zilongwang/ReadingBank huggingface dataset:
Pre-K Mathematics Choice Board Directions: Choose 3 learning activities from the menu to complete, each week. Play “Follow the Leader”. Have your child copy everything you do (hop, skit, etc.) then let your child lead you. Go on a litter walk: Count how many items your child puts in the garbage bag. Help your child learn the names of basic colors. Make it fun! Ask “is there something blue in this room?” See how many blue things they can count. Show your child three photos: one of an infant, one of a toddler, and a current photo. Have your child place them in the correct order. Play “Simon says” using up, down, behind, over, in and out. Use magazines, newspapers, etc and go on a treasure hunt with your child for numbers and colors. Collect some objects around the house (coins, buttons, rocks, pinecones). With your child, sort them by size. Ask about the biggest, smallest, etc. Use bowls of different sizes and help your child fill them with water. Ask them which holds more? Which holds less? Sing the “Hokey Pokey” song (youtube). Follow directions and learn position words: left, right, in, out, around.
Pre-K Mathematics Choice Board Directions: Choose 3 learning activities from the menu to complete, each week. Play a card or board game that involves taking turns. Practice using scissors. Provide play dough and practice making shapes and cutting them into pieces. Talk about opposites. What is the opposite of up? What is the opposite of fast? Play a counting game with your child. How many doors do we have in the house? How many tires are on the car? Practice writing numbers in a tray of salt, shaving cream on a cookie sheet, or outside in a sandbox (at the beach), or with a stick in the dirt. Make a fruit kabob. Make a pattern using 2 or 3 different kinds of fruit that are cut up into bite-sized pieces. Give your child simple tasks that involve matching, sorting or counting objects (Socks, towels, silverware, etc) Have your child help you label things (lunch, boxes, coats, backpacks, etc). Talk about the importance of putting names on his/her work. Using sidewalk chalk or paint, let your child draw/paint shapes on the concrete.
Pre-K Mathematics Choice Board Directions: Choose 3 learning activities from the menu to complete, each week. Find/collect some rocks. Put them in groups of 3. Help your child count how many spoonfuls it will take to eat their cereal. Put a puzzle together. The dollar store has many small puzzles. Find 3 sticks. Put them in order from shortest to longest. Sort containers into groups by size. Use string to make different shapes: circle, rectangle, triangle, etc. Have your child take one of their shoes and try to find other things in the house that are the same size as their shoe. Pull out some pots and pans. Place them inside, beside, and under each other. Count the number of steps from one bedroom in the house to another. Take 10 little steps. Take 10 big steps. Compare how far they went with little steps versus big steps. Talk about activities you will do before lunch, before dinner and before bedtime. Play with different size containers in the bathtub. Help them explore how much each container can hold.
WINTER 2018 - Week 1 W/C 29/10/18, 12/11/18, 26/11/18, 10/12/18, 31/12/18, 14/1/19, 26/1/19, 11/2/19, 4/3/19, 18/3/19, 1/4/19 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MEAT FREE MONDAY Pasta Spirals With a choice of Napolitana Sauce Or Grated Cheese WINTER BRUNCH Local butchers large Pork sausage ROAST DAY Roast Gammon served with a Yorkshire pudding & gravy SWEET & SOUR CHICKEN Battered chicken breast chunks served with a sweet & sour sauce (optional) Birdseye Omega 3 Chunky fish finger As above Vegetarian sausage roll Quorn Burger Quorn Dipper’s served with a sweet & sour sauce (optional) Veggie Fingers Sweetcorn Salad Bar Hash browns Baked Beans Salad Bar Roast potatoes Fresh carrots Fresh broccoli Basmati Rice Mixed Veg Mini spring roll Salad Bar Chips Peas Salad Bar Fruit Flapjack Fruit Salad & Cream Ice cream pot Carrot Cake & Custard Chocolate crispy cake Muller Fruit Corner Yoghurt or Muller Fruit Corner Yoghurt Muller Fruit Corner Yoghurt Or Muller Fruit Corner Yoghurt or Muller Fruit Corner Yoghurt or Selection of Fresh Fruit Selection of Fresh Fruit Selection of Fresh Fruit Selection of Fresh Fruit Selection of Fresh Fruit Fresh Bread and Cold Milk available everyday
WINTER 2018 - Week 2 W/C 5/11/18, 19/11/18, 3/12/18, 17/12/18, 7/1/19, 21/1/19, 4/2/19, 25/2/19, 11/3/19, 25/3/19 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MEAT FREE MONDAY Jacket Potato With a choice of Cheese Cheese & Beans Tuna Mayo Or PIZZA DAY Homemade Pizza Choice of Pepperoni & Ham Or PASTA BOLOGNAISE Local butchers Minced Beef Bolognaise SOUTHERN FRIED CHICKEN Chicken breast goujon in a southern fried crumb BURGER DAY Wicks Manor Pork & Apple burger served in a bun As above Margherita Pizza Mac & Cheese Southern fried quorn fillet Veggie burger served in a bun Salad Bar Garlic Bread Salad Bar White & Whole wheat Pasta Spirals Sweetcorn Salad Bar Fluffy Rice Carrots Peas Salad Bar Diced Potatoes Ketchup Salad Bar Hot Rice Pudding & Jam (optional) Peaches in Jelly & Cream Chocolate brownie Iced Fruit Smoothie American style pancake with chocolate sauce Muller Fruit Corner Yoghurt # or Muller Fruit Corner Yoghurt # or Muller Fruit Corner Yoghurt # Or Muller Fruit Corner Yoghurt # or Muller Fruit Corner Yoghurt # or Selection of Fresh Fruit Selection of Fresh Fruit Selection of Fresh Fruit Selection of Fresh Fruit Selection of Fresh Fruit Fresh Bread and Cold Milk available everyday
