zilongwang/ReadingBank huggingface dataset:
requiring cutting, indicate setting bed methods in each area, and indicate drainage. Include details of setting beds. Indicate details at curbs and vertical surfaces as applicable. MOCK-UP Install a 6 ft x 10 ft minimum paver area as described in Article 3.2. Mock-up area to be used to determine joint sizes, lines, laying pattern, color(s) and texture of the job. area to be the standard from which the work will be judged. Consideration will be given with regard to differences in age of materials from time of mock-up construction to the time of actual product delivery and installation. SUBSTITUTIONS Refer to Section ( ) for procedures. Note to Specifier: Insert appropriate section. Proposed substitutions: No known equal. QUALITY ASSURANCE Compliance with Regulations: Comply with requirements of state and local building codes and with rules and regulations relating to building accessibility. Qualifications of Manufacturer Company specializing in manufacture of precast concrete paving units with a minimum of 10 continuous years of documented experience. 2. Must have a minimum of 5 years of documented experience manufacturing large-scale segmental paving units. Qualifications of Subcontractor: Subcontractor shall submit evidence of skill and not less than 5 years of experience in this product type. Pre-installation Conference: As directed by the Architect Precast concrete paving units shall have a compressive strength of 5,000 psi minimum. DELIVERY, STORAGE AND HANDLING Deliver all materials to the installation site in the manufacturer's original packaging.
The following specification refers to the Stepstone, Inc. product known as: Wall Cap Installations Stepstone, Inc. also manufactures If you need any additional information please call Stepstone, Inc. at 800-572-9029 or visit our website www.stepstoneinc.com. October 2018 CONCRETE WALL AND PIER CAPS Section 03 48 00 PART 1 - GENERAL 1.1 SUMMARY Section Includes: Concrete wall and pier caps Related sections: 1. Division 09 Section: Concrete and Masonry Coatings 1.2 REFERENCES
Steps for Solving Story Problems SOLVED S=State the Problem What is the question asking you to Identify the problem 0=Operations to Use Add Subtract Multiply Divide Multi-step problem L=Links to the Past Any useful knowledge V=Visual Aids Diagram Chart Picture List/Table Number Sentence E=Execute your Plan Solve the problem Show all work D=Do the Look Back Does your answer make sense Is it labeled Check
BLS Instructor 2015 Guidelines Course Costs - as of May 2016 Before Instructor Class In Hand During Instructor Class Class Equipment Needed to Teach Register for Instructor Course www.cprclassroom.com Instructor Course Fee $300 Observe and participate in Provider course (s) (BLS HCP) Ability to project or watch DVD for all students to see. Observe and participate in Provider Course course(s) (BLS) Instructor Package Alignment Fee None at this time. Subject to change. Each student needs current book in hand $15 each Card Fee $10 per card fee to Key Medical Current BLS HCP or BLS Provider Card Current BLS HCP or BLS Provider Card Bring card for copying. Successful monitoring in 1 or more BLS course (s). Send paperwork to Rudd DVD player and monitor or screen large enough for all students to view Arrange alignment with AHA training center. If with Key Medical must meet with Terry Rudd first. Helpful to register for instructor orientation at www.cprclassroom.com Alignment verification with an AHA Training Center. If with other Training Center form will need to be signed by that training center allowing you to align. Permission with KMR from Terry Rudd When all complete request to align with Key Medical (If prior arranged) or completed paper work will be sent to your Training Center AED trainer with adult and pediatric pads $150 - $500 Manikins (adult/infant) At least one with rate monitor $500-$800 Disposable mouth piece for each student About $1 each or less Pocket mask $10-$20 Bag-mask device Infant $16 ea Manikin cleaning supplies Please note: BLS Provider Instructor also includes the Heartsaver Courses. These courses each have their own Instructor Packages, Essentials and Textbooks which would incur additional fees and materials. 2015 Guidelines Heartsaver not available yet.
