zilongwang/ReadingBank huggingface dataset:
also examined the extent of alcohol involvement in fatal self-poisoning as concerns have been raised about the interactions of these drugs with alcohol. (Koski et al., 2002) Methods In this analysis of data on suicides, prescriptions and self-poisonings in England (2005-2012), we investigated the relative toxicity of the following benzodiazepine/sedative medications: diazepam, temazepam, chlordiazepoxide, lorazepam, nitrazepam, and zopiclone and zolpidem. The ‘Z-drugs’ were grouped into a single group of ‘zopiclone/zolpidem’, in keeping with data from the Clinical Practice Research Datalink. Data on prescriptions as provided by CPRD did not differentiate between the Z-drugs because only 1% of the prescriptions were for zolpidem. The remaining were for zopiclone. This led to our decision to merge zopiclone and zolpidem into a single category in all analyses. Data from ONS and from the Multicentre Study of Self-harm in England, in which ‘Z-drugs’ are recorded separately, showed that the vast majority of events involving these drugs (86% and 93%, respectively) were due to the ingestion of zopiclone, a figure consistent with data from the NHS Business Services Authority.(NHS Business Services Authority 2012) Data used in this study were for the eight complete years 2005 to 2012. We obtained data separately by gender and by single year of age. Data sources Deaths. Information on deaths due to self-poisoning with benzodiazepine/hypnotic medications was provided by the Office for National Statistics (ONS) on deaths
Temazepam 58 0.0170 (0.0129-0.0219) 81 0.0236 (0.0188-0.0294) 42,629 922.49 (919.40-925.59) Chlordiazepoxide 4 0.0012 (0.0003-0.0030) 4 0.0012 (0.0003-0.0030) 4,508 97.56 (96.55-98.57) Lorazepam 2 0.0006 (0.00007-0.0021) 5 0.0015 (0.0005-0.0034) 10,678 231.06 (229.52-232.62) Nitrazepam 7 0.0021 (0.0008-0.0004) 9 0.0026 (0.0012-0.0050) 8,351 180.72 (179.36-182.10) Zopiclone/ zolpidem 96 0.0281 (0.0227-0.0343) 154 0.0450 (0.0382-0.0527) 78,750 1704.17 (1699.96-1708.38) All drugs 179 288 234,846 Table 2. Fatal toxicity index – the number of suicides involving a given drug per individuals prescribed this drug relative to diazepam: single-drug only and single or first listed drug, by gender
3. The number and rate of suicides involving single-drugs or single and multiple (first-listed) drugs in England and the number and rates of non-fatal self-poisoning episodes in three centres in England, in individuals aged 15 years and over Fatal self-poisoning in England (2005-12) Non-fatal self-poisoning in the 3 centres (2005-12) Single drug Single drug and first listed drug Total N Death rate per 100,000 (95% CI) Total N Death rate per 100,000 person-years (95% CI) Average Number per year Prescription rate per 100,000 (95% CI) Diazepam 12 0.0035 (0.0018-0.0061) 35 0.0102 (0.0071-0.0142) 250 34.92 (33.41-36.48) Temazepam 58 0.0170 (0.0129-0.0219) 81 0.0236 (0.0188-0.0294) 93 12.94 (12.03-13.91) Chlordiazepoxide 4 0.0012 (0.0003-0.0030) 4 0.0012 (0.0003-0.0030) 26 3.56 (3.09-4.08) Lorazepam 2 0.0006 5 0.0015 (0.0005-0.0034) 30 4.19 (3.67-4.75) Nitrazepam 7 0.0021 9 0.0026 23 3.24
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LEAs may submit names of two participants maximum if applying for the Principal program. If a Principal Supervisor intends to participate in the Principal Supervisor program, a LEA/Charter may submit the names of three participants maximum. In the event of applications above 10 participants, early applications will receive first consideration. Fund Awards Upon closing of application window, DDOE will use predetermined criteria to distribute and award funds to eligible school districts and/or charter schools. The program manager will notify the eligible LEAs of the award amount and confirm award acceptance. Upon receipt, the DDOE Finance Department will review the submitted documentation to ensure that all required information and approvals are included, and prepare necessary financial documents and, upon approval, electronically submit to the Office of Management and Budget and the subgrantee. Award recipients will enter into an MOU directly with RELAY/NPAF for full payment of tuition. RELAY/NPAF will provide an invoice. Each award recipient organization will be asked to pay tuition totals on or before May 1, 2017. Reduction in Funding Notice Beginning in the FY18 academic year (pending fund availability), awards will be reduced for LEAs that have previously participated in the RELAY NPAF program. LEAs will only be eligible if the assigned administrator of a designated priority, focus, or focus plus school is the actual participant. Reductions will occur for other award recipients over FY18 and FY19. The goal of the reduction is to encourage LEAs to utilize Title IIA funds or other funding sources to continue their school leader development program, while funding at the state level will be used to incentivize and seed innovation for other LEAs and continue to directly support leaders in designated schools. Important Dates Announcement Date: 13, 2017 Application Due Date: March 31, 2017 Questions Due Date: March 17, 2017 Answers Provided by Date: March 23, 2017 Initial Grant Award Notification: April/May 2017 Program Start/End Date: June 2017 – May 2018
Business name: Street address: City: State: Zip: Contact name: Telephone number (business): Fax number: Email: Web address: Team Name: Garner United Methodist Church  $5,000 – Presenting  $1,500 – Gold  $500 – Bronze  [ $0 – OPTIONAL LEVEL or delete]  $2,500 – Platinum  $1,000 – Silver  $250 – Signature  [$0 – OPTIONAL LEVEL or delete] METHOD OF PAYMENT  Enclosed is my sponsorship check in the amount of $  Charge my credit card (please clearly) Card Type:  VISA  MasterCard  Discover  AMEX Cardholder’s name: Billing address: Card number: Exp. date: Security code:  Please send invoice to: We are unable to be a designated Relay For Life sponsor this year but enclosed is our donation of $ Sponsor Signature: Date: (Please sign and retain a copy for your records.)