Does the entity retain the information and documents related to KYC and AML/CFT, including STRs/SARs as required by the law of land? If yes what is the record retention period? Does the entity’s KYC/ AML policy incorporated following elements? Customer Identification Procedure Customer Acceptance Policy SDD/EDD Supervision & Monitoring of Transactions Record Keeping/ Retention Reporting Responsibility Policies & Procedures on Wire Transfer Risk Management Policies and Procedures on Cross border Correspondent Banking & Wire Transfer Prohibition on Tipping Off and Protection from Liability Are the entity’s AML policies and practices being applied to all branches and subsidiaries of the entity both in the home country and in international market? In addition to the inspections by the government supervisors/ regulators, does the institution have an internal audit function or other independent third party that assesses AML Policies and Practices on a regular basis? What is the frequency of AML audit carried out by internal auditors? Does your Regulatory Supervisory Authority conduct regulatory examination on a regular basis, to assess your AML, CFT and Sanctions Compliance policies and procedures? If yes, what is the frequency of such regulatory examinations and when was such last exam conducted? State the sanction lists that the entity is currently using. (OFAC/UN SANCTION/US SANCTION/HMT/SDN/ETC) PEP/HIGH RISK What is the current PEP screening process? Automated Manual Others If the screening process is automatic, state the details, if manual, please mention the procedures. What is the current Sanctions screening process of entity? Automated Manual Others If the screening process is automatic, state the details, if manual, please mention the procedures. KNOW YOUR CUSTOMER, DUE DILIGENCE AND ENHANCED DUE DILIGENCE
Stander S et al. Putative neuronal mechanisms of sensitive skin. Exp Dermatol. 2009;18:417-23 Warshaw EM, Wang MZ, Maibach HI, et al. Patch test reactions associated with sunscreen products and the importance of testing to an expanded series: retrospective analysis of North American Contact Dermatitis Group data 2001 to 2010. Dermatitis 2013;24(4):176-182 Fowler JF, Fisher AA. Fisher’s Contact Dermatitis. 2008. 6th Edition. Pg 70. Escalas-Taberner J et al. Sensitive skin: A complex Syndrome. Actas Dermosifiliogr. 2011;102(8):563---571
Imagination and Creativity Demonstrates of curiosity and creativity. Uses provided materials in unconventional ways. Overcomes problems by creating additional uses for materials. Demonstrates of curiosity and creativity. Uses provided materials in imaginative and creative ways. Overcomes problems by creating additional uses for materials. Demonstrates curiosity and creativity. Uses provided materials in creative ways. Overcomes problems by creating additional uses for materials. Demonstrates curiosity. Uses provided materials in creative ways when prompted by peers or the teacher. Design Process Takes initiative to develop and carry-out a plan of choice. Redesigns to create a product that exceeds expectations. Demonstrates ability to overcome obstacles without allowing setbacks interfere with accomplishing goals. Takes initiative to develop and carry-out a plan of choice. Redesigns to create a product that meets expectations. Demonstrates ability to overcome obstacles without allowing setbacks interfere with accomplishing goals. Develops and a plan of choice, with some teacher prompting. Redesigns to create a product that meets expectations. Attempts to overcome obstacles without allowing setbacks interfere with accomplishing goals. Develops and a plan of choice, with teacher guidance. Redesigns to create a product that meets expectations. Struggles to overcome obstacles, making setbacks interfere with accomplishing goals. Reflection and Communication Demonstrates a strong passion and sense of purpose. Reflects and communicates both successes and failures to the entire class, including what has been learned throughout the unit. Demonstrates a passion and sense of purpose. Reflects and communicates both successes and failures, including what has been learned throughout the unit. Demonstrates sense of purpose. Reflects and communicates successes, including what has been learned throughout the unit. Demonstrates sense of purpose with teacher prompting. Reflects and communicates what has been learned throughout the unit.
Chair Schwab said the Committee will continue studying the issue. 4) Legislative Report Rep. Springer introduced a bill, HB 1980. Like last legislative session’s bill, this bill seeks to implement Sunshine Committee recommendations. Sen. Chase is willing to sponsor a bill in the Senate. Also this session are bills addressing other Sunshine Committee recommendations: HB 1431/SB 5395- Modifying exemptions relating to real estate appraisals HB 1554 and SB 5396- Exempting information of guardians or family members of children enrolled in child care, early learning, parks and recreation, after-school, and youth development programs The City of Kent, which is promoting HB 1554 and SB 5396, is representing to legislators that the Sunshine Committee vetted the issue. 5) Public Comment David Koenig asked why the Committee wants to create new exemptions rather than scaling back existing exemptions. Koenig said the Committee should look at whether child perpetrators’ identities should be protected. Schwab reviewed the Sunshine Committee’s mandate, which includes modifying ambiguous exemptions. Schwab invited Koenig to share his suggestions on exemptions the Committee should review. Ramerman said that RCW 13.50 was expanded last year and it should be reviewed. 6) Adjourn The Sunshine Committee adjourned at 11:05 am.
