zilongwang/ReadingBank huggingface dataset:
obligated to respect the privacy rights of the Client and all individuals described herein, as well as the generally accepted professional standards relating to the maintenance of confidential information, and to take all appropriate precautions to protect the confidentiality of the information contained herein, This legal obligation shall remain in full force indefinitely without restriction. Corporate Full Name of Institution : Registration Number : Date of Registration : Domicile /Jurisdiction : Postal Address : Registration Address : Physical Address : (if different from Registration Address) Business Telephone Number : Business Facsimile Number : E-mail Address : Website : Corporate Officer 1 and Title : Corporate Officer 2 and Title : Business Trading Type / Description : Insert Client Letterhead Here Details of Signatory to Contract – Corporate & Individual First Name : Last Name : Date and Place of Birth : Nationality : Passport Number : Date of of the Passport : Expiry Date of the Passport :
Proposed Grant Title Relevant P code(s) If applicable Task Team Leader & GP Geographic Scope Check appropriate location and list country/region Country: [Name] Regional: [Name] Global Amount Requested from SPF (USD) Type of (BE or RE) Date of Formal Submission to SPF 5 BEFORE SUBMITTING* GRANT SPF [Briefly describe the expected results of the grant activities and the expected impact after the grant period. Include at least one output indicator per component and at least one outcome indicator for the grant activities.] LINKAGES TO SPF FOCUS AREAS [Indicate the proportion of the requested funding that corresponds to each of the five SPF focus areas. Not all focus areas need to apply; indicate only those most relevant to the project objectives and activities. Please refer to the focus area notes and SPF results framework for more information on each focus area.] Focus Area Proportion of funding Crisis Response Financing Solutions Forced Displacement H-D-P Nexus Prevention and Recovery TOTAL 100% RE GRANTS ONLY – PARTNERSHIP AND [Use the check boxes to indicate partner type(s). Below the check boxes, describe how and by whom the grant activities will be implemented and what partnership and implementation arrangements have already been made.] UN agency: [name] International or regional organization (excluding UN): [name] NGO or CSO: [name] government: [name] Other: [name] AND AND
SPRING Sale April 19th – 21st Thursday (4/19): 10am - 8pm Friday (4/20): 10am – 5pm Saturday (4/21): 8am – 2pm Most 1/2 Price all Day Cash Bag Sale: 2:30PM – 3:30Pm Princeton Community Church 2300 Pennington Road, Route 31 Pennington, NJ 08534 Get everything you need for spring and summer! Find stuff for NEWBORNS thru Teens and every age in between!
Voula Granitsiotis – Urologist NHS Lothian Session 1: - Function Chair: TBC 09:30 Male Sexual Dysfunction TBC 10:00 Artificial Urinary Sphincters Alhasso – Urologist – NHS Lothian 10:30 Post-natal Pelvic Floor Dysfunction TBC - Physio team 11:00 Coffee Session 2: - Teams Chair: Zbig Tcak Gynaecologist NHS Tayside 11:30 ERAS – is it worth the bother? Oliver Licari – Anaesthetist NHS GG&C 12:00 TBC 12:30 Session 3: - Neuromodulation Chair: Veenu Tyagi – Urogynaecologist NHS GG&C 13:30 SNS services in Scotland : Bowel dysfunction: Mhairi Collie Coloproctologist NHS Lothian
Initial only after you have had sufficient time to read and understand the information. Gainfully Employed Categories (includes data for the two calendar years prior to reporting) Part-Time vs. Full-Time Employment Calendar Year Graduate Employed in the Field Hours Per Week Graduates Employed in the at Least 30 Hours Per Week Graduates Employed in the Field 2017 0 0 0 2018 0 0 0 Single Position vs. Concurrent Aggregated Position Calendar Year Graduates Employed in the Field in a Single Position Graduates Employed in the Field in Concurrent Aggregated Positions Graduates Employed in the Field 2017 0 0 0 2018 0 0 0 Self-Employed/Freelance Positions Calendar Year Graduates Employed who are or Working Freelance Total Graduates Employed in the Field 2017 0 0
Calendar Year Number of Students Who Began Program Number of Graduates Graduates Available for Employment Graduates Employed in the Field Placement Rate % Employed in the Field 2015 1 1 1 1 100% 2016 2 1 0 N/A N/A You may obtain from the institution a list of the employment positions determined to be in the field for which a student received education and training. To obtain this list, please ask an institutional representative or you can review the list at: GAINFULLY EMPLOYED CATEGORIES PART-TIME VS FULL-TIME EMPLOYMENT Calendar Year Graduate Employed in the Field 20-29 Hours Per Week Graduates Employed in the Field at Least 30 Hours Per Week Graduates Employed in the Field 2015 0 1 1 2016 0 0 0 SINGLE POSITION VS. CONCURRENT AGGREGATED POSITION Calendar Year Graduate Employed in the Field in a Single Position Graduates Employed in the Field in Concurrent Aggregated Positions Total Graduates Employed in the Field 2015 0 1 1 2016 0 0 0 SELF-EMPLOYED / FREELANCE POSITIONS Calendar Year Graduates Employed who are or Working Freelance Total Graduates Employed in the Field 2015 0 0 2016 0 0 INSTITUTIONAL EMPLOYMENT
ANNUAL SALARY AND WAGES REPORTED FOR GRADUATES EMPLOYED IN THE FIELD Calendar Year Graduates Available for Employment Graduates Employed in Field $20,001- $25,000 $35,001- $40,000 $45,001- $45,000 $45,001- $50,000 No Salary Information Reported 2015 1 1 N/A N/A N/A N/A 1 2016 0 N/A N/A N/A N/A N/A N/A A list of sources used to substantiate salary disclosures is available from the school. To obtain this list, please ask an institutional representative or you can review the list at: Student’s Initials: __________ Date: ____________________ Initial only after you have had sufficient time to read and understand the information. COST OF EDUCATIONAL PROGRAM Total charges for the program for students completing on-time in 2016: $28,000-37,450 depending on the track. Additional charges may be incurred if the program is not completed on-time. Costs Include tuition, Registration Fee, and Technology Fee. Does not include campus fees, books and materials, or living expenses. Student’s Initials: __________ Date: ____________________ Initial only after you have had sufficient time to read and understand the information. FEDERAL STUDENT LOAN DEBT Most recent three year cohort default The percentage of enrolled students in The average amount of federal student The percentage of graduates in 2016
