zilongwang/ReadingBank huggingface dataset:
U.S. District Court Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida DEFENDANT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted:
U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Middle District of Florida GOVERNMENT'S EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted:
U.S. District Court Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida JOINT EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted: U.S. District Court Middle District of Florida EXHIBIT Exhibit Number: Case Number: v. Date Identified: Date Admitted:
The following activities can be submitted for CE under Category 5. Writing or editing a chapter in a text = 10 CE (maximum of 40 per recertification cycle) Publication of a stroke article in a peer reviewed journal = 5 CE (maximum of 20 per recertification cycle) Manuscript review of one stroke-related article for publication in the Journal of Neuroscience Nursing or peer-reviewed journal = 3 CE (maximum of 20 per recertification cycle) Publication of an article written for a local journal or newsletter = 5 CE Date and Year of Program Title of Publication (please indicate whether you were an author or a reviewer) Number of Approved Hours Subtotals for this page: Name Page of Category 5 CE Total:
Change in other project personnel (excluding PIs, including any Co-PI, post-doc, or student). Note: Your SCRO approval letter will list all currently approved staff so be sure to list below individuals who are being added or removed from the protocol. Personnel Added NAME STATUS (e.g. faculty, post-doc, grad student, technical) Date hESC Tutorial Passed (if applicable) Personnel Removed NAME Please attach the hESC Tutorial Answer Sheet for any project personnel who have not yet received their hESC Tutorial Completion Certificate. Change in funding Please describe change: 3. Additional hESC to be obtained. Material Source *Status of Material Transfer Agreement (MTA) or Simple Letter Agreement (SLA) (e.g., N/A, attached, agreement attached, or in progress) executed
Indicate if a change has occurred in the last year. Did the SCRO approve an amendment for this change? Change in PI or other project personnel (additions or deletions of staff, including post-docs and graduate students) Yes No Yes *No Change in the source of funding or the addition of new funding Yes No Yes *No Requests for additional types or sources of hESC lines Yes No Yes *No Changes in procurement of human embryos, gametes or somatic cells Yes No Yes *No Changes in experimental protocols in the use of hESC or derivatives, human gametes, or embryos or in vivo research involving implantation of human induced pluripotent stem cells into prenatal animals or into the central nervous system of post-natal animals Yes No Yes *No *The above changes require submission of an amendment request (form found here: ) and SCRO Committee approval prior to implementation. If an amendment request has not been approved for a change that has occurred in the past year or you plan to make a change, please complete an amendment form to describe the changes and submit along with this continuation form. VII. Investigator Certification I certify that this protocol is being conducted in adherence to the UConn policies for the conduct of hESC research and in compliance with all relevant State of Connecticut and federal laws and regulations. PI Name: PI Signature: _______________________________________________________________ Date: Attachments Checklist Did you attach… hESC Tutorial Answer Sheet (for any project personnel who have not yet received their hESC Tutorial Completion Certificate) Yes No N/A Amendment form, if applicable Yes No N/A Revised SCRO application? Yes No N/A MTA(s)/SLA(s)? Yes No N/A IRB approval letter? Yes No N/A IBC approval letter? Yes No N/A IACUC approval letter (email)? Yes No N/A
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING Can anyone be crushed/cut/struck etc. due to: The exposed moving saw blade presents a significant risk to an operator’s hands and body parts. Ensure operator’s hands and body parts are kept clear of moving saw blade during operation and maintenance. Ensure appropriate PPE (e.g. eye protection) is used. Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Moderate Rare Low Contact with moving during testing, inspection, operation, maintenance, cleaning or repair? Y N Moderate Possible Medium Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Moderate Possible Medium The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures
Cons Like Risk Level SHEARING Can anyone’s body parts be sheared between two parts of plant, or between a part of the plant and a work piece or structure? Y N PRESSURISED CONTENT Can anyone come into contact with fluids or gases under high pressure, due to plant failure or misuse of the plant? Y N ELECTRICITY Can anyone be injured or burnt due to: Damaged or frayed electrical cords would pose an electrical hazard. Operator to check for damaged electrical cords prior to use. Ensure equipment is regularly serviced, tested and tagged and appropriate isolation procedures (i.e. lock out tags) are in Live electrical conductors? (e.g. exposed wires) Y N Working in close proximity to electrical conductors? Y N Access to electricity? Y N Damaged or poorly maintained electrical leads, cables or switches? Y N Major Unlikely Medium Water near electrical equipment? Y N Lack of isolation procedures? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
