zilongwang/ReadingBank huggingface dataset:
Signs of Abuse Unexplained or suspicious injuries such as bruising, cuts or burns, particularly if situated on a part of the body not normally prone to such injuries. An injury for which an explanation seems inconsistent The young person describes what appears to be an abusive act involving them. Another young person or adult expresses concern about the welfare of a young person. Unexplained changes in a young person’s behavior e.g. becoming very upset, quiet , withdrawn or displaying sudden outburts of temper. Signs of Bullying include: Behavioral changes such as reduced concentration and/or becoming withdrawn, clingy, depressed, tearful, emotionally up and down, reluctance to go training or competitions. An unexplained drop off in performance. Seem afraid of going to school, walking to and from school, riding the school bus, or taking part in organized activities (such as clubs or sports) with peers. Take a long "illogical" route when walking to or from school. Lose interest in doing school work, or suddenly begin to do poorly in school Complain frequently of headaches, stomachaches, or other physical problems Have frequent bad dreams, or trouble sleeping Experience a loss of appetite Take a long "illogical" route when walking to or from school Appear anxious and suffer from low self-esteem Duties and Responsibilities of Faculty & Staff Ensure the institution of effective child protection policies and procedures, and monitor compliance thereof; Ensure that the school adopts a child protection policy; Ensure that all pupils, students or learners, school personnel, parents, guardians or custodians, and visitors and guests are made aware of child protection policy. Conduct disciplinary proceedings in cases of offenses committed by pupils, students or learners; Ensure that the participatory and other rights of children are respected and upheld in all matters and procedures affecting their welfare; Ensure that the school adopts a student Code of Conduct to be followed by every pupil, student or learner while on school grounds, or when traveling to and from school, or during a school-sponsored activity, and during lunch period, whether on or off campus; Adopt such conflict resolution mechanisms that respect the rights of indigenous peoples, provided that they conform to this Department Order and they uphold the rights of the child;
Being and Deliver Services or higher Respond to Practice Contexts 80% Score 4.0 or higher 68.5% Practice Engagement 80% Score 4.0 or higher 88.5% Practice Assessment 80% Score 4.0 or higher 97% Practice Intervention 80% Score 4.0 or higher 92% Practice Evaluation 80% Score 4.0 or higher 89.5%
ENGR 1204 and ENGR 1201 Engineering Graphics (2) and Found. of Engineering I (2) 4 (2+2) MEEN 1310 Computer-Based Graphics and Design I 3 ENGR 2305 and ENGR 2105 Prin. of Electrical Engrg. (3) and Prin. of Electrical Engrg. Lab (1) 4 (3+1) EEEN 3331 Circuits and Electromagnetic Devices 3 ENGR 2303 and ENGR 2103 Statics & Dynamics (3) and Statics & Dynamics Lab (1) 4 (3+1) CEEN 2301 Mechanics I 3 ENGR 2372 Engineering Statistics and Quality Control 3 STAT 4303 Statistical Methods 3 SENG 3300 Engineering Economics 3 CEEN 3317 Engineering Economy 3 Natural Gas Engineering CHEM 1412 Gen. Inorganic Chemistry II 4 CHEM 1312 and CHEM 1112 Gen. Inorganic Chemistry II and Gen. Inorganic Chem. II Lab 4 (3+1) CHEM 2423 Organic Chemistry I 4 CHEM 2421 Elementary Organic Chemistry 4 COSC 1336 and COSC 1136 Fund. of Programming (3) and Fund. of Programming Lab (1) 4 (3+1) CSEN 2303 Introduction to Computing Using Visual Basic and Excel 3 GEOL 1303 and GEOL 1103 Intro. to Physical Geology (3) and Intro. to Phys. Geology Lab (1) 4 (3+1) GEOL 1303 and GEOL 1103 Physical Geology and Physical Geology Lab 3 ENGR 2303 and ENGR 2103 Statics & Dynamics (3) and Statics & Dynamics Lab (1) 4 (3+1) MEEN 2355 Statics and Dynamics of Rigid Bodies 3 ENGR 2372 Engineering Statistics and Quality Control 3 STAT 4303 Statistical Methods 3
school activities or events hosted by Tamwood. The list below defines a student’s rights and responsibilities to ensure a healthy atmosphere. RIGHT: to have a safe environment. RESPONSIBILITY: to consider everyday hazards, make themselves familiar with safety procedures and fire alarm instructions, and act accordingly. RIGHT: to have an environment free from bullying, discrimination, harassment, alcohol and drugs. RESPONSIBILITY: To respect and treat everyone equally, report any inappropriate behavior or illegal alcohol and drugs evidenced to the Campus Manager and abide by the Tamwood Policy. RIGHT: to freely express their opinion without fear of discrimination. RESPONSIBILITY: to respect other people’s opinions. RIGHT: to be fairly evaluated and be able to appeal the test results RESPONSIBILITY: to participate in all required assessments, and to make themselves familiar with the appeal procedure RIGHT: to have access to academic and personal counseling at mutually agreed times. RESPONSIBILITY: to monitor their academic progress and seek help to resolve any difficulties. RIGHT: to have an established schedule of the classes and be notified of any changes. RESPONSIBILTY: to come to class on time, notify Tamwood of any expected absence; check the community board regularly to get informed about schedule changes. RIGHT: to the confidentiality of their progress report and assigned grades RESPONSIBILITY: respect other students’ confidentiality RIGHT: To change or cancel a program or an additional service RESPONSIBILITY: To make themselves familiar with the cancellation and change policy. RIGHT: to have equal access to the school facilities and equipment during the hours of operation RESPONSIBILITY: to respect the school’s property and get familiarized with rules and policies concerning when access to the property is denied RIGHT: to have access to publicly available policies and school rules. RESPONSIBILITIES: to familiarize themselves with the publicly available documents.
