zilongwang/ReadingBank huggingface dataset:
10 220085 Ramakrishna Mission Ashrama, Kalyanpur 220011 St. Vincent’s High & Technical School Hill View Park, Asansol, Burdwan, West Bengal - 713304 11 220098 St. Xavier’s High School, Bhagabandh 12 220102 Kendriya Vidyalaya, Chittaranjan 13 220104 Burdwan Model School 14 220112 Kendriya Vidyalaya, Adra 15 460518 Rajasthan Vidyapith 16 220082 Trinity High School 220016 St. James High School PO- Binnaguri, Jalpaiguri, West Bengal - 735203 17 220019 St. George's School 220017 Shree Jain Shilpa Shiksha Kendra 18/D, Sukeas Lane, Kolkata – 700001 18 220056 St. Michaelis High School, North Point Darjeeling 220030 Nepali Girls Social Service Centre Post Box-8, Diocesan Centre, Gandhi Road, Darjeeling, West Bengal - 734101 19 220012 Saraswat Kshatriya Vidyalaya Kolkata 220038 Don Bosco School Liluah, Howrah - 711204 20 220086 Don Bosco School,Bandel 21 220095 Abbot Shishu Hall 22 450159 Ramakrishna Math Vivekananda Veda Vidyalaya, Belur 23 220105 Chakdaha Model School 220040 Kalyani Central Model School B-4/486, Kalyani, Nadia, West Bengal - 741235 24 220047 Kendriya Vidyalaya No. 2, Ishapore 220044 Kendriya Vidyalaya Barrackpore (Army) PO-Barrackpore, 24 Pgs(N), West Bengal - 700120 25 220046 C. F. Andrews Memorial School 220048 Kendriya Vidyalaya No. 2 AFS, Kalaikunda, Paschim Medinipur, West Bengal - 721303 Sl. No. Study centre Practical examination centre 1 2 (From) 3 (To) 26 220005 Indira Education Society
Gorakshabasi Mandir Complex, Arjunpur, 24 Pgs(N), West Bengal - 700059 27 220027 Loreto Day School 28 220062 St. Jude's High School 29 220077 Sudhir Memorial Institute 30 220093 St. Stephen’s School 31 220113 Devaki Memorial School, Rajarhat 32 220060 Howrah St. John's High School 220075 Sibpur Ambika Hindi High School 37-38, Umacharan Bose Lane, Sibpur, Howrah – 711012 33 460507 Jagadishpur High School 34 220063 Goethal Memorial School 220079 Godwin Modern School Monteviote Road, PO- Kurseong, Darjeeling, West Bengal - 734426 35 460520 Khanyadihi High School 220096 Vivekanand Mission High Schoool PO- Uttar Mechagram, Purba Medinipur, West Bengal – 721139 36 220029 Siliguri Shewamangal Memorial High School 220097 Modella Caretaker Centre & School Jatiakhali, Fulbari, Jalpaiguri, West Bengal - 734015 37 220116 Dreamland School Hooghly 220099 Jawahar Navodaya Vidyalaya, PO- Dihibagnan, Arambagh, Hooghly, West Bengal - 712613 38 460514 Lakhuria High School 220100 Kankinara Himayatul Ghurba High School 8, New Chord Road Kankinara, 24 Parganas(N) West Bengal- 743126 39 460515 Hat Chapra King Edward High School 40 220068 Tollygunge Ashok Nagar Vidyapith 220111 Kendriya Vidyalaya IIMC, PO- Joka, PS- Haridevpur, Diamond Harbour Road, Kolkata - 700104 41 380140 Belgachia Urdu High School 380111 Arabic Secondary School 46/7, Mahatman Gandhi Road, Kolkata - 700009 42 450055 Indian Institute of Cerebral Palsy 450028 Manovikas Kendra Rehabilitation & Research Institute for the Handicapped Plot-I-24, Sector-J, Eastern Metropolitan Bypass, Kolkata - 700078 43 220110 220108
Leading with Purpose Has personal direction and is not easily sidetracked by details or workload. Credibility Acts in accordance with stated values; follows through on promises; uses ethical considerations to guide decisions and actions. Communication Expresses ideas clearly and concisely; disseminates information about decisions and plans.
Ontario Shigellosis Investigation Tool Legend for interview with case ♦ System-Mandatory Required Personal Health Information Cover Sheet Note that this page can be autogenerated in iPHIS Date Printed: Forward Date: iPHIS Client ID #: ♦ Gender: ______________ ♦ Age: ________________________ ♦ Investigator: ♦ DOB: __________________________________________ ♦ Branch Office: Address: ______________________________________________ ♦ Reported Date: Diagnosing Health Unit: Tel. 1: ♦ Disease: SHIGELLOSIS Type: Home Mobile Work ♦ Is this an outbreak associated case? Other, please specify: _____________________________ Yes, OB # ♦ Client Name: Alias: ♦ Gender: ♦ Age: ♦ DOB: Address: Tel. 1: Type: Home Mobile Work Tel. 2: Type: Home Mobile Work 1: Email 2:
Call 2 Outgoing Incoming Call 3 Outgoing Incoming Call 4 Outgoing Incoming Call 5 Outgoing Incoming Call 6 Outgoing Incoming Date letter sent: Case Details ♦ Aetiologic Agent Subtype Further Differentiation ♦ Classification Confirmed Person Under Investigation Probable Does Not Meet Definition Do not close case as PUI ♦ Classification Date ♦ Outbreak Case Classification Confirmed Person Under Investigation Probable Does Not Meet Definition Do not close case as PUI ♦ Outbreak Classification Date ♦ Disposition Complete Closed- Duplicate-Do Not Use Entered In Lost to Follow Up Does Not Meet Definition Untraceable ♦ Disposition Date ♦ Status Closed ♦ Status Date Open (re-opened) ♦ Status Date Closed ♦ Status Date ♦ Priority High Medium Low (At health unit’s discretion) Symptoms Incubation period can range from 12-96 hours, usually 1-3 days, but can be up to one week for S. dysenteriae.