Sources for Verification Written Evidence Written evidence is the primary source of eligibility confirmation for all households, including TANF, FDPIR, Other Source Categorical Eligibility Programs, and foster child households. Written evidence most often includes pay stubs from employers or award letters from assistance agencies or other government agencies. Acceptable Written Evidence Income Eligible Contains: The name of the household member; Amount of income received; Frequency received; and The date the income was received. For example, a pay stub with no dates would be insufficient. Categorically Eligible: Assistance Program An official letter or notice indicating that the child or any household member is receiving benefits from that program, such as a notice of eligibility. A document from an Assistance Program that does not specify the certification period does not meet the documentation for verification. For example, the identification cards for SNAP or TANF would be insufficient because they usually do not have an expiration date. Categorically Eligible: Source An official letter, notice, or list from the appropriate agency, social service agency, program office or coordinator, or court. The verifying official should examine the document provided to ensure that the child for whom the application was made is part of a household currently participating in any of these programs noted above or is a foster child. EBT cards cannot be used to confirm eligibility in SNAP or TANF and therefore cannot be used for categorical eligibility purposes.
Year 7 0 1-9 Total Pupil scores 0 73 41 35 Year 8 0 0-9 Pupil 0 64 33 10 0 Year 9 0 0-9 10-13 14-17 Total Pupil 2 87 17 5 3 Year 10 0 0-9 14-17 Total Pupil 0 82 32 7 7 Year 11 0 0-9 10-13 14-17 Pupil 1 80 25 4 2 Year 12 0 0-9 10-13 14-17 Total Pupil 0 43 25 2 2 Year 13 0 0-9 10-13 Total Pupil scores 1 19 10 0 0 Breakdown of caring roles and responsibilities 8 1 8 13 8 8 13 score 8 8
When you choose to “Add App”, this menu pops up and you get to choose which type of app you want to use: *Remember…the “Flex Editor App” is a good default app to use. It is very a lot like MS Word…and you can manipulate the text. (FYI…remember there are not a lot of options when it comes to font style and color so you may want to open a Word doc up and type your info in there…and then copy and paste it into the flex editor app.) This is the window you get when you want to add an “Image App”: After you added the App that you wanted, you can click and drag the apps around to move them to where you want them to go. You can even change the order of your pages in “Organize Pages” tab by clicking and dragging the pages in the order that you want them: Remember…this is the “Edit” mode of your Teacher Page… And this is the “Read” mode (what everyone will see) of your Teacher Page…
Local Authority Date Outcome Have you ever been subject to any sort of investigation by an employer? (Delete as appropriate) Yes / No If you have answered “yes” to this question, please give details on a separate sheet. EQUAL OPPORTUNITIES STATEMENT STEP Academy Trust believes that its workforce should reflect the local community and that all groups within the community should have equal access to the Trust’s employment opportunities. STEP Academy Trust is committed to taking action to eliminate discrimination and, by redressing imbalances, to achieve genuine equality of opportunity. By monitoring our recruitment and the makeup of our workforce, we will ensure that our equal opportunity initiatives are having effect. Recruitment, selection and promotion procedures are monitored to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. There is a Trust procedure for dealing with complaints about the selection process. For further information, please ring the telephone number contained within the information pack. STEP Academy Trust welcomes people with disabilities. The following question is being asked to assist STEP Academy Trust in implementing the Disability Discrimination Act (DDA) 1995.
4 I knew how to take a proactive approach to identifying young carers 5 I knew how to meet the needs of young carers as part of my role in the school 6 I knew how to young carers to other resources such as the school nurse and local young carers service 7 I knew how and when it is appropriate to discuss a pupil’s caring responsibilities with them. 8 I understood the roles and responsibilities of all school staff in identifying and supporting young carers Now please indicate how far you agree with the statements after participating in the training session (please tick) 1 2 3 4 5 1 I understand who young carers are and what responsibilities they may have at home 2 I understand what impact caring responsibilities can have on young carers’ physical health, emotional wellbeing and socialisation 3 I understand what barriers young carers may face in their education 4 I know how to take a proactive approach to identifying young carers 5 I know how to meet the needs of young carers as part of my role in the school 6 I know how to refer/signpost young carers to other resources such as the school nurse and local young carers service 7 I know how and when it is appropriate to discuss a pupil’s caring responsibilities with them. 8 I understand the and responsibilities of all school staff in identifying and supporting young carers To identify and support young carers effectively I think our school should . . . A question I have for our school in relation to young carers is . . .