Connor Hull –Pipes Medley Welcome – Mr G Bone String Orchestra – Largo ma nonTanto (2ndmvt) - Bach Largo from New World Symphony – Dvorak Thriller – Michael Jackson Ben LomakoRiver Flows in You Junior Choir Colours of the Wind Let Me Entertain You The Cup Song Cello Choir - Canon in D - Pachbel Les Miserables medley Glenburn Festival Choir - Hope Wind Group - Sugar Plum Fairy – Tchaikovsky Caribbean Calypso – Harper Dance from Kecskenet–Vallasa Glenburn Ceilidh Group – Short selection of Scottish Tunes Lauren McLaren &GregorCairns -Ho Hey Intermediate String Quartet – Rondo from Abdelazer – Purcell Fly Me To The Moon – Burt Howard Caitlin KnoxMaybe This Timefrom ‘A Chorus Line’ Emma Baird SpanischerTanz - Moszkowski S2 Elective Group Clown – EmeliSande Fireflies – Owl City Senior String QuartetAllegro in D for Strings - Vivaldi La Cumparsita - Rodriguez Bone Density –Are You Gonna Go My Way Piping Hot! – Loch Lomond
___ PENNSYLVANIA Requests to all four legislative leaders for emails and calendars were denied. Legislative records are narrowly defined under the state's Right-to-Know Law and include financial records, bills, co-sponsorship memos, chamber rules and other documents, but notably, not emails or daily schedules. The Senate letter denying access to those documents noted that making the request of the senators directly rather than through the clerk's office could have delayed the process. The Senate also noted the AP had made very similar requests for correspondence in 2009, with the same negative result. Those two 2009 requests were the first appeals handled under a revamped public-records law that took full effect that year. The governor's office has exercised its right to take up to 35 days to comply with the pending request, and its full response is due by March 17. Gov. Tom Wolf, a Democrat in his second year, has posted his public schedule online, a break from past practice that was apparently a response to an open-records court case. ___ RHODE ISLAND Three of Rhode Island's four top lawmakers and its governor denied requests to release their emails, citing a provision in the state's open records law that exempts elected officials. The same law allows them to voluntarily disclose those emails. But the three lawmakers — two Democrats and one Republican — sent a joint response saying they were "conscious of the chilling effect that voluntary disclosure" would have on constituents if they knew emails were not held in confidence. Only one, Republican Senate Minority Leader Dennis Algiere, provided printouts of his correspondence with residents and local officials, most of it routine commentary on pending bills. Algiere said he did not include confidential emails, such as those disclosing medical conditions. House Speaker Nicholas Mattiello, Senate President Teresa Paiva Weed and Gov. Gina Raimondo, all Democrats, disclosed their calendars. The official schedules showed meetings with lobbyists and fellow officials and fundraising events. Republican House Minority Leader Brian Newberry said he does not keep an official calendar, noting that he is a "part-time legislator with a busy law practice." ___ SOUTH CAROLINA Legislative attorneys declined to release personal calendars or emails of South Carolina's top legislators, including the Senate president pro tem, House speaker, and the chambers' majority and minority leaders. The House attorney's response noted that a schedule of the Legislature's public meetings and their agendas are available online. The responses cited a
Slide 25 Further information Notes The Department of Employment has many tools to assist people with transitioning into the work force or into another job. www.employment.gov.au/regionalreports www.lmip.gov.au www.employment.gov.au/SkillShortages www.employment.gov.au/australianjobs www.joboutlook.gov.au http://myfuture.edu.au/ www.jobsearch.gov.au www.jobactive.gov.au Slide 26 Questions Notes If you have any questions about the presentation please contact the Recruitment Analysis and Employer Surveys sections on 1800 059 439 or email recruitmentsurveys@employment.gov.au Slide 27 Australia Government Department of Employment
Knows about the characteristics of the product Place the product along with its major competitors P & G Display the product distinctly These distributors contribute to the promotion of sunsilk by word of mouth Outlets, Retailers Market Situation Analysis PEST Analysis: Political Analysis: Political factor has a great impact on a company’s future plans and strategies. These effect on the ground of different functional areas like operation, cost and the main focus of the company like assessing the need of a product. Pakistan’s political environment is stable. Ups and downs occurs in every political environment but as far as the Sunsilk is concerns in the boundaries of Pakistan it don’t have much impact because it is a consumer product and it has the same effect as other rivals had and this will not lead to Sunsilk out of business or competition. Economical Analysis: Economic condition of Pakistan is not much favorable as it is in the developed nations. The main reason is the poverty level and low per capita income of people of Pakistan. That’s why Pakistan is mainly relying on foreign aid as well as suffering from a huge burden of debt. Social Analysis: Pakistan is accepting a great change in its socio culture environment. As level of education increasing the life style of people is also changing. World is becoming a global village and information is accessible to the general public and they are now relying on quality so there life style is changing. Technological Analysis:
Deer Park Elementary 2017-2018 SuP At A Glance Goal 1 Deer Park Elementary will increase writing proficiency by 3% from the beginning of the year to the end. Math proficiency will increase by 3% as evidenced in Eureka assessments, quarterly assessments, and FSA. Goal 2 Deer Park will put systems in place to help teachers identify resources and monitor Tier II and III instruction after the School Intervention Team identifies student’s at risk using grade level data. SBIT/ISS meetings will be more effective and efficient. Teachers’ level of knowledge and understanding will increase by 25% from the beginning to the end of the school year. Goal 3 Deer Park Elementary will expand the Classroom PBIS preventative and responsive program to include a behavior and character education system called Discipline without Stress, Punishment or Rewards. The goal is to improve student responsibility and reduce classroom disruptions and office discipline referrals by 10%. Strategies Implement a school-wide writing assessment K-5 given at the beginning, middle, and end of year. Use common grade-level rubrics to score. Implement Eureka math curriculum. Attend Eureka math professional developments. Strategies 1) All students will be given screeners at the beginning of the year in ELA and Math. 2) Create student data tracking sheets that are consistent across the school. 3) School intervention team will look at the master schedule to determine additional intervention times. 4)Develop a list of what resources are available for Tier II and Tier III. 5) Revise the checklist of what is needed to come to come to SBiT and ISS. 6) Develop a flowchart of the process. 7) Training of the School Intervention Team and Itinerant Staff. Strategies 1)Purchase the book, Discipline without Stress, Punishment or Rewards for all instructional personnel 2) Purchase posters for all classrooms 3) Distribute books in summer to all who are interested in starting early. 4) DPES Expectations will be put on permanent signs throughout the school. 5) Matrix signs for each specific area will be posted throughout the school (i.e. cafeteria, playground, etc.) Professional Development Writing: (Heidi Smith-Chair; grade level representatives) Beginning of year (Q1)-Purpose, Focus, and Professional Development Detail of how to create graphs-Create screen shots of how to create graphs Professional Development 1) Introduction during preplanning 2) Before or after school book clubs to add
