (This is week one of a two-week project.) MATERIALS: Scrap cloth pieces, scissors, rose petals and/or tissue paper, eucalyptus oils/spices, glue gun, large needles, appropriate size thread, cloth marking pens Make “heart” patterns ahead of time. Give each child a pattern and cloth; show them how to cut two hearts. Have them cut a smaller heart from cloth. Show them how to use the marker to write “Thy Word have I hidden in my heart.” on the smaller heart. Help them glue the smaller onto the face of one of the larger hearts. This will be the front. They will finish next week. GUIDED CONVERSATION As the children work on projects, discuss the importance of putting God’s Word in our hearts. What does it mean to have God's Word in our hearts? Is it possible to have God's Word in our minds and not have it in our hearts? How can you tell if someone has hidden God's Word in their hearts?
What brings you and your partner to therapy? _______________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ How concerned are you and your partner about the problem (circle the one that applies): Level of Concern □ No concern □ Little concern □ Moderate concern □ Serious concern □ Very serious concern Frequency □ No occurrence □ Occurs rarely □ Occurs sometimes □ Occurs frequently □ Occurs nearly always Partner: of Concern □ No concern □ Little concern □ Moderate concern □ Serious concern □ Very serious concern Frequency □ No occurrence □ Occurs rarely □ Occurs sometimes □ Occurs frequently □ Occurs nearly always
No issues distract from the overall effectiveness of the paper. 1-2 issues distract from the overall effectiveness of the paper. 3-4 issues distract from the overall effectiveness of the paper. 5 or more issues distract from the overall effectiveness of the paper. TOTAL:
Role in Organisation: Occupation: Address: Address: Postcode: Postcode: Telephone: Telephone: E-mail: E-mail: Relationship with you: Relationship with you: Previous Organisation: Name: Role in Organisation: Address: Postcode: Telephone: Email: Relationship with you: Previous employer/Other Organisation: Name: Role in Organisation: Address: Postcode: Telephone: Email: Relationship with you:
Human Services - DDS website as an information resource for families and individuals. The webpage currently includes the following: Information on Self Determination Self Direction services; DDS Self Determination Policy*; ‘Choosing Which Service Method is Best for Me’ brochure*; ‘Choosing How Services are Delivered for Self-Advocates’ brochure; ‘A Guide to Self-Direction for Self-Advocates’; Overview of Self Determination and DDS Service Models Staff Training Module; Training and outreach calendar, updated routinely, listing the variety of self-directed support information opportunities statewide; and Contact information for the four Regional Self-Directed Support Managers and local Area Office Self Direction Information Liaisons. The website will be updated with new resource information as it becomes available. *Also available in Chinese, Haitian Creole, Khmer, Korean, Portuguese, Russian, Spanish and Vietnamese The Regional Self-Direction managers and other DDS staff provided statewide outreach, information and education opportunities regarding self-direction services and options via a wide variety of forums, as follows: Self-Advocacy Events and Human Rights Group Meetings and Trainings; Recurring and regularly scheduled Regional Information Forums for prospective participants and families; Local transition events, provider training forums and workshops; Local Area and Regional Family Information/ Training Forums, sponsored by Family Support Providers and Family Advocacy Groups; Arc Massachusetts in collaboration with DDS invited affiliate providers to conduct regional information sessions, “Learning about Self Directed Support Options”, for families and individuals. Four Arc providers hosted forums in June; Statewide Autism, Family Support, Human Rights and Conferences; Recurring Regional DDS/Agency with Choice Provider meetings to share ideas and best practice in increasing self-directed support participation statewide; and Participant Forums, statewide for individuals and families who participate in self-directed services to share information, resources and support. There are five recurring forums held across the state. forums also offer opportunities for new families and individuals to join them to learn about their experiences as well as group leadership opportunities. Advocacy
Grades 3-5 Month Core Recommended Reading Journal Writing Prompt September Respect Dahl, Roald Charlie and the Chocolate Factory Dr. Seuss. Horton Hears a Who! Dr. Seuss. Horton Hatches the Egg Pilkey, Dave The Paper Boy Sachar, Louis There’s a Boy in the Girl’s Bathroom Rockwell, Thomas. How To Eat Fried Worms Davies, Jacqueline The Lemonade War Blubber What are the benefits of treating yourself and others with respect? Can we show respect for living things and the environment? If so, how? Cite evidence from the texts to support your answer. October Responsibility November Citizenship December Fairness January Pursuit of Excellence February Kindness March Cooperation
Grade K-2 Core Value Recommended Reading Journal Writing Prompt September Respect Beaumont, Karen. I Like Myself! Brimner, Larry Dane. School Rules Carle, Eric. The Grouchy Ladybug DePaola, Tomie. Now One Foot, Now the Other Henkes, Kevin Chrusanthemum Lester, Helen.Tacky the Penguin Lobel, Arnold. Frog and Toad Are Friends Shannon, David. No, David! Shannon, David. David Gets in Trouble Shannon, David. David Goes To School Draw or write to tell about ways to be respectful. Cite specific details from the text to support your response. October Responsibility Berenstain, Jan. Berenstain Bears and the Messy Room Christelow, Eileen. Five Little Monkeys with Nothing to Do Clark, Emma It Was You, Blue Kangaroo! Henkes, Kevin Lily’s Purple Plastic Purse Henkes, Kevin. Weekend with Wendell Poole, Amy Lowry The Ant and the Grasshopper Isobel Finn & Jack Tickle. The Very Lazy Ladybug Lester, Helen. It Wasn‟t My Fault Draw or to tell about things you do that show responsibility. November Citizenship December Fairness January Pursuit of Excellence Aesop’s Fables, The Tortoise and the Hare Dr. Seuss, Oh The Places You’ll Go!