Student name Year in 2017 Regular class Funding Support or Learning and Support Flexible Funding Support class IO/IS/IM/ED/MC or SSP Disability code VET course Mandatory work placement School based Traineeship or Apprenticeship Students with a disability in Stage 5 enrolled in a school delivered HSC VET course Learning and Support Team Coordinator/VET Coordinator/Careers Adviser signature: __________________________________________________________________________ I certify that all students identified are eligible for funding. Principal: ________________________________________________ Date: __________ Please email to
Types of treatments interventions offered within the service CBT, DBT, BFT, Reality Therapy, EMDR, medical treatments, Systemic Therapy. The frameworks and models of care used CPA WRAP plans, Recovery model NICE guidelines Site specific Health, Safety & Security Lone working All health and safety policies available on site. Expectations of students We expect students to be punctual, appropriately dressed and to make use of the opportunities available to them whilst on placement with us. We offer lots of time and support but expect Students to use initiative and communicate their learning needs to us. Housekeeping You are welcome to park onsite at SRP Hospital, need to log car registration with our team, as you do not have to pay for parking. We have tea and coffee available onsite, as well as a small cafeteria open 9 – 5. Useful student contact details Clinical Placement Facilitator Sue Kent 07977987570 (Shropshire) Clinical Placement Facilitator Stuart Moyle 07969923862 (Staffordshire) Clinical Education and Development Lead Helen Allen 07791501278 353766 01782732000 01902321000
Tone What is the dominant tone and what is its effect? Look primarily at the speaker’s attitude. What words, images, or figures of speech reveal the speaker’s attitude? Are there any shifts in tone within this document, and if so, what is the result/effect? Her tone appears a bit nostalgic through her reflective discussion of her mother’s influence. Her use of narration helps to reveal her regret for being ashamed of her mother.
The table below shows what we ran for young people in Tandridge during 2014-15: 1.4.14 – 31.3.15 Area What we did Hours of delivery (per week) Caterham (Street Youth Centre) Open access (drop-in) (2x per week) 6 Duke of Edinburgh Award 3 Projects 3 Oxted (Harry’s Youth Centre) Open access (drop-in) (2x per week) 6 Targeted groups (2x per week) 6 For 2015-16, we think that the hours of youth work we have should be divided up like this: 1.4.15 – 31.3.16 Area Hours of SCC Delivery (per week) Type of activity and what it will do Valley (Street Youth Centre) 6 Open Access with curriculum focussing on health, resilience and employability (twice a week) 2 Targeted interventions: supporting young people who readily cannot access the Duke of Edinburgh Award. Focuses on building resilience and gaining employability skills. Linking with Merstham D of E group. 2 Targeted interventions: Need to engage young people who are NEET / RONI / causing anti-social behaviour in Valley. Small group work 3 Open Access focussing on SEND offer to young people 3 Early help: One to One support targeted at young people in Valley Ward Oxted 3 Open Access with curriculum focussing on health and resilience 3 Targeted: Need to engage young people who are NEET / RONI / in Hurst Green. Small group work 3 Targeted work with young people with protected characteristics 3 Early help: One to One support targeted at young people focussing on Hurst Green Godstone 3 Targeted interventions for young people who are NEET / RONI / Small group work using the I-bus
Measurement for Workers Present Speed Limit will be made by the Unit Day. Payment will be made under Item 2563.613 (Workers Present Speed Limit) at the Contract bid price per unit day, which shall be compensation in full for all work and material necessary, regardless of number of set ups and lane closures. OR MEASUREMENT AND PAYMENT No separate measurement will be made for Workers Present Speed Limit as required by this Contract. The Workers Present Speed Limit as required by the Contract shall be incidental. (2563) TRUCK/TRAILER MOUNTED IMPACT ATTENUATOR (TMA) REVISED 12/05/18 ◄DO NOT REMOVE THIS “REVISED” DATE.. IT NEEDS TO STAY IN FOR THE CONTRACTORS. SP2018-238 DESCRIPTION Provide a Truck/Trailer Mounted Impact Attenuator for all lane or shoulder closures on roadways. MATERIALS Approved Mobile Crash Attenuators can be found at: . TMAs used on high-speed roads must be Test Level 3 or higher. CONSTRUCTION REQUIREMENTS All lane and/or shoulder closures on high-speed roadways will require a vehicle equipped with a truck/trailer mounted attenuator to be placed in the closed lane/shoulder next to traffic prior to the active work site. The lane/shoulder closures must meet the requirements described in the appropriate Field Manual layout. METHOD OF MEASUREMENT Measurement will be made by the number of Truck/Trailer Mounted Impact Attenuators provided per day of service (Unit Day) as specified. BASIS OF PAYMENT Payment for Truck/Trailer Mounted Impact Attenuators provided, as directed by the Engineer, will be made under Item 2563.613 (Truck Mounted Impact Attenuator) at the Contract bid price per Unit Day, which will be compensation in full for all costs. (2563) PORTABLE CHANGEABLE MESSAGE SIGN REVISED 12/05/18 ◄DO NOT REMOVE THIS “REVISED” DATE.. IT NEEDS TO STAY IN FOR THE CONTRACTORS. SP2018-239 DESCRIPTION Furnish, install, maintain, and remove Portable Changeable Message Signs (PCMS) in accordance with Contract provisions, the plan, and as directed by the Engineer. MATERIALS The PCMS must be trailer mounted, have eight characters per line, three lines, and a character height of 18 inches. Only Type C Trailer Mounted Message Signs will be permitted and must meet the requirements specified in the Minnesota Manual on Uniform Traffic Control Devices (MN MUTCD).