Job Code and Title Indicated on Job Opening 9401 Professor Regular Faculty Tenured 9402 Associate Professor 9401 Professor Regular Faculty Tenure-Track 9402 Associate Professor 9403 Assistant Professor 9404 Instructor 9401 Professor Term Faculty 9402 Associate Professor 9403 Assistant Professor 9404 Instructor 9771 Senior Teaching Specialist Instructional (Non-Faculty) Teaching 9754 Teaching Specialist 9770 Senior Lecturer 9753 Lecturer 9702 Research Associate Research 9701 Senior Research Associate 9703 Research Fellow 9704 Senior Research Fellow 9621 Extension Educator & Professor Extension Educator 9622 Extension Educator & Associate Professor 9623 Extension Educator & Assistant Professor 9624 Extension Educator & Instructor 9625 Extension Educator 9352 Associate To Associate/Assistant To 9353 Assistant To 9327 Senior Vice President Vice President 9302 Vice President 9303 Associate Vice President 9304 Assistant Vice President 9305 Chancellor Chancellor 9306 Associate Chancellor 9307 Assistant Chancellor 9308 Vice Chancellor Vice Chancellor 9309 Associate Vice Chancellor
4.4 The information provided explains changing the disposition of an applicant on a job opening as you move through the Recruiting process. Some dispositions are triggered by system actions, but this table provides the information necessary to fulfill our reporting requirements. Questions or charges by the Department of Labor, Department of Human Rights, or other agencies may be directed to you, so it is important to have the disposition of each applicant accurately documented. Best practice is to update Applicant Disposition in real time. Applicant Dispositions Decision Action Reason Applied Applicant does not meet Qualifications Change disposition to 110 Reject and determine appropriate Reason Lacks Minimum Requirements Applicant meets Qualifications Change disposition to 050 Route* Route Applicant does not meet selection criteria Applicant meets selection criteria, but will not be interviewed Change disposition to 110 Reject and determine appropriate Reason Lacks Selection Criteria Misrepresentation No Longer Interested No Show/Cancelled Interview Selected for Other
Position Unable to Contact Applicant meets selection criteria and will be interviewed Change disposition to 060 Interview** * Disposition will automatically update to Route if Recruiter uses Route button or the group action to Route applicant. ** Disposition will automatically update to Interview if Recruiter uses Manage Interview functionality. Applicant Dispositions Decision Action Reason Interview Applicant was interviewed, will not be hired Change disposition to 110 Reject and determine appropriate Reason Another Applicant was Hired Lacks Selection Criteria Misrepresentation No Longer Interested No Show/Cancelled Interview Selected for Other Position Applicant was interviewed, will be offered the position Change disposition to 070 Offer** Offer Applicant rejects job offer on Careers Status automatically changes status to 110 Reject System automatically changes status reason to Offer Rejected Recruiter rejects offer on behalf of Applicant Use Reject Offer functionality; system automatically changes status to 110 Reject, and changes status Select Offer Rejected reason: Another Job Benefits Other Compensation
reason to Offer Rejected Personal Salary Applicant accepts offer on Careers Recruiter accepts offer on behalf of Applicant System automatically changes status to 071 Offer Accepted * Disposition will automatically update to Offer upon completion and approval of Prepare Job Offer functionality. Applicant Dispositions Decision Action Status Reason Offer Accepted Background check is successfully completed and all necessary paperwork is gathered for hire Recruiter: Move applicant through to Prepare for Hire. System changes status to 080 Ready to Hire Applicant withdraws or background check is not successful Change disposition to 110 Reject and determine appropriate Status Reason Another Applicant was Hired Lacks Selection Criteria Misrepresentation No Longer Interested No Show/Cancelled Interview Selected for Other Position Ready to Hire Applicant is hired into Job Data System changes applicant status to 090 Hired; if no more vacancies on job opening, job opening
Applicant was interviewed, will be offered the position Change disposition to 070 Offer** Offer Applicant rejects job offer on Careers Status automatically changes status to 110 Reject System automatically changes status reason to Offer Rejected Recruiter rejects offer on behalf of Applicant Use Reject Offer functionality; system automatically changes status to 110 Reject, and changes status reason to Offer Rejected Select Offer Rejected reason: Another Job Benefits Other Compensation Personal Salary Applicant accepts offer on Careers Recruiter accepts offer on behalf of Applicant System automatically changes status to 071 Offer Accepted * Disposition will automatically update to Offer upon completion and approval of Prepare Job Offer functionality. Applicant Dispositions Decision Action Status Reason Offer Accepted Background check is successfully completed and all necessary paperwork is gathered for hire Recruiter: Move applicant through to Prepare for Hire. System changes status to 080 Ready to Hire
Applicant withdraws or background check is not successful Change disposition to 110 Reject and determine appropriate Status Reason Another Applicant was Hired Lacks Selection Criteria Misrepresentation No Longer Interested No Show/Cancelled Interview Selected for Other Position Ready to Hire Applicant is hired into Job Data System changes applicant status to 090 Hired; if no more vacancies on job opening, job opening is filled. All remaining applicants are marked as 110 Reject, Another Applicant Was Hired Applicant is not hired Recruiter uses Withdraw from Hire function. System updates status to 120 Withdrawn. 3.2 Hiring Managers are responsible for making the true hiring decisions in regards to the applicant pool. After applicants have been Routed to the you, you have to make a choice: do you move forward with the applicant, or will you be rejecting them? In order to make these decisions, you need to review the applicant materials.