Highlight all fields on the document OCC only displays the current field on a document. Sometimes it is helpful to see all extracted fields at once on the document. That way a user can easily verify whether all required fields have been found on the right spots. The image on the left shows an example. (Note the for invoices this view is not particularly helpful though.) The “Show All” view can be achieved by (miss-)using a lookup list field. A lookup list field highlights all its subfields on the document. The approach we take is this: Create a lookup list field with enough subfields, i.e. as many as there are other fields and subfields in the document. The lookup list needs a database file, a dummy file with no data and one column will suffice. You can map all sub fields of the lookup list to the very same column. You should make all subfields invisible. You call “ShowAllFields“ in the Data Extraction scripting point: ScriptingUtilities.ShowAllFields(data, "ShowAll"); The parameter (“ShowAll”) is the name of the mentioned lookup list field. The function will copy all zone from all fields to the lookup list. Some fields will have subfields, in the sample profile is an US_InvoiceTotals field. Each of its seven subfields will show up in the lookup list field if it is not empty This is optional. In Validation -> Document loaded you can set the lookup list to state. That way the user will stop right there. Actually you need to set a subfield in the lookup list to state error. In the sample profile the first lookup list sub field was named “Document”. helper.SetError( doc.Fields["ShowAll"].Fields["Document"], "Verify all fields"); This is optional too. It may be nice, if the error on the field disappears as soon as the user leaves the field. You achieve this by the below script in Validation -> Field deactivated. if (field.Name == "Document") field.State = DataState.Ok; Resources Profile ShowAllFields.zip Sample document Invoice.pdf DLLs used ScriptingUtilities.DLL (Additional DLL) Other DummyLookupList.txt Conditional compilation None
You will sometimes see a date referenced to the year of the reign of a monarch. You can use this format on scrolls as well if you apply it to the month of a reign rather than the year. "Given in the third month of the reign of (royalty) at this (event) Anno Societatis forty" i or j = 1 V = 5 X = 10 L = 50 C = 100 D = 500 M = 1000 Book Sources Fisher's Craft & Lettered Art Hoffmann, Richard C. University of Toronto Press, 1997 0-8020-7853-2 Letters from Saints to Sinners Cumming, John. The Crossroad Publishing Co, 1996 0-8245-1560-9 Ramon Lull's Book of Knighthood and Chivalry Brian Price trans. Chivalry Bookshelf, Union City CA, 2001 1-891448-42-0 Froissart - Chronicles Brereton, Geoffrey Penguin Books, 1978 0-14-044200-6 The Knight and Chivalry Barber, Richard. Boydell Press, Rochester NY, 2000 0-85115-663-0 The Voice of the Middle Ages In Personal Letters 1100-1500 Moriarty, Catherine editor. Lennard Publishing, Oxford, 1989 1-85291-051-8 Jousts and Tournaments Muhlberger, Steven Chivalry Bookshelf, Union City CA, 2002 1-891448-28-5 The Book of of Arms and of Chivalry by Christine de Pizan Willard, Summer trans Penn State Press, University Park PA, 1999 0-271-01881-X The Book of Chivalry of Geoffroi de Charny
Scrutiny Forward Work Programme for the period 01 November 2017– 31 January 2018 Meeting Date Corporate Scrutiny Committee Meeting Date Subject Scrutiny Committee 1 Meeting Date Subject Scrutiny Committee 2 Meeting Date Subject Scrutiny Committee 3 15-Nov Digital Transformation Programme The ongoing monitoring of the project including its potential savings and risks 06-Nov Residential Remodelling – Childrens Services Appraisal of the options and proposed new model for children's residential provision and use of therapeutic interventions. (Pre decision item) 12 -Dec Child and Adolescent Mental Health Services (CAMHS) To receive a report detailing how children and young people with mental health issues are identified and supported by professionals and volunteers. To include how communication and joint working between CAMHS and the YOS has been achieved following staffing related issues. 22 - Nov Waste Services (Operational) To review the implementation and of the new waste services contract. The review to include the concerns that have been raised by the public and recorded on the Member Referrals system. This meeting is planned to be webcast 14-Dec Budget Consultation To consider the budget proposals for the financial year 04-Dec Budget Consultation To consider the budget proposals for the financial year 07-Dec Budget Consultation To consider the budget proposals for the financial year 06-Dec Budget Consultation To consider the budget proposals for the financial year 2017-2018 Half Year Financial Performance and Half Year Corporate Plan Performance
25-Jan Budget Responses and Budget REP 10-Jan Schools Strategic Review Post-16 Education – proposals being consulted upon to include the relationships between secondary schools and colleges 8-Jan Empty Homes A report to inform of the current Welsh Government policy and how BCBC are bringing back into use empty properties across the Borough 17 -Jan Community Transfer The current position on the Community Transfer policy and how BCBC are engaging with communities to promote the scheme Corporate Plan 21- Feb 20172018 Quarter 3 Financial Performance 8-Feb School Standards Annual school performance report from CSC 7-Feb Economic Prosperity of Bridgend County Borough To include such as City Deal, Economic Development, Worklessness Programmes, EU Funding for Skills. 12-Feb Town Centre Regeneration To provide members with information on the responsibilities of the Council and how these are managed and can be developed with reduced resources City Deal To receive an update on the current position of City Deal, how BCBC are contributing and the expected outcomes for Bridgend