Noted the updated Register of Interests. Confirmed there are no conflicts of interest for members in respect of the agenda items. In respect of the Southern Partnership Group’s Terms of Reference Tony Lanigan and Margaret Wilsher; Acknowledged the standards of conduct required (clause 12). Agreed members had an ongoing responsibility to identify any actual or potential conflicts of interest (clause 12.2) Acknowledged the Chair as the lead for external communications (Clause 16). Acknowledged the confidentiality requirements that apply to attendees at these meetings (clause 17). Reviewed the action points. Open action points from the last meeting are listed below. Noted MoH has submitted a Risk Profile Assessment for the project to Treasury which confirmed the project’s high risk rating. The assurance requirements for the project will involve undergoing the full Gateway process managed by Treasury as well as some internal quality assurance. John Hazeldine, MoH is the designated Senior Responsible Owner (SRO) for the purpose of Gateway Reviews. The first Gateway Review will be undertaken when the Strategic Assessment business case is prepared. Noted Nigel Millar has been appointed the new Chief Medical Officer for Southern DHB. A CFO appointment is expected shortly and interviews are soon to be held for the senior and head of communications roles at Southern DHB. Open Action Whom Date Assigned Completion date Status Confirm whether any amendments are required to the SPG ToR after Treasury and the Ministry of Health meet with the State Services Commission. JH/DH 10/11/2015 09/02/2015 Open Draft quarterly report to Ministers - the first will be prepared in February 2016. KR 10/11/2015 9/02/2016 Ongoing Southern DHB and MoH to formally advise SPG of any gaps or concerns with resources MM/CH 10/11/2015 - Ongoing Arrange meeting between SPG and Southern DHB’s clinical council PB/KR 18/12/2015 ASAP Item Topic 3 Southern DHB presentations Received a presentation on Southern DHB Service Planning (SB/LO) Discussed the roadmap that had been prepared to support implementation of the Strategic Health Plan
Select Photo Highlights from “Moonstruck” Rosa, Pink Jan Allen Cactus Dahlia Jane Waugh Chrysanthemum Spray, 'Indian Summer' Jan Allen Cleome, Pink Dianna Dwyer Tricyrtis, Toad Lily Jane Waugh Miscanthus gracillimus Maureen Carson Hydrangea 'Annabelle' Dianna Dwyer Salvia officianlis, purpurascens Jane Waugh Capsicum annum 'Poblano' Sally Russell Dahlia Collection Dianna Dwyer Pelargonium, Ivy Geranium Diane White Trough with 5 Sedum var. Maureen Carson Educational Posters NGC Top Educational Award: Maureen Carson Exhibit 2 on trees CT Silver and Blue Educational Award Diane White Exhibit 1 on Butterflies
Action Whom Date Assigned Completion date Status Draft quarterly report to Ministers KR 10/11/2015 30/08/2016 Ongoing Southern DHB and MoH to formally advise SPG of any gaps or concerns with resources MM/CH 10/11/2015 - Ongoing Finalise the May minutes for the Chair to sign (KR/AB). KR/AB 28/06/2016 ASAP Closed PWC to complete probity deed with MoH – the outcome of a probity review by TressCox JH 24/05/2016 26/07/2016 Open Meeting for SPG 30 August –Invercargill – confirmed (closed) 19 Sept 2016 – alternate date now set (closed) Establish 2017 schedule – Leopold, MoH, to poll dates (open) KR 24/05/2016 26/07/2016 Open Update on clinical governance group arrangements NM 24/05/2016 26/07/2016 Open Reportback to SPG members on finalising new ToR (refer 24 May SPG minutes - Item 4) JH 24/05/2016 26/07/2016 Open
Assignments – explanation and due date Session 10 Day/Date Topic Learning Objectives for Session [identify relevant Program Competencies from page 1 of syllabus] [List learning objectives] Required and recommended readings Assignments – explanation and due date Session 11 Day/Date Topic Learning Objectives for Session [identify relevant Program Competencies from page 1 of syllabus] [List learning objectives] Required and recommended readings Assignments – explanation and due date Session 12 Day/Date Topic Learning Objectives for Session [identify relevant Program Competencies from page 1 of syllabus] [List learning objectives] Required and recommended readings Assignments – explanation and due date Session 13 Day/Date Topic Learning Objectives for Session [identify relevant Program Competencies from page 1 of syllabus] [List learning objectives] Required and recommended readings Assignments – explanation and due date Session 14 Day/Date Topic Learning Objectives for Session [identify relevant Program Competencies from page 1 of syllabus] [List learning objectives] Required and recommended readings
14 ME – Nursing Facility Y N 14 ME – Temp Institutional Y N 14 ME – Historical Institutional-waiver Y N 14 ME – Temp Waivers Y N 14 MA – MBCC - Medicaid for Breast and Cervical Cancer Y Y 18 ME – Disabled Adult Child Y Y 19 ME – SSI Denied Children N Y 20 MA – Support Transitional N Y 21 Adoption Assistance – Federal Match – No Cash N Y 21 Adoption Assistance – Federal Match – With Cash N Y 22 ME – Disabled Widow(er) Y Y 22 ME – Early Aged Widow(er) Y Y 22 ME – Temp Widow(er)(s)y Y Y 29 MA – State Time Limit Transitional N Y 37 MA – EID Transitional N Y 40 MA – Pregnant Women N Y 43 MA – Children Under 1 N Y 44 MA – Children 6-18 N Y 45 MA – Newborn Children N Y 47 MA – Children denied TANF w/Applied Income N Y 48 MA – Children 1-5 N Y 55 MA – Refugee N Y 55 MA – MN w/Spend Down N Y 87 ME – Medicaid Buy In Y Y
