zilongwang/ReadingBank huggingface dataset:
Dates (month and year Employer's Name and Address Your position Your salary when you left the job Your reason for leaving From To / / / / / / / / / / / / / / Education and qualifications Please fill in the table below with details of your education and qualifications. List all periods of study, in date order. Dates (month and year) Name and address of school, college or university Did you study full or part time? Qualification Date Subject Grade & class From To / / / / / / / / Professional or technical qualifications and training Name of professional organisation Membership grade & number How did you become a member? (For example, exam) Date
CONFIDENTIAL: Equal Opportunities in Employment Monitoring Form Equal Opportunities We are an equal opportunities employer. We recruit, train and promote people because of their ability, the needs of the post and other relevant criteria. We encourage all our employees to take advantage of the opportunities we provide for training and development. We treat all employees and people who apply to us equally. We will not consider your race, nationality, colour, ethnic or national origin, age, sex, marital status, sexuality, beliefs or disability in any matters to do with employment. We regularly review our practices and procedures to make sure our equal opportunities policy is working. But we need more than this formal statement to make our policy work. We expect each of our employees to make their own contribution. And we make all our employees and people who apply to us aware of our policy. Questions about you Our policy on equal opportunities makes sure our selection procedures are fair to everyone. We must judge people only on their ability to do the job. To make sure we are meeting these aims, we need to record certain details about people who apply for posts. For this reason, please answer the questions on this section of this form. We will remove this section before we make our decision and we will keep the information confidential. We will use the information to keep statistics on the success of our equal opportunities policy. We cannot interview everyone who applies for a post, so we draw up shortlists based on the application forms. If you believe that we have not treated your application fairly, please write to the Clerk to Governing Body at the school you are applying to. They will investigate the matter. Data Protection Act 1998 I consent to the data on this form being used for statistical purposes to assist the Royal Borough of Kingston in the monitoring of equal opportunities. Signature: Date: Print name: Equal Opportunities policy
EMPLOYMENT HISTORY Current Employment: Position Held: Place of Employment: Length of Service: Previous Employment POSITION EMPLOYER LENGTH OF SERVICE QUALIFICATIONS Name of Degree and University Diploma Certificate In House Professional Development Subject Major Year completed REFEREES Supply the names and contact details of three Professional Referees and
National Insurance Number Do you currently have the right to work in the UK? YES NO If no, please specify your circumstances below: Education and Qualifications: Please also include any relevant professional qualifications. Name of Institution (e.g. School, College or University) Dates Attended Courses/Subjects Taken and Examination Results or Award From (Month/Year) To (Month/Year) Professional Development: Please give details of any courses undertaken which you have not detailed above and which you consider to be relevant to this application. Course Title Course Provider Dates Attended Award (if any) From (Month/Year) To (Month/Year) Membership of Professional Bodies: Please give details of any relevant professional bodies to which you belong.
Post title Present or most recent annual salary Date of appointment Notice required or date left Main duties and responsibilities of your current or most recent post Reason for leaving 3: PREVIOUS EXPERIENCE List your previous posts starting with the most recent. Please include all full-time, part-time and voluntary work. Employer’s name & address & nature of business Job title Dates employed From (MM/YYYY) To (MM/YYYY) 4: QUALIFICATIONS / TRAINING Please give details of any qualifications you have obtained, or training courses you have attended, examinations passed, grades obtained and dates.
Signature: Probationer Line Manager Head of School/Section ...................................... Date: ........... ..................................... Date: ............ ..................................... Date: ............ ...................................... Date: ........... ..................................... Date: ............ ..................................... Date: ............ ...................................... Date: ........... ..................................... Date: ............ ..................................... Date: ............
PROBATIONARY MONITORING FORM PLEASE TICK BOX ASSESSMENT PERIODS ATTENDANCE 1 month 3 months 5 months Has the individual been late for work on 2 or more occasions within each assessment period ? Yes No Yes No Yes No If yes, state dates and times: Action taken: and Review Date: Additional Comments:
If yes, state nature of offence: Action taken: and Review Date: Additional Comments: Signature: Probationer Line Manager Head of School/Section ...................................... Date: ........... ..................................... Date: ............ ..................................... Date: ............ ...................................... Date: ........... ..................................... Date: ............ ..................................... Date: ............ ...................................... Date: ........... ..................................... Date: ............ ..................................... Date: ............ PROBATIONARY MONITORING FORM PLEASE TICK BOX:
Support Team Calendar January Electronic access to 1099s closed to agencies 1099/W-2 Agency Research December Projections Zero Balance Appropriations February Open Item Purge Account Structure Clean-Up January Projections Parking Permit Review March February Projections Review Appointing Authority Log April Preliminary Federal Schedule March Projections May Distribute Year-End Memo Distribute TA Logs Distribute SAMs Lists April Projections VPN Review Distribute Inventory List Phone Review June Taxable Travel Cut-Off May Projections June 30 – Petty Cash Reconciliation/Reports Review ALDER Affidavit Log Clear AutoPay 6/30-FY2015 Delivery Orders Due July Begin New Fiscal Year Prior Year Restrictions and Deferrals Begin Year End Close-Out Current Year Management Plan June Projections Big Picture Budget Requests Update Facilities Inventory List Agency Trust Reports 7/15-Physical Inventory Due August Last Day to Process Prior Year Transactions Final Prior Year Projections Budget Instructions Distributed Update Dept. Level Performance Measures September State & Federal Pass-Thru Report Federal Schedule CAFR Reports Due Carry Forward Journal Entries October W-2 & 1099-Misc Matching Review Budget Narrative Governor’s Budget Request (Op & Cap) First Quarter Projections November Cell Phone Allowance Review State Provided Housing Review 1099 Project CC Consolidation Project December Travel Compensation Report Request November Projections Cut-Off for Processing Taxable Travel **DAS requests for coding for Adobe license agreements, Visio true-ups and BlueZone, etc. are not included as the due dates can fluctuate significantly.