Interpretation of the scores on the PANOC-YC20 Scores Interpretation Potential for concern? Positive 0 No positive outcomes reported Yes 1-12 Relatively few positive outcomes Yes 13-20 Relatively high positive outcomes Negative 0 No negative outcomes reported 1-8 Relatively few negative outcomes 9-20 Relatively high negative outcomes Yes Year group: __________________ Your name: ___________________________________
Interpretation of the scores on the PANOC-YC20 Scores Interpretation Potential for concern? Positive 0 No positive outcomes reported Yes 1-12 Relatively few positive outcomes Yes 13-20 Relatively high positive outcomes Negative 0 No negative outcomes reported 1-8 Relatively few negative outcomes 9-20 Relatively high negative outcomes Yes Year __________________ Your name: ___________________________________ Date of birth: __________________________________ Today’s date: _________________ Below are some things young carers like you have said about what it feels like to look after someone.
GET READY. USE the workbook from the previous exercise and make sure the Performance worksheet is active. Select cell E11 and click to place the insertion point after the = in the formula bar to edit the formula. You add the IFERROR formula to correct the formula error that gave the #N/A result in a previous exercise. Type IFERROR( before VLOOKUP. Leave the existing formula intact. Press End to take you to the end of the formula. At the end of the original formula, type ,0). As shown below, the complete formula is =IFERROR(VLOOKUP(B11,Bonus,2,True),0). Be sure to include the closing paren- thesis and the preceding comma or Excel returns an error that the formula is incorrect. Press Enter. The #N/A error message is replaced by 0. If you select cell E11 and click the Insert Function button next to the formula bar, the original VLOOKUP formula appears in the Value box (first argument) in the IFERROR formula. As illustrated below, that argument returned a #N/A error. The Value_if_error box contains the 0 that replaces the error message. Click cell F11 and edit the formula to include the IFERROR function =IFERROR(VLOOKUP(B11,Bonus,3),0). Copy the formulas in E11:F11 to E5 through F10. The workbook doesn’t look like it changes, but you should verify that this worked by changing B6 to 0 (as shown below). Click Undo to reverse the change to cell B6 and return the worksheet to the proper values. SAVE the 10 Fabrikam Bonus Solution workbook again. CLOSE the workbook and LEAVE Excel open for the next exercise. IFERROR recognizes and evaluates the following errors: #N/A, #VALUE!, #REF!, #DIV/0!, #NUM!, #NAME?, or #NULL!. In this exercise, you replace the #N/A error message with 0”.
In the Format Graphics workbook, click the Overlap sheet tab. The worksheet contains several overlapping graphics. Select the border of the WordArt graphic (Great Fundraisers), which has other graphics stacked on top of it. The figure at right shows the stack of graphics. The WordArt object, which is further down in the stack, is selected. On the DRAWING FORMAT tab, in the Arrange group, click the Bring Forward button. The WordArt graphic moves up one level in the stack. Click the Bring Forward arrow button and select Bring to Front. The WordArt graphic appears at the top of the stack (below). With the graphic still selected, click the Send Backward button to move it back one level. The Food Drive shape is now on top. SAVE the workbook as 13 Format Graphics Solution and the file. PAUSE. LEAVE Excel open to use in the next exercise. Step by Step 15: Make Corrections to a Graphic GET LAUNCH Excel if it’s not already running. OPEN 13 Enhancements from the data files for this lesson. In the Correction worksheet, select the photo of two boys. On the PICTURE FORMAT tab, in the Adjust group, click the Corrections button. The menu shown above appears. Using the thumbnails of your selected photo from the Sharpen/Soften corrections section, make a choice that represents the adjustment you’re looking for—more sharpness for a blurry picture or perhaps softening for an image that’s too sharp or where the exposure was too harsh. At the far right end of the Sharpen/Soften section, select Sharpen: 50%. The figure below shows two side-by-side images—the image on the left before applying 50% sharpening and the image on the right after. To adjust a that’s too dark or too light, use the Brightness/Contrast settings, also represented by thumbnails showing your selected photo in varying stages of correction.