If there are any additional essential functions that account for less than 10% of time, list them below: Budget Responsibilities: Check the item(s) below that describe the incumbent’s involvement in the budgetary process. Not Applicable Plan Prepare Forecast Monitor Approve Describe: Education: Indicate the minimum level of education required to effectively perform the position’s essential functions. If a higher level of education is preferred, please indicate that as well. Check only one educational level in each column. Required Preferred Field of Study: Doctoral/advanced degree Master’s degree Bachelor’s degree Associate’s or vocational/technical school degree Vocational or technical training High school diploma or GED Check here if experience may substitute for some of the above education. Other professional licensures, certifications, or designations required: Work Experience: Indicate the minimum level of work related experience required to effectively perform the position’s responsibilities. This is not necessarily the same as the incumbent’s experience. Check only one box. Less than 12 months 1 – 3 years 3 – 5 years 5 – 8 years More than 8 years Other Time to Proficiency: Indicate the minimum level of time required to be fully proficient in the position. Check only one box. One month or less Three months Six months One year More than a year
Presentation Sequence Collection UID (0070,x102) Set to the same UID value in each of the presentation state instances indicating that the views are sequentially ordered. Presentation Sequence Position Index (0070,x103) Number indicating the ordering of the views in the stack. Y.3.3.3 Encoding Details: Crosscurve Animation method In this method, a single presentation state instance defines the initial slice. Crosscurve animation is defined using a straight-line curve whose length is the difference between the first and last slices in the stack and the step size indicates the spacing between slices. Y.3.3.3.2 Presentation Animation Module Recommendations Table Y.3.3-2 Presentation Animation Module Recommendations Attribute Name Tag Comment Presentation Animation Style (0070,xA01) Set to “CROSSCURVE” Recommended Animation Rate (0070,xA03) This can be used by the viewing application to automatically move the Planar MPR view along the curve through the volume. Animation Curve Sequence (0070,xA04) Specifies the curve as a number of 3D contour points Animation Step Size (0070,xA05) How far to move the Planar MPR view along the curve in one step. Y.3.4 Annotations in Volume Space (example: Trajectory Planning) Y.3.4.1 User Scenario The Planar MPR VPS SOP Class makes it easy for the receiving viewing application to enable the user to modify the initial view for viewing nearby anatomy. However, this requires that display relative annotations which have been defined in the Presentation State with 2D coordinates in the Graphic Annotation module need to be removed when the initial view gets manipulated. Otherwise there would be the risk that the annotations point to the wrong anatomy. To give the viewing application more control over when to show annotations, the Planar MPR VPS SOP Class allows to define annotations in volume space. As an example, during intervention trajectory planning one or more straight lines representing the trajectories of a device (e.g. needle) to be introduced during further treatment (e.g. cementoplasty, tumor ablation…) are drawn by the user on a planar MPR view. …
TID 5QQY Pre-coordinated Echo Measurement Type: Extensible Order: Insignificant NL Relation with Parent Value Type Concept Name VM Req Type Condition Value Set Constraint 1 NUM $Measurement 1 M Units = $Units 2 > HAS CONCEPT MOD CODE EV (121401, DCM, “Derivation”) 1 U DCID (newcid1) Echo Derivation 3 > INCLUDE DTID (320) Image or Spatial Coordinates <<Do we want to permit SCOORD3D here? Probably since we are seeing more Echo 3D>> 1-n U $Purpose = EV (121112, DCM, "Source of measurement”) 4 > INCLUDE DTID (321) Waveform or Temporal Coordinates 1-n U $Purpose = EV (121112, DCM, "Source of measurement”) Content Item Descriptions TID 5QQZ Post-coordinated Echo Measurement This Template codes numeric echo measurements where most of the details about the nature of the measurement have been post-coordinated in modifiers and acquisition context. In contrast, see TID 5QQY Pre-coordinated Echo Measurement. It is intended to be used for User-defined and Vendor-defined Echo Measurements. TID 5QQZ Post-coordinated Echo Measurement Type: Extensible Order: Insignificant NL Relation with Parent Value Type Concept Name VM Req Type Condition Value Set Constraint 1 NUM $Measurement 1 M Units = $Units 1a > HAS CONCEPT MOD CODE EV (121401, DCM, “Derivation”) 1 U DCID (newcid1) Echo Derivation 1b > INCLUDE DTID (320) Image or Spatial Coordinates 1-n U $Purpose = EV (121112, DCM, "Source of measurement”) 1c > INCLUDE DTID (321) Waveform or Temporal Coordinates 1-n U $Purpose = EV (121112, DCM, "Source of measurement”) 2 > HAS CONCEPT MOD CODE EV (G-C0E3, SRT, “Finding Site”) 1 M BCID (12236) Echo Anatomic 3 Observable? Characteristic? MC IFF the measurement is not unambiguously associated with a
Wide Field Ophthalmic Photography Stereographic Projection C.8.17.x M Wide Field Ophthalmic Photography Quality Rating C.8.17.y C – Required if a quality rating value exists for this SOP Instance Ocular Region Imaged C.8.17.5 M Ophthalmic Photography Acquisition Parameters C.8.17.4 M Ophthalmic Photographic Parameters C.8.17.3 M ICC Profile C.11.15 C – Required if Photometric Interpretation (0028,0004) is not MONOCHROME2 SOP Common C.12.1 M A.xx.4 Wide Field Ophthalmic Photography Stereographic Projection Image IOD Content Constraints The following constraints on Series and Image attributes take precedence over the descriptions given in the Module Attribute Tables. A.xx.4.1 Bits Allocated, Bits Stored, and High Bit These Attributes shall be determined based upon the Photometric Interpretation (0028,0004): Photometric Interpretation (0028,0004) Bits Allocated (0028,0100) Bits Stored (0028,0101) High Bit (0028,0102) MONOCHROME2 8 8 7 16 16 15 RGB YBR_FULL_422 YBR_PARTIAL_420 YBR_ICT YBR_RCT 8 8 7 A.xx.4.2 Contrast/Bolus Agent Sequence For Contrast/Bolus Agent Sequence (0018,0012), the defined CID 4200 shall be used.