create our 117 larger regions ranges from 1 to 30 for all regions but the brain stem; in this latter region, we averaged over 100 of the original sampled points to obtain our summary. Table S1A shows how the original data were reduced to these 117 regions. In the gray matter, the summary regions contain between 1 and 30 of the original sampled locations. In contrast, due to the design of the acquisition, the brain stem summaries are based on 112 regions for brain 1 and 148 samples for 2. We refer to this as the reduced set of data. The voxel level connectivity data was also aggregated to 117 larger brain regions and the same weighted count approach was used to obtain a connectivity matrix that are comparable between the two brains. Hence, elements of this matrix measure connection density between reduced seed regions and the other 116 brain regions. Thus, finer-scale relationships between connectivity and gene expression cannot be estimated in these data. In this reduced set of brain regions, we also calculated representative connectivity measures on the IIT Human Brain Atlas (v.3) template. We refer to analysis of these 117 regions as the reduced approach. When needed for clarity, the analysis here and in the main manuscript of over 700 brain regions is referred to as the full approach. 1.2 Probe and gene selection We removed probes with no Entrez ID To keep only one probe per gene, we: Kept the most variable one if there were only two probes,
Table S5: Increase in connectivity due to the utilisation of the TOM. The last column shows the ratio of sums of all pairwise connectivities between two sets of genes. The numerator is calculated with TOM, and the denominator without the TOM, for the same two sets of genes. We performed this calculation for all genes, and then for various gene sets derived from examining the WGCNA gene clusters. Gene sets are named by the WGCNA modules from which they are selected by retaining the overlapping genes between a TOM module and a "no TOM" module. When the two sets of genes indicated are the same, we took the sums of the lower triangular sub-matrix from the connectivity matrices. First set of genes Second set of genes Ratio of sums of connectivities All All 2.410 Genes that were in one of our key modules with TOM, but in the catchall grey cluster without the TOM TOM:Navy – noTOM:Grey TOM:Navy – noTOM:Grey 1.485 TOM:Orange – noTOM:Grey TOM:Orange – noTOM:Grey 2.034 TOM:Orchid – noTOM:Grey TOM:Orchid – noTOM:Grey 2.099 TOM:Plum – noTOM:Grey TOM:Plum – noTOM:Grey 2.037 Same first set as above; while the second set are the genes in one of our key clusters. TOM:Navy – noTOM:Grey TOM:Navy – noTOM:Red 2.875 TOM:Orange – noTOM:Grey TOM:Orange – noTOM:Green 4.843 TOM:Orchid – noTOM:Grey TOM:Orchid – noTOM:Brown 4.374 TOM:Plum – noTOM:Grey TOM:Plum – noTOM:Pink 6.487 Genes with similar clustering with and without TOM TOM:Navy – noTOM:Red TOM:Navy – noTOM:Red 1.424 TOM:Orange – noTOM:Green TOM:Orange – noTOM:Green 1.671 TOM:Orchid – noTOM:Brown TOM:Orchid – noTOM:Brown 1.685 TOM:Plum – noTOM:Pink TOM:Plum – noTOM:Pink 1.206 Table S6. Complete set of notation Notation Description
Session 6: 11.00am- 12.20pm 11.00am- 12.00am – NDIS Providers panel discussion – Sue Becker, Lifestart Co-operative, Maxine Smith, Challenge Community and Scott Harvey, ConnectABILITY Bringing NDIS providers to you 12.00am- 12.40pm – Embracing Change, Belinda and Ron Prince – Hear about the experience of an participant who is flourishing under the NDIS and self-directing her supports 12:40pm-1:20pm – Lunch Session 7: 1.20pm- 2.40pm 1.20pm- 2.20pm – Handling Complaints and Critical Incidents – Gary Dawson, NSW Ombudsman Build your skills in identifying and responding to critical incidents and managing complaints within supportive relationships 2.20pm-2.45pm – Over to you – Jessica Lobo and Ashley Kadib, NDS - This is your platform to tell us what’s working well, what you can change and what you need to make a difference 2.45-3.00pm Future opportunities and close- NDS Register online now:
APPLICATION FORM Application for the post of: Support Worker – Blaenau Gwent This page will be removed from the application form before shortlisting, to enable us to shortlist candidates anonymously. Therefore please avoid using your name, elsewhere on the application. PERSONAL INFORMATION Surname First Names Address (including postcode) Contact Telephone Number E-mail address REFERENCES At least one of your references should be a present or most recent employer, tutor, volunteer work supervisor etc. If your most recent employer is not in a similar field but you have worked with a vulnerable client group within the last 5 ys then we will also require a reference from this organisation. References will be requested after interview and Gofal reserves the right to contact any previous employer. Name___________________________ Address: ________________________ __________________Postcode_______ Telephone no: ______________________ E-mail: ___________________________ Relationship to yourself: _______________ Name_________________________ Address: ______________________ __________________Postcode_____ Telephone no: ___________________ E-mail: ________________________ Relationship to yourself: ____________
