zilongwang/ReadingBank huggingface dataset:
7. Current Risk factors (include clients insight to self-neglect / hoarding and outcomes of mental capacity assessments) 6. Relevant previous risk factors Source of risk data – service user, workers, files etc. Information verified as current and accurate? Scoring the risk Clutter image ratings (if hoarding issue) Living Room …….. Bedroom 1 …….. Other rooms, please state: ………………………. Kitchen …….. Bedroom 2 …….. ……………………………………………………….. Please tick if present Fire risk Homeless Concerns over house cleanliness Animal waste in house Concern for children /young people at property Structural damage to property / missing Visible human faeces Rotten food Insect or rodent infestation Large number of animals in house Concern for other adults at the house Clutter / waste outside Domestic abuse Lack of personal hygiene Lack of nutrition / hydration Mental health issues Physical health issues Learning disability / difficulty No / broken family network Lack of motivation Crime involvement Begging Disguised compliance Subject of previous serious assaults/ abuse /exploitation Risky / chaotic behaviour Inappropriate clothing Socially withdrawn Anti-social behaviour Non-compliance / neglect of healthcare Heavy smoker implicating fire risk Writing on property walls Previous convictions sexual offences Previous convictions of violent offences Violent / aggressive/ abusive behaviour Expressing suicidal thoughts At risk of deliberate Alcohol misuse Substance misuse Other addictions state; Evidence of weight loss i.e. baggy clothes At risk of breaching probation Refusal of assistance from services / non engagement Using the risk assessment guide identify the level of risk – Tick as appropriate Level 1 Level 2 Level 3
You may have noticed this box on the right hand side that allows you to change the “Index of Refraction (n)”. Notice the values for “n” for air and water. Move the slider to change the index of refraction for both materials. What happens? How would you describe what the index of refraction is? Shine white light through a “triangle” in air. Write what you see. What color refract the most? Least? (For number 7) Look at the chart below and fill in what you observe.
“If ‘e thinks I’m going to fight for ‘im and send ‘im tenants to fight for him, e’s deelooded!” “The old bag’s demanding I swear undying loyalty to Henry and against York!” “’E’s never round these parts! How’s ‘e expect to understand what’s up!” “I’m stuck, if this battle ends badly for us I’ll lose it all!” “I thought they said God made a king a king – did God change his mind then?” “The Duke of Bobbinland, no, liked him!” (crosses fingers behind back) “Ooooo, doesn’t he look good on his horse!” “Oi! I’ve only got the one house, pal!” “I had dinner with him last week and now I’m supposed to raid his house!” “These big cheeses are out for their own gain, I want a quiet life!”
c. leads to better IFSP or IEP outcomes.      d. improves the way we work as a team.      e. has negative impacts on my relationships with families.      f. helps me think about children’s functioning across settings and with different people.      g. helps me focus on functional use of skills to perform meaningful tasks instead of discrete skills.      h. leads to poorer quality IFSP or IEP outcomes.      i. helps me think about children’s progress over time.      j. improves the quality of my conversations with families about their child.      k. takes time away from other important activities.      l. improves the assessment process.      m. helps focus discussion on the “whole child.”      13. Have there been any other POSITIVE impacts on your practice that are not included in the questions above?  Yes  No Please describe: 14. Have there been any other NEGATIVE impacts on your practice that are not included in the questions above?  Yes  No Please describe: 15. Overall, what has been the impact of the outcomes summary process on your work with children and families?  Very Positive  Positive  Neutral  Negative  Very Negative SURVEY ON OUTCOMES SUMMARY PROCESS Section 7: You 16. Which of the following describe your professional role in your program? (Check all that apply.)  Interventionist / Child Development Specialist / Infant Specialist / Developmental Therapist  Special Education teacher  General Education Teacher  Service Coordinator / Case Manager  Family Resource Coordinator  Speech-Language Pathologist  Speech-Language Pathologist Assistant  Occupational Therapist
PDSA Project Title: Date: Plan: Lead: Plan ∙ Do ∙ Study (or Check) ∙ Act (PDSA) Team: Problem Statement: Goal: Scope: Timeline: Countermeasures (Plan): Implementation (Do): Results/Conclusion (Study): Follow-up Actions (Act):
ARTICLE IX - DELEGATES Section 1. Purpose and Function A. To serve as spokesperson for this association at the annual state and national conventions. B. Present to the state and national organizations all proposed resolutions or amendments to bylaws or policies proposed by this association. C. Keep informed as to all current and proposed resolutions at the state and national levels and report information to this association's membership at regularly scheduled membership meetings. D. Make available to members: updates, explanations, and copies of current and proposed state and national resolutions. Section 2. Qualification and Appointment A. Any member maintaining a grade level of C or above, who is active in DSN SNA projects and is nominated by current membership at a regularly scheduled meeting is eligible to hold the position of delegate. B. Appointment shall be for one (1) year and shall be made by nomination of those members eligible and voted on by the current membership eligible to vote and voting. The nominee receiving the majority of votes cast shall be awarded the position. Section 3. Delegate Representation A. School constituents: 1. DSN SNA, when recognized as an official NSNA constituent, be entitled to one voting delegate and alternate at the NSNA House of Delegates, and in addition, shall be entitled to one voting delegate and alternate for every 50 members. 2. The DSN SNA delegate(s) and alternate be a member(s) in good standing in the chapter and shall be selected and/or elected by members of the school chapter at a proper meeting according to chapter bylaws. The school association may designate an alternate delegate for each delegate by one of the following two mechanisms: a) Selection and/or election by members of the school chapter according to chapter bylaws; or b) Written authorization to the State Board of Directors requesting them to appoint a member of the State Board to act as a state-appointed alternate for their school chapter.