It is essential that complete and accurate records are maintained because MFPD tracking is subject to by the Centers for Medicare and Medicaid Services. Staff must follow policy in , Maintenance Requirements for Member Information and Forms, which requires a daily backup of TxMedCentral files to compact disk. 3526 Documentation of the 90-Day Qualifying Institutional Stay Required for Money Follows the Person Demonstration Eligibility in the STAR+PLUS Home and Community Based Services Program Revision 17-5; Effective September 1, 2017 To be eligible for the Money Follows the Person Demonstration (MFPD) Initiative, members must have resided continuously in an institutional setting for at least 90 days prior to the eligibility date, and be enrolled from a Medicaid-certified facility. The member's date of entry and date of discharge from a hospital, nursing facility (NF) or other institutional setting are included in the number of days the individual is considered to be institutionalized. Check the Service Authorization System (SAS) for verification of residence in qualified institutional settings. This may include stays in a combination of applicable settings, which include: Service (SG) 1, Service Code (SC) 1, NF — Daily care; SG5, SC1, State Operated Intermediate Care Facility for Individuals with an Intellectual Disability or Related Conditions (ICF/IID); SG6, SC1, Non-State Operated ICF/IID; and SG4, SC1, State Supported Living Centers.
Tom Smith, DrPH – Asst. Prof & Chair, Evaluation Committee Ella Sanders, PhD – Senior Associate Dean Mary Brown, MPH – Accreditation & Data Coordinator Sarah Jones, PhD – Dean Ernestine Patton, MPH – Assistant Dean for Operations Resources (personnel, physical, IT) – who determines sufficiency? Acts when additional resources are needed? Sarah Jones, PhD – Dean Ernestine Patton, MPH – Assistant Dean for Operations Budget – who develops and makes decisions? Total participants: 5 Curriculum Sessions on Agenda There are 3 curriculum sessions. Distribute the topics in order to allow appropriate time for full discussion of each. CEPH staff can help you! Curriculum 1 MUST address MPH foundational knowledge & competencies and may address the following as appropriate: MPH concentration competencies DrPH knowledge & competencies APE & ILE Curriculum 2 may address the following as appropriate: MPH concentration competencies DrPH knowledge & competencies APE & ILE public health bachelor’s degrees academic public health degrees Curriculum 3 MUST address any components of Criterion D not already covered.
SPHE – Junior Cycle Programme Module First Year Second Year Year Belonging and integrating Coping with Change Joining a new Appreciating Difference Bullying is everyone’s business Coping with loss Looking back, looking forward work Family ties Goal setting for third year Work contract Self-management Organising myself Organising my work at home and school Balance in my Life What motivates me? Study skills Organising my time Planning for effective study Coping with examinations Communication Skills Express yourself Learning to listen Passive, assertive and aggressive communication Assertive communication Learning to communicate Communications in situations of conflict Physical Health Body care Healthy eating Exercise Body care and body image Physical exercise Relaxation Diet Friendship Making new friends A good friend The changing nature of friendship Boyfriends and girlfriends Relationships and Sexuality Me as unique and different Friendship Changes at adolescence The reproductive system Images of Male and Female Respecting myself and others Understanding sexual identity and orientation, LGBT From conception to birth Recognising and expressing feelings and emotions Peer pressure and other influences Managing relationships Making responsible decisions Health and personal safety Understanding sexual identity and orientation, LGBT Body image Where am I now? Relationships- what’s important The R’s _ respect, rights and responsibilities Conflict Understanding sexual identity and orientation, LGBT Emotional Health Recognising feelings Respecting my feelings and the feelings of others Self-confidence Body Stress Feelings and moods Influences and Decisions My heroes Positive and negative influences Making decisions Making good decision
Substance Use Why use drugs/ Alcohol: the facts Smoking and its effects Smoking-why, why not? The effects of drugs Alcohol and its effects Alcohol: why, why not? Cannabis and its effects Cannabis: why, why not? Ecstasy: the realities Heroin: the realities Personal Safety Looking after myself Accidents at home Feeling threatened Recognising unsafe situations Violence Help agencies Senior SPHE and RSE sexuality Self-esteem, indicators of high self-esteem Fertility and reproduction, health and pregnancy introduction to contraception Female health and hygiene Making decisions and peer pressure Personal rights and safety: being safe in school, the community; Human rights, respecting the rights of others , sexual identity Effective communication in relationships Peer pressure, impact of social media on relationships Adolescence/puberty, menstrual cycle and fertility Contraception STIs, safer sexual practice LGBT Fertility, reproduction, health Contraception Physical Activity and Nutrition Defining health Dietary habits and healthy food choices Body image and selfesteem Active lifestyle and physical health and wellbeing Diet and emotional wellbeing Choosing a healthy diet/healthy eating – links to wellbeing, stamina, performance /level of motivation, overall health and absence of illness