2. Results Table 1. Characterization of AmB formulations. Particle size is reported as volume distribution of the different populations and its corresponding percentage. Zeta potential values are reported as mean ± SD. Formulation Composition Appearance Size (nm - %) Zeta potential (mV) GCPQ GCPQ (5 mg mL-1) Transparent 16.7 nm – 98.4% >500 nm – 1.6% +16.0 ± 0.98 AmB in dextrose 5% AmB (1 mg mL-1) Opaque yellow 1656 nm – 72.3% 438.9 nm – 27.7% -39.5 ± 3.1 AmB-GCPQ before centrifugation AmB (1 mg mL-1) GCPQ (5 mg mL-1) Transparent yellow 5610 nm – 4.7% 170.5 nm - 28.3% 25.2 nm - 67% +3.0 ± 0.1 AmB-GCPQ after centrifugation AmB (1 mg mL-1) GCPQ (5 mg mL-1) Transparent yellow 216 nm - 40.9% 34.7 nm – 59.6% +3.0 ± 0.1 AMBd (AmB-desoxycholate) AmB (1 mg mL-1) Sodium deoxycholate (0.82 mg mL-1) Translucent orange 759.9 nm – 96.2% 182.5 nm – 3.8% -27.7 ± 5.8
Start Date End Date Total: w/ Insurance Jan 17th Feb 16th 103.70 128.70 Feb 17th Mar 12th 2018 85.80 110.80 Feb 17th Mar 12th 2017 85.70 110.70 Mar 13th Mar 16th 300.50 325.79 Mar 17th Apr 16 282.65 307.65 Apr 17th May 16 264.80 289.80 May 17th June 16th 246.90 271.90 June 17th July 16th 229.00 254.00 July 17th Aug 16th 211.10 236.10 Aug 17th Sep 16th 193.20 218.20 Sep 17th Oct 16th 175.30 200.30 Oct 17th Nov 16th 157.40 182.40 Nov 17th Dec 16th 139.50 164.50 Dec 17th Jan 16th 121.60 146.60
SUPREME COURT CASE STUDIES PowerPoint presentations In the next twelve weeks we will be completing individual PowerPoints on 24 Supreme Court Cases. These are the cases that are important for you to know for Civics next year. Requirements: Each case must have a title and what is being challenged Provide a Court case Study (ex. Marbury v. Madison is Supreme court case Study 1) Must provide some background of the case What was the Constitutional issue Supreme Court Decision Also answer the following questions that go with each case. Reynolds v. Sims, 1964 (Court Case study 38) What did the Court reject Alabama’s comparison of its system to that of the United States Senate? In what ways is the “one person, one vote” principle a victory for democracy? Roe v. Wade, 1973 (Court Case Study 48) In what way did the court break new ground in its ruling in the Roe case? Where did Justice Rehquist stand on the rights to abortion? Korematsu v. United States, 1944 (Court Case study 24) On what constitutional basis did the Supreme Court deny Korematsu’s appeal? United States v. Nixon, 1974 (Court Case Study 49) Do you agree or disagree with the Court’s decision that a president must reveal material that he has recorded for his own use if it is needed as evidence in a criminal trial? Explain Regents of the University of California v. Bakke, 1978 (Supreme Court Case study 51) What did the Court suggest as a way for the university to use as racal criteria and not violate the Constitution?
252—Costs In cases having no special or unusual features, or when the estate is comparatively small, details of the amount sought for costs should be made available on the hearing of the application to enable the fixing of a lump sum without adjudication. Division 2—Criminal Assets Confiscation Act 2005 and Proceeds of Crime Act 2002 (Cth) [no supplementary rules] Division 3—Family Relationships Act 1975 [no supplementary rules] Division 4—Inheritance (Family Provision) Act 1972 253—Notice of action Notice of action under rule 314(4) of the Rules is to be in form 57. Division 5—Native Title (South Australia) Act 1994 [no supplementary rules] Part 3—Statutory appeals against administrative decisions 254—Notice of appeal (1) A notice of appeal from an administrative decision under an enactment under rule 320(1) of the Rules is to be in form 58. (2) An appeal under section 92 of the Taxation Administration Act 1996 is to name as the respondent the Commissioner of State Taxation. 255—Statement of facts, issues and contentions (1) A statement of facts, issues and contentions under rule 320(3) of the Rules is to be in form 59. (2) Unless the Court otherwise directs, the statement of facts, issues and contentions is not to exceed 15 pages. (3) Part 1 is to— (a) be brief; (b) identify succinctly the subject matter of the decision subject to appeal; (b) identify succinctly the decision subject to appeal; (c) identify succinctly the essential facts, if any, relied on that were not accepted by the decision maker in making the decision the subject of the appeal, taking into account the fact that documents annexed to the statement may be expected to address the underlying facts. (4) Part 2 is to— (a) be brief;
In case of violation of any of these directions or failure of the rehabilitation and reclamation process to make satisfactory progress, this Court would consider closure of the mining activities which are hereby permitted by this Court. In case of any such failure, the C.E.C. may file a report as and when required. The State would revoke all licenses in respect for major minerals both in Faridabad and Gurgaon districts. All I.A.s, writ petitions and contempt petitions relating to minor minerals are disposed of. Consequently, all applications for intervention and impleadment are also disposed of. List the Construction matters on 11.12.2009. ..................CJI (K.G. BALAKRISHNAN) ...................J. (S.H. KAPADIA) ...................J. (AFTAB ALAM) NEW DELHI; 8TH OCTOBER, 2009 Case 12 REPORTABLE IN THE SUPREME COURT OF INDIA CIVIL ORIGINAL JURISDICTION I.A. NOS.2609-2610 OF 2009 IN WRIT PETITION (CIVIL) NO.202 OF 1995 IN RE.: CONSTRUCTION OF PARK AT NOIDA NEAR OKHLA BIRD SANCTUARY
FORM 1 Rule 102.02(1)(d) FDN [computer generated] IN THE SUPREME [DISTRICT] COURT SOUTH AUSTRALIA No of BETWEEN [Name] [and Another / Others], [Nature of Party / Parties] and [Name] [and Another / Others], [Nature of Party / Parties] [Document type, e.g. Inter Partes Summons, Third Party Notice, etc.] Filed on behalf of the [Nature of Party / Parties], [Name(s)] by [Solicitor] [OR] Filed by [Nature of Party / Parties] [Name(s)] [Address] [Mandatory Field] [Telephone] [Mobile] [Facsimile] [DX Box] [Email] ['L' Code] [‘P’ Code] Settled by: Date and time of filing or transmission: [Computer generated if filed electronically]