Table 1 : Checklist for establishing coastal character Analysis of physical characteristics Analysis of experiential characteristics Judgements Recognised values Maritime influences aspect and orientation existing marine based activities maritime processes distance and expansiveness of open sea sense of space and light sense of exposure sense of containment/openness sounds associated with the sea, smell of the sea unity of landscape character aesthetic qualities, including characteristics, experiences, and perceptions which create exceptional aesthetic quality assessing significance of physical characteristics assessing intensity and significance of experiential characteristics identification of dominant physical or experiential characteristics identification of aesthetic attributes determining the extent of the relevant setting for significant features and landmarks identifying relevant cultural associations with place landscapes and seascapes designated because of their scenic, landscape or recreational value landmarks designated because of their cultural or historic significance longer distance routes roads designated as scenic or tourist routes Character of the coastal edge and scale of coastline; degree of indentation and enclosure presence of offshore islands fragmentation of edge deposition features, tidal variations landmarks shoreline development sense of exposure sense of containment or Character of immediate hinterland key elements of landscape character topography and relief vegetation pattern existing settlement pattern landmarks sense of containment or open-ness presence of maritime influence Human activity: presence or absence presence of natural processes presence of development/ human activity actual accessibility ruggedness of terrain sense of naturalness perceived remoteness sense of isolation intensity of sense of wildness degree of ruggedness and perceived accessibility degree to which natural processes dominate the experience of place Wild land search areas/Core Areas of Wildness www.snh.org.uk Guidance on Coastal Character Assessment
Check In/Check Out Mary Marshburn GED/Adult High School Guidance Counselors Child Nutrition Sandra Strickland (Cafeteria) Graduation Materials Cap & Gown Crystal Kennedy Herff Jones Dean Wheeler Graduation Requirements Guidance Counselors Class Rings/Herff Jones Kim Whitley Clubs Tesha Dixon In-School Suspension Michael Kennedy College Information Guidance Counselors Junior-Senior Prom Abby Pace Karrie Aycock Computer Labs Ann-Marie Brown Laptops / MacBooks Ann Marie Brown Michael Kennedy Law Enforcement Dept. Spencer Sherrod School Accreditation/ Advance-ED Dixon Locks/Lockers Michael Kennedy School Pictures Kim Whitley Hope Arizpe Lifetouch Lost & Found Mary Marshburn Senior Events/Activities Crystal Kennedy Lunch Program / Lunch Debts Sandra Strickland (Cafeteria) Social Worker Kathy Battle Media Center Ann Marie Brown Student Government Anna Niese Hyacinth Gardner Medications at School Tracey Wooten Substitutes Kim Whitley Out of School Suspension Individual Administrators Testing Michael Kennedy Parking Kim Whitley Textbooks Michael Kennedy PBIS Kristina Simpson Kim Foster Transcripts Beatriz Velez ROTC Scott Wedding Yearbook Hope Arizpe Schedule Changes Guidance Counselors Terry Hopkins IMPORTANT PHONE NUMBERS Southern Nash High School Herff Jones / Graduate Services 252-451-8520 252-478-3146 1-800-849-7464 Lifetouch Studios Jordan Driving School 1-800-736-0303 252-442-9603 1-800-265-6577 1-866-542-4563 CONNECT ED Weekly phone messages will be sent to the home of each student with information concerning special school events, functions, and important dates each Friday. In order to receive all messages, students and parents must
Not MA eligible in the community MA eligible but not Waiver eligible Waiver eligible but not covered by Waiver Waiver eligible but cost exceeds Waiver limit* Example – Food ($200 maximum per mo) Not covered by the Waiver program Personal and Environmental Health & Safety Assurances Not MA eligible in the community MA eligible but not Waiver eligible Waiver eligible but cost exceeds Waiver limit* Enrolled into OLTL HCBS Waiver W7336 not to exceed Waiver limit - $4,000 Security Deposits Not MA eligible in the community MA eligible but not Waiver eligible Waiver eligible but cost exceeds Waiver limit* SD that is required to obtain a lease on an apartment or house - SNHTF may not be used for rent Enrolled into OLTL HCBS Waiver Costs not to exceed Waiver limit - $4,000 Security deposit that is required to obtain a on an apartment of house - Rent is not covered by the Waiver Specific One Time Set-Up Fees or Deposits Not MA eligible in the community MA eligible but not Waiver eligible Waiver eligible but cost exceeds Waiver limit* Enrolled into OLTL HCBS Waiver W7335 not to exceed Waiver limit - $4,000 Stranded Cost Transition expenses approved and paid, but consumer did not transition Must explain reason for not transitioning Not covered by the Waiver program
communication & written skills and time management . Full training in all systems will be provided. What qualification or qualities are required? Although we do not specify any educational criteria for our Modern Apprenticeships, due to the nature of the work we do, we wish to attract high quality candidates who have : • The ability and commitment to achieve all the outcomes of the apprenticeship including passing SVQ 2 • Good interpersonal and communication (written and verbal) skills: confident in interacting with a wide range of senior stakeholders. • Ability to organise and manage your workload in a flexible way to respond to competing priorities in a fast paced, ever changing environment. • Ability to work under own initiative and be proactive. • Good team working skills. Desirable Criteria • Familiarity with Access and Excel Administration assistant Monday to Friday 9:00 - 5:00 Livingston Village Above national minimum wage 16-24 year olds only - West Lothian Steps N2 Work eligibility conditions apply. Provide administrative support to the office manager Responsible for incoming calls and emails Process email and telephone enquiries in line with company procedure Ensure property database is kept updated at all times Assist in the preparation if property schedules Upload property details onto the portal Book viewings Follow up on viewings Ensure stationery levels are maintained Any other reasonable task as requested Experience / Qualifications required Good standard of education IT literate - Microsoft Office Please send CV to Closing Date 18/06/17
GOVERNMENT OF TRIPURA DIRECTORATE OF FAMILY WELFARE & P.M. NO. F.10 (71)-DFW&PM/S&P/2014-15(Sub-1) Dated, Agartala the 17 /10/2016. SHORT NOTICE INVITING QUATATION(SNIQ) SNIQ in sealed cover is hereby invited by the Director of Family Welfare & P.M., Government of Tripura, Agartala (on behalf of the Governor of Tripura) from the resourceful, experienced, reliable/manufacturer/Authorized supplier for supply of Voltage Stabilizer, as per specification mentioned with Terms & Conditions for the year 2016-17. 2. Details &conditions will be available in the Store & Purchase Section of this Directorate on or before 16.00 hours of 08/11/2016 on any working day. The closing date of Quotation is 16.00 hours on 10/11/2016. 3. Visit websites for detail terms & conditions. Sd/illegible 17/10/2016 Director of Family Welfare & P.M, Government of Tripura Agartala.