When selecting any resources for SPHE, ensure that they are selected in keeping with the of the school and the SPHE plan. Refer to p. 103 of the Teacher Guidelines for sample criteria for choosing resources. Core Resources for SPHE Name of resource Brief description Contact details SPHE Curriculum SPHE Teacher Guidelines National Council for Curriculum and Assessment Making the Links Making the Links is a guide to using materials from the Walk Tall programme, the Relationships and Sexuality Education programme and the Stay Safe programme. It is a practical guide in assisting teachers in their planning for SPHE. PDST 14 Joyce Way, Park West Business Park, Nangor Rd, Dublin 12 01-4358587 info@pdst.ie Walk Tall The Walk Tall supports the prevention of substance misuse and aims to give children the confidence, skills and knowledge to make healthy choices. PDST 14 Joyce Way, Park West Business Park, Nangor Rd, Dublin 12 01-4358587 info@pdst.ie Relationships and Sexuality Education (RSE) Manuals The RSE manuals facilitate the teaching of Relationships and Sexuality education. PDST Health and Wellbeing administrator C/O Co. Wexford Education Centre Milehouse Rd, Enniscorthy, Co. Wexford 053 9239105 Stay Safe The Stay Safe programme is a personal safety skills programme for schools; its overall objective is to prevent child abuse and other forms of child victimization (also Stay Safe Best Practice in Child Protection guidelines) Child Abuse Prevention Programme, Bridge House, Cherry Orchard Hospital, Dublin 10 01-6206347 staysafe@pdst.ie Additional Resources for SPHE Further resources published by the Substance Misuse Prevention Programme (Walk Tall) include: Resource Brief description Contact Details
of the RSE lessons at the various class levels PDST Health and Wellbeing administrator C/O Co. Wexford Education Centre Milehouse Rd, Enniscorthy, Co. Wexford 053 9239105 See also the PDST website under SPHE Resource list for Primary Schools Additional resources that may support schools in the implementation of the RSE programme Resources for students with learning difficulties Resource lists and differentiation templates to support teachers in implementing the content of the sensitive lessons Interim curriculum and guidelines for primary schools Provides an overview of the content of RSE for all class levels and addresses considerations for planning and implementing RSE
Further resources available from the Child Abuse Prevention Programme (Stay Safe) include: Name of resource Brief description Contact details Stay Safe for children with learning difficulties A resource to assist teachers in introducing personal safety skills to children in special education. All resources are available from: Child Abuse Prevention Programme, Bridge House, Cherry Orchard Hospital, Dublin 10 01-6206347 Stay Safe –A Parent’s Guide In booklet and DVD format to introduce the Stay Safe programme to parents and outline the topics in the programme Stay Safe CD A CD of songs to accompany the Stay Safe programme Stay Safe DVD A dvd to accompany the topics of the Stay Safe programme Various other resources
physical and emotional changes that children may experience during puberty. Busy Bodies was developed to support the teaching of the 5th and 6th component of Relationships and Sexuality Education (RSE) within the context of Social Personal and Health Education. need to register as a professional on healthpromotion.ie or follow this link: Photospeak A resource bank of black and white photographs to support use of this methodology in the curriculum Partners in Faith 14K Fatima Mansions, Rialto, Dublin 8 01 4535348 info@partnersinfaith.ie Sometimes I Feel...Pia A resource of cards to help children identify and explore feelings Speechmark Publishing Ltd. Available from: Outside the Box Learning Resources Ltd. Jigginstown Commercial Centre, Newbridge Rd, Naas, Co Kildare 045 856344 Emotions A resource of cards that have been designed to enable students to focus on the subject of emotions more easily. The photographs are divided into three groups, each with a different emphasis i) individual people ii) Difficult situations iii) enjoyable situations Available from: Eoin O Riordan Educational Resources 83 Woodstock, Kilcoole, Co. Wicklow 087 2362757
Management Acquisition strategy does not give adequate consideration to various essential elements, e.g., mission need, test and evaluation, technology, etc. Subordinate strategies and plans are not developed in a timely manner or based on the acquisition strategy. Proper mix (experience, skills, stability) of people not assigned to the project. Effective risk assessments not performed or results not understood and upon. Table A-2: Common Risk Mitigation Strategies Risk Category Risk area High Moderate Low Cost Closely monitor cost and spending. Consider implementing phased procurements. Obtain multiple bottom-up independent cost estimates. Perform Value Engineering Visit Vendor. Apply aggressive cost control. Closely monitor cost and spending. Obtain at least two independent cost estimates. Quality controls applied as defined in the BNL Quality Management Plan. Schedule Increase lead time substantially by initiating procurements 6 – 8 weeks early. Visit Vendor. Evaluate in-house procurement. Contract incentives and/or penalties. Maintain vendor oversight. Increase lead time by initiating procurements 2 – 4 weeks early. Visit Vendor. Evaluate in-house procurement. Contract incentives and/or penalties. Maintain vendor oversight. Add additional vendors. Quality controls applied as defined in the BNL Quality Management Plan. Scope and Technical Perform major redesign. Increase prototype cycles. Evaluate alternate technology. Request additional process control steps during fabrication. Define extensive QA and/or acceptance testing. Increase lead time and/or increase testing cycles. Moderate redesign as required. Define QA and/or acceptance testing. Increase prototype acceptance tests. Quality controls applied as defined in the BNL Quality Management Plan.