Adults Select Committee Meeting Date Subject Purpose of Scrutiny Responsibility Type of Scrutiny Provisional Special Meeting Mid March 2016 *Date to be confirmed* Partnership Scrutiny: Anti-poverty (Single Integrated Plan Theme 3) Families Programme Assessment Family Framework (JAFF) Presentation of the Anti-poverty Statement of Intent Digital Stories: What we are delivering and the impact on families Report on “Families (the central WG funded programme of the JAFF (which has 7 family focussed projects in total) Sharran Lloyd Will Mclean Champion) Andrew Kirby Kirsten Major Performance Monitoring Special Meeting *Date to be confirmed* Monmouthshire Carers Strategy To consider the draft Carers Strategy - Invite partners who form the Carers - Invite carers to offer their views To understand the range of services that support carers and those being cared for. Deborah Saunders Julie Boothroyd Policy Development / Pre-decision Scrutiny 8th March 2016 Community Coordination Partnership Working for Adults Evaluation of the pilot initiative together with…. Volunteer Support Discussion on how various services are coordinated and how we engage people: Befriending Project Community meals Matthew Gatehouse Nikki Needle Sharran Lloyd GAVO Representative Miranda Performance Review Policy Development
The property Passed the inspection however, the cleaning let it down. WC was stained badly and the seat was dirty. The hand basin was also marked. The path had moss on and was slippery. The in coming tenant was interviewed at a later date and the above issues were mentioned. So jobs were not resolved before letting to a new tenant. 2. Do you have any recommendations on the information you have reviewed? Recommendation: Properties should be inspected before letting. Paths to the property should be checked for moss as this is a health and safety matter. The cleaning contract is reviewed and monitored. SPR009 Tenant Scrutiny Exercise Void Inspection 1. What are your judgements on the information you have reviewed? Remember, judgement, evidence, impact. Sheltered accommodation – 42 Barn Lane, Bodmin Passed, Cleaned to a good standard and would highly recommend. Judgement:
Session: What is the Sacred? What is the sacred? John Cottingham The concept of the sacred plays an important role in Roger Scruton’s strategy for defending a religious outlook against the onslaught of modern secularism. Rather like the idea of spirituality, the notion of the sacred has considerable appeal to those like Scruton who are broadly supportive of religious sensibility, but have reservations about the doctrinal and metaphysical components typically associated with religious faith. This paper will examine the idea of the sacred as it appears in Scruton’s recent work, particularly in the context of our human response to moral and aesthetic value, and will ask whether the idea can coherently be deployed without explicit reference tothe theistic presuppositions with which it has traditionally been associated. Cognitive or Ontological Dualism? Anthony O’Hear In a number of recent writings, including his Gifford and Stanton lectures, Roger Scruton has developed an account of religion, showing in detail how religious attitudes grow out of human activity and give that activity meaning and direction. However, in line with a broadly Kantian approach to the relationships between the world as conceived in modern science and that in which we live (the Lebenswelt), it is not altogether clear whether the human and religious meanings Scruton so subtly extracts and expounds require a different level of reality, as opposed to a different level of description, from that delivered in the laws and explanations of physics. In this paper I will explore what Scruton refers to as a ‘cognitive’ dualism, arguing that it does indeed require both a teleology and an ontological dualism, transcending anything deliverable by physics. The Metaphysical and Doctrinal Implications of Roger Scruton’s Philosophy of Religion Hebblethwaite
SCS-MSUCOM Plan to address the AOA Requirement: Statewide Camus System Single Accreditation Transition Plan In response to the AOA resolution NO.B-1A/215 attached; the SCS in fulfillment of these standards is asking you to comply with the following actions as an ACGME accredited Sponsoring Institution that still requires AOA accreditation during this transition. Please forward the following to Martha Ribbens at by December 1, 2015.  The required policy that addresses GMEC oversight of reductions in size or closure of its residency programs. (ACGME IV.N p 14)  A copy of the disclosure letter that will be provided to applicants of (5-yr Specialty) programs for this 2016-2017 recruiting cycle. (We strongly recommend each Member Institution create a disclosure letter)  All correspondence related to accreditation from the ACGME to date and then going forward. SCS Governing Board and leadership strongly encourages that all 5-year residency programs secure ACGME “Pre-accreditation” status by December 2015.
1c School Climate Percentage Response Scores Note individual items that caused scores to be low or high. By looking at this data, you can find out which items staff members feel strongly about and direct efforts accordingly. Were there any individual items from a subscale that had particularly high or low response percentage? How did this impact our overall score? What can we do to address these focus areas? Subscales Our Strengths (Item Numbers) Concerns to Address (Item Numbers) Teacher-Student Relations Student-Student Relations Student Engagement School-wide Clarity of Expectations Fairness of Rules School Safety Bullying School-wide* Teacher-Home Communications Staff Relations Additional Notes *A high score on this subscale is negative because items are negatively worded STANDARD SCORE (SS): TRENDS REVIEW Use to… Ask yourself… 1a School Climate Standard Scores Compare your school to other schools serving the same grade level (e.g. ES, MS, HS). A score of 100 is average, so in general, scores above 100 illustrate your What are our strengths and weaknesses compared to other schools that serve similar age students? Are there differences between and within position groups that we need to explore?