ER visit Intervention Type Intervention implemented (check all that apply) Investigator’s initials ♦ Start Date YYYY-MM-DD End Date YYYY-MM-DD Exclusion Food Recall Hospitalization Letter - Client Letter - Physician Other (i.e., contacts assessed, PHI/PHN contact information) → For iPHIS data entry – enter information under Cases > Case > Interventions. Progress Notes
First name Surname Date of birth (dd/mm/yyyy) Sex Relationship to you Address (if different to you) Diarrhoea? Onset date (dd/mm/yyyy) Occupation Risk group (Official Use) Female Male Other Yes No A B C D None Female Male Other Yes No A B C D None Female Male Other Yes No A B C D None Female Male Other Yes No A B C D None you for completing this questionnaire. If you completed this form on a computer, please return the completed form by to the address provided. If you received a version of this questionnaire, please return the completed questionnaire by post using the pre-addressed envelope provided. For further information on shigellosis and how you can prevent infection, please see:
collaboration proposals with other state members of APEC. Notwithstanding, the most significant regional cooperation movement which China had provided for East Asian financial stability system during the Asian Financial Crisis, then further enhanced regional identity during this common hardship. The Shift for Asian Regionalism: Asian Financial Crisis The challenges of economic crisis represent as an opportunity for strong power to stand out conspicuously. In this hard time, besides the passive reaction from western countries and also China active willingness and attitude on providing public goods and mutuality assistant programs, firmly established China as a leadership status within the East Asia integration. In 1992, the tremendous financial crisis among East Asia not only exposure the weakness of East Asian economic system but also accelerate the identity of East Asia and further power changing in the region (Heribert Dieter, 2009, 74-76). Responding to the economic weakness, the necessary for policymakers to pay greater attention to managing the forces of financial globalization, particularly in an economic system of rapid short-term capital flows. Actually it is not until the crisis that the implications of the scope and magnitude of short-term capital flows were not fully understood by international investors, policymakers of the lending and borrowing countries, or international financial institutions. Management of financial globalization requires more cooperate global frameworks that reduce capital flow volatility and enhance stability of the system. Secondly, emerging market economies need to strengthen domestic financial and corporate sectors. This task requires effective regulatory and supervisory frameworks for enhancing management and governance of financial institutions and corporations. Thus, the management capacity of asset how important the governance is. Furthermore, the reaction from different nations among East Asia simulate a chances for unite. Meanwhile, the reaction from APEC is not active, the proposal for multilateral dialogues and economic concur even rejected by United State. United States insist undergone the IMF strict structural adjustment operation, that may deteriorate the economic circumstances(Mia Mikic & Chorthip Utoktham, 2009, p.38), redirect the attention for support from western countries to Asia’s own region. Other major power, such as Korea and Japan devote their ability helping the possibility of coordination to mitigate the crisis, collectively facing the regional problem and further stimulated ‘‘East Asian recognition’’. China’s Role After Crisis The economic crisis spontaneously formed as an opportunity, to examine tremendous growing power of China and its willingness to cooperate with other East Asia countries, it
organize themselves into an alliance. Then no one, even though he possesses the virtues of the Yellow Emperor, would be able to annex their territories. Source: “Memorial on Annexation of Feudal States,” by Li Si (recorded by Sima Qian), in Sources of Chinese Tradition: From Earliest Times to 1600, compiled by William Theodore de Bary, Irene Bloom, and Joseph Adler. © 1999 Columbia University Press. Reprinted with permission of the publisher. Thesis Tracker 2: Directions: Based on the evidence you have examined so far, circle “Yes” or “No” below. Claim: Did Shi Huangdi improve China? YES NO Directions: Fill in the table below with the reasons and evidence that support your claim.
Historian, Sima Qian 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 Chunyu Yueh, a scholar of Chi said “I have yet to hear of anything able to endure that was not based on ancient precedents.” The emperor ordered his ministers to debate this question. The prime minister Li Si said, “...Now Your Majesty [Shi Huangdi] has built up this great empire to endure [survive] for generations without end. [...] In times gone by different barons fought among themselves and gathered wandering scholars. Today, however, the empire is at peace, all laws and
As shown in the above picture, click “show more” to view details of the transaction. Then click “send” to transfer the coins as in the picture below (password may be required if the wallet is encrypted). Advanced sending Advanced sending mode allows transferring coin from one address to multiple addresses, as shown in the picture below: Click “Wallet” to choose from which wallet you wish to transfer, then input “Addresses” to choose from which address you wish to send. In “Destinations” enter the address where the coins are to be sent and the amount of the transaction. Click the green plus sign on the right to add address and amount, and the minus sign to hide the extra address. Use copy/ paste to avoid typing errors. The amount of the coins to be sent should not exceed the total balance of the wallet. Change of a transaction is set to be returned to the address where it’s initiated; click “Custom change address”, then change of the transaction will be sent here. Click “Automatic coin hours allocation” to customize coin hours you wish to transfer during each transaction. Click “preview” to double check details of the transaction, then click “send” to finalize the transfer (Password might be required if the wallet is encrypted.) Click “show more”, and details of the entire transaction is shown as below: 3.7 Receiving Shihucoin Switch to Wallet interface; scroll the address list to choose one that you wish to receive coins. Leave the mouse over the chosen address, and a blue “copy” button will show up. Click it to copy the address:
REPUBLIC OF NAMIBIA HIGH COURT OF NAMIBIA, MAIN DIVISION, WINDHOEK RULING ON SPECIAL PLEA OF PRESCRIPTION Case No: I 1610/2016 In the matter between: MICHAEL BAUKEN SHIIMI PLAINTIFF and CITY OF WINDHOEK MUNICIPALITY COUNCIL DEFENDANT Neutral Citation: Shiimi v City of Windhoek (I 1610/2016) [2017] NAHCMD 288 (27 September 2017) PRINSLOO J Heard: 26 September 2017 Delivered: 27 September 2017 Reasons October 2017 Flynote: Pleadings – Claims against Local Authorities – Claims to be brought within time period specified in legislation – Limitation of Legal Proceedings (Provisional and Local Authorities) Act 94 of 1970 read with the Prescription Act, Act 68 of 1969 (as amended) – Legislation enacted to protect Local Authorities from redundant law suites – Special plea of prescription raised in terms of legislation against the ‘creditor’ (plaintiff) – Debt considered due and payable once creditor obtains or has knowledge thereof and not on date on which cause of action arose – Test in terms of the Limitation of Legal Proceedings Act is subjective whereas the test in terms of the Prescription Act is objective.