SUPA National Senior Schools Arena Championships 22nd & 29th April 2018 Results 1st 2nd 3rd 4th 5th 6th Open Cheltenham College Millfield Radley Stowe Oxford Polo Harrow Intermediate Div 1 Seaford Heathfield Rubies St George’s Stowe B Intermediate Div 2 Tudor Hall UTC Reading Heathfield Diamonds SUPA Inters Intermediate Div 3 Shrewsbury A Wellington A Cheltenham College Eton B Intermediate Div 4 Felsted Shrewsbury B Wellington SUPA DUPA Novice Millfield B Eton C Bradfield A Stowe C Beginner Div 1 D’Overbroecks Bradfield B Sherborne Eton D Beginner Div 2 Stowe Girls Westgate School Millfield C MVP 22nd April – Denis Antonov Cheltenham College MVP 29th April – Alik Sweeting Eton Most Promising Player – awarded Knee Pads from the Worshipful Company of Loriners Ed Morris – Lincoln Minster School
side effects. Nurse-delivered psycho-educational intervention over the telephone. Cancer, 94: 1854-1866. Figure 1 Comparision of Beating Fatigue programmes Beating Fatigue Beating Fatigue by Telephone Rationale for change Underpinned by Leventhal’s theory Underpinned by Leventhal’s theory N/A Delivered over 3 successive treatment cycles Delivered over 3 successive treatment cycles N/A Commenced cycle 1 Commenced 3 Fatigue is cumulative (patient focus group) Resource pack Investigator-designed: Information booklet Handbook Fatigue diary Resource pack Coping with Fatigue booklet (Macmillan Cancer Support) Investigator designed: 2. Handbook 3. Fatigue diary Information booklet now nationally produced Unscripted Scripted Quality assurance & treatment fidelity Specifically addressed fatigue Specifically addressed fatigue N/A General counselling style adopted Motivational Interviewing adopted Fatigue impacts motivation (patient focus group) Delivered in person Delivered by telephone Resource required Figure 2 Questionnaire to measure self-efficacy in managing fatigue 1. How confident are you in managing fatigue? 0 Not at all confident 1 2 3 4 5 6 7 8 9 Very confident 2. I am confident I can manage fatigue even if… a. I have slept badly 0 Not at all confident 1 2 3 4 5 6 7 8 9 10 Very confident b. I feel down 0 Not at all confident 1 2 3 4 5 6 7 8 9 10 Very confident
c. I have many social activities 0 Not at all confident 1 2 3 4 5 6 7 8 9 10 Very confident d. I have a lot of work or other things to do 0 Not at all confident 1 2 3 4 5 6 7 8 9 10 Very confident e. I have other symptoms, e.g. nausea, pain 0 Not at all confident 1 2 3 4 5 6 7 8 9 10 Very confident Figure 3 Flow of participants through study
Table 2 Demographic profile of patients in exploratory trial Usual care (n=21) Intervention (n=23) All patients (n=44) Age: Mean (SD) 54.6 (9.92) 52.17 (13.41) 53.3 (11.80) n % n % n % Gender Male Female 9 (43) 12 (57) 8 (35) 15 (65) 17 (39) 27 (61) Disease group Breast Colorectal Lymphoma 11 (52) 3 (14) 7 (33) 15 (65) 1 (4) 7 (30) 26 (59) 4 (9) 14 (32) Ethnicity White British Other white Black Black African Indian Mixed race Missing data 16 (76) 1 (5) 1 (5) 1 (5) 1 (5) 1 (5) - 14 (61) 0 - 0 - 6 (26) 1 (4) 1 (4) 1 (4) 30 (68) 1 (2) 1 (2) 7 (16) 2 (5) 2 (5) 1 (2) Marital status Married Widowed Single Living with partner Divorced/separated Missing data 10 (48) 0 - 6 (29) 4 (19) 1 (5) 9 (39) 1 (4) 5 (22) 5 (22) 2 (9) 1 (4) 19 (43) 1 (2) 11 (25) 9 (20) 3 (7) 1 (2) Employment status Employed Unemployed Retired Full time homemaker On leave from work 10 (48) 2 (10) 4 (19) 1 (5) 3 (14) 1 (5) 10 (43) 1 (4) 6 (26) 1 (4) 5 (22) - 20 (45) 3 (7) 10 (23) 2 (5) 8 (18) 1 (2) Table 3 Demographic profile of intervention recipients interviewed Patient ID Age Gender Cancer type Ethnicity Marital status Employment status
Supafit 8 part Features & Options 8 part dress form with 12 adjusting thumb wheels Back length adjustment Adjustable neck with pin cushion Metal tripod stand with height adjustment Graduated hem measurements on centre pole Covered with nylon, foam backed fabric for easy pinning of garment Comes in 2 different versions Standard or Deluxe and four different sizes MEASUREMENTS MODEL Petite Small Medium Full Figure Bust ins: 28 - 34 cms: 71 – 86 ins: 33 - 41 cms: 84 – 104 ins: 39 - 47 cms: 99 – 119 ins: 45 - 53 cms: 115 – 135 Waist ins: 23 - 31 cms: 59 – 79 ins: 24 - 32 cms: 61 – 81 ins: 29 - 37 cms: 73 – 94 ins: 38 - 46 cms: 97 – 117 Hips ins: 30 - 38 cms: 76 – 96 ins: 34 - 42 cms: 86 – 106 ins: 40 - 48 cms: 102 – 122 ins: 47 - 55 cms: 119 – 140 Back length ins: 13.5 – 15.5 cms: 34 – 39 ins: 15 - 17 cms: 38 – 43 ins: 15 - 17 cms: 38 – 43 ins: 16 - 18 cms: 40 – 45 Height (max) ins: 67 cms: 170 ins: 73 cms: 185 ins: 72 cms: 182 ins: 73 cms: 185 Adjustoform Products Ltd, Unit 4 Connect 10, Foster Road, Ashford, Kent, TN24 0FE, United Kingdom Tel: +44 (0)1233 625 227, Fax: +44 (0)1233 612 352 Email: Web: ***** 2 YEAR GUARANTEE ON FAULTY MATERIAL OR MANUFACTURE *****
How to convert agent to a super agent with explanation and screenshots below. Note: Need to send the normal wakeup calls 2 times, one is to convert and second wake up call to create the repository and reflect to ePO agent properties – More option as screenshot below. Note: The folder will automatically create on the target machine. Then the replication part, I just demonstrate the manual process, but this can be automated by scheduling the super agent replication. Note: Once the super agent is created, it will be automatically listed under the distributive repository list Assignment with priority for super agent to a group, sub-group or organization. Steps to remove the super agent Select the machine with super agent and then modify policy on single machine and change the policy to McAfee default or custom policy. Then send the super agent wake up call for first time to update the changes on target machine. Then send the normal agent wake up call to target machine to apply the changes.