Select 'My Account' on the left side panel, Select 'Manage from the drop down menu, Select a user, ‘Update broadcast emails’ icon, Check the relevant boxes, and ‘Update’ button. Update user business area contact preferences To update business area contact preferences for a user of your REC Registry account: Select ‘My account’ on the left side Select ‘Manager users’ from the drop down menu, Select a user, Select ‘Update details’ icon, Update the required fields, and Click ‘Update’ button. Reset user passwords To reset an account users password: Select ‘My account’ on the left side panel, Select ‘Manager users’ from the drop down menu, Select a user hyperlink, Select ‘Reset password’ icon, and Click ‘Confirm reset password’. Suspend account users To suspend an account users access to your REC Registry account: Select ‘My account’ on the left side panel, Select ‘Manager users’ from the drop down menu, Select a user hyperlink, Select ‘Suspend’ icon, the ‘Reason for suspension (to be sent to the user)’, and Click ‘Confirm suspend’ button. Delete account users To delete an account user from your REC Registry account: Select ‘My account’ on the left side panel, Select ‘Manager users’ from the drop down menu,
Wednesday Time Studio 1 Studio 2 Studio 3 Rec. Tap/Ballet (5-6 yr olds) Avalanche Avengers BOYS Tap & Hip Hop ages 8-14 yrs *Teacher permission Mommy & Me ages 18-24 months and moms Recreational Hip Hop (6-11 yrs) Creative Movement Ages 2-3 yrs Recreational Hip Hop ( 11+ yrs.) Rec. Tap/Ballet (3-4 yr olds) Hip Hop Crew *Teacher permission Thursday Time Studio 1 Studio 2 Studio 3 Acro & Conditioning Beginning Ballet Rec Tap/Ballet (5-6 yrs) Int Ballet Ms. Silvia Rec Jazz/Tap (6-8 yrs) Beg. Pointe *Teacher permission Rec Jazz/Tap Teens (ages 12+) Adv. Ballet Ms. Silvia =10:00 Pointe *Teacher permission
oring Monday Tuesday Wednesday Thursday Ms. Gonzalez 8:00am - 8:40am or afterschool by appointment 8:00am - 8:40am or afterschool by appointment Mrs. Davis 4:00pm - 4:40pm 8:00am - 8:40am morning by appointment for athletes Mrs. Velarde 8:00am - 8:40am & A Lunch 8:00am - 8:40am & A Lunch afterschool Mrs. Droke 7:45am - 8:40am 7:45am - 8:40am Mrs. Soto 8:00am - 8:40am 8:00am - 8:40am Mr. Gomez 8:00am - 8:40am 8:00am - 8:40am Mrs. Condra 8:00am - 8:30am or 4:00pm - 4:30pm 8:00am - 8:30am or 4:00pm - 4:30pm 8:00am - 8:30am or 4:00pm - 4:30pm 8:00am - 8:30am or 4:00pm - 4:30pm Mrs. De Santiago 8:00am - 8:40am 8:00am - 8:40am MATH LAB TUTORS AVAILABLE-A310 8:00-8:40 M-F A M, W, F 4:00-5:00 M & F RAMS ADVANCEMENT CENTER-(next to A110) 8:00-8:40 M-THUR-TSI Intervention
Evering Avenue Poole BH12 4JG Evering Avenue Poole BH12 4JG Ambers Group LTD (Nurseries and After School Clubs) Administration Lead Evering Avenue Poole BH12 4JG Oak Academy Administration Lead Duck Lane Bournemouth BH11 9JJ Bayside Academy Administration Lead Turlin Road Poole BH16 5AH Queen’s Park Academy Administration Lead East Way Bournemouth BH8 9PU Elm Academy Administration Lead Holloway Avenue Bournemouth BH11 9JN St Aldhelm’s Academy Administration Lead Herbert Avenue Poole BH12 4HS King’s Park Academy Administration Lead Ashley Road Bournemouth BH1 4NB Tregonwell Academy – Nigel Bowes Administration Lead 70 Ensbury Avenue Bournemouth BH10 4HG LeAF Studio Administration Lead Holloway Avenue Bournemouth BH11 9JW Tregonwell Academy – Petersfield and Throop Learning Centre Administration Lead Petersfield Road Bournemouth BH7 6QP Longspee Academy Administration Lead Learoyd Road Canford Heath Poole BH17 8PJ EQUAL OPPORTUNITIES MONITORING INFORMATION: No Prefer not to say
Part B: To be completed by Human Resources only Employee and Post Details Trust Start Date: Assignment No: Hospital Site: Department: Position Number Pay Band and of Scale:: Contacted Hours: Full Time Salary Fixed Term Expiry Date: Incremental Date: Payments / Allowances Details Trust Accommodation Allowance (Duration): Trust Accommodation Allowance (£): Non Trust Accommodation Allowance (Duration) Non Trust Accommodation Allowance (£) International Recruitment Allowance (£): On Call Allowance: Golden Hello Payment (£): Golden Hello payment date: Advanced Payment made (£) Recruit and Retention Premium: Monthly/Annual DBS Deduction: Standard / Enhanced Other Allowances: Other Deductions: Signature………………………………………………………… (HR Admin) Date………………….