Cognitive Engagement Behavioral Engagement Emotional Engagement Additional Notes STANDARD SCORE (SS): TRENDS REVIEW Table Use to… Ask yourself… 4a Engagement Standard Scores Compare your school to schools serving the same grade level (e.g. ES, MS, HS). A score of 100 is average, so in general, scores above 100 illustrate your school has higher scores than other same level schools. What are our strengths and weaknesses compared to other schools that serve similar age students? Are there differences between and within races that we need to explore? Engagement Scale Totals (SS) Our Strengths Concerns to Address Additional Notes
Additional Notes Bullying by Race/Gender/Grade (SS) Our Strengths Concerns to Address Additional Notes STUDENT DATA REPORT Engagement Scale – Table 4 Response Scale: 1=Disagree A Lot 2=Disagree 3=Agree 4=Agree A Lot AVERAGE ITEM SCORE (AIS): TRENDS REVIEW Graph Use to… Ask yourself… 4b Engagement Average Scores Cross-Year Review Note school’s average item scores per subscale for this school year and 2 previous years (if data are available). By subscale and overall, have our average item scores per subscale increased, decreased, or maintained over the years? Our Increased Areas Our Decreased Areas Our Maintained Areas
STUDENT DATA REPORT Social and Emotional Competencies Scale – Table 5 Response Scale: 1 = Not like me at all, 2 = Not much like me, 3 = Somewhat like me, 4 = Very much like me AVERAGE ITEM SCORE (AIS) REVIEW Graph Use to… Ask yourself… 5b Social Emotional Competencies Average Scores Cross-Year Review Note school’s average item total score for this school year and last year (if data is available). Has our total average item score increased, decreased, or maintained since last year? Our Increased Areas Our Decreased Areas Our Maintained Areas Additional Notes Table Use to… Ask yourself… 5b Social Emotional Competencies Average Item Scores Note the sizable strengths and considerable concerns for YOUR school. A score of 3 or above means that the students on average feel the statement is somewhat or very much like them. Is this an area of strength or concern for our school? Are there differences between grade, race or gender groups?
100 .14 or larger 120 .13 or larger 140 .12 or larger 160 .11 or larger 200 .10 or larger 240 .09 or larger 310 .08 or larger 400 .07 or larger 540 .06 or larger 780 .05 or larger Note. Statistical significance is at the .05 (two-tailed t-test) and based on a standard deviation of .50 for each score. The statistical significance of differences would vary depending of the actual standard deviations. Additional helpful notes to consider: Observe that as the size of the sample increases, the size of the difference needed for statistical significance decreases. Thus, be very cautious in concluding that differences are important when looking at small samples. Keep in mind that the actual score may be more meaningful than a statistically significant difference. For example, 2.7 may be significantly greater than 2.3, but both scores are low compared to other schools. Likewise, 3.8 may be significantly greater than 3.5 but both are very high and likely indicate no need for improvement. Be aware that the size of the differences needed for statistical significance are estimates. Be aware that practical significance is NOT the same as statistical significance. A good example is finding a difference of only .05 to be statistically significant in a sample of 800 students. Is that difference truly meaningful or of practical significance?
First Name: Family Name: Date of birth: Email: Mobile: Student No. Postal address: (we will not send any letters to this address without your consent) Programme of Study: Duration of Course: From: To: Level of study Undergraduate Masters PhD General Course Summer School Other Fee Status Home EU International Have you seen a Counsellor or a Mental Health Adviser at LSE before? Yes No If yes, please give details of who you saw and when this was? Are you currently seeing a counsellor or other mental health professional? Yes No Are you registered with a GP? Yes No Please give your GP Name and Address Current Medications: Please read each statement and tick a box to indicate how often you have felt that way over the last week I have felt tense, nervous or anxious I have felt I have someone to turn to for support when needed I have felt unable to concentrate on my studies I have had thoughts of hurting myself’ Talking to people has felt too much for me I have had difficulty getting to sleep or staying asleep I made plans to end my life I have been over-eating or I have used or alcohol to cope with my difficulties Please tell us the difficulties you are having and what kind of help you are seeking?