Table 2: Female representation and participation in commercials 2003 n=31 2005 n=25 2007 n=26 2009 n=24 2011 n=26 2013 n=45 Total: n=167 Female Lead Actor 9 6 4 5 8 9 41 Female Uses Product 3 4 2 2 2 5 18 Females With Speaking Roles 7 5 6 3 8 14 43 Female In Role Of Mother 6 4 0 0 2 5 17 Female Teenage and Under 0 2 0 0 1 2 5 Female 20s 12 5 7 3 7 13 47 female 30s 3 0 5 2 4 17 31 Female 40s and up 0 2 0 2 3 5 12 Female Business 2 0 3 2 1 3 11 Female Blue Collar 0 0 0 2 0 0 2 Female Police/Firefighter 0 2 0 0 0 0 2 Female as Sexual Object 10 5 3 1 7 5 31 n= number of commercials viewed of the 167 commercials viewed, 142 male lead actors were used in the commercial; that is not to say 142 commercials had lead actors, as some commercials used more than one lead actor. Of the same 167 commercials only 41 female lead actors were used. There were 18 instances of the female using the product being advertised and 63 instances of the man using the product; a lot of Super Bowl commercials do not show actual use of the product or an animal is shown using the product. These disparities remained consistent in all the years studied. Men were shown as businessmen 40 times, blue collar workers 16 times and as police officers or firefighters 6 times; whereas women were shown as businesswomen 11 times, blue collar workers 2 times and as police officers or firefighters 2 times. Men had 128 roles that involved speaking; women had only 43. The results for race were equally disproportional.
References “41 years of Super Bowl Commercials.” Adland. http://adland.tv/SuperBowlCommercials Allan, Kenneth and Scott Coltrane. 1996. “Gender Displaying Television Commercials: A Comparative Study of Television Commercials in the 1950’s and 1980’s” Sex Roles 35. Bartsch, Robert A. Teresa Burnett, Tommye R. Diller, and Elizabeth Rankin-Williams. 2000. “Gender Representation in Television Commercials: Updating an Update.” Sex Roles 43. Craig, Stephen R. 1992. “The Effect of Television Day Part on Gender Portrayals in Television Commercials: A Content Analysis. Mastro, Dana E. and Susannah R. Stern. 2003. “Representations of Race in Television Commercials: A Content Analysis of Prime Time Advertising” Journal of Broadcasting and Electronic 47:4. Stelter, Brian. 2013. “Nielsen Adjusts Its Ratings to Add Web-Linked TVs.” NY Times Online. “Super Bowl XLVII Commercials.” Uray, Nimet and Sebnem Burnaz. 2003. “An Analysis of the Portrayal of Gender Roles in Turkish Television Advertisements.” Sex Roles 48. “Watch the Top Super Bowl Commercials of last 15 years.” Super Bowl Ads.
Alderman Davies Super Council Meeting Minutes Date; 21.06.17 . Present; Mari Griffiths, Gwen Strang, Harriet Strang, Max Whitefoot, Seren Pinch, Jack Castree, Niamh Thomas, Maddie Dunn, Tyler Evans, Molly Fitchett, Hannah lewis. Topic Discussed Decided Actions Actioned by Whom Evaluation and Review Fair Trade/Christian Aid - possibility of combining the two. Super Council Elections – set a date and promotion/more boys Spending Money – what do we need for next year Super Stationery Store – reorder of stock ESP Play – would we like to set up a meeting with the playground developers? Sell Fair Trade chocolate and send proceeds to Christian Aid. Fair Trade Hot Chocolate to be sold when it arrives. Worship to promote. Standardised manifesto cards to ensure everyone has a fair chance regardless of artistic talent. Election date – 12th July. Play Time equipment Re-order stock that has previously sold well Email ESP to arrange a consultation. Mrs Seymour to order supplies, Y5 to sell. Year 5 pupils to design and make manifesto cards. Each committee member to promote it within their classes. Year 5 and 6 to promote in year 2. Mrs Seymour, Gwen and newly elected members to make an order Mari and Harriet Mrs Seymour UNCRC Article 12: We have the right to be listened to and to have a say in things that concern us.