2. [Other specific directions or orders] Application made pursuant to Section [No.] of the [Act] [or] Rule [No.] of the [Court] Rules. You will be notified separately of the time and place of the hearing of the application. [Signed] ………………………………………..….. [Solicitor for the [Nature of Party / Parties]] [OR] [Name(s)],[Nature of the Party / Parties] NOTE : If this document is filed electronically, the initials and name(s) of the issuing Solicitor or Party/Parties should be typed in, in lieu of a signature. FORM 18 Rule 55.06 NOTICE FOR SPECIFIC DIRECTIONS To the [Nature of Party / Parties][Name(s)]. The [Nature of Party/Parties][Name(s)] intend/s to apply to the court for specific directions in this action as follows:-
(5) The application is to be accompanied by two copies of the proposed warrant. (6) The application may be heard without notice. 49—Warrant (1) On hearing an application under rule 48, the Judge may, if satisfied of the matters required by clause 9 of Schedule 2 to the Act, issue a warrant for the arrest of the defendant. (2) A warrant of arrest issued under clause 9 of Schedule 2 to the Act is to contain the following endorsements— Note 1— If a person is apprehended under this warrant, he or she must be brought, as soon as practicable, before a Judge of the Supreme Court and the Judge may— (a) admit the person to bail, with such security as the Judge thinks fit, on such conditions as he or she thinks necessary to ensure the appearance of the person as a witness before the examiner; or (b) order the continued detention of the person for the purposes of ensuring his or her appearance as such a witness; or (c) order the release of the person. Note 2— If a person is under detention under clause 9 of Schedule 2 to the Independent Commissioner Against Corruption Act 2012, he or she must, within 14 calendar days after he or she was brought, or last brought, before a Judge of the Supreme Court in accordance with that clause, or within such shorter or longer time as a Judge has fixed upon the last previous appearance of the person before a Judge under that clause, be again brought before a Judge.” 50—Application to set aside warrant (1) The defendant may apply to set aside a warrant issued under rule 49 by interlocutory application in the proceeding instituted under rule 48. (2) The application is to be supported by an affidavit verifying the facts relied upon to set aside the warrant. (3) Unless the Judge otherwise directs, any such application may be made without the defendant surrendering under the warrant. Chapter 7—Enforcement applications Part 1—Introduction 51—Interpretation In this Chapter – Commissioner means the Independent Commissioner Against Corruption; and
[29] (2000) 16 BCL 288, 296-7; , [54]. [30] Pavey & Matthews ; , 256. [31] Ibid. Priestley and Handley JJA agreed with Mason P. [32] Kane Constructions Pty Ltd v Sopov (No 2) , [26] (citations omitted). [33] Ibid [28]. [34] Iezzi Constructions , 362. [35] Ibid 370. [36] Trimis v Mina (2000) 16 BCL 288, 295; , [47], [50]. [37] By reason of provisions of the (NSW). [38] Citing McDonald ; , 477. [39] Trimis v Mina (2000) 16 BCL 288, 296; , [55]. [40] Ibid 297-8 ([60], [64]). Mason P referred to the earlier decision of the New South Wales Court of Appeal in Update Constructions Pty Ltd v Rozelle Childcare Centre Ltd , which in turn relied on the early High Court decision in Liebe v Molloy ; [41] Renard , 278; Iezzi Constructions , 357, 362, 370; Brenner v First Artists’ Management Pty Ltd , 263; Pavey & Matthews ; , 252. [42] Kane Constructions Pty Ltd v Sopov (2006) 22 BCL 92, 148; [867]; Pavey & Matthews ; , 263-4. [43] , 278. [44] Kane Constructions Pty Ltd v Sopov (2006) 22 BCL 92, 111-2; [610]. [45] Ibid 112 ([611]). [46] See also Brooks Robinson , 409. [47] Kane Constructions Pty Ltd v Sopov (2006) 22 BCL 92, 150, 151-2; [868], [876], [878]. [48] Ibid 151 ([873]). [49] D Cremean, M Whitten, B Shnookal, Brooking on Building Contracts (4th ed, 2004) [8.6]; S Furst and V Ramsay, Keating on Construction Contracts (18th ed, 2006) 4-020; Renard ; ABB
In 2006, the Tohono O’odham Nation filed a complaint against the United States in the U.S. District Court for the District of Columbia, alleging that the United States had breached certain fiduciary duties in connection with its management of the Nation’s trust assets. One day later, it filed a similar complaint against the United States in the CFC. In March 2009, a three-judge panel on the U.S. Court of Appeals for the Federal Circuit reversed the CFC’s dismissal of the case, concluding “that the Nation’s complaint in the Court of Federal Claims seeks relief that is different from the relief sought in its earlier-filed district court action." On April 19, 2010, the U.S. Supreme Court accepted the case for review. Question presented:Whether 28 U.S.C. § 1500 — which precludes jurisdiction by the Court of Federal Claims (CFC) over ”any claim for or in respect to which the plaintiff has any suit or process against the United States” or its agents “pending in any other court” – deprives the CFC of jurisdiction over a claim seeking monetary relief for the government’s alleged violation of fiduciary obligations if the plaintiff has another suit pending in federal district court based on substantially the same operative facts, especially when the plaintiff seeks monetary relief or other overlapping relief in the two suits.