AdvancED Standards (check all that apply) Annual School Improvement Plan Continuous Improvement Goal: Improved CCRPI SMART Goal: SPES will increase the number of students who exceed in all areas on the CRCT by 5% or more. School Name: Shiloh Point Elementary School Year: 2013-2014 Actions, Strategies and Interventions (Includes Professional Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? AdvancED Standard(s) Goal 1: Promote professional growth and improvement of instruction to optimize student learning though: (AdvancED Standard: Governance and Leadership, Teaching and Assessing for Learning, Results for Continuous Improvement) Data Teams and Vertical Assessment Teams Data Deconstruct standards, identify daily learning targets, develop formative/summative assessments aligned with targets, administer common assessments, collaboratively analyze results, and collaboratively make instructional decisions based on timely data. Vertical Teams: Develop math and ELA assessments in vertical teams giving professional feedback on all assessments under construction. If teachers deconstruct standards to identify clear targets and build common assessments on those targets, then instruction will be aligned with CCGPS and will be data driven. If teachers review assessments being developed throughout the school and give specific feedback on understanding of targets and rigor, then both assessment and instruction will be vertically aligned. Two meetings per Professional Learning Collaboration Feedback Assessment Knowledge (Lead Admin & Teachers: Donna Price and Daphne Rogers) System Support for Goal One as Supported by the Strategic Plan Instructional Support: Implement Data Teams Technology Support: Identify and integrate learner types in order to provide individualized instruction, provide professional learning to build capacity to personalize learning environments for students, Align technological implementation with curriculum goals
Good-Bye, 382 Shin Dang Dong Spelling Words she’d we’ll haven’t wasn’t aren’t would’ve doesn’t that’s page cube moment strike basic human cellar Challenge words o’clock shouldn’t Vocabulary words foreign – of or from another country assure – to make certain or sure pastel – a pale, soft shade of a color glum – very unhappy or disappointed enthusiastic – very excited something peculiar – not usual; strange translation – a changing of speech or piece of writing into another language insisted – to demand or say in a strong, firm manner PARENTS: Spelling test and Reading test will be Friday, August 29, 2014.
Contents Part I – Introduction to early intervention Part II – Rationale for early intervention in eating disorders Part III – Patients perspective Case stories Part IV – Carers perspective Case stories Part V – Clinician perspective & guide stories working on FREED to working with FREED patients & their carers Part VI – Service Components Processes and timelines Health systems (i.e. the NHS, private treatment etc) Setting up the FREED service Operational changes (e.g. FREED champions) Assessment Treatment Tips for administrators Impact on other aspects of service Adolescent perspective/transitions Part VII – Commissioners Guide Part VIII – Health Economics Part IX – Resources for service users Social information booklet Dietetic information booklet Preparing for university focus groups Part X – New technologies Part XI – Learning, sustaining & dissemination Website Part XII – Conclusion & appendices Posters
Initial Risk Rating: Service User Staff Females Target Groups Revised/overall Risk Rating with Protective Factors: Review Date: (based on overall risk rating, see log on page 6) Date of next review: Signature(s): Date: (Review periods: High– at least monthly; Medium– at least 3 monthly; low – at least 6 monthly)
Ref No: Risk Factors: (enter description of risk factors) Person(s) at risk: Potential Harm/Injury: Initial Risk Rating: Protective Factors: Revised Risk Rating with protective factors: Further Action(s) Required and Final Sign Off: 1.Service User behavioural risk(s) 2. Risk(s) to service user 3. Risk to staff 4. Risk of 5.Environmental risk(s)
Ref No: Risk Factors: (enter description of risk factors) Person(s) at risk: Potential Harm/Injury: Initial Risk Rating: Protective Factors: Revised Risk Rating with protective factors: Further Action Plan(s): 6. 7. Follow up Actions: Ref. Risk Rating Actions to be followed up Target Date 1. 2. 3. 4. 5. 6. 7. Review log: Date Change of risk Factors Why has this risk changed New protective factors/Actions taken Next review date: Yes/No Yes/No Yes/No Yes/No
Cancellation policy If, for some reason you need to cancel or postpone your appointment, when possible please give the school or counsellor at least 24 hours notice. Keeping Information up to date Please notify your child’s counsellor of any relevant changes in circumstances, e.g. address, Medicare number. Please note If, reading this document you are unclear about any of the information provided, please contact us at: OzChild Head Office PO Box 1312 (Level 3, 150 Albert Rd) South Melbourne Victoria Australia 3205 P 61 3 9695 2200 F 61 3 9696 0507 E ozchild@ozchild.org.au www.ozchild.org.au
Modern/Contemporary - Daria Hinton, Kate Bemrose and Taryn Walsh with ’Letters From War’ Musical Theatre- Rachael Froggatt with ‘Crystal Powers’ Open - ‘Elastic Heart’ Young Choreography Award: Munchkin/Jr: Sara Connelly for ‘Business Casual’ Intermediate: Sara Connelly for ‘Arachnid’ Choreography Award: Intermediate: Meggie Pound for ‘Letters From War’ Senior: Robyn Carter for ‘Elastic Heart’ OVERALL HIGHSCORE: 1st place - ‘Elastic Heart’, 2nd place - Taryn Walsh, Kate Bemrose and Daria Hinton with ‘Letters From War’ ULTIMATE SHINE: ‘Elastic Heart’ ULTIMATE SHINE STUDIO: ‘Elastic Heart’, ‘What Was Once Static’ and ‘Stand By Me’ Soloists who placed in the top 3 have qualified to attend Shine Nationals in July. Congrats Dancers :)