Remove 6 well plate from incubator Aliquot 1.8 ml of Poly-NIPAM to the chilled 15 mL tube using a positive displacement pipette Add appropriate amount of cells (50 ul-using calculation above) to gel and stir with tip (do not resuspend with this tip as the gel is very viscous) Add 150 uLs of cell/ Poly-NIPAM suspension to one well in the 6 well plate using positive displacement pipette Hold pipette as vertical as possible; try not to add any bubbles to the gel by pipetting at a steady pace both when taking the suspension from the 15 mL tube and when placing the gel in the well Once all the gels have been pipetted into wells, place plate in incubator for 5 minutes When ready, add 3 mL of media to each well and return to incubator to allow spheroid formation
Chariot Sphero Challenge Criteria A B C D E The student work demonstrates evidence of: Function Chariot functions extraordinarily well, and holds up during the test runs. Chariot functions well, and up during most of the test runs. Chariot functions well, a few pieces fall off. Chariot functions pretty well, but deteriorates under typical stresses. Fatal flaws in function with complete failure under typical stresses. Construction Appropriate materials were selected and creatively modified in ways that made them even better. Appropriate materials were selected and there was an attempt at creative modification to make them even better. Appropriate materials were selected. Assistance was required to select appropriate materials for the chariot Inappropriate materials were selected and contributed to a product that performed poorly. Group Presentation Extensive information about your chariot and reflection and problem solving was evident Information about chariot makes sense, attempts are made to reflect on problems Information about chariot makes sense, but is basic Information is not clear about your chariot and lacks detail Lack of information and detail on chariot. Construction - Care Taken Great care taken in construction process so that the Chariot is neat, attractive and follows plans accurately. Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive Chariot. Construction accurately followed the but 3-4 details could have been refined for a more attractive Chariot. Construction required assistance from teacher. Many details needed refinement for a strong or attractive Chariot. Construction appears careless or haphazard. Many details need refinement for a strong or attractive Chariot. Feedback Signed: Date:
LAB FIVE DUE October 18th - Chapter Three: Physiology of Phonation LAB SIX DUE October 20th - Chapter Three: Anatomy and Physiology of Phonation - REVIEW October 25th - EXAM #2 October 27th - Chapter Four: Anatomy and of Articulation, Resonation, and Deglutition- Articulators, Bones November 1st - Chapter Four: Anatomy and of Articulation, Resonation, and Deglutition- Bones, Dentition, Cavities LAB SEVEN DUE November 3rd - Chapter Four: Anatomy and of Articulation, Resonation, and Deglutition November 8th - Chapter Four: Physiology of Articulation, Resonation, and Deglutition LAB EIGHT DUE November 10th - Chapter Four: Physiology of Articulation, Resonation, and Deglutition LAB NINE DUE November 15th - Chapter Four: Physiology of Articulation, Resonation, and Deglutition- REVIEW November 17th – Exam #3 November 22nd – CHAPTER FIVE: Anatomy of Hearing November 24th– Chapter Five: Anatomy of Hearing LAB TEN November 29th- Chapter Five: Physiology of Hearing December 1st- Chapter Five: Physiology of Hearing LAB ELEVEN December 6th- Chapter Five: Physiology of Hearing LAB TWELVE December 8th- Chapter Five: Anatomy and Physiology of Hearing - REVIEW FINAL EXAM- TUESDAY DECEMBER 13TH- 1:30-3:30 (only covers the last unit, not inclusive) *The above schedule, policies and assignments in this course are subject to change in the event of extenuating circumstances or by mutual agreement between the instructor and the students.
MEAN SAT Critical Reading 488 SAT Math 495 SAT Writing 475 ACT (CLASS OF 2016, ACT taken by 100% of senior class) Composite 18.9 College Matriculation by South Point Graduates over the last four years: American University Anderson University Appalachian State University Auburn University Belmont Abbey College Bennett College The Citadel Clemson University College of Charleston College of William and Mary Cornell University Dartmouth College Davidson College Duke University East Carolina University Elon University Embry- Riddle Aeronautical University Furman University Georgia Tech University Hampden-Sydney College Hampton University High Point University Howard University Ignite College James Madison University Johnson and Lenoir Rhyne University Liberty University Louisiana State University Lynchburg College Mississippi State University Montreat College Northeastern University Old Dominion University Pratt Institute Presbyterian University Purdue University Queens University Salem College Savannah College of Art and Design University of Alabama University of Georgia University of Maryland University of Michigan UNC Asheville UNC Chapel Hill UNC Charlotte UNC Greensboro
UNC Pembroke UNC Wilmington University of Mississippi University of South Carolina University of Texas- Austin University of Virginia US Merchant Marine Academy US Military Academy (West Point) US Naval Academy (Annapolis) Virginia Tech University Warren Wilson College Western Carolina University West Virginia University Wheelock College Wingate University Winston Salem State University
Certification and Training for All Members of the Clinical Team Involved with Sedation1 (continued) Checked by Inspector If any of these items are pending, record the details and actions to be taken on Comments and Summary (page 8) Name Designation* GDC/GMC registration number Professional indemnity2 Sedation training (certificates to be available)3 Sedation-related training updates / CPD (provide evidence)4 Life support training (provide evidence)5 Last emergency training date (provide evidence)6 Average number of cases treated/year7 IS IVS Other All staff have completed the appropriate training: Yes No If ‘No’, the actions required should be summarised on page 17. These can be noted on page 8 during the inspection if required. 1. ‘Clinical Team Involved with Sedation’ is defined as the dental sedation team members and any additional clinical staff involved in the care and management of patients having sedation for dental treatment. 2. GDC guidance on indemnity is available at 3. Evidence of sedation training appropriate for techniques used and patients treated is required for clinical team members directly involved in sedation. For sedation team members new to sedation, training must be validated. [See section 8.1 in Conscious Sedation in Dentistry. 4. Twelve hours of sedation-related verifiable CPD in each 5-year cycle for clinical team members directly involved in sedation. 5. Life support training should be updated annually. [See Section 8.4 Life Support in Conscious Sedation in Dentistry]. 6. Ensure that the Clinical Team Involved with Sedation (see Footnote 1), including members who are not formally sedation trained, participate in regular scenario-based training for sedation-related complications. 7. Provide type of sedation technique (IS, IVS or Other) and number.