Context: Progressive era 1900-1919. Guinn v United States (1915) - ? Ruling The grandfather clauses in the Maryland and Oklahoma constitutions were repugnant to the Fifteenth Amendment and therefore null and void. The constitutions had said that if one could prove that their Grandfather had voted, the person in question did not have to do a literacy test. P.63 covers the context of Guinn vs. U.S. Justices Era of the White Court started in 1910 (progressive wing of the court) Context: Interwar period 1919-1945 p.99 for the context and p.115 for the racial views of the justices on the Court in this era, Nixon v Herndon (1927) – 9-0 Ruling Struck down a 1923 Texas law forbidding blacks from voting in the Texas Democratic Party primary. Justices Taft Court (1932) – 7-2 Ruling It reversed the convictions of nine young black men for allegedly raping two white women on a freight train near Scottsboro, Alabama. The majority of the Court reasoned that the right to retain and be represented by a lawyer was fundamental to a fair trial and that at least in some circumstances, the trial judge must inform a defendant of this right. P.123 in Klarman. Justices Gaines vs. Canada (1935) Ruling Missouri could not satisfy its obligation to provide equal protection by sending an African American resident to an out-of-state law school and that Lionel Gaines must thus be admitted to the all-white University of Missouri School of Law. This case was the beginning of the NAACP Legal Defense Fund’s effort to chip away at the doctrine. Justices Context – impact of WWII on American society p.173 for WWII then p.186 has information on the impact of the Cold War p.193 for justices on the court in this era Shelley v. Kraemer (1948) – 6-0 Ruling Courts could not enforce racial covenants on real estate. Justices Sweatt v. Painter (1950) – 9-0 Ruling the Court struck down segregation of African American students in law and graduate schools. (Separate but equal grounds) Justices Vinson court - ideological battle between the judicial restraint of Justice Felix Frankfurter and the civil rights activism of Justices William o. Douglas and Hugo Black. Context: Civil Rights Movement Brown vs. Board of Education (1954) – 9-0
2017-2018 Supreme Team August 17-20 Wisconsin 21-22 Scottish Rite Biennial – Washington, DC 25 Missoula, MT 26 Great Falls, MT 27 Billings, MT September 8-10 Nevada – Reno 11-13 Manitoba 15-17 Missouri, Lincoln Truman HIKE, ASG Reception 22-24 British Columbia, International Days 26-28 Minnesota 29 SOOB Supreme Session – Bloomington, MN October 6-8 Leadership – Anaheim, CA 11-24 Brazil November 3-5 Ohio 10-12 Wyoming 17-19 Alberta 24-26 Virginia 27-30 Delaware December 1-3 Maryland January 5-7 Pennsylvania 18-22 New Mexico 26-28 Arizona February 2-4 Colorado 9-11 Oklahoma 12-14 Kentucky 15-17 Indiana 18-20 Conference of Grand Masters – Indianapolis, IN 23-25 Idaho Tentative Travel Schedule March 2-4 Nevada – Las Vegas 4-7 Mid Year Board of Trustees 9-11 Michigan – Multistate 16-18 Utah, SG Reception 23-25 Oregon April 2-14 Queensland 20-22 Illinois 27-29 Kansas May 1-3 Florida 4-6 Nebraska, Mid America HIKE June 6-9 South Dakota 21-24 DeMolay International – Washington, DC 25-28 Daughters of the Nile – Cincinnati, OH 28-July 1 Washington July 23-29 Supreme Session – Layton, UT TBD List United States: Alaska, California Canada: Ontario, Saskatchewan Philippines MIJD Reception SBHQ Reception
1:00 Welcome & Introductions 1:15 Overview – Supervisor Skills that Support Worker Retention 1:45 Video: Task Assistance Discussion/Application of Skills – Task Assistance 2:30 Break 2:45 Video: Social and Emotional Support Discussion/Application of Skills – Social and Emotional Support 3:30 Video: Interpersonal Interaction Discussion/Application of Skills – Interpersonal Interaction 4:00 Implementation Planning for Use of Skills Wrap-up Evaluation 4:30 Adjourn LEARNING OBJECTIVES As a result of this training, participants will be able to: List supervisory skills linked to workforce outcomes – task assistance, social and emotional support and interpersonal interaction. List two or more situations in which each skill may be used. Demonstrate use of the skills. List two or more situations in which the skills might be used in supervision of staff. Trainer: Supervisor Skills that Influence Retention
SAMPLE SKILL IMPLEMENTATION PLAN Task Assistance Behavior Monday Tuesday Wednesday Thursday Friday Provide assistance with tasks Example: Offer to assist S. with documentation by reviewing a form with her in supervision . Went over Form XYZ and helped S. fill it in for the B. family. Reviewed a list of community mental health resources and discussed referral process. Offer work-related advice and instruction Example: Explain how S. can fill out case document forms Explained how to fill in Section C. of Form XYZ and offered to go through it on a specific family on S’s caseload. Suggested that S. follow up with the B. family to be sure they understand the outcome of the case planning conference Coach workers Examples: Role play an interaction with a family member with S. taking on the family member’s role; co-facilitate a case planning conference with S. Played the role of a CASA worker with S. so she can gain comfort in interacting with the worker Attended the B. family’s case planning conference and with S. Support training and learning Examples: Review a training S. has attended; discuss an upcoming training Briefly reviewed the recent Fatherhood training and S’s understanding of her role with a father. Suggested S. attend upcoming FGDM training
Step 2: State System Safeguards Complete district information. Indicate types of campuses (i.e., elementary, secondary, etc.) and number of campuses within each category. Indicate number of campuses within each type which “Met System Safeguard Indicators” for Performance Rates, Participation Rates, and Graduation Rate. When needed, use “NA” to indicate not applicable. State System Safeguards Performance Rates Participation Rates Graduation Rates # Indicators Met # Indicators Missed # Indicators Met # Indicators Missed # Indicators Met # Indicators Missed District Campus Type Number EX. HS 5 29 1 26 1 60 0 Superintendent Comments: Step 3: Summary of Current Year Results. Post district State Assessment results below. The data can be found on page 2 and 3 of the Texas Academic Performance Report. The column to the right of the percentage should be used to indicate direction of rates comparing 2016 to 2015. For an increase in percentage, mark a “+”. For a decrease in percentage, mark a “-“. For a neutral, mark a “/”. When needed, use “NA” to indicate not applicable. STAAR Percent at Phase-in Satisfactory or Above African American* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* EXAMPLE 88% + 84% / 79% - 93% + 78% - 93% + All Subjects Reading Mathematics Writing Science Social Studies *State Accountability student group for state assessment (if group size meets minimum requirements) Superintendent Comments: STAAR Percent at African American* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL*