INTERVENTION GROUP – MEALS LOG Date and Time of First Meal: ___/____/_____ _____: _____ For the patient who is eating: Date Time Meal B = Breakfast L = D = Dinner (circle one) Percent of food eaten (circle one) No entry = none/nearly none 30 = partial consumption 60 = all/nearly all consumption SQ Insulin Dose Given (*give 20 mins start of meal – dose determined by GlucoStabilizer) Nurse Initials B L D No Entry 30 60 units B L D No Entry 30 60 units B L D No Entry 30 60 units B L D No Entry 30 60 units B L D No Entry 30 60 units B L D No Entry 30 60 units B L D No Entry 30 60 units B L D No 30 60 units B L D No Entry 30 60 B L D No Entry 30 60 units B L D No Entry 30 60 units B L D No 30 60 units B L D No Entry 30 60 units *Meal insulin is given 20 minutes after starting three daily meals (breakfast, lunch, and dinner) or bolus tube feedings, if subject still eating estimate final consumption and give meal insulin. *Meal insulin is rapid acting analog and dosing is determined by GlucoStabilizer If they ate none or nearly none. DO NOT make GlucoStabilizer and give NO insulin. Input 30 grams for partial consumption. Input 60 grams for all or nearly all consumption. *SQ Saline is ONLY to patients who are NPO Status or continuous tube feeds at 09:00 AM and 21:00 PM **Please remember to chart in Medical Record the amount of meal insulin given or amount of SQ saline given. **
About The Communication Trust  The Communication Trust is a coalition of nearly 50 leading voluntary sector organisations, which raises awareness, influences policy, promotes best practice among the children’s workforce and commissions work from its members.  It has an extensive advisory group, which includes the Royal College of Speech and Language Therapists, Association of Educational Psychologists and the General Teaching Council.  For more information about the Trust visit www.thecommunicationtrust.org.uk or follow @Comm_nTrust #SAL2014
The Shining Star Award is open to former Apprentices living or working in Oxfordshire who have completed their first Education & Skills Funding Agency funded and recognised Apprenticeship at least 9 months and no more than 10 years before the closing date (i.e. completed between 19th January 2008 and 19th April 2018). Current Apprentices who have already completed a previous Apprenticeship are eligible too. If you are unsure whether you are eligible to enter, please contact us at to discuss. This is your opportunity to tell us why you deserve to win an award, so don’t be shy! Where possible, please use evidence and give examples to back up your answers. An endorsement is required from someone who you through work, such as your manager, a colleague or customer. About you First name Surname Address Postcode Contact number address About your Apprenticeship Job title Apprenticeship framework name Apprenticeship employer Date started Date finished About your current employer Company name Contact name Job role Relationship to entrant
Address Postcode Contact number Email address Tell us their career so far, including their current role, and how they have progressed from their Apprenticeship to where they are now max. 500 words Tell us why you are nominating this person for the Shining Star Award, including examples e.g. significant achievements, how they have benefitted the business max. 500 words Endorsements 1. Supporting statement (e.g. from manager, colleague, customer) max. 250 words
Additional Responsibilities undertaken during the career (in colleges under DCE) Sl. No. College Responsibility Period Paper presentations/Chair/Resource Person Sl. No. College/University Courses, Workshops, Seminar Position held Sponsor/Agency Period/Date 1 Workshops, Seminars Attended Sl. No. College Courses, Workshops, Seminar Sponsor/Agency Period/Date Other Assignments undertaken outside college (such as question paper setter/examinership/viva board etc.) Sl. No. Assignment University/Academic Agency Level/Grade Period/Date Articles published Sl. No. Date Title Name of Journal Place of Publication Minor Research Projects
Content - Accuracy At least 8 accurate facts are displayed on the poster. 6-7 accurate facts are displayed on the poster. 4-5 accurate facts are displayed on the poster. Less than 3 accurate facts are displayed on the poster. Title Title can be read from 6 ft. away and is quite creative. Title can be read from 6 ft. away and describes content well. Title can be read from 4 ft. away and describes the content well. The title is too small and/or does not describe the content of the poster well. Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation. Grammar There are no grammatical mistakes on the poster. There is 1 grammatical mistake on the poster. There are 2 grammatical mistakes on the poster. There are more than 2 grammatical mistakes on the poster. Graphics -Clarity Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. Many graphics are not clear or are too small. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Presentation Presenters show knowledge of information by discussing and NOT reading from poster Presenters show knowledge of information by discussing and only reading from the poster 1 time. Presenters show knowledge of information but read from the poster half of the time. Presenters did not appear to know the information. Presenters read entirely from the poster.