Section 2 Sedation Practice Environment 2A. Sedation practice activity Yes No Information Sources Comments The practice provides: Section 1.3, CSD 1 I Inhalation sedation (IS)……………………………………………………… 2 I Intravenous sedation (IVS)…………………………………………………. 3 I single drug (midazolam only)……………………………………... 4 I Oral sedation…………………………………………………………………. 5 I Transmucosal sedation……………………………………………………… 6 I Advanced sedation techniques* (if yes, provide details below)…..…….. 7 I ________________________________________________________ The following of patients are treated: Appendix 4, CSD 8 I ASA I or II patients…………………………………………………………… 9 I ASA III patients…………………………………………………………….… Approximate number of sedations provided annually: Section 1.3, CSD 10 I Adults (16 years and over)……………………….……….. 11 I Young people (12-15 years)……………………………… 12 I Children (under 12 years)……….................................... 13 A Children 12 years are only treated using IS……………….. N/A *Currently NHS Scotland does not permit advanced sedation techniques in NHS General Dental Practice.
The table below shows what we ran for young people in Spelthorne during 2014-15: 1.4.14 – 31.3.15 Area What we did Hours of delivery (per week) Stanwell Project work 3 Enterprise (SEND) 3 Teenage Parents 3 Open Access 3 Single Sex targeted work 3 Sunbury Inters Open Access 3 Open Access 3 Targeted Work 3 Ashford After School yr7 3 1-1 work 3 School yr6 3 Targeted 3 After School yr7 3 Open Access 3 Family Support 3 Leacroft/ Staines South Yr. 7 Open Access 3 Yr.8/9 Open Access 3 Yr.10/11 Open Access 3 Shepperton Inters Open Access 3 Open Access 3 Community Work 3 Targeted Work 3 For 2015-16, we think that the hours of youth work we have should be divided up like this: 1.4.15 – 31.3.16 Area Hours of Delivery (per week) Type of activity and what it will do Stanwell 3 Open Access juniors 3 Open access seniors 3 Teenage Parents 3 SEND 4 16-24 drop-in Daytime
1-1 work 3 3 Open access sen CYWS curriculum After School yr6 3 3 Targeted /1-1 Group work specific need Targeted 3 After School yr7 3 Open Access 3 Family Support 3 Shepperton Inters Open Access 3 3 Open access jrs CYWS curriculum Open Access 3 3 Open access sen CYWS curriculum Community Work 3 Targeted Work 3 In addition to these there will be borough wide holiday projects and residential opportunities.
VIOLENCE AND SEXUAL OFFENCE CRIMINAL DAMAGE AND DRUGS POSESSION OF A WEAPON MOST SIGNIFICANT AREAS STANWELL 64 22 11 4 1 WAY WAY TESCO VISCOUNT ROAD DOUGLAS ROAD FEB 47 10 18 3 1 WAY WAY TESCO ROAD JAN 56 17 16 4 ROAD ST MARYS CRESCENT TESCO STAINES TOWN 58 14 12 10 3 POLICE STATION SHOPPING CENTRE STATION FEB 39 20 12 6 BRIDGE STREET SUBWAY POLICE STATION SHOPPING AREA STATION GARDENS STATION JAN 25 12 6 6 BUS POLICE STATION SHOPPING AREA STATION STAINES URBAN 35 20 9 1 DUNCAN LANE FEB 23 18 6 2 DUNCAN KENT CLOSE JAN 27 16 6 2 DUNCAN MATTHEW ARNOLD CLOSE ASHFORD 57 34 20 4 1 ROAD CHURCH ROAD CONVENT ROAD LONDON ROAD FEB 53 26 14 8 1 ROAD ROAD CLOSE LONDON ROAD JAN 59 19 12 7 1 AND LALEHAM 8 8 3 AVENUE FEB 9 5 2 JAN 10 3 1
pi Revision History Reference 4.7_UseCases_TestCases_Features_Interim Build 9-24 Version No. 4.7 Release Date Total No. of pages Name Designation Date Prepared by MAHESH QA Lead Reviewed By Approved by Table of Contents 3.2 Features Not to be Tested
Design the Automation Frame work: To design the Frame Work we use the Data Driven Approach as the applications are stable and no GUI changes are identified and which would also cover AUT( Application Under Test).This also identifies the various reusable action and common steps. Automation Frame work implementation: In this all the identified reusable function are implemented followed by coding convention. Development and Execution of the Script: The test scripts are developed based on design. Finally, a clear log report is produced covering all the verification points. Adherence to the define coding conventions and elimination of common coding. Automation – Phases ACTIVITIES DELIVERABLES Automation Assessment Walkthrough of requirements. Walkthrough of systems. Analyze requirements from automation perspective. Focused discussions Preparing test cases Test data requirement Test data conditioning Technical aspects Priorities Workarounds Plan for Framework phases. Framework Design Identification of test scenarios for automation. Identification of Reusable components. Preparing Design document. Detailed design document Test Scenarios with coverage’s to be automated. Framework Development Prepare framework code Code reviews Testing framework Baseline Design document Framework code Test scenarios Automation Develop automated script based on the framework developed Test data conditioning file preparation Testing of the automated script. Peer review of the scripts for adherence to standards. Prepare User manual guide. Package the automated scripts for release Automated Test scripts Automate Manual User Guide.