7. Signature of relevant personnel: SECTION 2 Study Details This section must be completed. Applicants are no longer required to submit a study protocol. Instead, the relevant information concerning the proposed study is to be provided in this section. 8. Aims and objectives of (i.e. the intention of the study, key research questions) 9. Scientific/theoretical background to study (Approx. 250 words)
previous professional relationship.” Dr. Soumelidis knew Patient A suffered from anxiety and knew she had a panic attack severe enough to land her in the hospital. But as previously mentioned, there is no evidence that he exploited this knowledge during the course of their brief relationship. Although Patient A testified that she felt sedated while in the hospital, there is no indication that she acted under the influence of medication once out of the hospital or that Dr. Soumelidis took advantage of her as a consequence. Dr. Soumelidis did not make the initial contact with Patient A after her discharge. Indeed, he had no intention of initiating a post-discharge relationship. The evidence does not show, therefore, that he had a plan to exploit Patient A based on what he had learned about her when she was his patient. When Patient A initiated contact, and Dr. Soumelidis responded, his goal was to have dinner with Patient A and see where that led. In their lengthy Facebook exchange on the evening of her discharge, there is no hint that he was trying to use her anxiety to further a sexual relationship with her. Instead, he tries to give her reasons to be calm. When they met the following day and kissed in an AutoZone parking lot, nothing suggests that Dr. Soumelidis was exploiting Patient A in any way. He reiterated an earlier request that they arrange to meet for dinner. She initially agreed. Her anxiety about being seen by someone she knew led her to back away from this plan, but this was an anxiety that might have been felt by any married person who was planning on having a romantic dinner with someone who was not their spouse. To avoid being seen, Patient A suggested they meet at the doctor’s hotel room. There is no evidence that the doctor tricked her into this meeting, or that any of the intimate contact that occurred in the hotel room was
The Board also alleges that Dr. Shafa provided substandard care in prescribing benzodiazepines to Patient D, who had a history of alcohol abuse. However, the Board’s expert testified that it was not an unreasonable risk to take by prescribing a low dosage of Klonopin to Patient D. (Clark III: 359-40.) Dr. Salzman explained that it is controversial to prescribe benzodiazepines to such a patient, but it would be reasonable to prescribe them if the patient needed them and the patient had a support system, as Patient D did. (Salzman VIII: 1265.) Additionally, Dr. Shafa noted that he discussed the use of alcohol with benzodiazepines, and Patient D did not abuse alcohol while being treated by Dr. Shafa. In both instances when Patient D admitted to abusing Klonopin, Dr. Shafa stopped prescribing it. Dr. Shafa prescribed Klonopin the second time because Patient D expressed increased anxiety before a trip and his wife agreed to distribute the pills to him. The Board did not provide sufficient evidence that Dr. Shafa failed to address or consider Patient D’s substance abuse history, nor did it provide sufficient evidence that Dr. Shafa failed to monitor Patient D’s usage of benzodiazepines. Treatment with Multiple Medications The alleges that Dr. Shafa’s prescribing multiple atypical anti-psychotics at high doses is contrary to accepted medical practice. Specifically, the Board argues that the prescription of Abilify, Zyprexa, Risperdal, and Seroquel in early 2006 was inappropriate. However, Dr. Salzman testified that it was appropriate in Patient D’s circumstances to prescribe four anti-psychotic medications because Dr. Shafa was decreasing Patient D’s dosage of Zyprexa and discontinuing Risperdal to address Patient D’s reported loss of libido. Dr. Clark also testified that the use of three anti-psychotics was controversial but does occur, that Dr. Shafa was in the process of adjusting Patient