SHIP Grant FY Funding Amount Contributing Hospital ABC Hospital Contact Person Jane Doe XYZ Hospital Selected Category PB or PPS Investment Activities / ICD-10 Training Shared/Consortium/Network Hospital SHIP Funds Network Decision Tree Per conversations with the above three hospitals, request was for ABC Institute 3-day Onsite Medicare Boot Camp. Will work with consultant from ABC Institute education staff for dates and location. Training ABC Institute Training Dates Oct 31st – November 3rd 2017 Cost $23,000 Agenda/Details See attached contract. Final numbers for room, travel of staff etc. to be determined.
programme. We welcome all proposals for future inclusion should resources allow. 5.4 There is a shared recognition that the Housing Sector – through the leadership of the Council – and the West Dunbartonshire Health and Social Care Partnership (HSCP) must work together closely in supporting the delivery of the health and social care integration agenda. The Local Housing Strategy notes that successful housing and social care support depends on the location, model and range of housing available. 5.5 The HSCP provides knowledge on the health and social care of the West Dunbartonshire population and works with the housing sector in developing the new build housing programme, in regeneration planning and in preparing the SHIP. The SHIP supports the policy of shifting the balance of care from institutional settings to tenancy based support in the community. 5.6 A Housing Contribution Statement has been published which acts as the bridge between the HSCP Strategic Plan and the Local Housing Strategy and sets out the important role housing will play in the Health and Social Care integration process. The HCS is reviewed as part of the annual LHS review process. 5.7 Given the local demographic, the prevalent topography and the nature of our housing stock, accessibility to housing for people with a mobility issue is a big concern in West Dunbartonshire. We will continue to encourage developers to prioritise developments which meet the needs of people with mobility issues. All new housing supported by the AHSP is required to satisfy Housing for Varying Needs (HfVN) criteria. We also aim to continue to improve the supply of housing suitable for wheelchair users. In some circumstances the provision of lifts may present a solution to accessibility issues. Where no specific specialist housing provision is included in the project, it will generally be assumed that around 10% on each site will be for this purpose, with the detail being agreed at a later date in consultation with HSCP colleagues.
5.8 An Affordability Analysis carried out for the Council in 2014 did not indicate a strong market for rent products (MMR). However, some RSLs retain an interest in looking at such products and this SHIP contains a number of shared equity projects. It is proposed that an update of the 2014 study be carried out over the period of this Plan. 6. Project Assessment Methodology 6.1 Projects considered for inclusion in the SHIP are subject to a matrix scoring analysis to assess their relative merits. Various criteria are employed in assessing and prioritising the projects. These are:
For more information, or if you want this information in a different format or language, please use the contact details below: Housing Development Team Housing Development and Homelessness Housing and Employability West Dunbartonshire Council John Kerr Housing Development and Homelessness Manager Phone: (01389) 737889 Email: Dockery Strategic Housing Officer (01389) 737366 Email: Jackie McRory Strategic Housing Officer Phone: (01389) 737591 Email: Annexe A Completed SHIP Templates
# of participants attending conference Strategy 1.4 Incorporate incentives and standards for tobacco treatment into payment and delivery reforms. Implementation Steps Timeline Responsible Party Anticipated Outcomes/ Measures Maintain inclusion of tobacco use screening and treatment as clinical quality measures for Maine Care Health Homes. On-going Quality Counts, MaineCare Outcome: Health Home Patients receive tobacco use screening and treatment Measure: Percentage of Health Homes who report on patients receive tobacco use screening and treatment Maintain inclusion of tobacco use screening and treatment as measures in practice reports for Accountable Care Organizations Annually Maine Health Management Coalition and SIM Outcome: ACO practices receive reports that include measures for tobacco use screening and treatment Measure: # of reports that include measures on tobacco use screening and treatment Maintain inclusion of tobacco use screening and treatment in “green” value based insurance design services that have no patient cost sharing; On-going Maine Health Management Coalition and SIM Outcome: Entities that adopt VBID standards include tobacco use screening and treatment as no-cost sharing services Measures: Number of insurance plans with VBID plans that include tobacco use screening and treatment screening as no-cost sharing services Objective 2: Policy and Environmental Change By June 30, 2017, increase the number of evidence-based ordinances and policies that provide greater access to smoke-free environments. Measure: Number of municipalities and worksites that have developed or revised tobacco/ smoke-free policies. Data Source: PTM Evaluation Team (data extraction from IMPACT) Strategy 2.1 Increase the number of events and settings that have smoke-free or tobacco-free policies/ordinances. Implementation Steps Timeline Responsible Anticipated Outcomes/ Measures Engage municipalities around smoke free events and settings, which may include education on: current Maine law on secondhand smoke/ smoke free/tobacco free policies best practice for adopting/revising/enforcing and tobacco free policies Annual HMP Outcome: events and settings that are free or tobacco free Measure: # of open air recreation areas, other venues and events with new or revised smoke free policies or ordinances Engage worksites on free environments around smoke free settings, which may include education on: current law on secondhand smoke/ smoke free/tobacco free policies Annual HMP Outcome: # of worksites implementing policies Measure: # of worksites Healthy US Scorecards to implement smoke free policies that exceed current Maine state laws
Tuesday, January 12, 2016 9:00 A.M. Introductions 9:15 A.M. 10:00 A.M. 10:30 A.M. 10:45 A.M PBO Program Overview – SHIP/SMP Program Medicare Updates Break AHCCCS – Bonnie Talakte 12:00 P.M. 1:00 P.M. 2:30P.M. 3:00 P.M. 4:30 P.M. Lunch (on your own) ALTC – Melissa Arzabal Break Social Security – Kimberly Yellowrobe Adjourn Tuesday, January 13, 2016 9:00 A.M. Review of Day One 9:15 A.M. 10:45 A.M. 11 A.M. VA Benefit – HoMana Pawiki / Kuauhtemoc Rodriguez Break VA Benefit – Michael E. Core / Mike 12:00 P.M. 1:00 P.M. 2:30P.M. 3:00 P.M. 4:30 P.M. Lunch (on your own) Indian Health Services – Brain Zah Break ACA Update – Verna Johnson Evaluation / Reward Adjourn
14.0 Navigation 14.1 Navigation procedures Yes No Remarks Advise the primary means for navigation? Have navigation officers received bridge team management training? Have navigation officers received familiarisation for the equipment on board? At sea, is a 4/8 watch system followed? Does the Master hold briefings? Does the Master issue adequate night orders? Are bridge familiarisation and watch handover checklists used? Is the Master/Pilot exchange recorded? Is the passage plan comprehensive? Is the card comprehensive? Is the emergency steering procedure known? 14.2 Navigation equipment Yes No Remarks Is navigation equipment in working Tested? Compass satisfactory? Charts corrected and cover ship's trading area? Bell books and navigational books updated? Do navigators understand squat, settlement and ship-to-ship interaction? Navigation equipment and practice is Good/Fair/Poor
such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches. nature of the force, using equipment such as dynamic carts, moving toys, vehicles and falling objects. nature of force pairs between objects. 4.E Apply the concept of conservation of momentum using action and reaction forces such as is illustrated by students on skateboards. 6.D Demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension.