TANF/CPI Report: Contractor: Report Quarter and Year: Statistics: During this quarter, please provide the below information on all the TANF families you served. Please provide any other relevant data you wish to share. Participant Name (New Y/N) # of Kids Program Start Date Employed at Enrollment (Y/N), Hourly Wage, Programs Enrolled in Service Provided (i.e. vocational training, education, counseling) Milestones Completed Prior to Service End (Y/N – explain) Program Exit Date Completed successfully (Y/N) (reason) Employment After Program Completion (Y/N) Hourly Wage, hours/week Kids still in the home (Y/N) Specific Goals met? Other information to report?
Vocational Training/Education– no more than 12 months of vocational training Outcomes Measures Goal Performance for FFY 12 Performance for FFY13 (as of July 2013) % Meeting Federal All-Families (HB2) 50 % 46.2% 52.2% % Meeting Federal 2-Parent (HB2) 90 % 53.1% 58.6% Job Starts NM Works Activity Placements Contact Information: Nicole A. Taylor, M.Ed., Bureau Chief Work and Family Support Bureau Human Services Department, Income Support Division Phone (505) 827- 7287; Cell (505) 231-9201 Fax (505) 827 -7259 Email:
This program will be funded by state general funds, which are countable in meeting federal Maintenance-of-Effort requirements. 2. Child Protective Services Prior to Adjudication This program will encompass the investigation of abuse and neglect in the Child Welfare System. The services include the referral, investigation and assessment of at risk families and interventions necessary to keep families intact. Services will continue until a determination is made at an adjudication hearing that the family cannot remain intact and a court of competent jurisdiction places the children in the custody of the Children, Youth and Families Department. The time frame for providing these services is from 60 to 90 days. The program intends to provide assistance to needy families so that children may be cared for in their homes or in the homes of relatives. Those families with an income up to 235% of FPG will be eligible for this program. This program will be funded by state general funds, which are countable in meeting federal Maintenance-of-Effort requirements. N. BLOCK GRANT TRANSFERS The state may transfer federal TANF block grant funds to the state’s Child Care Development Block Grant and/or the Social Services Block Grant during the period covered by this plan. O. WORK SUPPORT SERVICE ELIGIBILITY Work program and supportive services are available to all NMW cash assistance recipients. Pursuant to the NMWA, NMSA 1978, Section 27-2B-12, support services are available to a benefit group that includes at least one dependent child living with a parent or relative, or a pregnant woman, who is not receiving cash assistance but whose gross income is less than 100% of FPG for the size of the benefit group. The Human Services Department may authorize child care reimbursement for persons for a period not to exceed 30 days. All other child care shall be authorized by CYFD. The caseworker shall authorize child care in compliance with CYFD program requirements and standards. Child care payments shall not be paid for with federal TANF funds and shall not count towards the TANF term limits. P. TRAINING AND JOB DEVLOPMENT FOR ELDER CARE OCCUPATIONS The Human Services Department New Mexico Works Program service provider is responsible for identifying training opportunities and job development in emerging professions. To comply with the Patient Protection and Affordable Care Act of 2010, the State intends to assist participants to seek employment in elder care professions such as Home Care Attendants as identified by the Aging and Long Term Services Department as being a growing profession.
mechanism for councils and tangata whenua to agree on ways tangata whenua may participate in RMA decision-making, and to help councils with their statutory obligations to tangata whenua under the RMA. MWAR may eventually become an effective place to document the formal relationship and engagement processes between councils and tangata whenua through iwi authorities. Māori consultation requirements Description Many plans include information on how councils intend to consult with Māori on particular matters and for particular activities. Some of these directions come from post-Treaty of Waitangi settlement directions for iwi involvement in resource management. Section 81 of the Local Government Act 2002 also states the responsibility of councils to engage Māori in decision-making processes. Consultation by the council with Māori can help to serve a variety of requirements. It helps the council in assessing effects of consent applications and in addressing the various requirements of Part 2 of the RMA (ss6(e), (f), (g), s7(a) and s8). It meets obligations to serve notice of applications on iwi authorities, where they have been determined to be potentially affected parties. In suggesting that applicants consult with Māori, council can help applicants meet their obligations to provide a fully rounded assessment of environmental effects. In addition, consultation with Māori can lead to collaboration, enduring partnerships and collective aspirations in relation to natural and physical resources. The content of Māori consultation provisions is outside of the scope of the National Planning Standards. However, there is an opportunity to consider a standard for the location or reference of these matters in plans as it is apparent from our research that plans do include this type of information. What our research tells us A majority of district plans reference requirements and methods to consult Māori. However, there is variation in the way this is referenced. Table 5: How consultation with Māori by applicants is referenced in plans Reference Number of plans using this reference Included in policies, objectives and methods, often with requirements for information exchange and a commitment to ongoing consultation 18 Consultation protocol established, often reference to open communication and ongoing consultation 6 Reference to Resource Management Act 1991 requirement for consultation and assessment of environmental effects 5 Reference to use of iwi management plans IMP for consultation 5 Who to consult with, specific contact may be referenced 5 Recommendation and encouragement to consult 3 Resource consent consultation procedures outlined 3 Specific requirement for a cultural impact assessment 2