Support required: Please state if this is a joint visit request Expected outcomes: Signed parent...............................................................Date.....................(for joint visits signed consent is not required at this stage) Signed referrer..............................................................Date...................... Data Protection Act 1998 Spelthorne Borough Children’s Centre (the ‘Centre’) respects your privacy rights and is committed to ensuring that it protects your details, the information about your dealings with the Centre and other information available to the Centre (‘your information’). In accordance with the Data Protection Act 1998, the Centre will use your information, for the purpose of providing support to children, to (a) deal with your requests and administer its functions, (b) meet its statutory obligations, and (c) prevent and detect fraud. The Centre may share your information (but only with the minimum amount of information necessary to do the above and only where it is lawful to do so) with appropriate departments and agencies in accordance with the Multi Agency Information Sharing Protocol (MAISP). Further details, including a copy of the MAISP can found at Date of contact Outcomes achieved Date support completed YES NO PARTIALLY
3 bed 4 bed+ Number of proposed Houses/Units Number of Houses/Units to be demolished Expected density (Dwellings per hectare) Could the site be made available for other residential uses (traveller site, student accommodation, accommodation for older people, self-build)? Yes* *If yes, please state which other residential uses you would consider making the site available for: No Could the site be made available for other uses (for example, economic, retail, leisure)? Yes* *If yes, please which other uses you would consider making the site available for: No Floorspace proposed (m2): Over what broad timeframe do you anticipate that the site could be developed? Please tick as appropriate Within next 1-5 years Within next 6-10 years Within next 11-15 years Beyond 15 Other information Is there any other information you feel is relevant? Please complete this form and post to: Strategic Planning Spelthorne Borough Council Knowle Green Staines-upon-Thames TW18 1XB or email to: Please also include a copy of the site plan with boundaries clearly shown whether by post or email.
and reactions with their bodies. Reread sections of the text as needed to ensure that the dramatic interpretation accurately reflects the words in the story. Direct the rest of the class to watch the scene and then pose the following questions: How does the Spider try to trick the Fly into his web? What does the Fly say? Record a response to each question on a class chart using words, pictures from the text, quick sketches or some combination of the three. Help students to better understand the character’s actions and reactions by asking the class to notice, or give suggestions about, the actors’ body language and expressions. See sample graphic organizer in Teacher Notes. Possible responses: Reread pages 5 & 7: QUESTIONS: What do you think “weary” means? Why does the Spider think the Fly might be weary? What does the Spider really mean when he says, “I’ll snugly tuck you in.”? Turn and talk to a partner about your ideas. Weary means very tired. The Fly might be weary because she has been flying so high. The Spider means he is going to wrap her up to get ready to eat her. (If students have not learned about spiders through nonfiction articles or chapter books like Charlotte’s Web, the teacher may need to provide brief context about how spiders live and get their food.) Act out the passages: Reread both stanzas aloud fluently. Choose two students to act them out. Pose the questions: How does the Spider try to trick the fly into his web? What does the Fly say? Record a class response on the chart. Check to ensure that dialogue accurately paraphrases the passage. Reread all or parts of the passage as needed. See graphic organizer for sample responses and key understandings. Have students help you read what is on the chart to summarize what you have read today.
Existing environmental conditions are described in the “Programmatic Biological Evaluation for Shoreline Protection Alternatives in ” dated . 11. Effects Analysis: Effects analysis is provided in the “Programmatic Biological Evaluation for Shoreline Protection Alternatives in ” dated . If your project doesn’t meet all the programmatic conditions, please describe any impacts from your project that are not covered: 12. Conservation measures: Conservation measures are measures that would reduce or eliminate adverse impacts of the proposed activity. establish in-water work window using the table below Specific Area in Allowable Work Window South of I-90 ---within 1 mile of Mercer Slough or July 16-July 31 and November 16-December 31 ---further than 1 mile from Mercer Slough or July 16-December 31 Between I-90 & SR 520 July 16-April 30 July 30 North of SR 520 ----Between SR 520 & a line drawn due west from Arrowhead Point July 16-March 15 ----North of a line drawn due west from Arrowhead Point July 16-July 31 and November 16- February 1  establishing construction timing restrictions near known species feeding, or spawning habitat,
Conference and the RIMS Cyber Conference and participate in the Risk Management Challenge. To continue to accomplish our mission of funding the education of tomorrow’s industry leaders, the Foundation needs your chapter’s (continued) support. We would welcome the opportunity to discuss how your chapter can become (more) involved in Spencer’s activities and our Development Director, Andrew Miller, will be calling you in the near future. I would like to share two videos. The first is our , which highlights all of our programs. The second is a , talking about why her chapter continues to support Spencer year after year. In the meantime, if you have any questions or need any information about the Foundation, please feel free to contact me at . Thank you and best regards, C. Zakia Phillips Chairperson Spencer