USS Force (MSO-445) while moored with other ships in Vung Tau Harbor, sent crew ashore for liberty leave March 3-7, 1967; and docked to pier at Cam Ranh Bay March 1972 and Vung Tau April 25-May 3, 1972 USS Fortify (MSO-446) docked to pier at Cam Ranh Bay on September 30 and November 29, 1971 USS Guide (MSO-447) docked to pier at Cam Ranh Bay on September 30, 1971 (see other category) USS Loyalty (MSO-457) docked to pier at Cam Ranh Bay on 9 and 25, 1971 (see other category) USS (MSO-458) docked to pier at Da Nang for off-loading and on-loading equipment during May 1967 USS Prime (MSO-466) docked to pier at Da Nang on February 16, 1967 USS Gallant (MSO-489) docked to pier at Da Nang during November 5-6, 1969 USS Leader (MSO-490) docked to pier at Cam Ranh Bay on November 30, 1968 USS Persistent (MSO-491) docked to piers at Da Nang and Cam Ranh Bay during October-December 1970 USS Pledge (MSO-492) docked to pier at Cam Ranh Bay intermittently during July 1967 and May-June 1971 (see category) USS Boston (CAG-1) – docked in-port at Da Nang Harbor on April 30th and May 17th, 1967 USS Grasp (ARS-24) – moored to the shore at Wunder Beach and Chu Lai on multiple occasions to repair seaload fuel lines in July and August 1968 USS Albatross (MSC-289) – docked to Junk Training Command Pier, Cam Ranh Bay, on July 22-25, 1964 USS Abnaki (ATF-96) – docked to pier in Da Nang on September 16, 1967 USS Advance (MSO-51B) – docked to pier in Da Nang Harbor and sent personnel ashore on October 7, 1966
96. My advisor assisted me with career and or graduate school information Strongly Agree Slightly Agree Slightly Disagree Strongly Disagree 97. I have sufficient access to my academic advisor. Strongly Agree Slightly Agree Slightly Disagree Strongly Disagree 98. My advisor adequately advised me in terms of academics (courses to take, program options, etc.) Strongly Slightly Agree Slightly Disagree Strongly Disagree 99. My advisor encouraged me to participate in non-curricular and/ or activities related to my major Strongly Agree Slightly Agree Slightly Disagree Strongly Disagree 100. I talked with my instructors about information related to a course I was taking (grades, assignments, etc.). Very often Often Occasionally Never 101. I discussed my career plans and ambitions with my faculty advisor. Yes - more often than once a semester Yes - once a semester Rarely, but yes Never 102. I worked harder as a result of feedback from an instructor. Very often Often Occasionally Never 103. I socialized with a faculty member outside of class—in the hall in the office Very often Often Occasionally Never 104. I socialized with a faculty member outside of class and outside of Shearer Hall (CUB, Library, Starbucks….) Very often Often Occasionally 105. I participated with other students in a discussion with one or more faculty members outside of class. Very Often Occasionally Never 106. I asked my instructor for comments and criticisms about my academic performance. Very often Often Occasionally Never 107. I worked harder than I thought I could to meet an instructor’s expectations and standards. Very often Occasionally Never 108. I worked with a faculty member on a research project. Yes, on an independent project Yes, on a project within a class No Scientific/Field Experiences A B C D 109. Memorized formulas, definitions, technical terms and concepts. Very Often Occasionally Never 110. Used mathematical terms to express a set of relationships Very Often Occasionally 111. Explained your understanding of some scientific theory, principle, or concept of a geo-environmental nature to someone else (classmate, family member, etc.) Very often Occasionally
CONTAINER DEHIRE/PICK UP LOCATIONS Effective January 2015 PATRICK PORT BOTANY CONTAINER PARK (PBCP) Hours: 0500 – 2200 Weekdays Maersk: 40GP/HC & 40 REEFERS Hyundai: ALL UNITS Cosco – 20GP/20 & 40 REEFERS Hanjin – 20GP/40GP/HC APL – 40GP/HC NYK – 40GP/HC MOL – 40GP/HC PATRICK CARGO LINK Hours: 0500 – 1700 Weekdays MSC - 20GP/40GP/HC & 40 REEFERS OOCL – 20GP/40GP/40HC Cosco – 40GP/HC PATRICK TO BE MARKED AS DEHIRE LOCATION ON DELIVERY ORDER UNLESS PRIOR ARRANGEMENT MADE WITH SHIPPING LINE.