0845 – Meet at Gate 1 of Camp Hansen 0930 – Meet Helicopter at LZ 1000 – Helicopter departs LZ for Essex 1030 – Arrive on Essex 1030 -1500 – Tour 1530 – Board helicopter for return trip to Camp Hansen 1600 – Arrive at Camp
Improved replay and assist on the Microsoft Dynamics AX 2012 R3 connector. Improved error handling when trying to save a book that is currently being produced. Release 11.0.0.16, 2016-08-24 IFS connector update for the assistant to find the correct visible company on the customer card. Solved problem where an assist with very wide text displayed the arrow pointing at the action area was off. Release 11.0.0.17, 2016-09-08 Books and Shelfs may now be produced even if the user does not have all of the recordings available in the list of recordings, as long as the recording file is accessible. Multilanguage issues with the Microsoft Dynamics NAV Web connector has been resolved. Production time of Books and Shelfs has been improved by more than 40% due to optimized Word automation. Memory problem with the Microsoft Dynamics NAV connector update has been resolved. The produced shelf with link to the Assist has been extended to solve technical problem with the ClickOnce technology not being able to pass arguments from a web page. Release 11.0.0.18, 2016-09-23 Solved memory problems with Microsoft Dynamics NAV Classic connector. Release 11.0.0.19, 2016-10-10 NAV Help project issue with auto loaded table field descriptions has been solved. The editor now shows the custom entered correctly. The produced HTML Video now produces correct lines breaks. New Microsoft Dynamics NAV 2017 connector has been released. Pre-release of extended Replay preview for Microsoft Dynamics NAV Service Provider edition customers. Transforms recording into NAV TestPage C/AL and .Net Performance Test code.
Network Search eArrayXD provides you with the ability to conduct searching for probe content and designing probes via Gene Expression probe design tool or CGH/CHIP HD probe search tool using CytoScape contextual search. Array Visualizer While designing the array, it is of much importance to the user if he can foresee how his array will be finally laid out and if it will be beneficial in the current experiment. This feature will allow viewing the array and its contents on UI along with probe’s locations on the array. Features that are not supported in this release: SureSelect Capture application space OLS application space Ordered layout in array design creation Collaboration and Publish microarray design Creation of microarray set Filters on probe group/probe search results Probe reannotation tool Preloaded Data for eArrayXD: Following data gets pre-populated with installation: Annotation category – e.g. gene symbol, cytoband, accessions Annotation sources – eg Ref, GeneBank, Unigene Track data Slide layouts – All public slide layouts Control grids – All public and inactive control grids eArray Parameters – Various eArray configuration parameters Species – Species information for HD searches, design, Probe score etc. Installation information Following data gets populated with data download: Application Type Array Designs/ Probe Groups/ Probes Agilent Catalog data Workgroup data CGH designs All array designs with Public Slide Layout/ Control Grid All workgroup designs with ‘Randomized’ feature layout and status ‘Complete’ and ‘Submit’. Designs which are part of Active/dissolved collaboration are not downloaded. CGH Probe Groups All All
(23 July 2018) ‘Demons in Paradise’ to be screened Today (24 July) Capturing the Sri Lankan Civil War from the inside, is the highlight of the film ‘Demons in Paradise’. Directed by Jude Rathnam, this 94 minutes long documentary will be screened at the International Documentary and Short Film Festival of Kerala today. With its life to screen frankness, ‘Demons in Paradise’ has already gained worldwide attention. The film, which had a screening at the Cannes Film Festival, explores the inner conflicts and repressed memories of the people regarding the 26 year long war and their effort to restore peace. The film will be screened under the International category at 3 pm in Kairali theatre.