Step by Step 1: Insert and Delete Rows and Columns GET READY. Before you begin these steps, be sure to launch Microsoft Excel. Open the workbook named 07 Messenger Row-Column. Click the row 14 heading to select the entire row. On the HOME tab, in the Cells group, click the Insert button arrow and select Insert Sheet Rows, as shown below. A new blank row appears as row 14. To insert several rows at once, click the row 25 heading, hold down the Ctrl key, and then click row headings 34 and 43. Right-click any of the selected rows and select Insert from the shortcut menu. Blank rows appear above the selected rows, so that data for each messenger is separated by a blank row. Click the column D heading to select the entire column. This column contains the delivery zone. On the HOME tab, in the group, click the Delete button arrow and select Delete Sheet Columns. The Zone column disappears. the row 3 heading and select Insert from the shortcut menu. In cell A3, type Zone 1. Select A3:I3. On the HOME tab, in the Alignment group, click the Merge & Center button. The “Zone 1” text is centered across the data columns. SAVE the workbook. PAUSE. Leave the workbook open to use in the next exercise. Step by Step 2: Modify Row Height and Column Width GET READY. USE the workbook from the previous exercise. Double-click the boundary to the right of the column G heading (below), which adjusts the column width to show all content in column G.
Click Print Preview. The page is centered horizontally, as shown below. Click the Back button to leave Backstage. SAVE the workbook. PAUSE. Leave the workbook open to use in the next exercise. Step by Step 19: Set a Worksheet’s Orientation GET READY. USE the workbook from the previous exercise. Ensure Sheet1 is active and in Normal view. On the PAGE LAYOUT tab, in the Page Setup group, click Orientation and then click Landscape. Click the FILE tab, and then click Print. Click through the pages to see the worksheet in Landscape orientation. If you decided to keep this orientation, you would need to adjust page breaks to display all content properly. the Back button to leave Backstage. Repeat Step 2 to change the orientation back to Portrait. Leave Excel open to use in the next exercise. Step by Step 20: Scale a Worksheet to Fit on a Printed Page GET READY. USE the workbook from the previous exercise. Ensure Sheet1 is active and in Normal view. On the PAGE LAYOUT tab, in the Page Setup group, click Orientation and verify that Portrait is selected. In the Scale to Fit group, click the Height arrow and select 1 page. The scale of the worksheet is reduced so that all rows fit on the same page.
Step 5: Regulatory Review Locate, compile, organize, and review the documents listed below for accuracy and completeness. Please contact the JCTO Quality Assurance Unit if you have any questions regarding the documents listed below (). Document Confirm/Complete Comments/Action Principal Investigator CV (including list of all active protocols) ___ Yes ___ No ___N/A Principal Investigator Medical License ___ Yes ___ No ___N/A Principal Investigator Good Clinical Practice/Human Subjects Protection Training Documentation ___ Yes ___ No ___N/A Principal Investigator Financial Disclosure Form ___ Yes ___ No ___N/A Sub-Investigator(s) CV (including list of all active protocols) ___ Yes ___ No ___N/A Sub-Investigator(s) Medical License ___ Yes ___ No ___N/A Sub-Investigator(s) Good Clinical Practice/Human Subjects Protection Training Documentation ___ Yes ___ No ___N/A Sub-Investigator(s) Financial Disclosure Form ___ Yes ___ No ___N/A Study Staff CVs ___ Yes ___ No ___N/A Study Staff Relevant Licensure ___ Yes ___ No ___N/A Study Staff Good Clinical Practice/Human Subjects Protection Training Documentation ___ Yes ___ No ___N/A Study Staff Financial Disclosure Forms ___ Yes ___ No ___N/A Study Staff Protocol Training Log(s) ___ Yes ___ No ___N/A