Your Coordinator is your main point of contact for your volunteering role with Changing Faces. They provide support and advice regarding any aspect of volunteering by answering your queries and staying in touch with you regularly. Any technical queries will be passed to the training team. Your Coordinator will: Be there to discuss any questions or issues you have with your volunteering, clients, or clinics. Respond to your call or email within 3 days (or within a day if your clinic is coming up in the next week). Ensure you are in touch with each other at least every two months. Contact you for a one-to-one review every 6 months. Keep you up-to-date with changes, policy updates, general Changing Faces information and anything else that is relevant – often these communications will come from the Skin Camouflage Service Manager. Direct you to appropriate support to talk through a situation relating to a client’s mental health or a situation that was challenging for you. KEEP IN TOUCH WITH US We will do our utmost to communicate with you regularly. However, to make sure things flow smoothly, it’s really important that you stay in with us too, by responding to us, asking questions or sharing your thoughts. We ask volunteers to: Get in touch if you have any admin, policy, clinic or client queries, problems, worries, or something in your life is affecting your volunteering. Read and respond to communications we send out. your volunteering email account regularly, every 3 days (or every day in the week before a clinic). Respond to any communication from us within 3 days (or day in the week before a clinic your clinic). IF YOU CAN’T RUN YOUR CLINIC
DHB provided Assessment Treatment and Rehabilitation (AT&R) services Community based rehabilitation services Child development services. development service specification (assessment and planning service components) Supported living Supported living Guidelines and service specifications Residential support services (eg, community residential services and community residential placements in aged care facilities for younger people) Community residential support services specifications for people with physical or intellectual disability Community residential service within aged care facilities for younger people with lifelong disabilities specifications Specialist services for people with intellectual disabilities including with co-morbid autism spectrum disorder (eg, behaviour support) Behaviour support services for people with intellectual disability service specification NZ Autism Spectrum Disorder Guidelines Services for people with intellectual disabilities under the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 Regional Intellectual Disability Supported Accommodation Service (RIDSAS) specifications Regional Intellectual Disability Secure Care Service (RIDSS), hospital level services specifications National Intellectual Disability Secure Care Service (NIDSS, hospital high
1 egg 150g canned beans the Pantry - We stock most standard pantry items. Herbs and spices: If we have it you can use it Milk 60g cheddar cheese 40g mozzarella 150ml milk 60g Feta cheese Grains (Preferably Wholegrain) 1 tortilla 2 tacos 4 filo pastry sheets 1 puff or shortcrust pastry sheet 1 bread roll 2 slices ½ cup rice 1½ cups cooked rice 4 Rice paper sheets 2 spring roll wrappers 1 cup flour (any type) 1 cup uncooked pasta 2 lasagne sheets such as sweet chilli, tomato, mustard. Stock Tomato paste, pizza sauce etc Provide details of 2 in a Wrap’ ideas that you think can be produced within the constraints. Design Solution: in a Wrap 1 Description and annotated drawing/ diagram. Design Solution Snack in a Wrap 2 Description and annotated drawing/ diagram
Activity 12th 11th 10th 9th Description EXAMPLE: Drama Club P L M M 11th Lead role in Dracula AWARDS/HONORS (Grades 9 – 12. Begin with the most recent) High School Award/Honor and Organization Description Grade EXAMPLE: President’s Honor Roll, Stuttgart High School Achieved 3.4 GPA 12th
St Catherine’s Sailing Club Regatta Programme 2018 Date Start Event Trophies / Prizes Race Type LW HT(M) Easter Regatta Mon 02-Apr 10:00 Easter Egg Race 1 Easter Egg Open – Easter Egg Junior - U21 Mug – Junior Trophy OH / T 15:24 0.9 B2B Easter Egg Race 2 Easter Egg Open – Easter Egg Junior - U21 Mug – Junior Trophy OH / T B2B Easter Egg Race 3 Easter Egg Open – Easter Egg Junior - U21 Mug – Junior Trophy OH / T Liberation Day Regatta Wed 09-May 10:00 Vega Fast Boat Pursuit Race Vega P 07:59 4.3 10:20 Vega Slow Boat Pursuit Race Liberation Day Stamps P 14:00 Beagle Race Beagle Coins – Liberation Day Trophy – Liberation Day Plate – U21 Mug – Junior Trophy OH / T B2B Liberation Day Race Liberation Day Trophy – Liberation Day Plate – U21 Mug – Junior Trophy OH / T Jubilee Regatta Sun 03-Jun 10:00 Jubilee Race 1 Jubilee Trophy - Buchanan Trophy – Jubilee Mug – Junior Trophy – U21 Mug OH / T 16:26 2.9 B2B Jubilee Race 2 Jubilee Trophy - Buchanan Trophy – Jubilee Mug – Junior Trophy – U21 Mug OH / T B2B Jubilee Race 3 Jubilee Trophy - Buchanan Trophy – Jubilee Mug – Junior Trophy – U21 Mug OH / T Commodore's Regatta Sun 10-Jun 10:00 Commodore's Race 1 Commodore’s Cup – Commodore’s Plate – Commodore’s Prize – Junior Trophy – U21 Mug OH / T 10:38 3.0 B2B Commodore's Race 2 Commodore’s Cup – Commodore’s – Commodore’s Prize – Junior Trophy – U21 Mug OH / T B2B Commodore's Race 3 Commodore’s Cup – Commodore’s Plate – Commodore’s Prize – Junior Trophy – U21 Mug OH / T
Regatta Prize –Pippamarie Cup – Plaything Bowl – Streaker Cup – U21 Mug– Junior Trophy Championships Sun 5-Aug 10:00 Class Championships Race 1 Carter Class Bell – Laser Shield – Feva Championship Prize – Oppie Championship Prize – Optimist Championship Prize – Pico Championship Prize – Remnants Championship Prize – RS200 Championship Prize – StHYC Trophy – Topsy Trophy C / OH 19:15 3.8 B2B Class Championships Race 2 Carter Class Bell – CIYS Laser Shield – Feva Championship Prize – Oppie Championship Prize – Optimist Championship Prize – Pico Championship Prize – Remnants Championship Prize – RS200 Championship Prize – StHYC CIYS Trophy – Topsy Trophy C / OH B2B Class Championships Race 3 Carter Class Bell – CIYS Laser Shield – Feva Championship Prize – Oppie Championship Prize – Optimist Championship Prize – Pico Championship Prize – Remnants Championship Prize – RS200 Championship Prize – StHYC CIYS Trophy – Topsy Trophy C / OH Club Championships Sun 23-Sep 09:00 Optimist Club Championship Race 1 Little Hardy Cup C 12:52 2.5 B2B U 18 Club Championship Race 1 Macready Cup C B2B Club Championship Race 1 Hardy Cup C B2B Optimist Club Championship Race 2 Little Hardy Cup C B2B U 18 Club Championship Race 2 Macready Cup C B2B Club Championship Race 2 Hardy Cup C B2B Optimist Club Championship Race 3 Little Hardy Cup C B2B U 18 Club Championship Race 3 Macready Cup C B2B Club Championship Race 3 Hardy Cup C OH = Open Handicap Racing C= Class Racing P= Pursuit Racing T = Tandem Race ie Includes a race within a race such as a Junior Race or Class Race. Refer to Sailing Instructions Attachment C for details
Union Co El Dorado Janet Scarlet EHS 870-864-5107 870-864-5015 Lead RN Teresa Cameron NW 870-864-5078 870-864-5015 RN Wendy Hale HG/RB 870-864-5071 870-864-5015 LPN whale@esd-15.org Karen Wolfe Barton jr 870-864-5051 870-864-5015 RN kwolfe@esd-15.org Shirley Randle Youcum/Murmil 870-864-5096 870-864-5015 RN srandle@esd-15.org Shonta May Washington 870-864-5036 RN Junction City Kaci Burton K-12 870-924-4594 870-924-4565 Lead RN jcnurse@jcdragons.k12.ar.us Parkers Chapel Dianna Adams K-12 870-881-5099 881-5094 Lead RN Smackover Michelle Martisek K-12 870-725-2381 870-725-2385 RN Candis Langley 870-725-2381 Lead RN Norphlet Traci Jeffers K-12 870-546-2781 870-546-9550 Lead RN Traci.jeffers@smackover.net ext.125 Strong Jessica Massey K-12 870-797-2321 870-797-2312 LPN K Karen Bell Contract RN Lead RN Karen.bell@strong.scsc.k12.ar.us
ELA 4-8 Scholastic Reading Inventory (SRI) Locally selected measure (was previously used for APPR): Standardized, nationally normed measure of reading comprehension skills Scholastic ELA K-5 Running records assessments Informally reading inventory providing analysis of comprehension, miscues, and fluency Teacher College Reading and Writing Project (TCRWP) ELA K-12 SCSD Curriculum Unit Assessments Locally selected Measures progress towards intended CCLS proficiencies District created (educator created) ELA K-12 Performance Tasks Locally selected For purpose of SLO/Teacher APPR District created (adapted from TCWRP, Smarter Balanced Assessment samples) Math K-8 AIMSweb of Math Computation Locally selected measure (was previously used for APPR): Standardized, nationally normed measure of predictive early Math skill Pearson Math K-Algebra EngageNY Module Assessment Locally selected measures progress towards intended CClS proficiencies Agile Mind Math Algebra Intensified Algebra Topic Assessments Locally selected measures progress towards intended CCLS proficiencies Agile Mind Math K-12 Performance Tasks Locally selected for purpose of SLO/Teacher APPR District created (adapted from CCLS math task samples) Math 3-5 Performance Tasks Locally selected for purpose of SLO/Teacher APPR District created Math 6-12 Performance Locally selected for purpose of SLO/Teacher APPR District created Science 3-5 Performance Tasks Locally selected for purpose of SLO/Teacher APPR District created Science 6-12 Performance Tasks Locally selected for purpose of SLO/Teacher APPR District created Science 9-12 Performance Tasks Locally selected for purpose of SLO/Teacher APPR District created Social Studies 3-12 Performance Tasks Locally selected for purpose of SLO/Teacher APPR District created Social Studies 6-8 Interim Assessments Locally selected measures progress towards SCSD Social Studies initiatives (initiatives DBQ Project Writing Assessments
Catholic Jurisdiction Contact name Contact details National Catholic Education Commission (NCEC) Tim Smith () Archdiocese of Canberra and Goulburn: Catholic Education Office Williams (mailto: maree. williams@cg .catholic.edu .au) Archdiocese of Canberra and Goulburn: Catholic Education Office Patrick Kelly Patrick. kelly@cg .catholic.edu .au (mailto: patrick. kelly@cg .catholic.edu .au) NSW: Catholic Education Commission Gerry Gray () NT: Catholic Education Office Sharon () NT: Catholic Education Office Adriaan DuPlessis () QLD: Catholic Education Commission Vera Zappala () SA: Catholic Education Office Stephanie () TAS: Catholic Education Office Christine Butterworth () VIC: Catholic Education Office David Muggins () WA: Catholic Education Office Jacqueline Reid reid .jacqueline@cathednet.wa.edu.au (mailto:reid .)