Provide assistance with self-medication as per subject’s own medication regime and/or administer medication in line with State/Territory legislation and regulations, organisation policies and any available medical/pharmaceutical instructions Unpack, activate and follow prompts of an AED Evidence The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package. The evidence guide supplements assessment requirements that apply to all units in this Training Package. Users of this evidence guide should first read the package’s assessment guidelines. Critical aspects of assessment: The individual being assessed must provide evidence of essential knowledge and essential skills Competence should be demonstrated working individually and as part of a first aid team Consistency of performance should be demonstrated over the required range of situations relevant to the workplace or community setting Currency of first aid knowledge and skills is to be demonstrated in line with ARC Guidelines and guidelines of Australian national peak clinical bodies and State / Territory legislation and regulations Context and resources required for assessment: Skills in performing aid procedures are to be assessed through demonstration, with questioning to confirm essential knowledge Demonstration of first aid procedures over the required range of situations relevant to the workplace setting must be demonstrated using standard precautions and first aid equipment including roller bandages, triangular bandages, other trauma dressings, bronchodilator and spacer device, adrenalin auto-injectors and AED For assessment purposes, demonstration of skills in CPR procedures requires using a model of the human body (resuscitation manikin) in line with ARC Guidelines
July 23 TODAY’S SCHEDULE (24.07.2018, TUESDAY) SCREENINGS KAIRALI 9:30 AM – Returning to the First Bear (Comp.) 11:30 AM – Withering House, We, The People, The Sea, The Journey (Comp.) 3:00 PM – Demons in Paradise SREE 10:00 AM – Kuzhimanthi, A Journey to the Fumigated Towns 12: 15 PM – The Perverts Guide to Cinema 3:15 – Caroline, Blue Christmas, Watu Wote: All of Us, Sculpting in Time – Nagui Shaker NILA 9:45 AM – Fragments, George John – Spirit of 80’s, For Nonna Anna, The Beetle At the End of the Street, Beloved 11:45 AM – Ribbons for Peace, We are Not Your Monkeys, You Can Destroy the Body, Prisoners of Conscience
ABOUT ACTELION LTD. Actelion Ltd. is a leading biopharmaceutical company focused on the discovery, development and commercialization of innovative drugs for diseases with significant unmet medical needs. Actelion is a leader in the field of pulmonary arterial hypertension (PAH). Our portfolio of PAH treatments covers the spectrum of disease, from WHO Functional Class (FC) II through to FC IV, with oral, inhaled and intravenous medications. Although not available in all countries, Actelion has treatments approved by health authorities for a number of specialist diseases including Type 1 Gaucher disease, Niemann-Pick type C disease, Digital Ulcers in patients suffering from systemic sclerosis, and mycosis fungoides type cutaneous lymphoma. Founded in late 1997, with now over 2,400 dedicated professionals covering all key markets around the world including Europe, the US, Japan, China, Russia and Mexico, Actelion has its corporate headquarters in Allschwil / Basel, Switzerland. Actelion shares are traded on the SIX Exchange (ticker symbol: ATLN) as part of the Swiss blue-chip index SMI (Swiss Market Index SMI®). All trademarks are legally protected. For further information please contact: Andrew Senior Vice President, Head of Investor Relations & Corporate Communications Actelion Pharmaceuticals Ltd, Gewerbestrasse 16, CH-4123 Allschwil +41 61 565 62 62
RICHARD WILSON, DMD PC DENTAL ARTS & SCIENCES RICHARD S. WILSON, JR., D.M.D., F.A.G.D. SHU-ZHEN KUANG, D.M.D. Date Dear ___________________________ I hereby authorize and request you to release the complete medical and dental records in your possession, concerning my treatment while under your care to: Richard Wilson DMD, PC 2401 Pennsylvania Avenue, Ste. 1A8 Philadelphia, PA 19130 If radiographs are digital please email them to records@smilephiladelphian.com Signed__________________________________________ Date________________ Print Name _____________________________________
NATIONAL SERVICE SCHEME VEER BAHADUR SINGH PURVANCHAL UNIVERSITY, JAUNPUR UNIT WISE VOLUNTEER DATA 2018-19 COMPULSARY TO SEND MAIL ID nssvbspu.jnp@gmail.com, nssrclucknow@gmail.com, sloup.nss@gmail.com (Create on excell Sheet in english) COLLEGE NAME ……………………………………………………………………………………………………………………………………………………………………………………………………………….. PRINCIPAL NAME…………………………………………………………………PROGRAMME OFFICER NAME……………………………………………………….UNIT NO…………………….. Aadhar Number Full Name Father/Mother Name Gender Date of birth Address Landmark State District Block City/village Pin code Email Mobile Blood Group Created By Other Area of Interest