If you have little or no work experience, try to think of things you have done where you can transfer skills used at school or college, such as planning a project, or course work. You may also have considerable domestic responsibilities such as household budgeting, or you may organise social or community activities – these are skills that can be relevant to the post. Be positive about your personal skills and achievements – they can be just as relevant as professional experience. EXPERIENCE We are interested in all employment you have undertaken. If you have not had a full time or permanent job, please give details of any other employment you may have had (work experience, part time, voluntary or holiday work). IT IS IMPORTANT THAT ANY GAPS IN YOUR WORK HISTORY ARE FULLY EXPLAINED ON THE FORM. DATA PROTECTION The information you have supplied on this application form may be processed by computer, or may form the basis of manual records. This data will be used to produce anonymous statistics in connection with Equal Opportunities and recruitment monitoring. DISABILITY STEP Academy Trust welcomes applications from people with disabilities. Please let us know if you need additional assistance from us in order to complete the application form or prior to attending the selection process (special parking, ground floor venue, sign language interpreter, large print, wheelchair access, etc.) EQUALITIES COMMITMENT STEP Academy Trust has an equal opportunities policy which recognises the local area is a diverse community within which each person is valued regardless of race, gender, disability, sexuality, religion or age. STEP ACADEMY AIMS TO ensure fair and equal recruitment ensure fair and equal treatment develop a culture and working environment free from discrimination and harassment act promptly on any complaints of discrimination and harassment provide a safe, secure and accessible working environment which values and respects individuals’ identities and cultures. listen and respond to what different groups of staff have to say develop a culture which allows the growth of networks for different groups of staff have a workforce that represents the make up of the local population encourage and help all staff to reach their full potential monitor and review all policies and procedures from an equalities perspective.
• Honors and Awards – Briefly summarize organization and peer recognition and year(s) received. II. Featured Educational Initiatives (Submit up to 3 Initiatives, maximum 4 pages per initiative. Maximum 4 support materials per initiative, maximum 5 pages each.) The Educational Initiatives featured in this section should reflect the scope of your Extension work. An earlier initiative should only be included if it spanned well into the last six-years and is well documented. Work submitted for Step III status consideration cannot be a repeat of work submitted for Step II status unless it has continued and been significantly expanded upon in subsequent years. Please organize materials in this section by Educational Initiative -- a collection of well documented and significant efforts, events and activities all leading to a particular outcome or set of outcomes. Educational Initiatives featured in this section should correspond with candidate’s job responsibilities since achieving Step II. NOTE: Supervising Educators may feature staff training initiatives using the template below. Title of Educational Initiative (EI) with a short paragraph/description of the initiative (Direct education to target audience(s), train-the-trainer, staff training, etc.) Needs Assessment What was your process for identifying need and acquiring stakeholder input relative to need for this Educational Initiative? (Survey, focus group, etc.) NOTE: Needs assessment is a process not just a compilation of statistics about your audience. EI Objectives (stated in terms of expected client outcomes from your work tea logic model.) Candidate Role(s) in this EI– Include all that apply: Supervisor of program staff or volunteers Trainer of program staff or volunteers Instructor – direct instruction of target audience Leadership within Teams – candidate’s significant role on the EI development, delivery and evaluation. Method(s) of delivery within this EI – e.g. face-to-face workshop(s), webinar(s) demonstration(s), field trial(s), distance education(s), on-line courses, eXtension, etc. Applied Research (if applicable) – Brief synopsis of any applied research project(s) associated with this EI along with a description of the candidate’s significant role in the project. (This does not mean use of evidence-based curricula in the design and delivery of the EI).
Vineland’s adaptive behavior subscales Pat Sex Stereotypy behavior LAS FMS SCQ Motor skills Maladaptive behavior 1 7 M Eye movements | Nose, mouth/lips, tongue movements, opening mouth or facial grimacing | Abdominal/trunk/pelvis movements | Arm | Hand or finger movements | Leg, foot or toe movements | Gait | Visual | Self-directed movements 62 3.6 7 23 19 34 2 8 M Eye movement | Nose, mouth/lips, tongue movements, opening mouth or facial grimacing, 27 3.1 16 5 51 8 3 14 M Nose, mouth/lips, tongue movements, opening mouth or facial grimacing | Shoulder jerks/movements | Leg, foot or toe movements 55 4.4 15 6 43 12 4 8 F Eye movements | Nose, mouth/lips, tongue movements, opening mouth or facial grimacing | Shoulder jerks/movements | Hand or finger movements 45 4.3 16 3 47 12 5 7 M Eye movements | Nose, mouth/lips, tongue movements, opening mouth or facial grimacing | Hand or finger movements 41 5.5 14 6 32 7 6 9 F Eye movements | Nose, mouth/lips, tongue movements, opening mouth or facial grimacing | Gait | Self-directed movements 43 4.1 22 2 30 6 7 11 M Eye movements | Nose, mouth/lips, tongue movements, opening mouth or facial grimacing | Shoulder jerks/movements 29 2.2 15 2 29 5 8 10 F Eye movements | Head jerks/movements, head tilting, head shaking, nodding | Abdominal/trunk/pelvis movements | Arm | Hand or finger movements | Gait | Self-directed movements 60 5.1 2 29 13 22 9 12 M Eye movements | Hand or finger movements 43 2.9 16 12 63 3 10 12 M Eye movements | Shoulder jerks/movements | Self-directed movements 31 2.0 3 6 14 3 11 16 M Shoulder jerks/movements | Hand or finger movements | Gait 59 3.2 2 18 6 12 12 14 M Eye movements | Nose, mouth/lips, tongue movements, opening mouth or facial grimacing | Abdominal/trunk/pelvis movements | Arm | Hand or finger movements | Leg, foot or toe movements | Gait | Self-directed movements 63 5.7 15 17 35 9
Questions: To receive credit, you must answer in complete, thoughtful sentences on a separate sheet of paper. 1. Both artists use a combination of simile and metaphor in their lines. The first line of “Stereo Hearts” is a metaphor. Find and write down a simile from the lyrics. The first line of “A Red, Red Rose” is a simile. Find and write down a metaphor from the poem. 2. Both artists use exaggeration to emphasize the intensity of love. Cite an example of this from each piece. 3. Closely examine the rhyme scheme of each piece and explain any patterns you find. 4. Which two lines from the Burns poem most closely echo the theme of the Gym Class Heroes song? 5. In the final stanza of the Burns poem, we discover that the lovers are soon to be parted. What effect, if any, do you suppose this impending separation is having on the couple’s love? 6. Some scholars argue that popular song lyrics do not technically qualify as poetry. Write a short passage in which you defend “Stereo Hearts” as a piece of poetry. Be sure to include an examination of at least three poetic techniques as you present your case. 7. Would it be better to have a love that’s like a red rose or a stereo? Explain the differences and defend your choice. 8. Ultimately, which of these two pieces of writing do you find more effective in communicating the narrator’s thoughts to the audience? Explain why you prefer one work over the other.