Fig. 10. Classification accuracies for (a) IRIS and (b) WBC data sets against the con Fig. 11. Classification accuracies for (a) IRIS and (b) WBC data sets against the threshold value for merging neurons. Effect of the Pruning Threshold (Th_sim) The changes in classification performance with respect to the threshold value (Th_sim) for merging neurons are shown in Fig. 11(a) and (b) for IRIS and WBC data sets, respectively. For both the SpikeTemp and the rank-order methods, the results using Gaussian population encoding shown in Fig. 11 indicate that the accuracy for both training and testing data sets is maintained above 95% when Th_sim is greater than 0.5 for the IRIS data set, and when it is greater than 0.4 for the WBC data set. A smaller threshold value increases the likelihood of an added output neuron that should not be merged being merged, the classification accuracies degrade gradually when the threshold value is <0.5 in the case of the IRIS data set Fig. 12. Classification accuracies for (a) IRIS and (b) WBC data sets against the number of Gaussian receptive fields. Fig. 13. Classification accuracies against (a) τ and (b) mod values using Gaussian population encoding. and when it is <0.4 in the case of the WBC data set. Effect of the Number of Receptive Gaussian Fields/Square Cosines (q) The changes in classification performance with respect to the number of Gaussian receptive fields (q value) are shown in Fig. 12(a) and (b) for IRIS and WBC data sets, respectively. The results using Gaussian population encoding indicate that the best performance is obtained when the number of Gaussian receptive fields is set to 30 for the IRIS data set, and is set to 15 for the WBC data set for both the SpikeTemp and the rank-order methods. From Fig. 12(a), we can see that for IRIS data set, the accuracies for training data sets are
AGENDA Name of Organization: State Plan for Independent Living (monitoring) Workgroup [SPIL] of the Nevada Statewide Independent Living Council [SILC] of Nevada Aging and Disability Services Division [ADSD] Date and Time of Meeting: April 25, 2017 10:00 a.m. – 12:00 p.m. This meeting will be a videoconference between the following: Reno: Deaf Centers of Nevada 6490 South McCarran Blvd Building F Suite 46 & 47 Reno, NV 89509 775-351-1959 Las Vegas: Deaf Centers of Nevada 3120 South Durango Drive Suite 301 Las Vegas, NV 89117 702-63-3323 The meeting will be conducted by videoconference. The public may observe this meeting and provide public comment at either location. To join this meeting by dial 1-888-251-2909 then enter the Access Code 8985078 when prompted. Meeting Materials Available at: Agenda Welcome, Roll Call, and Introductions Mark Tadder, SPIL Chairperson Verification of Posting Mark Tadder, SPIL Chairperson Public Comment (Members of the public will be invited to speak, however, no action may be taken on a matter during public comment until the matter itself has been included on an agenda as an item for possible action. Please clearly state and spell your name. Public comment may be limited to 3 minutes, per person at the discretion of the chair). Discussion and Possible Recommendations regarding SPIL Workgroup Membership (For Possible Action) Mark Tadder, SPIL Chairperson Discussion and Possible Recommendations Regarding Data Updates/Dashboard Website (For Possible Action)
social responsibility. An increase of this size in one year is notable and could be a sign that responsible behavior has positive effects on ROS. If this trend continues the socially responsible company could find itself having a greater return on sales than the benchmark. Due to this it could be possible that socially responsible behavior could have the capability of having a positive correlation to ROS. If the ROS has the capability of at being equivalent between a socially responsible company and non-socially responsible firm it would not be detrimental to practice corporate social responsibility. In 2011 Johnson & Johnson the socially responsible company was faced with numerous recalls and these unexpected costs could be why the ROS is lower in that year. If this is the reason that the ROS is lower, then acting socially responsible would not be the cause of the lower ROS. Instead it would be the recalls that lowered the ROS in that year. Unfortunately, the results of this examination cannot prove that there is a positive correlation between acting socially responsible and Return on Sales. The results of this investigation showed that socially responsible companies do not have a greater Return on Equity than ordinary companies. In 2011 and 2012 the socially responsible company had a ROE that was 1.3% and 1.1% during the respective years. The amount of revenue that got generated for each dollar of equity by the responsible firm was faintly lower than that of the benchmark. From this data it can be inferred that when a company acts socially responsible its return on equity can be lower than that of a firm that just focuses on its business processes. The responsible firm may have experienced a lower ROE in both years because instead of focusing on using its equity to maximize profits it was partaking in activities that would have a benefit on society as a whole. The target firm Johnson & Johnson emphasizes in its credo
102. Nick and Jessica are married taxpayers that file married filing separately. Jessica earns $250,000 of taxable income per year. Nick earns $130,000 of taxable income per year. Using the appropriate U.S. tax rate schedule for year 2012, how much tax does each of them pay? What are their marginal and average tax rates? How much tax would they save, if any, if they filed jointly? (Round the tax rates to 2 decimal places, e.g., .12345 as 12.35%) Nick would owe $31,353.25 and Jessica would owe $72,069.75 computed as follows: Nick: $31,353.25 = $24,332.50 + (33% x ($130,000 - $108,725)). Jessica: $72,069.75 = $52,531 + (35% x ($250,000 - $194,175)). Nick's average tax rate is 24.12%. Average Tax Rate = Jessica's average tax rate is 28.83%. Average Tax Rate = Nick is in the 33% tax rate bracket, and Jessica is in the 35% tax rate bracket. Thus, their marginal tax rates are 33% and 35%, respectively, on small increases in income and deductions. If Nick and Jessica filed jointly, they would owe $102,306.50 in tax. $102,306.50 = $48,665 + (35% x ($380,000 - $217,450)). Thus, filing jointly would save them $1,116.50 (($31,353.25 + $72,069.75) - $102,306.50). AACSB: Analytic AICPA BB: Critical Thinking AICPA FN: Measurement Blooms: Apply Learning Objective: 01-03 Describe the different tax rate structures and calculate a tax. Level of Difficulty: 3 Hard