Christopher Lam, MD 1930 Marlton Pile East Suite A-9 Cherry Hill, NJ 08003 Phone: 856-448-4560 AUTHORIZATION TO RELEASE HEALTHCARE INFORMATION Patient’s Name: Date of Birth: Previous Name: I request and authorize to release any records or information regarding drug, alcohol, or mental health treatment of the patient named above to: Name: South Jersey Psychopharmacology Address: 1930 Marlton Pike East suite A-9 City: Cherry Hill State: NJ Zip Code: 08003 X Yes No I authorize South Jersey Psychopharmacology to release any records regarding drug, alcohol, or mental health treatment to the person(s) listed above. Patient Signature: Date Signed: Parent Signature: Date Signed: THIS AUTHORIZATION EXPIRES ___ DAYS IT IS SIGNED (one year if blank)
Middle School Earth Systems ESS2.D Weather and Climate -Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Middle School Earth Systems ESS3.C Human Impacts on Earth Systems - Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth's environments can have different impacts (negative and positive) for different living things. MS-ESS3-3 scientific principles to design a method for monitoring and minimizing a human impact on the environment. Middle School Earth Systems ESS3.C Human Impacts on Earth Systems - Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
rXY is the observed correlation between X and Y in our sample, rXX is the reliability of variable X, and rYY is the reliability of variable Y. Here is an example from my own research: I obtained the correlation between misanthropy and attitude towards animals for two groups, idealists (for whom I predicted there would be only a weak correlation) and nonidealists (for whom I predicted a stronger correlation). The observed correlation was .02 for the idealists, .36 for the idealists. The reliability (Cronbach alpha) was .91 for the attitude towards animals instrument (which had 28 items) but only .66 for the misanthropy instrument (not surprising, given that it had only 5 items). When we correct the observed correlation for the nonidealists, we obtain , a much more impressive correlation. When we correct the correlation for the idealists, the corrected r is only .03. I should add that Cronbach's alpha underestimates a test's reliability, so this correction is an over-correction. It is preferable to use maximized lamba4 as the estimate of reliability. Using labmda4 estimates of reliability, the corrected r is References and Recommended Readings Lance, C. E., Butts, M. M., & Michels, L. C. (2006). The sources of two commonly reported cutoff criteria. What did they really say? Organizational Research Methods, 9, 202-220. Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill. Schmidt, F. L., & Hunter, J. E. (1996). Measurement error in psychological research: Lessons from 26 research scenarios. Psychological Methods, 1, 199-223. Wuensch, K. L. -- Is it a big problem when results are significant?
Exciter Step Test – With Power System Stabilizer (PSS) OFF and unit offline, perform voltage reference step tests and monitor terminal voltage, field voltage and field current. With PSS OFF and unit online, perform step tests at near full load and no load. With PSS ON and unit online, perform terminal voltage step test. NOTE: PSS OFF tests verify models while PSS ON tests verify PSS models. T’do – d-axis rotor open-circuit time constant T’qo – q-axis rotor open-circuit time constant Ka – gain Lead/lag parameter verification PSS functionality verification only – require digital setpoints or a frequency test to verify PSS parameters. Load Rejection Test1 – With unit loaded , open the breaker and observe the unit speed (frequency) with respect to time at an extremely high sample rate. Plot the tangential component of the frequency to get the initial acceleration to derive the inertia value. H – Inertia constant Power-Gate Test – Accounting for the rated vs. actual head, the gate position is adjusted across its allowable range and active power is monitored. Nonlinear gain points – power Nonlinear gain points – Gate Droop (if not digital) Qnl – no-load flow at nominal head Gmax/Gmin – if sufficient operational capability available. Blade-Gate Test – The gate position is adjusted across its allowable range and blade position is monitored; this is a subtest of the power-gate test on Kaplan turbines Nonlinear gain points – Blade Speed Reference Test – A % change in speed reference is applied and removed with the unit online above the rough zone with sufficient operating range to not reach the maximum gate or stator output limit and active power, gate position, and blade position are monitored. Kp – Governor Proportional Gain Ki – Governor Integral Gain Kd – Governor Derivative Gain Ldref – Load limiter – maximum gate opening velocity (may require larger step) Velcl – maximum gate closing velocity (may require larger negative step) Tp – gate servo time constant Tw – verification of water time constant