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2013 VIII Updates from the REC: Thank you for everyone that attended the Annual National SNMA Conference in Louisville, Kentucky! The 2013 National SNMA Annual Medical Education Conference is almost here! We look forward to meeting with all members of our region that will be present at the conference. We will also be holding elections to choose the new Regional Executive Committee so if you are interested in learning more about the different positions please visit our and reach out to officers in your interested position Upcoming Events: 2013 SNMA Region VIII Leadership Retreat “BEING A LEADER; EXTENDING YOUR REACH” Host: Drexel University College of Medicine Keynote Speaker: Dan Gebremedhin, M.D Date:Sept.21st,2013 Time: 8:00AM- 4:00PM To request more information region8director@snma.org 2013 SNMA Region VIII Annual Conference Host: Temple School of Medicine Date: Saturday Nov. 9th Time: 8:00am – 4:00pm University of Pittsburgh University of Pittsburgh SOM collaborated with APAMSA during their orientation to host a Bar night at Hofbrahaus Bar. University of Pennsylvania This past semester, the UPenn SNMA chapter was focused on pre-medical outreach to students from underrepresented minority backgrounds. We organized our bi-annual "A Day in the Life" program, which invites undergraduates to campus for an introduction to medical school and the admissions process. We also conducted a mock interview workshop for the UPenn MAPS chapter. We ended the year with panel discussions for both high school and college students interested in medicine. We also continued our speaker series to introduce our classmates to the health concerns of disadvantaged communities, such as LGBT and immigrants, and the impact of race on their health outcomes. We look forward to
welcoming our incoming students and continuing our dual mission of education and service in the fall. Philadelphia College of Osteopathic Medicine PCOM recently held a Student Resources Fair where all of the clubs set up tables and recruited new members. Temple School of Medicine Temple SNMA held their annual Kenderton Health Fair in April at Kenderton Elementary School. Health Fair is health fair organized by Temple SNMA in which various student organizations volunteer to present different health topics to elementary school students.
INTRODUCTION The Southwell and Nottingham Diocese Academy Trust and Magnus Church of England Academy recognise that all people working in education, schools and academies contribute to the safeguarding and promoting of children’s welfare. The Trust and the Academy also recognise that they have statutory duties to safeguard children and protect children from harm. This Child Protection Policy will be reviewed by the Local Governing Body. Date of last review: November 2017 Date of next review: November 2018 Role Name Contact Details MAT Director Hilary Craik hilary.craik@gmail.com Designated Governor for Child Protection Jo Tilley Designated Senior Person for Child Protection Dave Thompson Designated Deputy Person for Child Protection Lindsay Gilbert Designated Person Corrie Rogers Designated Person (Offsite Alternative Provision) Sarah Cooksey LA Child Protection Contact/LADO MASH Safeguarding Hub) Nottingham County Council Terri Johnson Nottingham City Council LADO 0115 977 3921 0115 8762303 0300 500 8090 Magnus Church of England Academy Commitment agency
Safeguarding Children Data Base (example template) Name of DOB Form Home Address Parents/carer contact details Name of Social Worker and contact details Agencies Type of Plan CP CIN EHAF SEN Dates of Conferences, Reviews and Meetings Michael Smith 17-4-1999 7EJ 8 Fair Trumpton Sue, Dave Green Tel: Mobile Andrew Jones Sir John R Way Tel: 0115 843564 Lucy Grey EP Tel: 433433 Child Protection ISPC 28-6-2010 RCPC 15-12-2010 Core Group Mtgs 14-7-2010 2.30pm at school 9-9-2010 15-1—2-1- Amy Plant 14-10-1999 8PT 9 Lovely Day Rd Camberwick Green Tel: Mrs Shirley Plant Mr Peter plant Tel: P Plant Mob: Jane Forbes EWO Tel: 01623 4334332 Julie Walters S Tel: 0115 954335 Child Protection Child in Need ICPC 12-11-2009 RCPC 23-2-2010 CiN 12-5-2010 21-7-2010
Neil Brooks 23-7-1995 10KL 22 Shore Pebbly Beach Tel: Respite Care 75 Green Lane Edwinstowe Notts Mr Bob Brooks Mrs Jill Books Bob Mob: Jill Mob: Daisy Hood Andrew Cool Meadow Mansfield Tel: 01623 433498 T Manager: Steve Parks Brown EP Tel: Hayley Barr ISS Tel: Joe Brown Health Tel: Gay Taylor Physio Tel: Child in Need Statement of SEN CiN 22-7-2010 SEN Review 1992010 Appendix 11 Academy Safeguarding Action Plan Name of academy: Date: Completed by: Aim: Enable the academy to carry out their functions with a view to safeguarding and promoting the welfare of children. The following safeguarding areas have been highlighted for improvement: Safeguarding Area Safeguarding Requirement Response Action Taken By Whom and Timeline