Section Two Tangerine By Edward Bloor Notes: Tangerine Section Two In your notebook, list the page numbers and answer the question completely. Refer back to the novel to answer the questions, and you aren’t limited to the pages listed to find your answers. On a separate sheet of paper in your journal, list the new characters who are introduced and who they are (i.e. Antoine Thomas: starting quarterback). Days Question Characters Monday, 9/18 Summarize this section Tuesday, 9/19 What do the TMS boys say happened at the carnival? How does Paul feel about
ATTACHMENT 3: REVIEW PLAN REVISIONS Revision Date Description of Change Page / Paragraph Number ATTACHMENT 4: ACRONYMS AND ABBREVIATIONS Term Definition Term Definition AFB Alternative Formulation Briefing NED National Economic Development ASA(CW) Assistant Secretary of the Army for Civil Works NER National Ecosystem Restoration ATR Agency Technical Review NEPA National Environmental Policy Act CSDR Coastal Storm Damage Reduction O&M Operation and maintenance DPR Detailed Project Report OMB Office and Management and Budget DQC District Quality Control/Quality Assurance OMRR&R Operation, Maintenance, Repair, Replacement and Rehabilitation DX Directory of Expertise OEO Outside Eligible Organization EA Environmental Assessment OSE Other Social Effects EC Engineer Circular PCX Planning Center of Expertise EIS Environmental Impact Statement PDT Project Delivery Team EO Executive Order PAC Post Authorization Change ER Ecosystem Restoration PMP Project Management Plan FDR Flood Damage Reduction PL Public Law FEMA Federal Emergency Management Agency QMP Quality Management Plan FRM Flood Risk Management QA Quality Assurance FSM Feasibility Scoping Meeting QC Quality Control GRR General Reevaluation Report RED Regional Economic Development Home District/MSC The District or MSC responsible for the preparation of the decision document RMC Risk Management Center HQUSACE Headquarters, U.S. Army Corps RMO Review Management
MNC: 260 APN Type: default,supl,mms,admin If no APN settings are present, a restore to factory default settings may be required. Select Menu and Save Go back one screen to the APN list and tap on the dot to Enable the SIMPLE Mobile APN Restart phone & you're set! 19. SkyView Wireless SkyView Wireless APN Settings Name: SkyView Wireless APN: att.mvno Proxy: 66.209.11.33 Port: 80 Username: Leave blank Password: Leave blank Server: Leave blank MMSC: MMS Proxy: Leave blank MMS Port: Leave blank MCC: Leave blank MNC: Leave blank APN Type: Leave blank 20. SOLAVEI Step 1 - Attempt Automated Setup Solavei Phone Settings have the ability to send settings to your device Over The Air (OTA). We recommend you attempt to setup your phone with this before trying manual data setup. Please follow the below steps:
8.0 Concluding Remarks Parentlink is the bridge that can remove any disconnect between the parents and the school. Communication barriers can be removed and friendships built. All parents are warmly invited into the Parentlink Family! 2015 Schedule of Parentlink Meetings and Activities Date/Time Event Venue Remarks Term1 Saturday 10 Jan 0830 Sec 1 Meet the Parents Designated Classroom & Hall Sec 1 Parents Friday 23 Jan 1800 Parent Networking Evening cum Campfire The Studio Sec 1 Parents and Parentlink Friday 6 Feb 1900-2100 Welcome Dinner and First Parentlink Meeting The Studio or Arts Cafe Information via facebook and email Wednesday 11 Feb 0940-1030 Sec 1e1 brunch The Studio Invitation through students Friday 13 Feb 0940-1030 Sec 1e2 brunch The Studio Invitation through students Wednesday 25 Feb 0940-1030 Sec 1e3 brunch The Studio Invitation through students Friday 27 Feb 0940-1030 Sec 1e4brunch The Studio Invitation through students Wednesday 4 Mar 0940-1030 Sec 1e5 brunch The Studio Invitation through students Friday 6 Mar 0940-1030 Sec 1e6 brunch The Studio Invitation through students Friday 6 Mar 1900-2100 Fathers@school Dinner with Dad To be confirmed Information via facebook and email Saturday 14 Mar Sec 2-4 Meet the Parents Studio, Hall Online sign up Term2 Wednesday 1 Apr 1900-2100 Second Parentlink Meeting The Studio The Studio or Arts Cafe Information via facebook and email MOE Excel Fest Information via facebook and email Saturday 11 Apr 0800-1100 Conference for Parents by Parents To be confirmed To be confirmed Wednesday 22 Apr 0720-0820 Principal’s chat with Sec 4 Parents Arts Cafe Information via facebook and email Wednesday or Friday in Week 9 or 10 Recess PL Stall Foyer Parentlink Wednesday 27 May Career Awareness Day TKGS Parent Speakers needed. Friday 29 May Sec 1-4 Conference Hall Online sign up Term3 Week 1 to 6 Sec 4 IR Canteen Parent Volunteers needed
Refreshment Saturday 11 July 0800-1100 Parenting workshop To be confirmed Information via facebook and email Monday 20 Jul 0720-0820 Principal’s Chat with Sec 3 Parents Arts Cafe Information via facebook and email Wednesday 22 Jul 0720-0820 Principal’s Chat with Sec 2 Parents Arts Cafe Information via facebook and email Friday 24 Jul 1900-2100 Third Parentlink Meeting The Studio or Arts Cafe Information via facebook and email Wed or Friday in Week 8 Recess PL Stall Foyer Parentlink Term 4 Friday 9 Oct 1900-2100 Final Parentlink Meeting The Studio or Arts Cafe Information via facebook and email Oct Post Exam Activity by PL Parentlink committee to provide information Saturday 14 Nov 0830-1430 TKGS Open House TKGS Whole School and Parentlink Saturday 21 Nov 0900-1100 Ask the Leaders @ TKGS The Studio Parent volunteers In Dec(TBC) AM 2016 Sec 1 Registration Hall Sharing about Parentlink with new parents