5. What are the annual hours invested in each employee for skill-based (non-regulatory) training? 6. of the following do your Predictive Technicians regularly attend? (Check all that apply) meetings seminars courses Institute meetings workshops Reliability training/awareness program conferences __________ 7. Please list any certifications that members of your Predictive Technicians currently hold: 8. Does your company/department require any of the above certifications? 9. Is there a program for cross-training of craftsmen at your plant? 10. Do have specific Reliability Specialist? (Check all that apply) Specialist Specialist Specialist Specialist Specialist Specialist Specialist Specialist SECTION G: PROGRAM MANAGEMENT 1. Have you undertaken any maintenance optimization initiatives in your plant? If so, please describe:
Table 5 Material safety factors for Marshall’s cross section (Figure 6a) Probability of failure Pf Standard fire [17] Natural – Parametric fires [17] Moment Capacity(kNm) after standard fire exposure time of Safety factor γΜ,fi for Minimum moment Capacity(kNm) and safety factor for slow fire Safety factor γΜ,fi for slow fire Minimum moment Capacity(kNm) and safety factor for fast fire Safety factor γΜ,fi for fast fire 30 minutes 60 minutes 30 minutes 60 minutes 10-1 58.64 28.02 1.52 1.58 21.22 1.59 28.97 1.55 10-2 35.13 15.33 2.54 2.89 11.63 2.90 16.15 2.78 10-3 24.66 8.01 3.62 5.53 6.08 5.55 8.26 5.44 Mfi,LT Material model [8] 89.34 44.37 33.74 44.91 Table 6 Material safety factors for Armley’s cross section (Figure 6b) Probability of failure Pf Standard fire [17] Natural – Parametric fires [17] Moment Capacity(kNm) after standard fire exposure time of Safety factor γΜ,fi for Moment Capacity(kNm) after natural fire exposure time for minimum moment capacity of Safety factor γΜ,fi for slow fire Minimum moment Capacity(kNm) and safety factor for fast fire Safety factor γΜ,fi for fast fire 30 minutes 60 minutes 30 minutes 60 minutes 10-1 421.40 251.09 1.40 1.51 233.87 1.51 260.35 1.50 10-2 304.10 140.42 1.94 2.70 128.42 2.75 144.64 2.70 10-3 209.95 76.91 2.81 4.93 71.06 4.97 79.54 4.91 Mfi,LT Material model [8] 589.96 379.15 353.15 390.52 Table 7 Material safety factors for Shaw’s G cross section (Figure 6c) Probability of failure Pf Standard fire [17] Natural – Parametric fires [17] Moment Capacity(kNm) after Safety factor γΜ,fi for Moment Capacity(kNm) after
standard fire exposure time of natural fire exposure time for minimum moment capacity of Safety factor γΜ,fi for safety factor for fast fire Safety factor γΜ,fi for fast fire 30 minutes 60 minutes 30 minutes 60 minutes 10-1 566.69 295.58 1.36 1.49 272.80 1.50 307.05 1.47 10-2 428.17 169.38 1.80 2.60 155.00 2.64 174.95 2.58 10-3 282.30 90.62 2.73 4.86 83.34 4.91 92.87 4.86 Mfi,LT Material model [8] 770.70 440.41 409.20 451.37 Table 8 Material safety factors for Shaw’s H cross section (Figure 6d) Probability of failure Pf Standard fire [17] Natural – Parametric fires [17] Moment Capacity(kNm) after standard fire exposure time of Safety factor γΜ,fi for Moment Capacity(kNm) after natural fire exposure time for minimum moment capacity of Safety factor γΜ,fi for Minimum moment Capacity(kNm) and safety factor for fast fire Safety factor γΜ,fi for fast fire 30 minutes 60 minutes 30 minutes 60 minutes 10-1 1176.35 779.40 1.33 1.44 701.56 1.44 881.69 1.40 10-2 953.83 483.68 1.64 2.32 433.58 2.33 539.02 2.29 10-3 791.13 267.47 1.98 4.19 241.11 4.19 586.83 4.17 Mfi,LT Material [8] 1,565.73 1,122.39 1,010.25 1,234.36
Requests for the Cook County Health & Hospitals System (CCHHS) Institutional Review Board (IRB) to formally agree to rely upon IRB review and approval by another academic or non-profit IRB is determined on a case by case basis, involving CCHHS legal and compliance office review as needed. Process initiation must be led by a responsible CCHHS Principal Investigator (PI) and begins with the satisfactory completion of this form. Initial inquiries for such agreements that are not led by the CCHHS PI will not be considered. Please Attach Proposed Reliance Agreement for Review Please indicate by [X] if the proposed agreement is to serve for one study, or multiple studies here: One ____ Multiple_____ Reviewing Institution Name: Reviewing Institution Principal Investigator Name: (Initial) Title: Study Abstract: (Please attach full protocol proposal, accompanying documents, including consent language, if available) Study Sponsor: CCHHS Principal Investigator Last Name: CCHHS Principal Investigator First Name: CCHHS Affiliate/Department/Division Name: CCHHS Affiliate/Department/Division Head Name: PI Contact Information: Email address: __________________________________________ Office address: ______________________________________________ Telephone number: _____________________________________ Pager/Cell number: __________________________________________ My signature below represents a committed pledge to: Take responsibility for administrative and ethical implementation of any and all studies associated with this agreement within CCHHS in terms of human subject/participant protection.
workflow for the first time, releasing imagery from 10 refugee camps in Ethiopia (Dollo Ado) and Kenya (Dadaab) to be traced by the Humanitarian OpenStreetMap Team. Area of Interest (AOI) The AOI was a famine-affected area of the Horn of Africa, where refugees have been massed into camps of different ages and sizes. Ethiopia There are five separate camps within the Dollo Ado area, with 151,972 individuals / 36,721 households living there (Cf. , and the ). Many of these camps are newer than those in Kenya and therefore smaller: Bokolmanyo – 39,196 individuals – 9,815 households () () ( 13 x 13 squares ) Melkadida – 40,621 individuals – 9,303 households () () ( 15 x 16 squares) Kobe – 26,695 individuals – 6,370 households () () (bunched with Melkadida) Helawein – 26,463 individuals – 6,400 households () () ( 11 x 8 squares ) Buramino – 18,997 individuals – 4,833 households ( — Task Completed!) () Kenya There are also five camps in the Dadaab area, with 465,334 individuals living there (). Dagahaley – 123,493 individuals – 36,041 households () () ( 13 x 10) Ifo 2 – 73,019 individuals – 18,723 households () () (9 x 20 squares) Ifo – 117,146 individuals – 38,365 households () () ( 9 x 7 squares) Hagadera – 138,269 individuals – 43,878 households () () (untasked by imagery was available) Kambioos – 13,407 individuals – 2,813 households () () (bunched with Hagadera and Ifo 2)
Children’s Services Relief and Emergency Hours Version: 2015/2 Once signed please forward to: FAX 9654 1019 or Scan to Staff who replace an absent staff member will record their hours in Relief Staff Hrs column and the name of the staff member in the Explanations column. Staff will be paid the Emergency/relief rates according to VECTAA 2009. Additional on-costs are not accrued. Family name First name Service Name Week 1 Date Total Relief Staff hrs worked total Teacher X 1.2 Assistant X 1.25 Allowances Explanation Monday hrs Tuesday hrs Wednesday hrs hrs Thursday hrs Friday hrs Saturday hrs Sunday hrs Week 2 Date Total Relief Staff hrs worked total Teacher X 1.2 Assistant X 1.25 Allowances Explanation Monday hrs Tuesday hrs Wednesday hrs Thursday hrs Friday hrs Saturday hrs Sunday hrs Total hrs hrs Charge to Cost Centre Employee signature Date Senior Staff Name Senior Staff Signature Date NOTES:
Job Application Form Vacancy Information Position Name: Relief Plant Operator Vacancy Number: 2015/17 Personal Details Title: Mr Mrs Miss Ms Dr Other: Please Specify _______________ Surname: First Name: Address Street Address: Suburb: Postcode: Contact Details Home Mobile Email Address: Other Information Have you previously worked for Cessnock City Council? Yes No If Yes: please provide details of your cessation date Are you legally entitled to work in Australia? Yes No Please Note: Proof of eligibility may be requested Do you hold Australian Permanent Residency? Yes No If No: please provide details of you visa status Do you hold a Driver’s Licence? Yes No If Yes: please provide information below Licence Class: Licence Number: Referees Please provide details of at least two referees who may be contacted to verify your work history. Referee checks may be conducted at any point throughout the recruitment process so please ensure your Referees are aware of your application. If you are unable to provide current employment referees upon submission of this application, Council may seek these details from you, if required. Employer Name Contact Person Position Held / Relationship to Applicant Phone Number Email Address CURRENT EMPLOYEES ONLY Please complete this section if you are currently employed by Cessnock City Council. Current Employment Type: Permanent Temporary Casual Current Position: For eligible outdoor employees and positions, do you Yes No Not applicable
Cut out each label and glue onto your relief map. St. John’s River Suwannee River Apalachicola River Lake Okeechobee Miami Orlando Tallahassee hills “your city” mountains & hills mountains & hills coastline coastline coastline sand dunes sand dunes delta Tampa Bay Cut out each label and glue onto your relief map. St. John’s River Suwannee River Apalachicola River Lake Okeechobee Miami Orlando Tallahassee hills “your city” mountains & hills mountains & hills coastline coastline coastline sand dunes sand dunes delta Tampa Bay Cut out each label and glue onto your relief map. St. John’s River Suwannee River Apalachicola Lake Okeechobee Miami Orlando Tallahassee hills “your city” mountains & hills mountains & hills coastline coastline coastline sand dunes sand delta Tampa Bay Cut out each label and glue onto your relief map. St. John’s River Suwannee River Apalachicola River Lake Okeechobee Miami Orlando Tallahassee hills “your city” mountains & hills mountains & coastline coastline coastline sand dunes sand dunes delta Tampa Bay Cut out each label and glue onto your relief map. St. John’s River Suwannee River Apalachicola Lake Okeechobee Miami Orlando Tallahassee hills “your city” mountains & mountains & hills coastline coastline coastline sand dunes sand dunes delta Tampa Bay Cut out each label and glue onto your relief map. St. John’s River Suwannee River Apalachicola River Lake Okeechobee Miami Orlando Tallahassee hills “your city” mountains & hills mountains & hills coastline coastline coastline sand dunes sand delta Tampa Bay
1 The learner will know about different faiths or beliefs within UK society The learner must know: Assessment Requirements Evidence Location 1.a Different religions practiced by people residing in the UK Learners should identify different religions practiced by people residing in the UK The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b The differences between given religions Learners should state the differences between given religions 1.c The similarities between religions Learners should state the similarities between given religions 1.d Different places of worship Learners should identify different places of worship Further Information for Tutors/Assessors 1.b & 1.c Religions: differences between three religions. 1.c Similarities: for example, morals. 2 The learner will know own faith or belief position The learner must know: Assessment Requirements Evidence Location
Further Information for Tutors/Assessors 3.1 Specific organisation: for example, Amnesty International, Greenpeace, RSPCA, WWF etc. 4 The learner will know about different religious festivals celebrated in the UK The learner must know: Assessment Requirements Evidence Location 4.a Different religious festivals Learners should identify different religious festivals The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers discussion Written or pictorial information This list is not exhaustive and appropriate assessment methods may be used. 4.b The main features of different religious festivals Learners should identify the main features of different religious festivals Further Information for Tutors/Assessors
ITEM SOURCE Basic Belief - Explain and provide details about an important belief. (Photo Album #2) Belief - Explain and provide details about an important belief. (Photo Album #3) Belief - Explain and provide details about an important belief. (Photo Album #4) Basic Belief - Explain and provide details about an important belief. (Photo Album #5) Activities – What do people who practice your religion do that others don’t? What’s unique? (Activities) Interests – What things are MOST important to people to who practice your religion (Interests) Summary of Religion – In 3 or 4 sentences, explain the most important aspects of your religion (About Me) Note: things CAN NOT be looked up. Do not try to Google the answer. Be creative! Use your brain! Favorite Music Favorite Books Favorite Television 1) 2) 1) 2) 1) 2)
2002 , Megan Lora Hickerson-Carey 1964 , Nelson Daniel Wilhelm Works in Liturgy and Worship 2011 , James W. Watts in Religious Thought, Theology and Philosophy of Religion 2011 , W. Watts 2006 , Andrew R. Saldino , Judith F. Clark , Melissa S. Conroy , Angela Katherine Herrald
_______________________________________________ _______________________________________________ _______________________________________________ practices (3 marks) _______________________________________________ _______________________________________________ _______________________________________________ With reference to one (1) religion explain what is by term ‘religious belief system’ (4 marks)
Correctly name three (3) world religions. (3 marks) _______________________________________________ _______________________________________________ _______________________________________________ List three (3) key indicators used to identify a person as being ‘religious’. (3 marks) _______________________________________________ _______________________________________________ _______________________________________________ Explain how one (1) of these indicators is useful for understanding what being religious means. (3 marks)
5–6 the relationship between one particular religious ritual or practice and the lives of people How rituals or practices relate to people rituals or practices that relate to the lives of people how and why one religious ritual or practice relates to people Assessment Task 8 7–8 reasons for and against the involvement of religion in society The participation of religion in society different ways religions are involved in society a case study arguments for and against a religious and a non-religious point of view Assessment Task 9 9–10 the impact an event or issue in history had on a religion The impact of event or issue an important event or issue the historical narrative: the main features of this event or issue the impact of this or issue Assessment Task 10 11–12 the main structures and processes of a particular religion Religious structures and processes examples of religious structures and processes how a religion is organised and led a religious structure: main features role each in a religion importance a religious process: main features role each plays in a religion importance 13–14 a comparison of societal and religious views on one current issue in society Current issue: a comparison of views the main features of a current issue different views about this issue, including religious views the main features of each view comparison of the various views Assessment Task 11 15 Revision of Units 1 and 2 16 Semester 2 examination
14–15 An overview of a current social issue and the response of a religion to this issue define the concept of a social issue examples of current social issues the main features of one current social issue how a religion responds to this issue the main reasons why the selected religion responds to this issue in a particular way Assessment Task 6 Semester 2 – Unit 2 Week Key teaching points 1–2 Ways people identify with and/or belong to a religion what it to be ‘religious’ and ‘belonging to a religion’ examples of religiosity and some different measures of religiosity define religious affiliation and religious observance Assessment Task 7 3–4 Challenges people encounter when dealing with moral and ethical issues define the terms moral and ethical examples of typical moral or ethical issues why and ethical issues can be challenging for people Assessment Task 8 5–6 The key features of a religious belief and/or teaching define religious belief examples of religious beliefs define religious teaching examples of religious teaching the key features of a religious belief and/or teaching 7–8 An overview of the history of a religious belief and/or teaching the key moments in the history of a religious belief and/or teaching what happened in each of these moments construct a timeline of these key moments Assessment Task 9 9–10 The place of religion in Australian society examples of religion in Australian society how people see the involvement of religion in Australian society 11–13 An overview of the history of religion in Australia the key moments in this history of religion in Australia what happened in each of these moments construct a timeline to represent these key moments Assessment Task 10 14–15 How a religion responds to a current social justice issue the features of a current social justice issue how a religion responds to this issue Assessment Task 11
Sample assessment outline Religion and Life – General Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Investigation 25% 15% Semester 1 Week 13–15 Task 6: Research on the following content: an overview of an important event or issue in the history of a religion 10% Semester 2 Week 1–3 Task 7: Research based on the following content: how religion plays a part in the life of a significant religious person, past or present Explanation 30% 5% Semester 1 Week 6 Task 2: A series of short written responses based on the following content: how a religious belief or teaching can play a role in the lives of people and/or society 5% Semester 1 Week 10 Task 4: A series of short written responses based on the following content: an overview of a religion’s structure and/or leadership 10% Semester 2 Week 7 Task 9: An extended response on the following content: an example of the role religious leaders and/or structures play in developing or supporting the expression of a religious belief, teaching or practice 10% Semester 2 Week 10 Task 10: A series of written responses based on the following content: how a religion interacted with an important event or issue from the past Source analysis 30% 5% Semester 1 Week 3 Task 1: Teacher-selected