Ermington Joey Scout Program Date Theme Super Heroes Koala Time Activity Leader Equipment Required etc. 6.20pm Coming In Activity: Arch Enemy Knockdown Attach images of villains to the outside of a plastic cup and place on a table. Joeys take it in turns to load their weapon (water gun) and attempt to knock the villains off the table. Alternatively: play inside with bean bags if raining. Cups with pictures attached, water guns, bucket of water for refilling. Play outside - or on deck if raining 6.30 pm Opening Parade Say new Australian Scout Promise Flags Australian Scout Promise 6.40 pm Game: Super Hero Tag Mark two lines on opposite sides of the play space. Choose one player to be the superhero. Have the superhero stand in the middle between the two lines. The remaining players are villains who must stand behind one of the lines. At the start of the game, all of the villains must cross from behind one line to behind the other line without being tagged by the superhero. Any players tagged by the superhero are turned from villains to superheroes and must stand in the middle as well. The villains must cross again to the other side, trying not to get tagged by the superheroes. Play continues like this until all of the villains have been caught and peace is once again restored to the world. Ropes, pegs, mallet to mark the lines - play outside if possible. Divide up into 2 Groups and rotate through 2 activities (10 minutes per base) 6.50 pm Base 1 Craft: Super Hero Mask Cut out the foam mask and add some embellishments to make a super hero mask. Punch hole in the side and thread through elastic. Foam, scissors, hot glue guns, hole punch, elastic, permanent markers etc. Base 2 Activity: Arch Enemy Knockdown See Coming In Activity above 7.10 pm Game: Super Heroes to the Rescue Divide the Joeys into 2 or 3 teams - Superman, Batman and Spiderman. Line them up in relay formation. For each team place a number of villains throughout the playing area and a family that needs to be saved. On Scooter boards, soft drink bottles with pictures attached - enemies and a family for each team.
Reinforce the students' understandings of the words “echo” and “echolocation” by having them draw on their knowledge of the prefix “echo” and the suffix “location”. Use the dictionary to find words from the same word family (for example, “echosounder”, “echogram”, “echograph”). DISCUSS the relationship between these words, drawing out the idea that we can use our understandings of a familiar word to work out the meanings of new words. Try the activity on page 9 and DISCUSS the concept of clicking as a way of seeing. DISCUSS how a dog can tell the direction someone has gone by smelling just five of their footsteps. Ask: How might scientists “know” this? Have the students use information from the text to sketch a diagram explaining this. Compare their diagrams, checking their clarity. Ask the students to IDENTIFY the colloquial words and terms that give this article its conversational tone. ASK QUESTIONS to help them consider why the author chose this tone and whether they think it was a good decision. Why does the author use these everyday terms? Do you like the effect? Why?
“Student Activity – Sound Detectives” Other resources Dung Beetles in New Zealand “How Whales Breathe, Communicate … and Fart with their Faces” from TED-Ed “Learning Activity 1: Finding Your Way around without Visual or Sound Cues” from NASA Science rocks! From ZoomSci, PBS Kids “Clapping? Where?” (Echo-location). “Peripheral vision” “Reaction time” “Taste V. smell” “Blind spot”
Start your engines!! Before the Audit Process Begins Getting ready…Do’s & Don’ts DO: Make sure you have documentation or explanation for all non-trivial balances on the financial statements. We must have audit evidence that is sufficient and appropriate to provide a basis for our audit opinion. Have year-end statements for ALL (that means ALL) cash and investments. This is still the #1 issue that holds up audits! One of the audit “assertions” is EXISTENCE. We must verify that the asset exists. You, the manager and the Board should also want to know that the asset exists. At least quarterly the Association should receive some type of verification of the asset balance. And, at the very minimum, get documentation at year-end. DON’T: Expect the auditor to “fix” the financial statements. This are YOUR (the Association’s) financial statements. The Association is responsible to ensure that the financial statements are free from material misstatement. We must maintain our independence and cannot be the bookkeepers. Do NOT make adjustments after issuing reports. IF you make changes after you have issued the reports to the Board and/or for audit, then you must retract those reports and re-issue. Do not give us reports that don’t agree. This is closing in as the #2 issue. We have to comment in the Report of Internal Control when this happens. This is something directly under the control of the Accounting Department (unlike some of the other audit issues that come up).
A roadmap to our super report Superannuation system inquiry: draft report roadmap The next 13 pages provide a roadmap to help you quickly navigate your way to the figures, cameos and text that support our report’s primary key points and findings. The roadmap is set out by chapter.
F. EXPERIMENTAL ENDPOINT CRITERIA 1. At what planned study time point(s) and/or clinical sign(s) will animals be euthanized? 2. Prior to these planned study endpoints, what criteria and/or specific clinical signs will be used for euthanasia? G. SPECIAL CONSIDERATIONS 1. natural pathogens – Use of human samples requires IBC approval Will materials potentially transmitting infections agents (i.e., human or murine derived tumor cell lines or other) be administered to the animals? Yes No If yes, describe, indicating whether tests (blood, serum, etc.) or other determinations have been conducted to assure the lines/materials are non-infectious regarding natural pathogens: 2. hazardous materials – Use of all of the following requires IBC approval Does this work involve any of the following materials: a. Radioactive No Yes If yes, list the material(s): b. Infectious Agents No Yes If yes, list the material(s): c. Recombinant DNA No Yes If yes, list the material(s): d. Toxic/Hazardous/Carcinogenic No Yes If yes, list the material(s): IBC APPROVAL If YES to G1 (if using human samples) or G2 above, provide the IBC protocol number and attach the IBC approval document to this protocol. This IACUC protocol cannot be approved until all relevant IBC approvals have been obtained. If you have an approved IBC protocol for the use of the above agent(s), you may be able to amend the existing IBC protocol to associate it with this IACUC protocol. Contact to determine if an amendment is appropriate. If you do not have an IBC protocol for the use of the above agent(s), please contact to coordinate submission of an IBC protocol. 3. explosive agent(s) Use of these agents is highly discouraged and may be denied; is ether or another explosive agent to be used? No Yes If yes, list the agent(s) and describe how security is maintained: