zilongwang/ReadingBank huggingface dataset:
ADJUTANT GENERAL’S DEPARTMENT Notice of Vacancies State Positions January 12, 2017 Job Req. Number Who can Apply Working Title and link to State Notice of Vacancy for information. Department/ Location Closing Date 185317 Public Web/SharePoint Developer Topeka JFHQ-J6 Until filled 183965 Public Industrial Mechanical Repair Technician** Topeka CFMO Until filled 185269 Filling 2 Positions Public Resource Protection Officer** 190th Security Topeka, KS Until filled 185532 Public Drafting/GIS Technician (ET Sr) Wichita, KS 184th Engineering January 14, 2017 185531 Public Industrial Mech Repair Tech Fort Riley, KS CFMO January 14, 2017 185526 Public Physical Plant Supervisor I Topeka, KS CFMO January 15, 2017 185238 Public General Maintenance & Repair Tech** 184th, Engineering Wichita, KS January 16, 2017 185237 Public Public Assistance Officer ** Emergency Management, Topeka, KS January 23, 2017
Front Reverse Assembly Instructions: Carefully fold this page in half vertically down the centre line This should align “Front” & “Reverse” sides, then glue the halves back to back Cut out the “Tag” shape along the RED dotted outlines indicated on the “Front” side Laminate & trim to size with a clear 2 mm border Securely fasten an 8mm (ID) brass eyelet and washer where indicated. Website link to this SOP document:
THAMES AUDIT GROUP CLINICAL BIOCHEMISTRY AUDIT GROUP Chairperson: Treasurer: Secretary: Peter West Ms Helen Aitkenhead Ms Dawn Grenshaw Chemical Pathology Chemical Pathology Blood Sciences North Middlesex Hospital Great Ormond Street Hospital WexhamParkHospital Edmonton Great Ormond Street Wexham Street London N18 1QX London WC1N 3JH Slough SL2 4HL PROGRAMME FOR THE AUDIT MEETING ON POCT Services & Accreditation Status Friday 28th April 2017 **REVISED TIME SCHEDULE** Weston House* Lecture Theatre, Great Ormond St Hospital for Children, Great Ormond St, London, WC1N 3JH 2:30 pm Welcome and introduction Peter West (Chair TAG) 2:35 pm Regional Audit on POCT Services and Accreditation Dr Nikola Costa, Senior Clinical Scientist, Great Ormond Street Children’s Hospital 3:00 pm POCT Service Management and Challenges – A GOSH perspective Evylyne Sena & Lauren Chesterton, POCT Manager & Associate 3:30 pm Tea break 3:55 pm POCT Competency Management and Training Natalie Vaughan,London North West Healthcare NHS Trust 4:25 pm Achieving ISO Accreditation – The Harrogate Experience -Dr Sarah Glover, POCT Clinical Lead, Harrogate and District NHS Foundation Trust 4.55 pm Standard setting / discussion Dr Nikola Costa 5:10 pm Feedback: Chronic Kidney Disease audit Peter West, Chair TAG / closing remarks IBMS CPD applied for. RCPath CPD: Participants may self accredit for attendance at regional and local meetings at a rate of 1 CPD credit per hour (whole hours only) in their online CPD Portfolio. This meeting is open to all and free of charge to attend but please register via the following link if you wish to attend:
Permit conditions Definitions In this permit: “You” refers to anyone working under this permit listed as a permittee or designee above. “Eligible equipment” is customer-owned water-related equipment that is a watercraft, dock or lift that you remove from Lake Minnetonka (DNR Division of Waters number 27-0133). Eligible equipment must have a place to attach a tag as required by the permit. Equipment owned or used by your businesses, or types of water-related equipment not listed here, are not eligible for this pilot project (without prior approval from the DNR). Equipment that has been transported away from a Lake Minnetonka access without being tagged is no longer eligible equipment. “Enrolling” equipment refers to the process of tagging eligible equipment and using a mobile application or a DNR watercraft inspector to document that the equipment has been tagged and to provide additional information about that equipment to the DNR. Equipment must be enrolled at an access of Lake Minnetonka. “Enrolled equipment” is eligible equipment that has been tagged and that may be handled according to this permit. Scope This permit allows you to return eligible equipment to Lake Minnetonka with zebra mussels attached after the equipment has been serviced, repaired or seasonally stored. Required actions The business owner or manager must successfully complete DNR pilot project training and ensure that any designees listed on this permit have been trained either by DNR or the lake service provider permittee to follow all pilot study requirements and protocols. You must transport enrolled equipment with zebra mussels attached directly from Lake Minnetonka to an address specified on this permit when you are removing the equipment from the lake. When you are returning the equipment to the lake, you must transport the equipment from an address on this permit directly to Lake Minnetonka. If you have more than one business location listed on this permit, you may transport enrolled equipment between those addresses. You may not transport any enrolled equipment with attached zebra mussels to a water body other than Lake Minnetonka. You must use tags, mobile applications or documentation required by DNR for the pilot project. You must tag, mark, and/or enroll in a smartphone or tablet application all eligible equipment in accordance with this permit. In the case of docks or other equipment that may be in more than one section, only one section must be tagged but all sections must be stored and transported with the tagged section at all times.
Upscale Moms Tagging Service Accepted Clothing Brand List *Please note that this is not a complete list, but only the most common clothing brands. Other brands may be included, but not listed, in the accepted items list. Please ask your tagger if you have a brand you feel should be included in the list. Please also check the "Accepted Items" link on our website for rule on non-clothing items. Accepted Abercrombie Adidas Aeropostale American Eagle AmericanGirl Armani Junior BabyLulu Bebe Bebemonde Billabong Boden Burberry Calvin Klein Charlotte Russe Columbia Converse Crewcut/J.Crew Crocs Ecko Express Gap Gap Giggle Moon Gymboree Hanna Anderson Hollister Hunter Hurley J. Crew Juicy Couture Justice Kate Mack Land's End Kids Laura Ashley Lelli Kelly Levi's Lilly Pulitzer LL Bean Matilda Jane MiniBoden Milly Minis Moncler Mulberribush Mulberry Street Naartjie Nautica Nike Northface Oh Baby! Oilily Ooh La La Pediped Peek Persnickety Polarn O. Pyret Polo Pottery Barn Primigi Puma Ralph Lauren Remember Nguyen Robeez See Kai Run Silver Skechers Sperry Stella McCartney Kids Steve Madden Tea Collection The North Face Three Little Monkeys Timberland Tommy Hilfiger Toms Tucker & Tate Uggs Umi Under Armor Volcom Not Accepted Old Navy Crazy 8 The Children's Place any clothing from Target Carter's any clothing from Kohl's any clothing from Kmart Disney from Kmart any upscale brand bought at outlet stores PayLess shoes
Isolation and Tag Out Register Name of workplace: Employee/Contractor Name Plant/Equipment Name (include serial or asset number, where available) Location/Room Date and Time Locks/Tags Installed Date and Time Locks/Tags Removed Name of competent person returning equipment/plan to service Signature
Date _____________________ To the Parents of _____________________________________, Congratulations. Your child has successfully met the guidelines for the Talented and Gifted Program in the . Should your qualified student wish to participate in this advanced educational opportunity, please sign below and return this letter to your school counselor. The Talented and Gifted Program, TAG, will meet one day a week at . Your child will be transported by district bus to Indian Trails. Should you have any questions, please feel free to contact me at the number listed below. I give permission for ___________________________________ to be in the TAG program in the . Parent Signature: ________________________________________ Sincerely, Ellen Wright Elementary Talented and Gifted (TAG) Instructor 650-7682
Potential for sustainability What is the likelihood of this program sustaining itself in the years ahead? Please explain your reasoning. (50 words max) TAHEA Mwanza works with Youth groups to enhance their existence in the community as Community Based Organizations who are functional and have the ability to mobilize community members and resources for their communities to develop as they link with the local government for support, they are better placed to serve the communities when they are capacitated. Potential for scalability What is the likelihood of this program growing or being replicated by other organizations in the years ahead? Please explain your reasoning. (50 words max) This project is paving way on how Tanzania as a country can learn from VUTAMDOGO approach as they and replicate it in other school communities to address the literacy and numeracy improvement among children through after school programs, which can be mainstreamed using the VUTAMDOGO Approach through extra curriculum school programs. Potential for systemic change What is the likelihood of this program resulting in systemic change in your community, district, or country? E.g. shifts in community norms, changes in policy, changes in service delivery. Please explain your reasoning. (50 words max) It’s potential in improving writing, reading and mathematics skills in children by additional assistance in after school programs. It’s potential of assisting children who missed school as an accelerating program to be mainstreamed in the school system. It’s potential of facilitating adults in learning how to read and write within a very short time.
When you update your table of contents, only the section styled as Heading 3 should appear in the listing. Heading formatted using Styles paragraph text lorum ipsum dolor sit amet, etc. Some caveats: If your Body Text style is justified (straight with margins on the left and right), your heading style must also be justified, or else the first line of your paragraph will not be justified. You can modify this using the information in Chapter 3. You must hide nonprinting characters (or at least Hidden text) before generating your TOC, or the page numbers will very likely be wrong. Chapter 3: Formatting or Modifying Headings in a Manuscript Click in the title above, look at the Style box (while on the Home tab in the Styles group) and note that the block “Heading 1” was selected. To format other heading levels, simply click in each title within your document and select the appropriate heading level (Heading 1 through 5) while on the Home tabin the Styles group. If you are using this Template document, you should not need to modify heading styles. If a heading modification is needed: on the Home tab in the Styles group, open the Styles task pane by clicking on the drop down menu (see Figure 3). Next, in the Styles task pane click on the
desired heading, then point to the drop down arrow to the right of the heading and click; select Modify…from the menu that appears as shown in Figure 3. The following page discusses the dialog boxes that follow. Figure 3. How to modify a heading level. The dialog box that appears allows you to change the heading level’s font, text size, line spacing, alignment, boldface, and spacing before and after a heading (click Format Button/select Paragraph/set Before and After to zero), and more. What Formats are Included in this Document? Click in the title above, look at the Style box (while on the Home tab in the Styles group) and note the block “Heading 2” was selected. This document contains most required formats for a Qatar University thesis or dissertation. The settings include: global margin and header settings; page breaks; page numbers; automatic “total number of pages” field on Abstract page (see below); an automatic Table of Contents; the heading levels used in Qatar University colleges for theses and dissertations; and a sample table and figures. If you have elected to use this template to format your document, just delete any unwanted text and tables/figures from this document after reviewing all instructions and then copy and paste your chapters in the appropriate place. Remember, you may need to click in each heading within your document, format them to the appropriate heading levels as discussed above, and finish by updating the Table of Contents.
Correcting Capitalization Errors in Heading 1 in the Table of Contents In the Table of Contents, your Heading 1 titles will appear in the same case style (Title case or Uppercase) as you originally typed them. Before you format your title to Heading 1 level, this style is called Normal. To see this style (how the text was typed in originally), click in the title in the document, select the Normal style from the Styles box (on the Formatting Toolbar). Change the title to the desired case style (Title case or Uppercase) and then select Heading 1 again from the styles menu. To see this change in your Table of Contents, right click on the gray area in the Table of Contents list and select Update Field/Update Entire Table. Removing Text from the Table of Contents that Does Not Belong Click in the title above, look at the Style box (while on the Home tab in the Styles group) and note the block “Heading 3” was selected. Sometimes when you update your Table of Contents, extra text appears within the Table of Contents that should not be there. This occurs with misplaced paragraph codes (obtained by pressing the Enter key) or heading codes in the document text. Locate and select the text in the document that should not be in the Table of Contents. Next, select the Normal block from the Style box (while on the Home tab in the Styles group) and then regenerate the Table of Contents (right click on any gray area in the Table of Contents and select Update Table). If this does not correct the problem, click your Show/Hide icon located on the Home tab in the Paragraph group. Move to the area of the document where it is not coded correctly and use your arrow keys to step through the document. While on the Home tab in the Styles group, watch for the heading box to be highlighted. Once you see a heading appear that
(Max ¼ page) ii) Explain how the linkages will be made. (Max ¼ page) Explain why these linkages are required. (Max ¼ page) 22G. Indicate how long the personal health information will remain identifiable and explain why. Not Applicable (Max ¼ page) 22H. Identify all persons (in addition to those listed in Q. 16Bi) that will have access to the personal health information, their roles in the study, their reason for access, and related qualifications. 1 Title: Last Name: First Name: Institution: Qualifications: Role in Study: 2 Title: Last Name: First Name: Institution: Qualifications: Role in Study: 3 Title: Last Name: First Name: Institution: Qualifications: Role in Study: 4 Title: Last Name: First Name: Institution: Qualifications: Role in Study: 5 Title: Last Name: First Name: Institution: Qualifications: Role in Study: 22I. Explain why the research cannot reasonably be accomplished without using personal health information. (Max ¼ page) 22J. If personal health information will be collected, used or disclosed without consent from the individuals to whom the information relates, explain why obtaining explicit consent would be impractical. (Max ¼ page) 22K. Describe any harms or benefits that could arise if personal health information was inappropriately released (e.g., embarrassment, refusal of employment or insurance coverage, stigmatization of individuals / groups) and how any consequences would be addressed. (Max ¼ page)
FACULTY Name & Credentials Title & Affiliation Contact & Website Clinical Interests Cheryl Bradbury, Ph.D, C.Psych Diana Brecher Ed.D., C.Psych. Neuropsychologist/ Psychologist UHN Psychologist, Practicum and Internship Coordinator www.uhn.ca 416.979.5000x16631 Cognitive & emotional recovery secondary to brain and spinal cord injury. Psychological adjustment to illness/injury. Anxiety Disorders, depression, OCD, strength-based CBT, Suicide risk assessment and treatment. Norma D’agostino, Ph.D, C.Psych Psychologist, UHN, Department of Psychiatry, U of T Pediatric cancer, adolescent and young adult oncology, health care transitions, cancer survivorship. Sandra Doyle-Lisek, Ph.D, C.Psych Psychologist, NYGH Mood and anxiety disorders, eating disorders, family difficulties and adjustment issues. Louise Hartley, Ph.D, C.Psych Director, YUPC, York University 416.736.2100 x 30428 www.yorku.ca/yupc Sylvia Ph.D, C.Psych
McKay, Ph.D., C.Psych. Marilisa Morea, Psy.D., Jesmen Mendoza Psychologist UHN Clinical Psychologist, NYGH psychologist 416-597-3422 x 6272 416-632-8706 416.979.5000x16630 development and evaluation in treatment decision-making, sexual rehabilitation , survivorship & quality of life Anxiety and mood disorders in youth, parenting support, evaluation of mindfulness-based interventions Group therapy, CBT, foresnsic psychology Paul O'Connell, C.Psych Sandra Paivio, Ph.D, C.Psych Clinical Adjunct Faculty Member, York University (Dr. Ashley Morgan), CDI Research Manager (Dr. Samantha Yamada), and the Director of Program Development, Research & Quality Assurance (Dr. Marjory Phillips) to participate in their preferred area of interest research, trauma, role of emotion in therapy, treatment development and evaluation.
Marjory Phillips, Ph.D, C.Psych. Lesley Ruttan, Ph.D, C.Psych. Christine Sloss, Ph.D., C.Psych. Neuropsychologist, UHN Practice Leader – Psychology, Toronto Rehab/UHN Director of Broadview Psychology Acquired brain injury, traumatic brain injury, post concussive syndrome, CBT/GMT mindfulness meditation interventions. Children, adolescents, adults, families and couples, DBT/CBT, parent and family therapy, emotional and behavioural dysregulation, BPD, self harm, suicidality, problematic eating, mood and anxiety disorders, OCD, substance use, trauma, relationship issues. David Ph.D, C.Psych. Chief of Psych. Services, TDSB (D) Debby Zweig, Ph.D, C.Psych.
ESOP Maximum Amount Sec. 409(o)(1)(C)(ii). Determining lengthening of five-year distribution period. $210,000/ $1,050,000 $210,000/ $1,070,000 $210,000/ $1,070,000 (Indexed for $5,000 increments) Deductible, Nondeductible, and Roth IRA Contribution Limits Sec. 219(b)(1)(A). This is the limit on how much can be contributed to an IRA. $5,500 $5,500 $5,500 (Indexed in $500 increments) IRA Catch-Up Provision for Individuals 50 or Older by year end Sec. 219(a)(5)(B). This is the amount that can be contributed for those 50 and older by year end. The catch up is $1,000 in 2016. The listed number is the total amount that can be contributed. $6,500 $6,500 $6,500 (Indexed in $500 increments) 2016 IRA Phaseout Limits for Active Participants in a Qualified Plan Modified Adjusted Gross Income (MAGI) Contributions to Traditional IRAs: Sec. 219(g)(3)(B) Filing Status Phaseout of Deduction 2014 2015 2016 Married filing jointly Begins $96,000 $98,000 $98,000 Ends (i.e., no deduction) $116,000 $118,000 $118,000 Single & HOH Begins $60,000 $61,000 $61,000 Ends $70,000 $71,000 $71,000 Married Filing Separately Begins $0 $0 $0 Ends $10,000 $10,000 $10,000 Nonworking spouse Begins $181,000 $183,000 $184,000 Ends $191,000 $193,000 $194,000 What this means: If a single-filing taxpayer participates in a qualified plan at work and earns less than $61,000 in 2016, he may use the full $5,500 IRA deduction. Once he earns more than $61,000, his deduction is phased out until he reaches $71,000, at which point he would no longer be entitled to an IRA deduction.
Medicare Special Wage Base This is the maximum amount of covered earnings on which Social Security hospital insurance taxes are paid. No Limit No Limit No Limit Note: The 7.65% employee rate is imposed on the taxable wage base of $118,500 in 2016. Earnings in excess of the FICA wage base are assessed only the Medicare portion of FICA. In 2016, the employee and employer portions of the Medicare assessment are both 1.45%. For self-employed taxpayers, the combined tax is 2.9%. High earners pay an additional 0.9% of Medicare tax on earnings in excess of the following thresholds: Threshold Amount Married Filing Jointly $250,000 Married Filing Separately $125,000 Other Taxpayers $200,000 The 0.9% additional tax applies only to the employee contribution to Medicare. For taxpayers over the threshold, the combined Medicare tax in 2016 is 3.8%. 2016 MEDICARE PREMIUMS 2014 2015 2016 Medicare Part B Monthly Premium $104.90 $104.90 $121.80 Deductible $147 $147 $166 Medicare Part A Monthly Premium $426 $407 $411 Deductible $1,216 $1,260 $1,288 Medicare Part B Medicare Part B enrollees with higher incomes also pay higher Part B premiums based on their incomes. The income-related Part B premiums for 2016 increased to $170.50, $243.60, $316.70, or $389.80, depending on the extent to which an individual beneficiary’s income exceeds $85,000 (or a married couple’s income exceeds $170,000).
To resolve a range of routine work issues independently, using judgement as to when to refer more complex cases to supervisor/manager. 10 % Any other duties as allocated by the line manager following consultation with the post holder. 5 % Internal and external relationships Other members of the group Special Requirements May be required to work outside normal working hours. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Skill level equivalent to achievement of NVQ2, GCSE or City and Guilds, with some relevant work experience in a technical support role. Able to demonstrate a sufficient knowledge of microbiology, equipment processes and standard IT packages. Ability to operate and maintain relevant basic machinery. Ability to make effective use of standard computer systems. Experience of data input and record keeping. Experience or knowledge of DNA sequencing. Experience of bacterial identification. Experience of working in a microbiology environment. Experience of following SOP’S and Risk Assessments. Planning and organising Able to effectively organise allocated work activities and assist in the effective organisation of tasks and events. Problem solving and initiative Able to solve a range of problems by responding to varying circumstances, whilst working within standard procedures. Ability to analyse data and present summary data clearly. Management and teamwork Able to contribute to team efficiency through sharing information and constructively supporting others.
Special Requirements To be able and willing to work outside of core hours if/when required To be willing to undergo vaccination against Hep B for occupational health PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience: Skill level equivalent to achievement of HNC, A-Level, NVQ3 with proven work experience acquired in relevant technical support roles and job-related training. Experience of applying understanding of specialist technical equipment, processes and procedures. Able to demonstrate a good understanding of technical processes relating to work area. Ability to accurately analyse and interpret complex quantitative and qualitative data, presenting summary information in a clear and concise format. Ability to make effective use of standard office computer systems including word-processing and spreadsheets. Relevant degree (or equivalent qualification and experience). Knowledge of and training in GLP / GCP or similar. Knowledge of Clinical Trial Directive. Knowledge and experience of flow cytometry, including cell sorting. Evidence / certificate CV Application Interview Planning and Organising: Able to plan and prioritise a range of research activities to deadlines and quality standards Experience of co-ordinating the organisation and implementation of new process and procedures. Influencing the organisation of a project on multiple sites. CV Application Interview Problem Solving and Initiative: Able to offer or accept appropriate level of assistance, to allow for effective progress. Willing to express constructive ideas. Propose initiatives and ideas with the ability to positively accept / acknowledge or implement new proposals. Interview & probation Management and Teamwork: Able to work alone or within a small team complying within regulatory frameworks. Experience of providing training to colleagues and students in relation to technical tasks. Understand the strengths and weaknesses of others to help teamwork development. Interview & Probation
To ensure equipment in the work environment is maintained in accordance with technical and health and safety procedures, diagnosing faults. 5% To ensure compliance with health and safety processes within work environment. 5 % To advise on the pricing and purchasing of equipment and consumables and ensure adequate stocks of supplies, ensuring finances and work resources are monitored efficiently and appropriately. 5 % Any other duties as allocated by the line manager following consultation with the post holder. 5 % Internal and external relationships Line Manager/Programme and Pathway Leaders Other members of the School/University staff. (Administrative / Estates / Health & Safety) External Exhibition Spaces and personnel. Special Requirements Ability to adapt to change and work cooperatively with colleagues. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Skill level equivalent to achievement of HNC, A-Level, NVQ3 with proven work experience acquired in relevant technical support roles and training. Experience of applying understanding of specialist technical equipment, processes and procedures relevant to digital media. Able to demonstrate a good understanding of processes relating to digital media. Advanced Experience in the use of the Adobe CC suite Relevant degree in Digital Media subject (or equivalent qualification or experience). For example: Graphic Design, Interaction Design, Games Design Experience of workshop delivery. Financial administration/budget monitoring experience. Front End Development experience, HTML, CSS and Scripting Languages such as Javascript, Processing and Python. Knowledge of PHP, Ruby on Rails and C+ and Objective C Application and interview Planning and organising Able to plan and organise a range of specialist/technical support tasks across digital media including standard and non-standard work activities. Interview
Ability to plan and deliver technical support of projects over a period of several months. Problem solving and initiative Experience of contributing innovative ideas in order to solve technical school/service problems. Experience of using judgement to find solutions to problems for which no standard procedure exist. CV and/or Interview Management and teamwork Professional working attitude and able to function as part of team Able to solicit ideas and opinions to help form specific work plans. Able to positively influence the way a team works together. Supervisory experience Ability to effectively allocate to, and check work of staff, coaching/ training and motivating staff as required. CV and/or Interview Communicating and influencing Good communication skills. Able to offer appropriate proactive advice and guidance on technical processes and procedures. CV and/or Interview Other skills and behaviours CV and/or Interview Special requirements Some out of hours working Willingness to undertake Health and Safety training specific to role CV and/or Interview JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time)
THE COUNCIL TAIN 3-18 CAMPUS PROJECT - STAKEHOLDER GROUP Minute of Meeting No. 2 held on Tuesday 22 March 2016 at 7 PM In Tain Royal Academy Attendees: Highland Council - Members Chair: Alasdair Rhind Fiona Robertson Jamie Stone Highland Council - Officials Brian Porter, Head of Resources Robert Campbell, Estate Strategy Manager Philip Shannon, Acting Consultancy Manager Alex Dickson, Graduate Architect Highland Council - Schools Eileen Henderson, Head Teacher, Craighill Primary Andrew Mackenzie, Chair of Craighill Primary Parent Council Vicki Whittock, Chair of Gledfield Primary Parent Council Gemma Stewart, Head Teacher, Hill of Fearn & Tarbat Old Kirsteen MacKay, Chair of Tarbat Old Primary Parent Council Jane MacKay, Head Teacher, Inver & Knockbreck Hazel Morrison, Chair of Inver Primary Parent Council Sandra Matheson, St Duthus School Teacher Wendy Milligan, St Duthus Parent Council Angie Young, St Duthus Parent Council Mark Jones, Tain Royal Academy (TRA) Rector Thomas Agnew, TRA Ruth Allan, TRA School Captain Eilidh Macleod, TRA School Captain Iain Morrison, Chair of TRA Parent Council Linzi Ross, Hilton of Cadboll Primary School Mandy McDonald, Tain Nursery Parent Council High Life Highland Graeme Ross, Area Facilities Officer Rob Parkes, Youth Development Officer John West, Principal Libraries Manager Community Representatives Karen Denoon, Tain Pipe Band Dr Sandy Gordon, Tain and Fearn Area Medical Practice Derek Louden, Tain Community Council David MacDonald, Tain Community Council Duncan MacDonald, Tain Civic Trust AR FR JS BP RC PS AD EH AM VW GS KM JM HM SM WM AY MJ TA RA EM IM LR MM GR RP JW KD SG DL DM1 DM2 MM
management of medicines and storage of food at the ward level. The hospital site is ‘smoke free’ and this needs to include the mental health service. Management of enablers (bed rails in particular) also requires improvement. There is an area of continuous improvement in relation to infection prevention and control. Consumer rights Information about the Health and Disability Commissioner’s Code of Health and Disability Services Consumers' Rights (the Code of Rights) and the Nationwide Health and Disability Advocacy Service in both English and te reo Māori, is available and accessible throughout Hauora Tairāwhiti services. Advocacy and support for patients and their whānau is evident. Patients and family/whānau interviewed confirmed their rights are upheld and that they have received respectful care throughout their stay. Staff are fully aware of the need for privacy and make every effort to ensure this occurs. Family violence screening and other appropriate risk assessments are completed on entry to the service. Suitable training is provided. A Māori health plan outlines priorities to reduce health and social disparities in the region. Kaiatawhai and whānau ora roles are well established and Māori patients and their whānau felt well supported. Spiritual needs are addressed with a range of chaplaincy services available. Patients described feeling empowered to make decisions about their care and treatment and are welcome to have support people with them during their stay. Open communication with the multidisciplinary team is confirmed by patients and whānau, with examples of open disclosure documented. Interpreter services are accessible and used. Examples of good practice were observed, such as the screening and management of gestational diabetes in the maternity service, consistent implementation of ‘timeout’ in the operating theatre, the handover process to ‘on call’ medical staff for the weekend, and work undertaken to reduce unnecessary admissions and ensure patients do not have any delay in their discharge.
Experience of working within a quality management system. Relevant laboratory experience. Knowledge of Clinical Trial Directive. Experience of flow cytometry, ELISA and PBMC extraction from blood. Experience of validating biological assays. Planning and Organising: Experience of co-ordinating the organisation and implementation of new process and procedures. Able to organise own research activities to deadlines and quality standards. Influencing the organisation of a project on multiple sites. CV Application Interview Problem Solving and Initiative: Able to offer or accept appropriate level of assistance, to allow for effective progress. Willing to express constructive ideas. Propose initiatives and ideas with the ability to positively accept / acknowledge or implement new proposals. Ability to accurately analyse and interpret specialist data, presenting summary information in a clear and concise format. Interview & probation Management and Teamwork: Able to work alone or within a small team complying within regulatory frameworks. Experience of providing training to colleagues and students in relation to technical tasks. Understand the strengths and weaknesses of others to help teamwork development. Interview & Probation Communicating and Influencing: Effective communication across participating sites including ability to liaise with senior staff, including managers and nurses. Positive motivational influence on all parties concerned with this role, internal and external. Able to present research results at group meetings, and to trial management/principal investigators. Interview & Probation
Internal and external relationships Other members of the department/University staff. External customers Special Requirements PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Skill level equivalent to achievement of HNC, A-Level, NVQ3 with proven work experience acquired in relevant technical support roles and job-related training. Experience of applying understanding of specialist technical equipment, processes and procedures. Able to demonstrate a good understanding of technical processes relating to work area. Ability to make effective use of standard office computer systems including word-processing and spreadsheets. Relevant degree (or equivalent qualification or experience). Financial administration/budget monitoring experience. Ability to accurately analyse and interpret complex quantitative and qualitative data, presenting summary information in a clear and concise format. Experience working with plants and/or in a molecular biology laboratory setting Application; References; Interview Planning and organising Able to plan and prioritise a range of one’s own, and the team’s, standard and non-standard work activities. Ability to successfully plan and deliver technical support of projects over a period of several months. Application; References; Interview Problem solving and initiative Experience of contributing innovative ideas in order to solve technical problems. Experience of using judgement to find solutions to problems for which no standard procedure exist. Application; References; Interview Management and teamwork Experience of providing training/coaching to colleagues and students in relation to technical tasks Successful supervisory experience. Ability to effectively allocate to, and check work of staff, coaching/ training and motivating staff as required. Application; References; Interview
Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work Extremes of temperature (eg: fridge/ furnace) X ## Potential for exposure to body fluids X ## Noise (greater than 80 dba - 8 hrs twa) ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below: X Frequent hand washing X Ionising radiation X EQUIPMENT/TOOLS/MACHINES USED ## Food handling ## Driving university vehicles(eg: car/van/LGV/PCV) ## Use of latex gloves (prohibited unless specific clinical necessity) ## Vibrating tools (eg: strimmers, hammer drill, lawnmowers) PHYSICAL ABILITIES Load manual handling X Repetitive crouching/kneeling/stooping X Repetitive pulling/pushing X Repetitive lifting X Standing for prolonged periods X Repetitive climbing (ie: steps, stools, ladders, stairs) X Fine motor grips (eg: pipetting) X Gross motor grips Repetitive reaching below shoulder height X Repetitive reaching at shoulder height X Repetitive reaching above shoulder height X PSYCHOSOCIAL ISSUES Face to face contact with public Lone working X ## Shift work/night work/on call duties X
Your Admission Funnel and Inbound Marketing (Sunday - Block #2) What's inbound marketing and how does this impact a school's admission online marketing efforts? Join us as we discuss how admission departments can implement a successful inbound marketing campaign with a limited budget, manpower, and time. We'll discuss where schools need to focus their time and efforts in 2018 and highlight some inbound marketing practices that make a big difference. Audience: Admission Presenter: Jackson Lorrie - Finalsite Your School's Communication Strategy is Probably Terrible, and I'll Help You Fix It (Monday - Block #4) In 2018, we have countless ways to communicate with parents. We have e-mail, website updates, phone blasts, text messaging, social media, printouts, and more. How do you pick which one to use when? Bradley Chambers will explain his best practices for communicating well with school families. Audience: Head of School, Admissions, Business Office Presenter: Bradley Chambers - Brainerd Baptist School __________________________________________________________________________________________________
Bank name : HUA NAN COMMERCIAL BANK, LTD. TAI TA BRANCH SWIFT CODE : HNBKTWTP154 Bank address : NO.1, SEC. 4, ROOSEVELT RD, TAIPEI, TAIWAN, 106 Account number : 154-10-000519-2 Account name : THE GEOGRAPHICAL SOCIETY OF CHINA LOCATED IN TAIPEI Note: A copy of the bank transfer must be sent to the Convener or to wwang@ntnu.edu.tw Name: ……………Male/Female: …..… E-mail: ……………… Address: ………………………………………………………… Telephone No.: …………..………Fax No: ….………………… Title of talk / poster: ……………………………….…………… Accompanying person: ………………….……………………… Accommodation required: single / double / twin (Please tick) Registration fees can be paid in the following ways: 1. Credit card :US$ I authorize to charge the amounts to the following credit card Type of credit card: VISA MASTER Cardholder’s name: Expired date: Card number: Signature: 2. Bank transfer
To plan, organise and manage the work environment; recruiting, training and developing own technical team, and supervising non-technical staff. 5% Any other duties as allocated by the line manager following consultation with the post holder. 5% Internal and external relationships Other members of the department/University staff. External customers Relevant suppliers and external contacts PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience Skill level equivalent to achievement of HND, Degree, NVQ4 or basic professional qualification in biological sciences Substantial experience in a science technical field, with proven experience of successfully planning and progressing work activities Understanding of how the specialist technical services provided by the post holder support the objectives of the University Laboratory research experience Experience in cell culture Experience in cellular and molecular biology techniques e.g. Western Blotting Ability to make effective use of standard and specialist computer systems Skill level equivalent to achievement of a PhD Knowledge of tumour biology and experience in molecular pathology and histopathology techniques (e.g. DNA, RNA extraction) Experience in immunohistochemistry and immunofluorescence Experience in functional techniques including Transwell assays and three-dimensional cultures Knowledge of biomedical statistics and common statistical software CV CV/Interview CV/Interview CV/Interview CV/Interview CV/Interview Planning and organising Ability to organise own workload and the workload of others to ensure work is completed to a high standard and a deadline CV/Interview CV/Interview
2. 5.5, TOEIC (八)讀書計畫。 七、申請地點： 駐越南臺北經濟文化辦事處教育組 洽詢：Tel: +84-24-3226-2113 ; Fax: 024-3226-2114 聯絡：李明組長 Email: 八、審核項目： 九、作業時程：
Parkinson’s Disease - Current Studies AbbVie M12-927 INSIGHTS: A 26-week study comparing Levodopa-Carbidopa gel therapy to improve medical treatment of non-motor symptoms in people with advanced Parkinson's Disease. ACADIA ACP-103-048: A 8-week study of safety and efficacy for adjunctive pimavanserin treatment in people Parkinson’s Disease and poorly controlled depression. ACADIA ACP-NIS-001: An observational study of the management of Parkinson's Disease psychosis in actual practice (The INSYTE Study). Biogen 228PD201: A phase 2A study of the safety, pharmacokinetics, and pharmacodynamics of BIIB054 in people with Parkinson’s Disease who’ve been diagnosed for a maximum of 3 years. Dong-A DA-9805-PD-001: A phase 2A of an herbal extract to test the safety, tolerability and efficacy of DA-9805 in people with early Parkinson’s Disease to delay disease progression. NeuroDerm ND0612L-007 (iNDiGO): A study testing the efficacy, tolerability, and safety of two dosing groups of ND0612, given through pump infusions as additional treatment to oral levodopa in people with Parkinson’s Disease with motor fluctuations. NeuroDerm ND0612H-012 (BeyoND): A study of ND0612 solution of levodopa/carbidopa given with a pump system infusion in people with advanced Parkinson's Disease. Northwestern University NILO-PD: A phase 2A to test the safety, tolerability, and clinical and exploratory biological activity of treatment with nilotinib (NILO) in people with late-stage Parkinson’s Disease. Multiple Sclerosis - Current Studies Novartis CFTY720DUS40 (FLUENT): A 12-Month study in people with relapsing MS (RMS), to look at changes in immune phenotype biomarkers after treatment with 0.5 mg fingolimod (FTY720).
Table 1 : Mean scores for the them who have bilingual children and who don’t. Which is the most important thing to make children up to about age 10 bilingual? (They chose 5 items of 17 items.) Students People with bilingual children 1 parents 86% 100% 2 brothers/sisters 10% 53% 3 relatives 4% 47% 4 friends 7% 20% 5 teachers 12% 20% 6 education 41% 53% 7 social surroundings 81% 67% 8 age 57% 0% 9 ability 3% 0% 10 aptitude 4% 7% 11 personality 6% 13% 12 whether you have some chances to have intercultural communication 46% 27% 13 mother tongue 16% 0% 14 culture 16% 27% 15 motivation 48% 33% 16 experiences of studying abroad 30% 20% 17 media 23% 20%
山本雅代 (1996).『バイリンガルはどのようにして言語を習得するのか』 明石書店. 中島和子 (1998).『バイリンガル教育の方法 地球時代の日本人育成を目指して』 株式会社アルク. 桶谷仁美 明石書店. 鈴木孝明、白畑知彦 (2012).『ことばの習得 母語獲得と第二言語習得』 くろしお出版. Websites Istvan, K. and Tunde, P. Foreign Language Learning Affecting Mother tongue. Accessed in April 2013. From ' Appendices (A) Questionnaire for students 卒業論文アンケート 名前＿＿＿＿＿＿＿＿ do young children become
A. あなたの母語は何ですか。( ) B. 1. 両親 2 兄弟、姉妹 3 親戚 4 友人 5 先生 6 教育(教材) 7 社会(環境) 8 学び始める年齢 9 能力(成績) 10 適正 11 性格 12 異文化との交流があるかどうか 13 母語 14 文化 15 積極性 17 メディア(映画、TV、本) C. 最も大切なもの( ) その理由( ) D. 第二言語を学習する子供の年齢はより良い第二言語取得に影響すると考えますか？ ・はい ・いいえ ・わからない 「はい」と答えた方へ質問です。何歳から何歳までが第二言語学習期に適していると考えますか。 ( 歳から 歳まで) E.
F. もし子供をバイリンガルに育てるなら、どのような手助けをしますか？ どのくらい効果的か? Very Not very どのくらいの頻度か? Very often Never 1 音楽、歌を聞かせる 5 4 3 2 1 5 4 3 2 1 2 一緒に歌を歌う 5 4 3 2 1 5 4 3 2 1 3 5 4 3 2 1 5 4 3 2 1 4 本を読み聞かせる 5 4 3 2 1 5 4 3 2 1 5 子供に本を声に出して読ませる 5 4 3 2 1 5 4 3 2 1 6 子供にひとつの文を何回も繰り返させる 5 4 3 2 1 5 4 3 2 1 7 親が子供に第二言語を使って話しかける 5 4 3 2 1 5 4 3 2 1 8 子供の間違いを正してやる 5 4 3 2 1 5 4 3 2 1 9 第二言語を話す保育園や幼稚園に通わせる 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1
-2- About the Certified Angus Beef ® brand The Certified Angus Beef ® brand was founded in 1978 by family farmers and ranchers determined to bring the best Angus beef to the table. Nearly 40 years later, we’re still a group of family ranchers with 10 exacting standards to ensure unrivaled beef flavor, juiciness and tenderness. Known for its exceptional quality and generous marbling, the Certified Angus Beef ® brand’s 10 exacting standards make it a cut above USDA Choice and Prime. Only the best Angus beef achieves the brand’s premium name and is offered by the finest restaurants and retailers around the globe. For more information, visit . # # #
2 The learner will understand the effectiveness of a work activity The learner must know: Assessment Requirements Evidence Location 2.a The effectiveness of the participation in the activity Learners should assess the participation in the activity in terms of: a) own contribution b) contribution of others c) achievement of the objectives set out in the plan The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 2.b Things that worked well Learners should reflect upon things that worked well. 2.c Areas that could be improved in the activity Learners should reflect upon areas that could be improved in the activity. 2.d What they have gained from participation in the activity Learners should explain what they have gained from participation in the activity.
NCTE: NCTE (12): Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Background Learner Background Enduring Understandings Essential Question(s) Your students may or may not have received any previous instruction concerning inventions and the inventing process. The previous lesson in this sequence introduces students to the concept of scientific modeling, which will be addressed in this lesson. You may choose to precede this activity with a lesson introducing your students to the concept of inventions, perhaps through a SCAMPER activity. Invention is a necessary activity in every society and in every economy. Scientists use models to communicate understanding of a series of ideas. How do common mechanical toys work? How do scientists use models to build on existing knowledge? Modifications Assessment Materials/Resources/ Technology This activity can also be adapted to a family-oriented event outside the classroom. Students and their families may come to their school for a “Take Apart” night in which they take apart larger appliances. You may choose to have your each student take apart his or her own toy (especially for older grades) if they are more dexterous, have done this activity in prior years, or rely less on observational learning to take apart their toys. Review your students’ worksheets in which they answered questions about the activity and diagrammed the inside of their toys. This lesson is not conducive for use of summative rubrics due to the lack of objective and measurable evidence for understanding. Inexpensive and miniature toys held together only by screws, spare screwdrivers of all types (e.g., socket head, Phillips head, hex head, and flat head), small sticky notes, document camera (optional), Worksheet, PowerPoint (handout and/or displayed)
Recommended Materials: ITEM SOURCE URL PART # PRICE UNIT PRICE QTY/CLASS TOTAL $ QTY IN STOCK Goggles Harbor Freight 66538 2.99/3 $ 1.00 27 $ 27.00 55 Screw Driver Set Harbor Freight 47823 2.99 $ 2.99 9 $ 26.91 1 Needle Nose Pliers Harbor Freight 40696 1.99 $ 1.99 9 $ 17.91 0 Magnifying Glass Harbor Freight 36415 1.49 $ 1.49 9 $ 13.41 0 Gear Set All Electronics GR-5 2.00 $ 2.00 9 $ 18.00 2 Gear Assembly All Electronics GR-131 1.00 $ 1.00 9 $ 9.00 0 ONE TIME COST $ 112.23 Lady Bugs Oriental Trading 12.99/12 $ 1.10 3 $ 3.30 7 Robots Oriental Trading 12.99/12 $ 1.10 3 $ 3.30 7 Flying Bugs Oriental Trading 12.99/12 $ 1.10 3 $ 3.30 7 Sandwich Bag Wal-Mart 0.03 $ 0.03 9 $ 0.27 0 EACH TIME COST $ 10.17