Grade Level or Above All Grades EXAMPLE 88% + 84% / 79% - 93% + 78% - 93% + All Subjects Reading Mathematics Writing Science Social Studies *State Accountability student group for state assessment (if group size meets minimum requirements) Superintendent Comments: STAAR Percent at Masters Grade Level or Above All Grades African American* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* EXAMPLE 88% + 84% / 79% - 93% + 78% - 93% + All Subjects Reading Mathematics Writing Science Social Studies *State Accountability student group for state assessment (if group size meets minimum requirements) Superintendent Comments: STAAR Percent at Met or Exceeded Progress All Grades African American* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* EXAMPLE 88% + 84% / 79% - 93% + 78% - 93% + All Subjects Reading Mathematics Writing Science Social Studies *State Accountability student group for state assessment (if group size meets minimum requirements) Superintendent Comments: B. Post district Graduation Rates below. The data can be found on page 10 of the Texas Academic Performance Report. District
Graduation: 4-Year Longitudinal Rate Class of 2016 District* African American* Hispanic* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* Graduated Received GED Continued HS *State Accountability student group for Graduation (if group size meets minimum size requirements) Graduation: 5-Year Extended Longitudinal Rate Class of 2015 District* African American* Hispanic* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* Graduated Received GED Continued HS *State Accountability student group for Graduation (if group size meets minimum size requirements) Superintendent Comments: C. Post district Dropout Rates below. The data can be found on page 10 of the Texas Academic Performance Report. Annual Dropout Rate District* African American* Hispanic* White* American Indian* Asian* Pacific Islander* Two or More Races* Special Ed* Econ Disadv* ELL* Grade 7-8 Grade 9-12 *State Accountability student group for dropout rate (if group size meets minimum requirements) Superintendent Comments: Step 4: Strengths and Areas of Need Using the student performance data summarized in Steps 1-3 above, the superintendent and board should identify strengths and areas that may need to be addressed. Strengths in district student performance:
Thursday, April 12th Student presentations Tuesday, April 17th Student presentations Thursday, April 19th Police Unions: Guest Speaker Sean Smoot (Abt and Winship) Sean Smoot, Director and Chief Counsel for the Police Benevolent and Protective Association, will discuss the role of unions in addressing today’s policing challenges. Stephen Rushin, Police Union Contracts Catherine Fisk and Song Richardson, Police Unions Tuesday, April 24th Student presentations – if necessary Thursday, April 26th Student presentations – if necessary
Day Tel: Evening Tel: Mobile Tel: Email: National Insurance No: Do you hold a current valid driving licence? YES / NO (Please delete as appropriate) Are you a car owner or do you have access to a form of transport which will enable you to carry out the duties of this post? YES / NO (Please delete as appropriate) Have you ever been convicted of a criminal offence? [Exclude convictions which are spent under the Rehabilitation of Offenders (NI Order 1978)] YES / NO (Please delete as appropriate) QUALIFICATIONS AND TRAINING Type of Exam (GCSE, NVQ, A Level, Degree etc.) Subject Grade / Result [Please attach additional sheet if required] EMPLOYMENT HISTORY Present employer Dates of Employment: Name & Address of Employer Job Title and summary of main duties and responsibilities Reasons for leaving From: To:
D’haeze et al. (2005) Đắk Lắk 1980-2000 - R H X X ~-1.8 - ▼ ▼ ? Dien et al. (2013) Lâm Đồng 1990-2010 - P H X X ~-1.6 ~10 X ▼ ♦ ▲ ▲ ▼ ? ▼ ▼ ▲ Meyfroidt et al. (2013) DL, DN, LD, BP2 1985-2009 - R H X X ~-0.8 ~all (X) ▼ ▼ ? ▼ ? ▼ ▼ ♦? ▼ ▲? ▼ ▼ Heinimann (2006) Mekong WS 1993-1997 - R H X X ~-0.7 ? Leinenkugel et al. (2015) Mekong WS 2001-2011 - R H X ~-1.0 ? Southeast Region Grogan et al. (2015) BP, TN, BD ⌠2 2000-2012 - R M X X ~-2.5 ~2.1 ▼ ▲ ▲ ▼ ? ▼ ? Mekong River Delta Tanaka (2001) An / ~1980-2000 - R L (X) (X) (♦) ? ▼ ▲? ▲ ▲ ▲ Heinimann (2006) Mekong Delta 1993-1997 - R X ? ? Leinenkugel et al. (2015) Mekong Delta 2001-2011 - R X ? ? Footnotes: ⌠1 There are three publications on the two villages Cham B and Diet: Sikor & Nguyen (2007), Tran & Sikor (2006) and Sikor & Tran (2007) ⌠2 DL = Đắk Lắk, DN = Đắk Nông, LD = Lâm Đồng, BP = Bình Phước, TN= Tây Ninh, BD = Bình Dương
Supporting SLCN Trainer Handbook This training pack can be used as stand alone training for schools Tutor information What is this training? 4 sessions of training developed by the Communication Trust for practitioners to deliver to schools. Session 1 is focused on basic information and identification of children with SLCN, with some basic quick win strategies for the classroom Session 2 and 3 are simple strategies schools can use to support children with SLCN, focused around listening and vocabulary development Session 4 is focused around parents, families and children and next steps How the training came about The Communication Trust was funded by the DfE in 2017 – 2018 to work with a number of Primary schools that were part of Multiple Academy Trusts. The aim was to support schools to identify and support children with SLCN and signpost schools to resources that would support this process. Training sessions were designed to specifically address the needs of each individual academy, based on an initial audit with senior leaders This training pack is an outcome of the project, sharing some of the most common areas of need identified by the schools involved, with the aim of providing materials to support local practitioners to cascade the training. Aim of the Training: to build staff confidence to identify and support children with speech, language and communication needs The training should be viewed very much as a starting point for schools, to encourage them to identify children with SLCN and to have some simple quick win strategies they can try out in the classroom. School leadership It is strongly suggested that when working with schools, a clear communication lead / project lead is identified.