FINANCIAL CONSIDERATION (for responsibility loading) Faculty/School/Branch (Finance Manager): This loading can be funded from existing budget: Yes ☐ No (If No, where with the budget come from?) ………………………………………………………………………………………… Name: ............................................................ Signature:............................................................... Date: ...................... AUTHORISATION Executive Dean Approved Not approved Name: .............................................................. Signature:............................................................... Date: ...................... *The Vice-Chancellor & President’s approval is required for loadings of more than 25% of salary. (Refer to for details). On receipt of this form in the HR Branch, arrangements will be made to provide relevant documents to the Vice-Chancellor & President. Recruitment Handbook Discipline/Department Head Election Procedure Effective Date: 5 February 2016 Version 1.0 Authorised by Chief Operating Officer and Vice-President (Services and Resources) Review Date: 5 February 2019 Page 2 of 2 Warning This process is uncontrolled when printed. The current version of this document is available on the HR Website.
Wd32 Education Room. Introduction to the week 11:00am Ward Round. Ward 32 Education Room. A chance to review oncology in Select one who you will present at the end of the week. Practice examination skills. Observe radiotherapy; meet patient receiving chemotherapy; visit Maggie’s Centre. Make the most of this time. It is essential you see radiotherapy being delivered so that you can explain to patients in the future what it is like. 10:30am Oncology Emergencies tutorial Ward 32 Education Room (see rota on board for tutor) Fundamental knowledge you must take away from this week. A copy of the tutorial is on the Cancer Dundee blog. 11:30am X-ray meeting with Prof Rankin Radiology Seminar Room. Opportunity to examine x-rays and CTs with radiologists. Lung Cancer Clinic. Ward 32 OPD If cancelled, ward work etc. Use this time to see your patient for Friday. Opportunity to meet patients with bedside teaching from a consultant. Chance to review radiology. 10:30am CNS MDT Level 10 Committee Room 2. Hear the histories, see the pathology and review the of patients with brain tumours. 12 noon Assessments and feedback. Ward 32 Education Room. 1:30pm Prof Rankin’s Lung Cancer Clinic. Wd 32 OPD If cancelled: Dr Fergusson’s and Dr Casasola’s Gynaecology Oncology Clinic. Wd 32 OPD. 1:30pm Prof and Dr Adamson’s Breast Cancer clinic (2 students) Dr Lord’s CNS and Lung Cancer Clinic. (1 student) Wd 32 OPD . 1:30pm Prof Rankin’s Lung Cancer clinic. If cancelled, 1 student to Dr Lord’s Lung Cancer clinic PRI. Oncology suite. (Hospital bus is free with ID and leaves 12:10pm to arrive on time) 2pm Lung MDT. Radiology Seminar Room. See how effectively a team can coordinate the journey of a patient, from diagnosis to treatment. Excellent review of CXRs and CT scans as well as PET scans. 2pm Free time Alternate weeks, biochemistry tutorial. If is anything from the week you have not had time to do, this is your chance. Tips: There is much general medicine in oncology, and many patients have very advanced disease so clinical signs can be very evident. Make the most of the patients on the ward. You can really consolidate your knowledge and clinical skills. – patients.