Refer to section on Storage for requirements Refer to section in Cleaning for requirements Separate raw and cooked foods floors are clean Food covered Utensils and equipment cleaned and sanitised daily No food stored directly on the ground Hot water/sanitiser available for emergency washing Preparation 20- Litre water container with tap labelled ‘hand Washing Only’ and bucket to Time to prepare food at the stall kept to a minimum i.e. Within 2 hours Overall stall clean All food prepared inside stall management Raw and cooked food prepared separately Refer to section on Waste Management for requirements Food protected by a physical barrier Refuse bin lids and liner supplied All food prepared on tables Waste water stored in containers labelled ‘waste water only’ water disposed into sewer under a trade waste approval, refer to Trade Waste guide Waster oil stored and disposed of correctly
FEES & CHARGES 2017 – 2018 NORTHAMPTON & KALBARRI REFUSE SITES COMMERCIAL General Waste – Builders Rubble, contaminated with refuse – per load $55.00 General Waste – Builders Rubble uncontaminated – per m3 – minimum charge $55.00 $15.00 per m3 Putrescible Waste (placed in bulk bins) – per load $55.00 Cardboard – per load $55.00 Waste Only uncontaminated – per load $11.00 Mattress – Single - each $10.00 Mattress – Double or larger (ensembles are counted as 2 mattresses) - each $20.00 NON-COMMERCIAL General Waste (Inert) – per load $5.00 / General Waste / Greenwaste – separated & placed in correct sites – per load $2.00 Putrescible Waste (materials must be placed in bulk bins) – per load $15.00 Putrescible Waste (materials must be placed in bulk bins) – per drum/bin 240Lt or less $5.00 Cardboard – per load $20.00 Mattress – Single - each $7.00 Mattress – Double or larger (ensembles are counted as 2 mattresses) - each $15.00 (Note: If not otherwise specified Per Load means tray back/ute/trailer load) MISCELLANEOUS Tyres Large 350mm tread width (No rim) - each $100.00 Truck/Tractor Small 300mm or smaller tread width incls fat motor vehicle tyres (No rim) – each $30.00 Motor Vehicle Tyres standard (No rim) – each $7.00 Motor Cycle Tyres (No rim) - each $4.00 Fire Extinguishers – each $2.00 LPG Bottles – Small – each $2.00 LPG Bottles – Large – each $10.00 White Goods (Stove/Fridge/Freezer/Washing Machine, etc) – each $10.00 Car Bodies – each $10.00 SPECIAL BURIALS – (Kalbarri Refuse Site Only) Asbestos – Non-Commercial Operators – per m3 – less than 10m2 area $75.00 Asbestos – Commercial Operators – per m3 – minimum $150.00 $75.00
B5592 Minute Book, 1895 – 1904. B5593 Minute Book, 1904 – 1909. B5594 Minute Book, 1909 – 1911. B5595 Minute Book, 1912 – 1913. B5596 Minute Book, 1913 – 1915. Minute Book, 1915 – 1916. B5598 Minute Book, 1916 – 1919. Minute Book, 1919 – 1920. B5600 Minute Book, 1920 – 1922. B5601 Minute Book, 1922 – 1923. B5602 Minute Book, 1923 – 1925. B5603 Minute Book, 1926 – 1928. B5604 Minute Book, 1928 – 1930. B5605 Minute Book, 1931 – 1932. Minute Book, 1932 – 1933. Minute Book, 1933 – 1934. B5608 Minute Book, 1934 – 1936. B5609 Minute Book, 1936 – 1937. B5610 Minute Book, 1937 – 1939. Minute Book, 1939 – 1941. B5612 Minute Book, 1941 – 1944. Minute Book, 1944 – 1945. B5614 Minute Book, 1945 – 1946. B5615 Minute Book, 1946 – 1952. B5616 Minute Book, 1952 – 1957. B5617 Minute Book, 1957 – 1963. B5618 Minute Book, 1963 – 1969. B5619 Minute Book, 1969 – 1973. B5620 Contribution Book, 1896 – 1912. B5621 Contribution Book, 1912 – 1918. B5622 Ledger, 1915 – 1923.
Group’s Snack Selection Intervention 1 vs. Control Intervention 2 vs. Control 100 90 80 70 60 50 40 30 20 10 0 Intervention 1 Control Intervention 2 1 2 3 4 5 6 7 8 9 10 11 12 13 Sessions Group’s Statistical Analyses * p < .05 100 90 80 70 60 50 40 30 20 10 0 M = 43% M = 50% M = 80% * Control Intervention 1 Intervention 2 Condition
Session Plan KS2: To understand the negative effects of tobacco Time: Learning Objectives: To understand that smoking has harmful effects on health To be aware of the different ways in which tobacco can be taken To know that shisha is a form of smoking and that it is harmful By the end of the session: Most children will be able to explain why smoking tobacco is bad for our health All children will know that shisha pipes are a form of tobacco use and it’s negative effects Some children will be able to describe other negative effects of tobacco use (than health) Differentiation: By support By discussion By observation Assessment: By outcome By observation By questioning Resources: Healthy /unhealthy body template, mind map template, shisha factsheet Session: Time Activity Additional Information 0-10 minutes In twos discuss the word “healthy” what do the children think it means, what would a healthy person look like? Using body outline draw a line down the middle then draw/write on one side “what keeps us healthy?” and the other “what makes us unhealthy?” Take feedback, and explain we are going to focus on smoking and tobacco use for the session Alternatively just project image onto board and take oral feedback from whole class. Or Using lining paper draw round a pupil for the outline and label 10-20 minutes In small groups: Using the mind map template establish prior knowledge. Differentiate : using prompts on the mind map e.g. effects on health, cost, etc.
SF0015 10/13/2017 Job Title: Shipping/Receiving Lead Shift: 2 Department: Operations Location: Sioux Falls Reports To: Shipping/Receiving Supervisor FLSA Status: Non Exempt Position Purpose Coordinate shipping and warehouse team activities for the day to day activities necessary to ensure on time delivery objectives are met Essential Duties & Responsibilities Print daily pick tickets • Accountable for picking/shipping/service/quality • Produce copies of paperwork where necessary • Gather, review, and sort daily orders by ship date. Prioritize team duties with help from Supervisor • Monitor and print expedite tickets throughout the day • Pulling, dispersal, and receiving of components to assemblers to produce finished product necessary to fill customer orders • Pulling of finished goods inventory to fill customer orders • Coordinate with all departments to ensure customer orders are shipped in a timely manner • Match product and customer orders to ensure proper quantities and labeling • Prepare UPS/FedEx shipments according to customer requirements • Assist with inventory activities including cycle counting process • Coordinate and help with routine and exception cycle counting Knowledge / Skills / Abilities Ability to successfully lead a team of 10 to 15 shipping clerks • Accuracy of information and ability to follow a process through to completion • Knowledgeable of systems and processes and ability to learn necessary computer skills • Able to move pallets, load trucks, and move other items safely throughout plant as necessary • Able to lift 35 lbs consistently • Addition, subtraction, and multiplication of basic numbers • Basic computer skills • Ability to read work instructions, carton labels, etc., necessary in day to day operations • Ability to prioritize and organize daily shipments Qualifications / Prior Experience • Be capable of obtaining forklift certification Work Environment / Requirements • Eye protection required • Work is performed in a climate controlled area If interested, give resume to Nicole Muehler at nicole.muehler@amesburytruth.com
FOB/FCA Place of despatch or Ex-Works Point of Collection CPT/CFR/CIF/DDP/DAT Destination Method of transport AIR SEA ROAD MULTIMODAL Groupage YES / NO Frequency of Service Transit Time to destination Carrier or Haulier Proposed Freight Forwarder (or Freight Forwarder’s Local Agents)
SHIPPING INSTRUCTIONS FOR SEWING GROUP PROJECTS AND COLLECTED ITEMS Please ship like items together; for example, layettes in a box separate from school kits. Please ship the kits in slightly smaller boxes. (ex. 12”x12”) are available upon request from the distribution centers. Boxes should fit on standard 40” x 48” pallet without hanging over the edge of the pallet. Please no banana boxes. An exception would be for comforters which could be double-bagged or in a heavy-duty garbage bag, securely fastened and placed in large Gaylord boxes. Label each box with this essential information: -Name of item or which kit – distribution center it is to end up in – number of kits in each box – what your kit contains… a list of each item; light, medium, or heavy weight comforter, type of diaper (i.e. flannel, with or without ties), type of sheet linens (crib, hospital, or household), or any other specific information that would be helpful along with the name of your church and the date sent. -Please inventory number of items in each box. Exceptions would be linens and clothes. -Please use labels available by calling 765.250.4295 or Labels should be placed on the end of each box and, if possible, placed on the pallet so the label will be visible. Please send an inventory list with each shipment. Pass this information on to the next sewing group leader. SHIPPING QUESTIONS: Karl Edelman – Fairbury Warehouse (815)735-7385 Dave Steiner – Goodfield Warehouse (309)232-3474 January 2, 2016
1S. Pre-designed TaqMan gene Expression Assay kits (Life Technologies) used for quantitative real-time RT-PCR. Target gene ID Ftl ferritin, light polypeptide Rn00391197_ml Slc40a1 solute carrier family 40 (iron-regulated transporter), member 1 ferroportin Rn00391197_ml Nos2 (iNOS) nitric oxide synthase 2, inducible Rn00561646_m1 Nos3 (eNOS) nitric oxide synthase 3, endothelial cell Rn02132634_s1 Tfrc (Tfr1) transferin receptor protein 1 Rn01474701_m1 Tfr2 transferrin receptor protein 2 Rn01481694_ml Hamp hepcidin antimicrobial peptid Rn00584987_ml Abcc2 (Mrp2) ATP – binding cassette, subfamily C (CFTR/MRP), member 2 multidrug resistance-associated protein 2 Rn00563231_ml Slc10a1 (Ntcp) solute carrier family 10 (sodium/bile acid cotransporter), member 1 Rn00566894_ml Abcb11(Bsep) ATP - binding cassette, subfamily B (MDR/TAP), member 1 (bile Salt Export Pump) Rn00582179_ml Slco1a2 (Oatp1a4) Solute carrier organic transporter family, member 1A2 Rn00756233_m1 Tnf (Tnf Tumor necrosis factor alpha Rn99999_ml Il-6 (IL-6) Interleukin 6 Rn99999011_ml
NrOb2 (Shp) nuclear receptor subfamily 0, B, member 2 Rn00589173_ml Slc11a2 (Dmt1) solute carrier family 11 (proton-coupled divalent metal ion transporter), member 2 Rn 00565927_m1 Cyp7a1 cytochrome P450, family 7, subfamily a, polypeptide 1 Rn00564065_ml Gapdh glyceraldehyde-3-phosphate dehydrogenase Rn01775763_g1