7 Costantine W. Munuo Tanzania Petroleum Services Bulk & Underground Storage Tanks Temeke Box 72376 DSM 0692410122 8 John C. Mligo Intertek International (T) Ltd Bulk & Underground Storage Tanks Temeke Box 77428 DSM 0677028049 9 Harrison Kadilo Sol Calibration Systems Ltd Bulk Storage Tanks Temeke Box 45451 DSM +255 22 2865694 10 Msasi B. Sanga Intertrade & Construction (T) Ltd Underground Storage Tanks Iringa Box 768 Iringa 0764654680 11 Alphonce M. Kagoma Veritek Global Ltd Bulk & Underground Storage Tanks Kinondoni Box 34373 DSM 0719675344 12 Evarist S. Komba E-Technics & General Traders Underground Storage Tanks Kinondoni Box 33931 DSM 0652161979 13 Greyson Kiondo Petrogas Field Services Ltd Bulk & Underground Storage Tanks Kinondoni Box 76523 DSM 0687205684 14 Jordan J. Sanga Tanzania Measurement Solution Ltd Underground Storage Tanks Kinondoni Box 71828 DSM 0783198315 15 Said Masimba JM Traders and General Supplies Ltd Underground Storage Tanks Ilala Box 1486 DSM 0652213707 16 Nickson Mmari Petroleum & Industrial Services (T) Ltd Underground Storage Tanks Kinondoni Box 63016 DSM 0762844084
necessary to more fully determine if any problems exist at other levels of tank operation). b) Measure and record annular space at 30-ft spacing (minimum of four quadrants) around roof and record. Measurements should be taken in directly opposite pairs. n/a 1) Opposite pair 1. 2) Opposite pair 2. n/a c) Check if seal fabric on primary shoe seals is pulling shoes away from shell (fabric not wide enough). n/a d) Inspect fabric for deterioration, holes, tears, and cracks. n/a e) Inspect visible metallic parts for corrosion and wear. n/a f) Inspect for openings in seals that would permit vapor emissions. n/a g) Inspect for protruding bolt or rivet heads against the shell. n/a h) Pull both primary and secondary seal systems back all around the shell to check their operation. n/a i) Inspect secondary seals for signs of buckling or indications that their angle with the shell is too shallow. n/a j) Inspect wedge-type wiper seals for flexibility, resilience, cracks, and tears. n/a C.1.5 Roof Appurtenances C.1.5.1 Sample Hatch a) Inspect condition and functioning of sample hatch cover. n/a b) On tanks governed by Air Quality Monitoring District rules, check for the condition of seal inside hatch cover. n/a c) Check for corrosion and plugging on thief and gauge hatch cover. n/a d) Where sample hatch is used to reel gauge stock level, check for marker and tab stating hold-off distance. n/a e) Check for reinforcing pad where sample hatch pipe penetrates the roof deck. n/a f) On floating roof sample hatch and recoil systems, inspect operation of recoil reel and condition of rope. n/a g) Test operation of system. n/a h) On ultra clean stocks such as JP4, check for presence and condition of protective coating or liner inside sample hatch (preventing rust from pipe getting into sample). n/a C.1.5.2 Gauge Well
TANK MATE Installation Instructions IMPORTANT: CONSULT LOCAL CODES FOR INSTALLATION AND USE OF THIS PRODUCT. IN THE ABSENCE OF SUCH LOCAL CODE REQUIREMENTS, THE FOLLOWING ARE MINIMUM RECOMMENDED INSTALLATION AND USE GUIDELINES. INCLUDED PARTS NEEDED PARTS (size of matching fittings are at installer’s discretion) Tank Mate (2)Louvers (4) Street Elbows; (1) Matching Elbow; (2) Matching 18” nipples (1) Fill Box; (1) Vent Alarm STEP 1 – INSTALLATION LOCATION STEP 2 – PREPARING TANK STEP 3 – PREPARING TANK MATE STEP 4 – PIPING TANK (Instructions are for installing a 2” Vent, substitute fittings with 1 ¼” when using 1 ¼” vent) Install site cap where appropriate to view gauge Angle Swing Joints Towards House Shown With Optional Containment site gauge where appropriate to view bottom of tank. PLEASE SEE SECOND PAGE FOR AN INSTALLATION CLOSE-UP!
With respect to the shape of the damages, they are assumed to be box-shaped with maximum dimensions according to the Regulations. The lesser extent damages are then, in accordance with MSC/Circular.406, generated by the scaling of the dimensions of that box-shaped damage in any or all three directions. There is no consideration given to considering damages by other 3D shapes; for example, choosing a convex body to simulate a ship’s bow. Certain damages which are automatically generated by specialised software applications may not lie within the spirit of the Regulations and so may be discounted, for example: - 1. damaged compartment(s) above the waterline without any compartments damaged below the waterline; 2. compartment(s) above the waterline which, according to the approved stability information booklet, have no relevant openings may always be considered damaged in the related damage cases; i.e. damage cases which consider those compartment(s) as buoyant may be disregarded. 3. internal compartments with no shell plate boundary being considered as damaged when no compartments bounding the shell are damaged; 4. pairs of compartments which are diagonally opposite one another. However, the following damages shall be included in the damage case list: - 1. Both port and starboard damages to account for any asymmetry in the design of the vessel; 2. “L‐shaped” lesser extent damages; for example: - 3. Damages which are based on the applicable regulations, but which may be perceived to never realistically happen in the view of the designer or operators. Q11 (How to deal with very small tanks in a large space such as an ER?) There should be a guideline explicitly specifying that all tanks and other watertight spaces smaller than 5 m3 or 0.5% of the displacement volume at Summer load line draft should either not be modelled or should be included as damaged in all damage cases that involve the compartment that contains them. Doing this will ensure that the damage cases required on the LI are well defined and identical to the set submitted in the damage calculation booklet. This will significantly simplify the LI approval