Quick Wins Slides 23 – 28 quick wins Slide 24 – activity for active listening. Read out the poem and ask groups of teachers to focus in on one particular aspect. See poem for examples. Gap task, evaluation and next steps slides 29-33 try a strategy for listening evaluation – what do we know, what do we do Summary – Session 3 preparation – ask teachers to bring fiction and non-fiction books from their classrooms Session 3 Strategies – Focus on Vocabulary Content Information and Resources Review of gap tasks Revisiting baselines Aims Slides 1-9 Slides 4 – 6: it helps to share specific feedback about the previous session Where this is needed, you will see this “PERSONALISE” note Examples are given of what to include Slides 7-8: it helps to share feedback of baseline strategies used Include on these pages if you decide to include this information – examples are given
110 INTRODUCTION TO SURGICAL TECHNOLOGY TENTATIVE SYLLABUS BASED UPON AVAILABILITY OF GUEST LECTURERS LEARNING AIDS WEEKLY COURSE OBJECTIVES WEEK # TOPICS RESOURCES 1 Introduction to program, program policies and procedures Scope of Surgical Technology Practice AB- Infection Control (Mandatory) Healthcare Organizations and Management Physical Environment RESOURCES Surgical Technology Student Handbook 110 Course and content outlines, syllabus TEXT AST CH. #1 Gylys Chapter 1 Intro & Anatomical terminology HOMEWORK #1- TERMS (ST Workbook #1, Key Terms) -Medical Terminology – Gylys - Chapter 1 Intro & Anatomical terminology (disc Activities – Suffixes/Prefixes – all 3 activities – print and turn in with HW) MOODLE Homework #1 + #2 Medication Cards 2 Introduction to Computers and Their Role in the OR Class will be held in Computer Lab Informational Technology Skills and Moodle training RESOURCES: AST CH. #6 (104-111) Gylys Chapter 2 Body Structures HOMEWORK #2 Med Term - Gylys- Chapter 2 Body Structures (Disc – Activities - Tag the Elements, Spotlight the Elements and Build Medical Words – all 3 activities – print and turn in with HW) Technological Sciences Terminology Definitions - MOODLE Medication Cards
6 Biopsychosocial needs of the patient Maslow’s Hierarchy of Needs Special populations RESOURCES TEXT AST CH. #3 AST CH. #4 (57-73) Gylys Chapter 6 – Blood, Lymphatic, Immune systems HOMEWORK #6 Work on Group Presentations (Patient Care Concepts) TERMS, MATCHING (ST Workbook Chap 3) Med Term - Gylys- Chapter 6 Blood, Lymphatic, Immune systems (Activities - Tag the Elements, Spotlight the Elements and Build Medical Words – all 3 activities – print and turn in with HW) 7 Patient care concepts Physical health →Student Group Presentations Special Patient Populations PACU/ Discharge Planning Death and Dying The Nursing Process RESOURCES AST CH. #4 and #14 (394-413) Gylys- Chapter 7 Digestive system HOMEWORK #7 Med Term - Gylys- Chapter 7 Digestive system (Activities - Tag the Elements, Spotlight the Elements and Build Medical Words – all 3 activities – print and turn in with HW) Medication Cards
Ameen Oh Allah please accept our dua. Tafsir Why is all worship for Allah? He created us. We praise the mountains, the seas, and the flowers. But never once do we praise the one who has created them. So basically anyone who is praising anything in the world is in a way praising Allah. Why His praise? Many people forget Allah because of their wealth. They forget who gave them this wealth. They forget who created them. He granted us with peace. What if he didn’t give us the capability of using our senses. That’s why we should praise Allah. He did not only create us. He created everything. What do we do? We always forget Allah. Despite all of our ungratefulness he is still merciful. Allah loves us more than 70 mothers. Allah has given us so much and still we disobey him. He still forgives us. He will decide who will go to Jannah or Jahannum. Man is ignorant. Man does not know someone’s intention. Allah will make his decisions based on everyones intention. it shows deep love. Love without any meanness. Only You. How many times have we written dearest to people? And how many times have we ever said that for Allah even thought He is the one who has given us everything. For instance if we ask someone for something. Then next day again we go ask them again. They will say you are here again asking for something else. They embarrass us. Allah never does that. Many people do a favour for you but then make sure that you never forget that they did something for you. We are constantly praying for worldly things. How many times have we actually prayed for the straight path. If we have an exam we pray day and night to pass that exam. But remember there is a much bigger test coming up – Qayamah. Us people don’t pray for things that we should pray for, we pray for things that we want. Before we start reading the quran we read This is also called Ta’awuz. Why is this necessary? To get protection from Allah To be in Allahs mercy So that we can understand the Quran the correct way.