Application to Work in a Sydney Catholic Schools (SCS) Position Applied For: Are you an existing employee of Sydney Catholic Schools? Yes No If YES, please provide your Employee ID _________________________ Have you previously applied for a position within Sydney Catholic Schools in the past 12 months? Yes No If YES, please state position title: Month/year application submitted: SECTION 1: PERSONAL DETAILS Surname: Mobile: Given Name(s): Home Phone: Title: Email: Email address must be current Previous name(s): Religion: Residential Address: Postcode: Mailing Address: Postcode: Date of Birth: Place of Birth: (City, State, Country) Marital Status: Australian Resident: Yes No If NO, Visa Status: If Visa, Visa Number/Class: Country of Citizenship: Are you of Aboriginal or Torres Strait islander origin? No Aboriginal Torres Strait Islander (Persons of both Aboriginal and Torres Strait islander origin should mark BOTH boxes) SECTION 2: EDUCATION RELEVANT QUALIFICATIONS Qualification Gained Institution Attended Years Attended Date Awarded ANY RELEVANT TRAINING / COURSE / QUALIFICATION Qualification Gained Institution Attended Attended Date Awarded SECTION 3: EMPLOYMENT RECORD
PROGRAM DEVELOPMENT Back to Criteria Criterion 7—Intervention: Critical Reasoning In collaboration with the supervising occupational therapist, selects, plans, and modifies interventions in school systems based on evidence and evaluation data. Guidelines Program development refers to the creation of a new program or development of an evolving program. Dates of program development Briefly describe the program purpose, services offered, and clients served. (average word Describe how this program development activity, including description of resources used, demonstrates your ability to “collaborate with the supervising occupational therapist and select, plan, and modify interventions in school systems based on evidence and evaluation data.” (average word guideline–500)
SCHOOL SYSTEMS SPECIALTY CERTIFICATION Occupational Therapist Table of Contents: ACTIVITY EVIDENCE FORMS Instructions: Please complete 1 form for each criterion. Combine completed forms in a single document (e.g., Word or .PDF) and submit with the completed application to . Please do not include unused forms. Criterion 1: Knowledge: Diagnostic Considerations – Minimum 10 contact hours needed –Minimum 10 contact hours needed Criterion 2: Knowledge: Evaluation –Minimum 10 contact hours needed –Minimum 10 contact hours needed Criterion 3: Knowledge: Intervention –Minimum 10 contact hours needed –Minimum 10 contact hours needed Criterion 4: Knowledge: Regulation & Payers –Minimum 3 contact hours needed –Minimum 3 contact hours needed Criterion 5: Evaluation: Performance Skills (does not include supervisory relationship) Criterion 6: Evaluation: Critical Reasoning (2) Criterion 7: Intervention: Performance Skills (does not include supervisory relationship) Criterion 8: Intervention: Critical Reasoning (does not include supervisory relationship) Criterion 9: Psychosocial Critical Reasoning (does not include supervisory relationship) Criterion 10: Ethical Practice – The 3 ethical practice scenarios are found within the application itself. Criterion 11: Establishes Networks Criterion 12: Advocating for Change s
Describe the relevance of the activity to your practice in school systems. (average word Describe how the knowledge acquired from this activity “demonstrates knowledge of relevant evidence specific to intervention in school systems.” How did the activity influence the way you practice, or how did it affect your client outcomes? (average word guideline–200) Submit documentation that verifies completion of the activity, such as certificate of completion or unofficial transcript. Not required for AOTA courses.
Describe how and why you integrated these results into the client’s intervention plan. Part II ASSESSMENT 2 (Part 2 of 2) Name of assessment. Describe the client, client factors, and case contexts that contributed to your selection of the assessment for the identified case. What considerations regarding reliability, validity, relevance, and currency did you consider when selecting this assessment? Describe the assessment results, including those gathered through clinical observation, and what these results told you about the client’s occupational performance. Describe how and why you integrated results into the client’s intervention plan.