The contract price includes all applicable Federal, State, and local taxes and duties except as otherwise provided in this Charter Party. ^(l) Termination for the Government's Convenience The Government reserves the right to terminate this contract, or any part hereof, for its sole convenience. In the event of such termination, the Contractor shall immediately stop all work hereunder and shall immediately cause any and all of its suppliers and subcontractors to cease work. Subject to the terms of this contract, the Contractor shall be paid a percentage of the contract price reflecting the percentage of the work performed prior to the notice of termination, plus reasonable charges the Contractor can demonstrate to the satisfaction of the Government using its standard record keeping system, have resulted from the termination. The Contractor shall not be required to comply with the cost accounting standards or contract cost principles for this purpose. This paragraph does not give the Government any right to audit the Contractor’s records. The Contractor shall not be paid for any work performed or costs incurred which reasonably could have been avoided. (m) Termination for cause (tailored) (1) The Government may terminate this Contract, or any part hereof, for cause in the event of any default by the Contractor, or if the Contractor fails to comply with any Contract terms and conditions, or fails to provide the Government, upon request, with adequate assurances of future performance. In the event of termination for cause, the Government shall not be liable to the Contractor for any amount for supplies or services not accepted, and the Contractor shall be liable to the Government for any and all rights and remedies provided by law. If it is determined that the Government improperly terminated this Contract for default, such termination shall be deemed a termination for convenience. (2) If this Contract is terminated while the Contractor has possession of Government goods, the Contractor shall, upon direction of the Contracting Officer, protect and preserve the goods until surrendered to the Government or its agent. The Contractor and Contracting Officer shall agree on payment for the preservation and protection of the goods. Failure to agree on an amount will be a dispute under the Disputes clause. (3) The rights and remedies of the Government herein are in addition to any other rights and remedies provided by law or under this Contract. ^(n) Title Unless specified elsewhere in this contract, title to items furnished under this contract shall pass to the Government upon acceptance, regardless of when or where the Government takes physical possession. (o) Warranty (tailored) (AUG 2005)
Date: __________________ Student Name: ________________________________ NU ID: ____________________ Advisor Name: ________________________________ Matriculation Term: _________ Requested Transfer: Course Number Course Name University Course Hours Transfer Hours Requested Semester/Year UNMC Course Equivalency Student Requested Total Hours: ____________ Advisor Signature: ________________________________________ Date: ______________ Student Signature: ________________________________________ Date: ______________ Registrar Approved Transfer: Course Number Course Name University Course Hours Transfer Hours Approved Semester/Year UNMC Course Equivalency Department Accepted Total Hours: ____________ Internal Use: Office of Educational Services: ______________________________ Date: ______________ Curriculum Committee Chair: ________________________________ Date: ______________
20.026 Fiscal, Food Service Records (c) Determining Eligibility for Free and Reduced Price Lunches Records Retain 3 years. 603 CMR 34.07(1(k)) 20.027 Fiscal, Food Service Records (d) Lunch Program Records Retain 3 years after the end of the fiscal year to which they pertain, provided a 603 CMR 29.05(17) 44
Part II - Politics as Ritual Introduction: Myth and history The battle of the sexes and history The sacred kingdom Eschatology and politics History and mysticism 1 - Buddha Amitabha: The sun and light deity The various masks of Avalokiteshvara The XIV Dalai Lama as the supreme Kalachakra master Statements of the XIV Dalai Lama on sexuality and sexual magic 2 - The bondage of the earth goddess Srinmo and the history of the origin of Tibet Why women can’t climb pure crystal mountain Matriarchy in the Land of Snows? The western imagination Women in former Tibetan society The alchemic division of the feminine: The Tibetan goddesses Palden Lhamo and Tara Tara—Tibet’s Madonna The lament of Yeshe Tshogyal The mythological background to the Tibetan-Chinese conflict: Avalokiteshvara and Guanyin Wu Zetian (Guanyin) and Songtsen Gampo (Avalokiteshvara) Ci Xi (Guanyin) and the Thirteenth Dalai Lama (Avalokiteshvara) Jiang Qing (Guanyin) and the Fourteenth Dalai Lama (Avalokiteshvara) Feminism and Tantric Buddhism The XIV Dalai Lama and the question of women's rights 3 - The history of Buddhist state thought The Dalai Lama and the Buddhist state are one The feigned belief of the XVI Dalai Lama in Western democracy The "Great Fifth" - Absolute Sun Ruler over Tibet Magic as politics - the magic world of the V Dalai Lama The predecessors of the V Dalai Lama The successors of the “Great Fifth”: The Thirteenth and Fourteenth Dalai Lamas Incarnation and power The "Great Fifth" and the system of incarnation The sacred power of the Tibetan kings and it’s conferral upon the Dalai Lamas The XIV Dalai Lama and the question of incarnation The introduction of the doctrine of incarnation in the West The various orders of Tibetan Buddhism (Gelugpa, Kagyüpa, Nyingmapa, Sakyapa, Bön) Unification of the Tibetan Buddhist Order under the Absolute Reign of the XIV Dalai Lama The "Karmapa affair" 4 - The Western image of Tibet The social structure of former Tibet Tibetan criminal law Clerical commerce Political intrigue More recent developments in the historical image 5 - The grand sorcerers (Maha Siddhas) The anarchistic founding father of Tibetan Buddhism: Padmasambhava, From anarchy to discipline of the order: the Tilopa lineage The pre-ordained counter world to the clerical bureaucracy: holy fools