sources and teacher-generated questions based on the following content: how individuals or groups respond to the presence of religion in a society 5% Semester 1 Week 8 Task 3: Teacher-selected sources and teacher-generated questions on the following content: different ways people choose to follow a religious way of life 5% Semester 2 Week 5 Task 8: Teacher-selected sources and teacher-generated questions on the following content: how a religious practice, ritual, celebration or event can play a role in the lives of people 7.5% Semester 2 Week 12 Task 11: Teacher-selected sources and teacher-generated questions based on the following content: reasons for and against the involvement of religion in society 7.5% Semester 2 Week 15 Task 12: Teacher-selected sources and teacher-generated questions based on the following content: a comparison of societal and religious views on a current issue in society why a religion responds in a particular way to a current social issue Externally set task 15% 15% Semester 1 Week 12 Task 5: A task set by the SCSA based on the following content from Unit 3 – <teacher to insert information provided by the Authority> Total 100% 100%
Sample assessment outline Religion and Life – Preliminary Unit 2 Assessment task Notional due date Unit outcome: recognise how religion is expressed in the lives of people Unit outcome: identify examples of how religion is, and has been, expressed in Australia Unit outcome: use language and information about religion and people involved with religion Unit outcome: reflect upon learning about religion and the people involved with religion Task 6: Religious expression A matching exercise where students identify examples of religious dress, language, actions and activities. Week 6 Semester 2 Task 7: Religious ritual Students sequence the key steps in a religious ritual. Week 9 Semester 2 Task 8: Features of religion Students use a range of suitable images to create a poster that shows some of the key features of a religion. Week 12 Semester 2 Task 9: The story of religion in Australia Students create an iMovie or alternative that tells the story of a religion in Australia for people who have recently arrived in Australia. Week 14 Semester 2 Task 10: Reflective journal At the end of every two weeks, students complete a reflective activity on what they have learnt and things they didn’t understand. The journal is collected at the end of the unit. Week 16 Semester 2
Task 9: The story of religion in Australia Create a video that tells the story of a religion in Australia for people who have recently arrived in Australia. For this task, you will need to: choose a religion on which to focus your attention search for and collect photographs and images that show this religion over the last 200 years in Australia and its followers; look for those that show people, places and events select your 10 best photographs or images that show: how people in Australia contributed to religion how religion was expressed in Australia write a caption for each photograph or image develop a title for your short video create your short video using an app such as iMovie* or alternative by placing these pictures or images, their captions and a suitable choice of music into the software adjust and modify your movie or alternative where appropriate. Your progress in this task will be documented in the following ways: copies of the photographs, images and text you collect and create teacher observation notes of your preparation and use of iMovie or alternative comments you make to your teacher about the choices you make the information in your finished iMovie or alternative. *iMovie is a trademark of Apple, Inc., registered in the U.S. and other countries. Task 9 – Completion checklist Unit outcome: identify examples of how religion is, and has been, expressed in Australia Description of evidence to be collected by teacher Date evidence collected Level of support comments Copies of photographs, images and text collected and created by the student Record of student comments the choices they make during the process
SAMPLE PLANNING CHECKLIST Religion and Life Preliminary Unit 3 ( = Unit content covered) Task 1 What people like religion Task 2 Welcome poster Task 3 Promoting a religious community Task 4 This happened in the past Task 5 Reflective journal The nature of religion The search for meaning what people like about belonging to a religion Religious belief, teaching and practice key features of a religious community, including: when it gathers who are its leaders what rules guide the community ways in which a religious community helps its followers The influence of religion The place of religion in society an example of how a religion participates in society Religion in historical contexts the story of an event in the history of a religion Current issues for religion examples of issues that concern a religion Learning skills Language how to recognise and use key words in self-expression Processes ways to use relevant information and/or Participation how to work on own (with or without assistance) and/or with others on set tasks how to work appropriately in different social settings how to self-manage behaviour Communication formats to express understandings
Sample assessment outline Religion and Life – Preliminary Unit 4 Assessment task Notional due date Unit outcome: recognise the role people play in religion Unit outcome: identify examples of the role religion in society Unit outcome: use language and information about the role that religion plays in society Unit outcome: reflect upon their learning about the role that religion plays in society Task 6: Religious people A guest speaker shows what they do and provides examples of how they personally contribute to a religion. Students recall the different types of activities the person does. Week 3 Semester 2 Task 7: Religious celebrations Students join or observe a religious celebration and afterwards sequence the main steps of what happened during the celebration. Week 7 Semester 2 Task 8: Religious charity Students choose a religious charity from a list and prepare a nomination of this charity for a community award. A completed nomination form for the award describes what the religious charity does in the community and how it contributes to society. Week 13 Semester 2 Task 9: Famous religious people Students learn the story of a famous religious person from the past and then recall and recount things that happened in this person’s life. Week 15 Semester 2 Task 10: Reflective journal At the end of every two weeks students complete a reflective activity on what they have learnt and things they didn’t understand. The journal is collected at the end of the unit. Week 16 Semester 2