Purpose and rationale of the research. (average word guideline–250) Describe how this research demonstrates your ability to “synthesize and interpret assessment data and clinical observations related to the client, context, and performance in school systems.” (average word guideline–400)
Purpose and rationale of the research. (average word guideline–250) Describe how this research demonstrates your ability to “select, plan, and modify interventions in school systems based on evidence and evaluation data.” (average word guideline–400)
PROFESSIONAL MEMBERSHIPS If more than 4, combine multiples in 1 box. Organization Name Organization’s Dates of Membership If more than 4, please list additional here. EMPLOYMENT--CURRENT Primary Employer Name Dates with Employer Current Position or Title Employer Address City State ZIP Type of Setting Academic Institution Community-Based Setting Government--Federal Government--Local, State Home Health Agency Long-term Care Facility/SNF Hospital Setting Military Non-profit Agency Private Industry Private Practice Rehab Facility School System Other (please specify): ____________________ Clients Served Please identify the populations served at this setting on which this application is based.
EMPLOYMENT – CURRENT Secondary, if applicable Employer Name Dates With Employer Current Position or Title Employer Address City State ZIP Type of Setting Academic Institution Community-Based Setting Government--Federal Government--Local, State Home Health Agency Long-term Care Facility/SNF Hospital Setting Military Non-profit Agency Private Industry Private Practice Rehab Facility School System Other (please specify): Clients Served Please identify the populations served at this setting on which this application is based. EMPLOYMENT--PAST If are employers in the past 5 years other than those listed above, please identify below. Previous Employer Name State Dates With Previous Employer
Intervention: Performance Skills Ensures that school systems interventions are performed competently and include the integration of varying client factors and contexts. Analysis of Performance Case Study, client-based Case Study, instructional Formal Specialized Consultation for Intervention Program Development Research Intervention: Critical Reasoning Ensures that the selection, planning, and modification of interventions in school systems are based on evidence and evaluation data. Analysis of Performance Case Study, client-based Case Study, instructional Formal Specialized Consultation for Intervention Program Development Research Psychosocial Critical Reasoning Recognizes immediate and long-term implications of psychosocial issues related to conditions found in clients with school systems issues and ensures that therapeutic approach and occupational therapy service delivery are modified accordingly. Analysis of Performance Case Study, client-based Case Study, instructional Formal Specialized Consultation for Intervention Program Development Research Establishes Networks Establishes and collaborates with referral sources and stakeholders so that clients and relevant others may achieve outcomes that support health and participation in the area of school systems. Formal Specialized Consultation Marketing Activities Presentation Volunteer Leadership Advocating for Change Influences services for clients (person, organization, population) in school systems through independent or collaborative education or advocacy activities. Advocacy Efforts Advocacy Case Study Volunteer Leadership Service to BASC Demonstrates leadership in service to support BASC operations. Documentation of Service Ethical Practice Identifies ethical implications associated with the delivery of services in school systems and articulates a process for navigating through identified issues. 3 ethical practice scenarios, 1 for each of the following: Client-Based, Fiscal & Regulatory, Scope of Practice
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5. (organisations) fund: UK Sport! UKSI (ElS)/NGBs / H.C. councils ! YST! Sports Colleges 6. (events) attracts or provides class events or competitions 7. (talent) scholarships ! Class (Performance) Programme / WC(P)P! or / TASS / talent ID; gifted and talented Media 8. (awareness) raises profile or awareness of sport’s! promotes sport’s Bodies influencing and promoting participation in physical activity as part of a balanced, active and healthy lifestyle; the promotion of health, fitness and wellbeing and/or sporting. Demonstrate knowledge and understanding of UK Sport. podium performance
building better systems – including timely access to standardised assessments and care planning, and aggregated data for monitoring and to improve quality across home and community support services and aged residential care providing new and expanded services – concentrating on dementia, and primary and community care improvements to avoid hospital admissions supporting family and whānau – in particular, through providing and enabling access to support for carers, respite care, day programmes and social supports providing integrated services closer to home with the aim of improving outcomes – in particular, chronic disease management, services for the frail elderly, and support for the Whānau Ora initiative collaborating regionally to maximise clinical and financial resources strong clinical leadership. Range of services Services funded by DHBs will include, but will not be limited to: information, advice and education for older people and their families, whānau and carers about, but not limited to, available services, access to services, health promotion and and needs assessment of older people, including assessment of carer needs interRAI Community Health Assessment and functional supplement or Home Care Assessment, must be completed to determine need for home and community support services and aged residential care implementation and roll-out of interRAI into aged residential care service coordination support to live at home, including personal care (eg, assistance with dressing, bathing, eating and toileting), household management (eg, assistance with meal preparation, laundry and cleaning) and, where appropriate, restorative and rehabilitative approaches to support older people to regain independence and remain part of their community support for informal carers including carer support subsidy and respite care (eg, carer training, residential respite, dementia respite care and day programmes for older people, respite care) specialist health of older people services providing support to residential and home-based support services for older people as well as to acute hospital, primary health care and NASC services an organised stroke service AT&R services long-term residential care rest home hospital dementia specialised hospital (psycho-geriatric). Older people should also have access to the same range of health services as the general population, in a manner and setting that are safe and age appropriate. Refer in particular to the following service coverage schedules: 4.2 Diagnostic, therapeutic and support services – personal health