After breakfast, we leave Karanga and hit the junction, which connects with the Mweka Trail. We continue up to the Barafu Hut. At this point, you have completed the South Circuit, which offers views of the summit from many different angles. Here we make camp, rest, enjoy dinner, and prepare for the summit day. The two peaks of Mawenzi and Kibo are to be seen from this position. Day 09: Barafu Camp to Summit to Mweka Hut •Elevation (ft): 15,300ft to 19,345ft (and down to 10,000ft) •Distance: 5 km ascent / 12 km descent •Hiking Time: 7-8 hours ascent / 4-6 hours descent •Habitat: Arctic Very early in the morning (midnight to 2am), we continue our way to the summit between the Rebmann and Ratzel glaciers. You head in a northwesterly direction and ascend through heavy scree towards Stella Point on the crater rim. This is the most mentally and physically challenging portion of the trek. At Stella Point (18,600 ft), you will stop for a short rest and will be rewarded with the most magnificent sunrise you are ever likely to see (weather permitting). From Stella Point, you may encounter snow all they way on your 1-hour ascent to the summit. At Uhuru Peak, you have reached the highest point on Mount Kilimanjaro and the continent of Africa. Faster hikers will see the sunrise from the summit. From the summit, we now make our descent continuing straight down to the Mweka Hut camp site, stopping at Barafu for lunch. You will want gaiters and trekking poles for the loose gravel going down. Mweka Camp is situated in the upper forest and mist or rain can be expected in the late afternoon. Later in the evening, we enjoy our last dinner on the mountain and a well-earned sleep. Day 10: Mweka Camp to Gate •Mweka Camp to Gate •Elevation (ft): 10,000ft to 5,400ft •Distance: 10 km •Hiking Time: 3-4 hours •Habitat: Rain Forest
Scandizzo, P., and M. Napodano, (2010), Public Investment Management: Linking Global Trends to National Experiences; VDM Verlag, New York and London. Tak, van der H., and L. Squire. (1975), Economic Analysis of Projects, Baltimore and London. Vawda, A. Y., P. Moock, J. P. Gittinger, H. A. Patrinos, 2003, “Economic Analysis of World Bank education projects and project outcomes,” International Journal of Educational Development. World Bank, 1997, “Evaluation Results: Volume II, Operations Evaluations Department, World Bank. World Bank, 2006, Appraisal of Public Investment: Chile, PREM Note, World Bank
Part II. Coduri de eroare si solutii Autoclavul va afisa coduri de eroare cand apar probleme. Error Codes List Error Code. Error Info Remarks E1 GENERATOR DE ABUR Senzorul de temperature al generatorului de abur (Linia 1) este avariat. E2 SENZORUL REZISTENTEI DE INCALZIRE Senzorul de temp. al rezistentei de incalzire (Linia 2) este avariat E3 SENZORUL INCINTEI Senzorul de temp.din incinta (Linia 3) este avariat. E4 STERILIZARE NEREUSITA Nu mentine temperatura si presiunea E5 CUVA RAMANE SUB PRESIUNE Presiunea din incinta nu poate fi eliberata E6 USA DESCHISA IN TIMPUL STERILIZARII Comutatorul usii este oprit/ blocat in timpul sterilizarii E7 TIMP DE LUCRU PESTE PROGRAMUL PRESTABILIT Timpul de lucru se prelungeste cu cresterea T si P E8 SUPRAPRESIUNE Creste P odata cu cresterea T E9 SUPRATEMPERATURA Creste T odata cu cresterea P E10 T SI P NU AJUNG LA PARAMETRII T si P nu cresc sufficient a.i. sa ajunga la parametrii E11 VACUUM NEREUSIT Vacuum nefinalizat E98 OPRIRE Oprire in timpul ciclului 00 OPRIRE FORTATA Deschiderea manuala a usii in timpul sterilizarii Atentie: apasati prima data acest buton cand apare un cod de avarie.
Diagrama electrica Vacuum Solenoid Valve Water Inlet Solenoid Valve Air Inlet Solenoid Valve Exhausting Air Solenoid Valve Red White 5V Printer Power Board 9V 21V Water Level Sensor of Main reservoir Water Level Sensor of used reservoir Jiggle Switch Display Connection Port Port Brown Black Green Green Yellow White Fan 220V Steam Generator Temperature Sensor Inside Temperature Sensor Outside Temperature Sensor Pressure Sensor 1 Pressure Sensor 2 (Black) Heating Ring N (Black) L (Red) Line No.1 (Red) Printer Single Port Power Socket Fuse Ground Fuse Power Switch
Programele definite de utilizator Daca aveti alte preferinte referitoare la timpul de sterilizare sau uscare, puteti seta programe personalizate. Selectati No.11 “User Defined” de pe interfata. 11 User Defined 134℃ 4min 03min 3time   Select Apasati ptr.a intra in programul de parametrii. 11 User Defined 134℃ 4min 03min 3time Temperatura de sterilizare Apasati ptr.a seta T de sterilizare, timpul de sterilizare, timpul de uscare si de vacuum. Apasati sau ptr.a adauga sau scadea. Apasati ptr.salvare si iesire. Appendix: PT1000 Tabel de corespondenta dintre valoarea T si rezistentei PT1000Indexing Table Temperatu re 0 1 2 3 4 5 6 7 8 9 ℃ Value of Resistance（Ω） -50 842. 7 848. 7 834. 8 830. 8 826. 9 822. 9 818. 9 815. 0 968. 7 807. 0 -40 882. 2 878. 3 878. 3 870. 4 866. 4 862. 5 858. 5 854. 6 929. 5 846. 7
Tenth Avenue North may not know what the future holds, but no matter where life leads, they know who they’ll be following. ABOUT TENTH AVENUE NORTH Tenth Avenue North made their national debut in 2008 with their first RIAA gold certification album Over and Underneath, which spawned the hits “Love is Here,” “By Your Side” and “Hold My Heart.” Tenth Avenue North won the Gospel Music Association Dove Award in 2009 for New Artist of the Year and in 2010 “By Your Side” was named Song of the Year. The band gained further momentum with 2010’s The Light Meets the Dark and The Struggle in 2012, which continued to populate radio and the church with such memorable songs as “Healing Begins,” “You Are More,” “Losing” and “Worn.” In November 2014, the band released their fourth studio project, Cathedrals, with the first radio single “No Man Is An Island.” Their most recent project, Followers, produced the No. 1 song at CHR radio, "What You Want,” and the Top 5 radio hit “I Have This Hope.”
the month). 10:30 11:00 5:30 6:00 FAMILY NIGHT 5:30-7:00 Second Thursday of the month. Bring family member(s) - (REQUIRED). 6:30 7:00 7:30 8:00 D. The WRP Men's Group Schedule Shown below are the daytime WRP sessions offered each week for men. The sessions required for "Compliance" vary according to a person's Phase in the program. Men's Group Schedule Sunday Monday Tuesday Wednesday Thursday Friday Saturday Core Group Day Core Group Day 8:30 Group 8:30 - 9:30 Social Support Group 8:30 - 10:30 Physical Health, Relapse Prevention Group 8:30 - 10:00 Auricular Acupuncture Mindfulness, Life Skills, Art Therapy, Support. Group 8:30 - 9:30 Social Support Group 8:30 - 10:30 Physical Health, Relapse Prevention 9:00 Group 9:00 - 10:15 Saturday Social 9:30
both have science degrees and never accepted "average" work/behavior. I continued to have excellent mentors through undergraduate and graduate school with various professors and staff who insisted that I could be more than what I was aiming for at the moment. After graduate school, I worked for a non-profit organization that excels in teaching toxicologists how to do risk assessments. Have a wonderful holiday season TAO is thankful for your support, your commitment and your generosity. May 2017 be a year of blessings, health, love and happiness for you all. Toxicologists of African Origin Newsletter Editorial Staff Contributors Editors Mohamed Abou Donia Elena Braithwaite Reginald Harris Elena Braithwaite Mohamed Abou-Donia
Ashley Pomper Christopher Stewart Copy Editors Sidney Green Christopher Stewart Toxicologists of African Origin Officers President: Mohamed B. Abou-Donia Vice President: Sidney Green Secretary-Treasurer: Elena Braithwaite Past President: Christopher W. Stewart Councilor: Darryl B. Hood Councilor: Frank Johnson Graduate Student Representative: Kristin Noell
(TAP) Company: Date: Contact: Email: Address: Please complete this initial questionnaire and do not exceed one page. The answers should be high level, summarizing main points. 1. NEOANTIGEN TECHNOLOGY PLATFORM 2. HEME/ONC INDICATION RATIONALE 3. 4. FUNDING REQUEST (LLS 50%, $10M Total project funding: Funding request to LLS: 5. company overview 6. INDUSTRY RELATED EXPERIENCE 7. 8. COMPANY Funding Raised to date (in dollars) VC Total: Private Total: Grants Other: Please return this completed form along with a non-confidential presentation. Thank you.
Not Making Adequate Progress Use Core English Language Arts instructional materials with appropriate ESOL strategies to improve listening, speaking, reading comprehension, and writing skills. Recommend supplemental before or after school tutoring. Student performance is limited as evident on the following: Assessment results i.e., SAT, ACT, FSA ELA, FSA MATH, Spring ACCESS for ELLs 2.0, Imagine Learning, iReady, Achieve3000, MyON, etc.. Instructional grades Grades in HLA (Elementary: Spanish World Languages or Haitian-Creole) Work samples in ESOL, Reading, and English Language Arts Elementary Modify intervention services since student is limited in the heritage (first) language and not making academic progress in Home Language Home Language Arts (Spanish or Haitian-Creole) teacher recommendations due to limited skills in the first language or Student scores at a limited level on the Idea Proficiency Test (IPT) in Spanish or the Assessment of Basic Skills in Haitian-Creole (ABASH) in Haitian-Creole (testing is not required unless other data is not available) Student demonstrates limited receptive and expressive language skills (listening, speaking, reading, and writing) in the first language Grades and other formative and summative assessments indicate below grade level mastery in English Imagine Learning and/or iReady data indicates deficiencies in targeted areas of instruction Not Meeting Criteria to Exit ESOL Program Continue to provide ESOL services Recommend supplemental services including before or after school tutoring. Elementary and Secondary: Select as appropriate Performance does not meet proficiency in all modalities of the CELLA Online Performance does not meet proficiency criteria on the Spring ACCESS for ELLs 2.0 Performance does not meet state standards in FSA ELA, graduation requirements (including SAT/ACT) Rationale includes student data; e.g., instructional grades, iReady, MyON, Achieve 3000, etc Parental preference considered
Does your facility train all healthcare personnel who are given the responsibility to insert, assist with insertion, or maintain central venous catheters (“central lines”) on: 9. Proper aseptic technique for central line insertion? Yes ☐ No ☐ Unk 10. Ultrasound guidance for central line insertion? Yes ☐ No ☐ Unk Not Applicable 11. Proper central line maintenance procedures? Yes ☐ No ☐ Unk 12. Proper technique for access of implanted ports? Yes ☐ No ☐ Unk I. General Infrastructure, Capacity, and Processes, Continued Response Comments (and/or “As Evidenced By”) Does your facility conduct competency assessments* of all healthcare personnel who are given the responsibility to insert, assist with insertion, or maintain central venous catheters (“central lines”) on: * Competency assessment is defined as a process of ensuring that healthcare personnel demonstrate the skills and knowledge to perform a procedure properly and according to facility standards and policies. This may be done through direct observation by trained observers of personnel performing a simulated procedure on a mannequin or an actual procedure on a patient. Proper aseptic technique for central line insertion: Upon hire/during orientation? At least annually? Whenever there is a change in supplies used during insertion? Yes ☐ No ☐ Unk Yes ☐ No ☐ Unk Yes ☐ No ☐ Unk Ultrasound guidance for central line insertion: Upon hire/during orientation? At least annually? Yes ☐ No ☐ Unk Yes ☐ No ☐ Unk Not Applicable