18 Cost of cultivation (Rs) 15000.00 19 Increase in Production (kg/acre) 230 20 Increase in farmer’s income (Rs/acre) 3243.00 21 Benefit of Use of SHC (in term of improve N:P:K, increase in production and farmer income and improvement in soil health(increase OC, lowering salt content (EC), improvement in soil pH (in case acid and salt affected soils), increase in earth worms etc. INCREASE IN PRODUCTION AND INCOME 22 Photograph to be enclosed (Mandatory)
Does the child/young person have any therapy or rehabilitation goals or activities that need to be incorporated in the timetable or class based activities? Support plan: Points to consider: Which staff need to know about these support strategies? How can this plan be recorded, shared and be accessible for staff? Will there be a period of observation, trial and feedback? How will the staff and the child/young person identify what is working and what needs changing and updating? When will this be reviewed and updated? If the child/young person is able to reflect on what helps them, and when they have had time to try out some different strategies and approaches, consider creating a ‘My support plan’ with the child. Date plan agreed: Review date agreed:
Surds: Rationalising the Denominator (2) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Surds: Rationalising the Denominator (2) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Surds: Rationalising the Denominator (2) ANSWERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Surds: Rationalising the Denominator (2) ANSWERS
K.R.Suresh Nair, Indo Canada Interactive Workshop, only invitee from Industry in India, DRDO, 1st March 2011. K.R.Suresh Nair, “ New Technologies and applications”, IEEE Continuing Education Congress, Toc-H Institute of Science and Technology, 2011. K.R.Suresh Nair, “A few proposed applications of Photonic Crystal Fiber”, Indo Japan Conference, CGCRI, Kolkatta, 2011. K.R.Suresh Nair, “FTTH In India”, Asia Pacific FTTH Conference, Dhaka, Bangladesh, Dec 2012. KR Suresh Nair, “Intellectual Property Rights: Some aspects”, Christ College, IPR Workshop, Irinjalakkuda, 5th Dec.2012. KR Suresh Nair, “Conference on national Policy on Electronics”, EFY Expo, New Delhi, 22nd Feb 2013. K.R. Suresh Nair, “Photonics Technologies for Defence and Security”, NPOL, 27th Feb 2013. K.R.Suresh Nair,” Recent trends and Enabling Technologies in RF & Microwaves”, national Seminar on Current Advances in RF and VLSI Engineering, 1st march.2013. K.R.Suresh Nair, “Photonics for Better Life”, Annual Photonics Conference, ISP, CUSAT, 27th February,2013. K.R.Suresh Nair, “Mind to Market”, Rajagiri School of Science and Technology, 6th April,2013. K.R.Suresh Nair, “Medical Electronics”, Albertian Institute of Science and Technology, 6th May 2013. K.R.Suresh Nair, “Recent trends in RF & Microwaves’, Model Engineering College, 20th May 2013. K.R.Suresh Nair, “Intellectual property and concepts”, Amal Jyoti College of Engineering, Kanjirappally, 24th may, 2013. K.R.Suresh Nair, Keynote address, “Latest innovations in RF & VLSI Engineering”, SCMS School of Engineering and Technology, 26th July 2013. KR Suresh Nair, “IT and Applications” Rajagiri School of Engg and technology, 31st July, 2013.
The persons whose signatures appear below hereby certify that they are authorized to execute this surety bond on behalf of the Principal and Surety(ies) and that the wording of this surety bond satisfies the requirements of paragraph 391-3-11-.05 of the Rules of the Georgia Department of Natural Resources, Environmental Protection Division as such regulations were constituted on the date this bond was executed. PRINCIPAL [Signature(s)] [Type Name(s)] [Corporate Seal] [Type Title(s)] Corporate Seal Bond premium: $ CORPORATE SURETY(IES) [For every co-surety, provide the following] [Name and address] State of incorporation: Liability Limit: $ [Signature(s)] [Type Name(s)] [Type Title(s)] [Agent's Signature] [Corporate Seal] [As applicable, Surety Bond should have attached Power of Attorney and Certificate of Authority of Attorney(ies)-In-Fact.]
Sustainable Natural Resource Use in Arctic and High Mountainous Areas SUNRAISE – SURE Summer School URBAN + MOUNTAINS 7th – 14th of July 2019 Salzburg, Austria By the University of Salzburg, Austria, in cooperation with the Society for Urban Ecology (SURE) The Summer School is organized under the Erasmus+ projects «Systems for Monitoring and Responses to Early Warnings» The Summer School is organized by University of Salzburg (Austria) and the Society for Urban Ecology (SURE) in cooperation with Austrian an international partners. It is designed to explore and find solutions for human and environmental challenges, with the Alps, which are the Europe´s highest mountain system, set as the case study area.
Erin Martin (Dr. Meredith Allison) Student Perceptions of Sex Offender Registries: A Cross-Cultural Comparison Sabina Bains (Dr. Kirsten Doehler) NCAA Outdoor Track Distance Running Trends Alexandra N. Horowitz (Dr. Laura Taylor) Statistical Analysis of the Statistical Analysis of SURF Projects Poster Session II 3:30pm - 5:30pm; Authors Present 4:00 pm – 5:30pm The Great Hall, Global Commons
force Unemployment rate 4.0% 4.0% 4.0% 4.0% Total no. of additional jobs needed 2,060 1,946 1,971 1,587 7,564 No of additional jobs needed in Surf Coast Shire 40% containment 824 778 788 635 3,025 Jobs The table identifies over 3,000 additional jobs will need to be created within Surf Coast Shire by 2031 based on population projections. This figure assumes 60% of people who live in Surf Coast Shire will work in other areas such as Geelong, Melbourne, Golden Plains Shire and other areas.