Appendix 6 Chronology CONFIDENTIAL Sheet Number: Complete for all incidents of concern including where a ‘logging the concern’ sheet has not been completed. If one has been completed then add a note to this chronology to cross reference (significant information may also be added). Name: DOB: Form: Date Information/Details of concerns or contact Print Name and Signature
Part 2 (for use by Designated Person) Time and date information received by DP, and from whom. Any advice sought by DP (date, time, name, role, organisation and advice given). Action taken (referral to MASH/children’s social care/monitoring advice given to appropriate staff/EHAF etc) with reasons. Note time, date, names, who information shared with and when etc. Parent’s informed Y/N and reasons. Outcome Record of individuals/agencies who have given information regarding outcome of any referral (if made). Where can additional information regarding child/incident be found (e.g. pupil file, serious incident book)? Should a concern/ confidential file be commenced if is not already one? Why? Signed Printed Name
Safeguarding Children Data Base (example template) Name of DOB Form Home Address contact details Name of Social Worker and contact details Other Agencies Type of Plan CP CIN EHAF SEN Dates of Conferences, Reviews and Meetings Michael 17-4-1999 7EJ 8 Fair Trade Trumpton Sue, Dave Green Tel: Mobile Andrew Jones Sir John R Way Tel: 0115 843564 Lucy Grey EP Tel: 01623 433433 Protection ISPC 28-6-2010 RCPC 15-12-2010 Core Mtgs 2.30pm at school 9-9-2010 15-1—2-1- Amy Plant 14-10-1999 8PT 9 Lovely Day Rd Camberwick Green Tel: Mrs Shirley Mr Peter plant Tel: P Plant Mob: Jane Forbes EWO Tel: 01623 4334332 Julie Walters S Nurse Tel: 0115 954335 Child Protection Child in Need ICPC 12-11-2009 RCPC 23-2-2010 CiN 12-5-2010 21-7-2010
Neil Brooks 23-7-1995 10KL 22 Shore Pebbly Beach Tel: Respite Care 75 Green Lane Edwinstowe Notts Mr Bob Brooks Mrs Jill Books Bob Mob: Jill Mob: Daisy Hood Andrew Cool Meadow House Mansfield Tel: 01623 433498 T Manager: Steve Parks Brown EP Tel: Hayley Barr ISS Tel: Joe Brown Health Tel: Gay Taylor Physio Tel: in Need Statement of SEN CiN 22-7-2010 SEN Review 1992010 Appendix 11 Academy Safeguarding Action Plan Name of academy: Date: Completed by: Aim: Enable the academy to carry out their functions with a view to safeguarding and promoting the welfare of children. The following safeguarding areas have been highlighted for improvement: Safeguarding Area Safeguarding Requirement Response Action Taken By Whom and Timeline
SNMMI Membership Committee Minutes December 9, 2014 Members in attendance: Vasken Dilsizian, MD (chair), Jon Baldwin, DO, James Galt, PhD, Satoshi Minoshima, MD, PhD, Valeria Moncayo, MD, Helen Nadel, MD, Todd Peterson, PhD, Deborah Wilkinson, MS, CNMT, Mehdi Djekidel, MD, Munir Ghesani, MD, FACNM Members not in attendance: David Brandon, MD, Bryan Kerr, CNMT, PET, NCT, RT(N)(CT), Aaron Scott, CNMT, NMAA, FSNMMI-TS Staff: Joanna Spahr, Lauren Collins Welcome and Call to Order Dr. Dilsizian called the conference call to order at 2:00pm. A quorum was established 30 minutes into the call. Review Minutes from September 2014 Conference Call Dr. Dilsizian asked the committee reviewed and approved the minutes from the September 2nd conference call. It was moved, seconded and voted to approve the minutes of the September 2, 2014 conference call. Membership Report Joanna reported that as of December 3, 2014 Full members were at 64% of budgeted goal, which is behind last year (81%). Renewals were sent out October 1st this year, which was later than in past years due to the Board of Directors vote to increase dues by 13%. Tiered Resident Dues Structure Dr. Dilsizian reviewed the proposed resolution to go the Finance Committee and Board of Directors at the Mid-Winter Meeting in January. $75 – 17% of total membership fee $150 – 34% of membership fee $300 – 69% of total membership fee $435 – would be paying full membership fee It was moved, seconded and voted to approve the resident resolution. Emeritus Member Applications The following Emeritus applications were reviewed by the committee: R. Carretta, MD, FACNM
Joanna reminded that group that the deadline for applications is November 1st. We have one application with another pending. Bryan mentioned that he would be applying as well as other colleagues of his. Facebook Bryan asked the group if anyone saw the recent Facebook post regarding the annual meeting and how he felt it had a negative impact on membership. LLSAP Modules Bryan Kerr, chair briefly discussed the LLSAP modules as a pick up item from the last committee. The committee was going to take a look at a list of all the old LLSAP modules to see if there were any that could be repurposed as a member benefit. Action: Joanna to send list to committee for review. Adjournment The SNMMI-TS Membership Committee conference call adjourned at 3:53pm (ET).