Vomiting Pancytopenia Oedema Rash Renal failure spinal cord compression Is best investigated with a bone scan In general has better outcomes if treated surgically Can occur only at one level in the vertebral column Dexamethasone must only be started when the diagnosis is confirmed. pleural effusions Can be treated with diuretics Can be drained Can be pleurodesed when drained to dryness Permanent drains can be inserted in certain cancer Is not screened for as is not an early stage of the disease that can be detected May present with PV bleeding Is only treated with surgery Can cause renal failure due to ureteric obstruction cancer Commonly metastasizes to the Is treated with testosterone Can be by surgery Radioactive seeds can be implanted in to the prostate to kill the tumour cells starting a patient on opiate analgaesia, you should also prescribe An anti-emetic A laxative Dexamethasone Oxygen Paracetamol
Level 9 – Masters Level 10: Doctoral OR Level 9: Masters plus an appropriate combination of the criteria in column 3 An appropriate combination of the criteria outlined in column 3 A sufficient combination of the following to demonstrate the learning outcomes of the relevant AQF level: Enrolled in PhD/Doctorate Strong academic record in a relevant discipline area Relevant professional experience Teaching, mentoring experience Performing in a role that requires high order judgement/provision of expert advice Leadership in the development of professional standards Participation in advisory boards and professional networks Peer reviewed publications in the field of study Other publications (eg. books, reports, presentations) Level 10 – Doctoral Level 10: Doctoral OR 10+ years relevant professional experience with a combination of the criteria in column 3 Relevant professional experience (10+ years) and a sufficient combination of the following to demonstrate the learning outcomes of the relevant AQF level: Teaching, mentoring experience Performing in a role that requires high order judgement/provision of expert advice Leadership in the development of professional standards Participation in advisory boards and professional networks Peer reviewed publications in the field of study Independent research carried out Other publications (eg. books, reports, presentations) FIELD OF EDUCATION (FOE) Using the, complete the required FOE details below. Broad Field Narrow Field Detailed Field E.g. Health Medical Studies Paediatrics EXCEPTIONS Are there any exceptional circumstances to the above that would justify the appointment of this academic staff member? Please provide details. If there is insufficient space please attach any justification to this form. Based on the evidence provided I am satisfied that the academic staff member has fulfilled the expectations for appointment with equivalence to AQF+1 for them to be employed as an academic in my School at the classification level requested. Head of School Name Signature Date
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Table 3.2: Summary of boreholes drilled in the Wilkinkarra Palaeovalley in 2011. SWL EC RN18782 594987 7484792 441.08 78.5 40.0 39 5 2.70 18,500 50 mm Cl12 PVC, twin piezometers installed (shallow & deep), 152 mm steel collar RN18783 595029 7482853 440.86 43 12.7 33 11.5 3.92 12,000 100 mm Cl12 PVC, 152 mm steel collar RN18784 595067 7481206 441.70 36 18.9 Not intersected 17 3.52 8,900 100 mm Cl12 PVC, 152 mm steel collar RN18785 595090 7479192 441.71 48.3 31.2 39 15 3.86 11,700 100 mm Cl12 PVC, 152 mm steel collar RN18786 621410 7462159 unknown 61.5 31.7 30.0 2.6 3.52 1,380 100 mm Cl12 PVC, 152 mm steel collar RN18787 621418 7461759 unknown 18 18.5 13 0.3 3.82 1,260 100 mm Cl12 PVC, 152 mm steel collar RN18788 577019 7468935 unknown 31 30.5 15 0.2 4.5 4,660 100 mm Cl12 PVC, 152 mm steel collar Note: 1. The coordinate system and for the easting and northing is UTM Zone 52 – WGS84. 2. The highest yield data were estimated during drilling operations. 3. The field measured electrical conductivity is the maximum value measured from each bore. 4. The SWL measurement in bore RN18782 (with twin piezometers) is for the shallow piezometers. 4. Abbreviations used above are: mad = metres above datum - AUSGEOID98 mbgl = metres below ground level SWL = standing level EC = electrical conductivity YIELD
The inferred depositional environment of the has implications for the exploration methodology for groundwater in palaeovalleys. The methods that worked effectively for shallower palaeovalley systems in the Kintore and Nyirripi regions (such as TEM) did not work as well in the deeper Cenozoic basin at Central Mount Wedge. Consequently, the experience gained from the reconnaissance-level studies for this project can be used to help guide the most effective application of different survey methods, depending on the type of palaeovalley system to be assessed.