PAVE and VERDI: The Package for Analysis and Visualization () and Visualization Environment for Rich Data Interpretation () are visualization tools specifically designed to visualize photochemical grid model output. They can run on both a Linux and Windows environment, so can be used while the photochemical grid model is running or has recently been completed. Both tools are primarily used for spatial maps where modeled tile plots can be displayed with superimposed observations. VERDI can also generate scatter and time series plots. Although VERDI has replaced PAVE, which is no longer supported, because the modeling community has scripts already set up for PAVE, PAVE is easier to use and VERDI does not have some of the functionality of PAVE, PAVE is still a useful and viable model evaluation tool. Excel: The Microsoft Excel spreadsheet software tool is used extensively to generate various model performance displays (e.g., scatter, time series and soccer plots) under Windows. The modeling results and observations must be processed to get them into Excel. But once the data are in Excel, the user has lots of control over the displays. AMET: The Atmospheric Model Evaluation Tool (; UNC, 2008) was developed by EPA and consists of MySQL and r code with various scripts for generating the usual model evaluation graphics. It is more difficult to set up than the UCR, PAVE and VERDI tools but can generate useful model evaluation graphics and statistics. AMET will be used extensively for the WAQS 2014pre model performance evaluation. These tools will be used to develop model performance statistics and graphics similar to those used in the 3SAQS 2011 Model Performance Evaluation Final Report (Adelman, Shanker, Yang and Morris, 2014; 2015). 3SAQS Three-State Air Quality Study AMET Atmospheric Model Evaluation Tool APCA Anthropogenic Precursor Culpability Assessment AQ Air Quality AQS Air Quality System BC Boundary Condition BEIS Biogenic Emissions Information System BLM Bureau of Land Management CAMD Clean Air Markets Division CAMx Comprehensive Air-quality Model with extensions CARB California Air Resources Board CASTNet Clean Air Status and Trends Network CB05 Carbon Bond mechanism version 5 CB6r2 Carbon Bond mechanism version 6, revision 2 CEM Continuous Emissions Monitor CMAQ Community Multiscale Air Quality modeling system CMU Carnegie Mellon University CONUS Continental United States CPC Center for Prediction of Climate
1. Introduction The School of Nursing and Midwifery Research Ethics Committee (SNMREC) is a granting ethics committee for “low risk projects” carried out by the School’s staff and students. Researchers should be aware of TCD’s Policy on Good Research Practice () FIGURE 1 It is the responsibility of the researcher to determine if the application to this Ethics Committee is appropriate.
Stop. Notice. And Note The Outsiders Chapter 1 – ( P.1-18) of The Wiser – P.13 – When Darry Chapter /Page Number SNN Signpost Moment Literary Device Anchor Question/Response Chapter 1 – P.13 Words of The Wiser – When Darry tells Pony he should think more. Character development Conflict How might this affect the character? Pony might start carrying a switchblade and using more common sense. Additionally, he does not like how Darry is treating him. Chapter 1 – P. 16-17 Tough Questions – “Why did the Socs hate us so much?” Potential Conflict Theme Foreshadowing Character Development What does this question make me wonder This indicates a conflict that the Socs have with the Greasers It could foreshadow a “rumble” Pony could try to resolve the issue with the Soc’s Chapter 2 – p. 24 Contrast Contradiction Johnny sticking up for Cherry and Marcia. He talks back to Dally, something that is Character Development Why might the character act or feel this way? Johnny might be acting this way because he doesn’t think
unusual of Johnny’s character (“[Dally] He was in disbelief…Johnny couldn’t say boo to a ghost”). that’s how someone should talk to a girl or a person that way (bullying connection). Chapter 2 – P.26 of The Wiser Ponyboy is telling the audience, “You take up for your buddies no matter what they do.” He is referencing how Johnny still had Dally’s back when Cherry was implying that Dally was rude. Potential Theme Character development What is the life lesson, and how might it affect the characters? Ponyboy’s advice is to be there for your friends whenever they need to be. This might affect the characters because it could put them in a situation (such as a Soc or a Greaser in a harmful, or hazardous, or bad situation). Chapter 2 – P. 31 -33 Memory Moment Ponyboy, takes a time to talk about the memory of Johnny getting beat up by the Soc’s and how they were all piled in their blue mustang, one of which had rings on his fingers. Furthermore, this memory is telling us more about Johnny’s background and how his parents are abusive to him, and how loyal he is to the greaser’s. Chapter 2 –P.33 Again and Again Moments The Blue Mustang Symbolism Setting Conflict Why might the author bring this up again and again?
Any appointment of an individual to a given regional task should be formalised by the SATA Executive Secretary by officially writing to the Chief Executive Officer of the given organization informing him/her of the appointment of his/her staff member to that Task. As companies migrate into NGN and technologies there are some equipment and spares that are being laid idle. SATA Secretariat should coordinate the pooling of these spares and equipment for reuse by those companies who are still running similar equipment in the region. should be on deployment of “green technologies” in order to deal with the power supply challenges and hence guarantee high network and service uptime. SATA Secretariat to invite expert(s) on “Electromagnetic Compatibility and Radiation” to make presentation at the 8th African SNO Workshop Joseph Beaulac: North American SNO The meeting was held 21-22 May, 2013 in Las Vegas, Nevada. There were 80 executives and managers from 30+ carriers Empirix and JDSU were corporate sponsors and presenters. Topics of discussion were: Monitoring and Alarming Knowledge Management Reports and metrics NOC organization structure Executive communications Achieving operational excellence Presentations can be found at the NA/SNO web site http://nasno.org/2013-na-sno-information.html Harald Metzner: SNO Europe No meeting this year Wei Li Hong: SNO China No meeting this year
4. Other Papers Discussed (Excellence in Operations Transformations) Presenter Focus Summary Key Themes Marius Roux Insights in Networks and Service Evolution Operations Operations Transformation is a journey and must address Cost Efficiency, Operations Excellence and Value Creation. No Transformation step can be skipped or ignored. The Operations transformation journey, can be a significant undertaking, even for an established Communications Service Provider. Taking the right Strategy and Partners will make the difference. No Transformation step can be skipped or ignored. Recommendations: Action Plan Item Description Action By Who By When 1 Backward compatibility with existing systems and services Take an inventory of existing network technologies from operators (regional) before developing new technologies SATA, ITU, AfriCom 2 Interworking between the old and new technologies to complement each other There must be a standard to ensure service migration from the old technology to the new technology ITU, AfriCom, SATA 3 How do we synchronize technology rollout among Operators to discuss with each other to achieve good Operators
Tour / Scavenger Hunt Please check the boxes when you have completed the following: Physical Layout: Kitchenette : Spoons Crackers Ice / Water Machine Fridge Mini Central : Foley Cath Dressing Supplies Hygiene Supplies Restraints Index / Rolodex of Supplies Supply Location: Manual B/P Cuffs Linen Thermometers IV Fluids IV antibiotics Med Fridge Pharmacy / IN Box Pharmacy / OUT Box IV Start supplies Alcohol Narcotics Draws Isolation Carts Chairs Patient Room Orientation (if applicable) Bed Controls Call Light TV Erase Board Suction Oxygen – air dispensers (green/yellow trees) Bathroom Patient Closet Resource Materials: Infection Control Manual Human Resource manual Hospital –Wide ORG Manual EOC Manual Employee Health Manual Department – Specific Manual IV Drug Books Patient Edu Documents/Krames-on-Demand Department Safety Features: Location of emergency power outlets Fire Alarms, Extinguishers, Fire Doors, Exits, Flashlights Crash Cart, Ambu Bags MSDS Sheets Personal protective equipment Medical gas shut off valve location Documentation: Bedside charts, Virtual charts 24 Hr MAR Graphic I & O Assessment flowcharts Care H&P Labs Physicians Orders Medication Reconciliation
Tour / Scavenger Hunt Please check the boxes when you have completed the following: Physical Layout: Kitchenette : Spoons Crackers Ice / Water Machine Fridge Mini Central : Foley Cath Dressing Supplies Hygiene Supplies Restraints / Rolodex of Supplies Supply Location: Manual B/P Cuffs Linen Thermometers IV Fluids IV antibiotics Med Fridge Pharmacy / IN Box Pharmacy / OUT Box IV Start supplies Alcohol Swabs Narcotics Draws Isolation Carts Wheel Chairs Patient Room Orientation (if applicable) Bed Controls Call TV White Erase Board Suction Oxygen – air dispensers (green/yellow trees) Bathroom Patient Closet Resource Materials: Infection Control Manual Human Resource manual Hospital –Wide ORG Manual EOC Manual Employee Health Manual Department – Specific Manual IV Drug Books Patient Edu Documents/Krames-on-Demand Department Safety Features: Location of emergency outlets Fire Alarms, Extinguishers, Fire Doors, Exits, Flashlights Crash Cart, Ambu Bags MSDS Sheets Personal protective equipment Medical gas shut off valve location Documentation: Bedside charts, Virtual charts 24 Hr MAR Graphic I & O Assessment flowcharts Care Plans H&P Labs Physicians Orders Medication Reconciliation
Appendix C: Modeling Universal Gravitation Activity Modeling Universal Gravitation Activity Go to And select RUN Qualitative Observations How does the separation of the masses affect the between them? What happens to the force between the objects when mass 1 is doubled? What happens to the force between the objects if you Cut Mass 2 in half? In any of the situations did the forces ever differ in magnitude? What model(s) apply? In any of the situations did the forces ever not point in opposing directions? What model(s) apply?
Analogy Uses a comparative system to explain the workings of a new or unknown system. Students visualize unknown phenomena in a more familiar context. Flow of water through pipes compared to the “electric fluid” flow of charges through wires. Physical Uses a physical object to represent a system. Students can physically manipulate the model to see relationships. Computer simulations Long springs for wave phenomenon Mathematical Use mathematical relationships of variables in either graphical, algebraic, or geometric forms. Students use arithmetic reasoning to describe interactions and changes in the systems Position vs. time graphs Energy bar charts Mass-velocity bar graphs equations Table 1
Snoopy’s News October, November, December 2017 Birthdays… New Kids on the Block… Ms. Kristin—October 15th * Owen B. Owen C. & Paige Eva Pauliuc – December 2nd from Sesame Street Owen Colbert – December 12th Parker, Caleb, Ava, Ella & Eva from outside of the center Movin’ On Up… We have no move – ups at this time Some upcoming events… *October 17th is our Pumpkin Patch Field Trip to Summers Far - We will enjoy a packed lunch, learning about pumpkins, and visiting some farm animals
SIGNATURE OF CLINICIAN ……………………………………………………………. DATE: …………………………………………………..
Snoring and Sleep Apnoea Version: V6 Implementation date: 29 October 2017 Review Date: October 2019 Category: Restricted Milton Keynes CCG will only commission sleep studies for patients with suspected sleep apnoea, complex sleep disorders or where necessary to confirm a diagnosis of narcolepsy. Treatment for snoring will not be funded where snoring is the sole problem. If Obstructive Apnoea is suspected prior approval must be sought before referral for sleep studies. Please see below for referral criteria. What is Obstructive Sleep Apnoea Obstructive sleep apnoea (OSA) is a disorder in which a person frequently stops breathing during his or her sleep. It results from an obstruction of the upper airway during sleep that occurs because of inadequate motor tone of the tongue and/or airway dilator muscles. These periods of 'stopping breathing' (Apnoea) only become clinically significant if the cessation lasts for more than 10 seconds each time and occur more than 10 times every hour. When they experience an episode of apnoea during sleep their brain will automatically wake them up, usually with a very loud snore or snort, in order to breathe again. People with OSA will experience these wakening episodes many times during the night and consequently feel very sleepy during the day: they have an airway that is more likely to collapse than normal. OSA is a breathing disorder during sleep that has implications beyond disrupted sleep. It is increasingly recognized as an independent risk factor for cardiac, neurologic, and perioperative morbidities. OSA should be suspected in obese or somnolent patients or in those who snore. Patients with OSA may also present with resistant hypertension, recurrent atrial fibrillation, or stroke or may have elevated fasting glucose values. Eligibility Criteria Overnight sleep oximetry and limited diagnostic sleep studies in secondary care are restricted and will only be considered for funding when the criteria below are met for the major symptoms, objective assessment and associated co-morbidity if any: Two or more of the following: Major Symptoms: Excessive day time sleepiness causing tiredness and lack of concentration Witnessed Apnoeas (stop breathing episodes) during sleep Nocturnal choking during snoring
SNORKS: Introduction: In this activity, you will examine the DNA sequence of a fictitious organism- the Snork! Snorks were discovered on the planet Dea Enae in a distant solar system. Snorks only have one chromosome with ten genes on it. Four snorks volunteered their DNA for analyzing, Snicker Snork, Snuffle Snork, Snapple Snork, and Snoopy Snork. Your job is to analyze the genes of one snork and determine which traits the organism is expressing. Then sketch the organism. Be creative! For simplicity, the gene sequences are much smaller than real gene sequences found in living organisms. Each gene has two versions that result in a different trait being expressed in the snork. You will need to transcribe the DNA into mRNA, and then translate it into amino acids (a protein!) to determine the traits expressed. Remember: Each gene has a start codon (AUG) at the beginning of the gene to initiate translation, and a stop codon at the end of each gene which signals to stop translation. SNORKS: Introduction: In this activity, you will examine the DNA sequence of a fictitious organism- the Snork! Snorks were discovered on the planet Dea Enae in a distant solar system. Snorks only have one chromosome with ten genes on it. Four snorks volunteered their DNA for analyzing, Snicker Snork, Snuffle Snork, Snapple Snork, and Snoopy Snork. Your job is to analyze the genes of one snork and determine which traits the organism is expressing. Then sketch the organism. Be creative! For simplicity, the gene sequences are much smaller than real gene sequences found in living organisms. Each gene has two versions that result in a different trait being expressed in the snork. You will need to transcribe the DNA into mRNA, and then translate it into amino acids (a protein!) to determine the traits expressed. Remember: Each gene has a start codon (AUG) at the beginning of the gene to initiate translation, and a stop codon at the end of each gene which signals to stop translation. Snicker Snork: Gene DNA mRNA Amino Acids Expressed Gene 1 TAC-CAG-TCG-TTT-ATT
KINSMEN CLUB OF OKOTOKS Presents: The 15th Annual SNO-PITCH Dinner and Saturday March 28, 2015 Breakfast*: Sno-Pitch: Lunch*: Location: Address: 8:00am – 10:00am 9:00am 10:30am – 2:00pm Okotoks On Deck 370 Ave. East (next to Riverbend Campground) Dinner & Dance: Location: Address: Registration fee: Fee includes: 6:00pm – 12:00am Elks Hall 62 Elizabeth Street, Okotoks $375/team – Deadline March 18,2015 Sno-Pitch game, dinner & dance to a live band Call Bob @ 403-862-6432 for tickets March 18th registration deadline All proceeds directed to Kids Sport, Easter Seals and community projects.
21 Indianapolis, IN Murat Theatre at Old National Center + 22 Indianapolis, IN Murat Theatre at Old National Center (2 Shows) + 23 Indianapolis, IN Murat Theatre at Old National Center (2 Shows) + 27 Mesa, AZ Mesa Arts Center + 28 Los Angeles, CA Dolby Theatre + 30 Portland, OR Keller Auditorium + 31 Seattle, WA McCaw Hall + CONNECT WITH STRAIGHT NO CHASER – – – - CONTACT: Amy Laudicano |
Topic Lesson Homework Textbook Correlation 1 Welcome Learning styles Textbook distribution Course Outline Class Expectations Notebook Expectations Student Information Parent/Guardian signature on course overview Ask about missing information for student information sheet 2 Safety symbols Household hazards and WHMIS symbols Look around the home for chemicals with the HHW symbols Properties of household chemicals on pages 218 and 219 (not doing) 3 Laboratory Lab equipment Lab safety Safety activity Activity analysis questions Read over lab equipment sheets for next day’s activity Safety in Science activity on pages 188 and 189 4 Lab Skills Lab equipment activity What do you already know Chemistry? Lighting a Bunsen Burner Using a triple beam balance Study safety symbols and lab equipment for quiz next class What do you already know on page 169 5 Matter What is Chemistry? Matter What do you think from text Particle Theory of Matter Phase Changes Classification of Matter Classification Activity Particle Theory worksheet Diagram worksheet Type of Matter worksheet What do you on page 173 Particle Theory on page 175 Classification page 175 to 178 Check your learning on page 178
6 Physical and Chemical Properties Physical and chemical changes Qualitative and Quantitative Properties of matter Using data to identify unknown substances activity Forensic Chemistry page 190 or Gizmo on Mystery Powder Antifreeze not just for cars page 191 Physical and Chemical Changes What’s in the bag activity or putting it all together activity Investigation 5A Activity Write ups Physical and Chemical change worksheet and lab write up and/or Gizmo hand in Study for quiz on matter, classification, chemical and physical properties Physical properties and changes page 179 to 182 Chemical properties and changes page 183 to 185 your learning page 182 Check your learning page 186 7 Volume Density Melting point and Boiling Point Melting point, freezing point and boiling point Are we salting or assaulting our roads on page 199 Volume, calculations Density, calculations, and graphing Density and volume worksheets and Graphs Page 192 to 193 Freezing and boiling point page 194 to 198 Check your learning page 198 Review and Self quiz page 202 to 205 8 Atomic Theories The Alchemists John Dalton An element Read about Phosphorus and Aluminum/watch Discovery Elements Video Element names and symbols How the symbols were determined (activity) Symbols and names activities Look over the Periodic Table at the names and symbols for a quiz coming up! Page 211 9 The Atom Atomic Notation Ions Isotopes Atom, Atomic Mass, Mass Number, Atomic Number, Protons, Electrons, Neutrons, Notation Atomic Charge, Ions and Isotopes Read about Diamonds Worksheets and textbook work Page 234 and 235 Charcoal to diamonds page 242 to 244 Kevlar page 245
14 Metallurgy Mercury and Mad Hatter page 208 Read about Mercury poisoning and answer questions Becoming a detective page 216 and 217 Reactivity lab Gas test page 270 to 271 Metal detective page 216 to 217 Review and Self quiz page 280 to 283 15 Element Activity 16 Element Bingo 17 Chemistry Unit Test Unit Review and Self Quiz page 288 to 295
Participants carrying injuries - Exacerbation of injuries Participants Inform instructor of condition. to opt out of any exercises which may cause further injury L S Low Risk Every member has a different fitness level - Some members unable to complete exercises/ becoming too fatigued Participants Instructor alters session according to every participant’s abilities. Participants to stop when they reach personal goals/fitness level. L S Low Risk Fire Safety Fire Procedures and Emergency Exit doors leading directly onto the training area Participants Ensure Fire are closed in Ensure Fire Doors are not blocked and all teams are informed of the emergency procedure and meeting places U S Very Low Risk
NOTE: Keep this Page at the Front of Your Notebook for Reference. Evaluation and Grading Per Semester Assignment Categories Grade Weights Grading Scale Unit Activities Classwork Bellringers Ticket Out the Door Boggle Terminology Reading for Comprehension Assignments Group Activities FBLA Activities Word Skill Assessments Homework Quizzes/Reinforcement Activities Projects Unit Tests Final Exam Formative Assessments 50 % Unit Activities Daily Classwork FBLA Activities Word Skill Assessments Homework Quizzes/Reinforcement Activities Summative Assessments 50 % Projects Unit Tests Final Exam (SLO) 10 % ½ Performance ½ Objective A: 90-100 B: 80-89 C: 70-79 F: less than 70 NOTE: ANY STUDENT COPYING ANOTHER STUDENT’S WORK WILL FAIL THE ASSIGNMENT AND BE SENT TO THE OFFICE FOR CHEATING. Rules/Consequences Consequences Be on time and seated by the tardy bell. Third tardy results in write-up. Be prepared daily with ALL materials needed. Immediately begin class assignment for the day. Be respectful of teacher, students, and school and equipment. Assignments are expected on the due date. Keep work area clean. No drinks or food are allowed in classroom. Headphones are only allowed when teacher assigns or approves. 1st Offense: Warning 2nd Offense: Meeting with Student/Note to Parent 3rd Offense: After School Detention 4th and All Additional Offenses: Referral to Office Class Materials Needed A notebook to put all assignments, and handouts will be brought to class daily. A pen or pencil. A flash drive to be used for school work ONLY. This syllabus may be updated as needed throughout the semester.
Winter Footwear Winter footwear needs to insulate against the cold, be water-resistant, supportive of the ankle, and provide good traction on wet and icy surfaces. Modern boots are much better than they used to be, with many more alternatives to choose from. For snowshoeing, you don’t necessarily need specialized boots at all. Summer hiking boots can work. Wear sock liners, plastic bags to act as thermal barriers, heavy duty trekking socks made of a combination of wool and synthetics, and thoroughly waterproof the outsides of your boots using a silicone spray or boot oil or wax made for this purpose. Cross-country Ski Boots Unlike downhill or Alpine ski boots, which do not need to be walked in very much, and therefore are extremely stiff to protect the ankles from sprains, cross-country and mountaineering skis are more flexible, particularly at the ankle. Most boots are designed to fit a specific binding system. Light touring boots are usually ankle-high, very flexible, and more comfortable than Alpine and mountaineering boots. Mountaineering boots are heavier, stiffer, and more insulated. They are a compromise between offering some of the added protection of a downhill ski boot and the flexibility and comfort of a Nordic ski boot that you will be “walking” in for many miles. Mountaineering boots are typically made of heavy leather, a combination of leather and synthetic fabric panels, or hard plastic with inner insulation. Cross-country Ski Boots (Illustration) For hiking and snowshoeing, Sorel-type boots, with insulating liners, rubber lowers and leather or nylon uppers work well. Winter Snow Boots For really cold conditions, boots should have a soft outer shell and a versatile lacing system so that you can wear long socks under them. A thick insulated sole is also necessary so that you don't lose heat through the ground. Minimal seams help keep water out. Liners should be waterproof and breathable. Winter Hiking Boots