12. Participation in the competition constitutes acceptance of the competition rules contained herein. 13. The judge’s decision is final and no correspondence will be entered into in this regard. 14. Should you have any queries regarding the Competition, please call the Parmalat Comment Line on 086 066 4422 during the hours of 8am-10pm. Willowbridge Mall Family Store Premium W.Cape Mitchells Plain Family Store Heartland W.Cape Khayelitsha Family Store Emerging W.Cape Ceres Family Store Premium W.Cape Malmesbury Family Store Heartland W.Cape Kuilsriver Family Store Premium W.Cape Gordons Bay Family Store Premium W.Cape Observatory Family Store Premium W.Cape Strand Street Family Store Heartland W.Cape Circle Centre Family Store Premium W.Cape Panorama Family Store Premium W.Cape Square Family Store Premium W.Cape Robertson Family Store Premium W.Cape Franschhoek Family Store Premium W.Cape River Park Family Store Heartland W.Cape Stellenbosch Square Family Sto Premium W.Cape
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STERILE dH2O STERILE dH2O DO NOT RETURN container to this rack STERILE dH2O STERILE dH2O DO NOT RETURN container to this rack STERILE dH2O STERILE dH2O DO NOT RETURN container to this rack STERILE dH2O STERILE dH2O DO NOT RETURN container to this rack STERILE dH2O STERILE dH2O DO NOT RETURN container to this rack STERILE dH2O DO NOT RETURN container to this rack DO NOT RETURN container to this rack STERILE dH2O DO NOT RETURN container to this rack DO NOT RETURN container to this rack STERILE dH2O DO NOT RETURN container to this rack DO NOT RETURN container to this rack STERILE dH2O DO NOT RETURN container to this rack DO NOT RETURN container to this rack STERILE dH2O DO NOT RETURN container to this rack DO NOT RETURN container to this rack
Guardianship and Administration Act 1993 (SA) Virginia Sterilization Act 1924 D Treaties Convention Against Torture and other cruel, inhuman or degrading treatment or punishment, opened for signature 10 December 1984, 1465 UNTS 85 (entered into force 26 June 1987) Convention on the Elimination of all forms of Discrimination Against Women, opened for signature 18 December 1979, 1249 UNTS 1 (entered into force 3 September 1981) Convention on the Rights of the opened for signature 20 November 1989, 1577 UNTS 3 (entered into force 2 September 1990) Convention on the Rights of Persons with Disabilities, opened for signature 13 December 2006, 2515 UNTS 3 (entered into force 3 May 2008) International Covenant on Civil and Political Rights, opened for signature 16 December 1966, 999 UNTS 171 (entered into force 23 March 1976) International Covenant on Economic, Social and Cultural Rights, opened for signature 16 December 1966, 993 UNTS 3 (entered into 3 January 1976) Universal Declaration of Rights, GA Res 217A (III), UN GAOR, 3rd Session, 183rd plen mtg, UN Doc A/180 (10 December 1948) E Other Concise Medical Dictionary (Oxford University Press, 8th ed, 2010)
Catering Guide & Outline We pride ourselves on our professional approach and true attention to detail. We will work closely with you, guiding you through a simple and seamless process that ensures your event is managed and created flawlessly. A satisfying and successful recipe requires a number of complimentary ingredients. Sterling College catering blends stylish food with a friendly and professional service with a desire to exceed your expectations effortlessly. We have several levels of catering service to suit your needs. Please feel free to blend elements from our suggested menus. As always, our professional staff is available to assist to ensure yours is truly a unique and custom designed event. Contact Information Quintin Eason - Chef/Manager Office: 620.278.4248 Cell: 620.204.1018 Email: qeason@sterling.edu
UNIT LETTERHEAD Unit Office Symbol Date MEMORANDUM THRU Army Substance Abuse Program, Building 2091 Kolekole Avenue, Stop #129, Schofield Barracks, HI 96857 MEMORANDUM FOR COMMANDER, FORENSIC TOXICOLOGY DRUG TESTING LABORATORY, 2490 WILSON STREET, FORT MEADE MD 20755-5235 SUBJECT: Request for Steroid Testing 1. I request that the enclosed urine sample be tested for anabolic steroids. The additional required information is provided: Base Area Code: P106 Unit Identification Code: WXXXXX Batch Number: XX Specimen Number: XX Date Collected: YYYYMMDD Donor’s DOD ID Number: (Do NOT place the Soldier’s name on the memorandum) Commander's Phone Number: (DSN if deployed) Commander's Enterprise Email Address: Commander’s Mailing Address: ASAP Manager: Pamela S. Jinnohara, 808-655-4470, pamela.s.jinnohara.civ@mail.mil ASAP Address: Army Substance Abuse Program, Building 2091 Kolekole Avenue, Stop #129, Schofield Barracks, Hawaii 96857 2. I have consulted with my servicing Staff Judge Advocate (SJA), (Rank, Last/First Name, Phone Number, Enterprise Email) that sufficient probable cause (PO) exists to support this drug test and have their concurrence for this particular test. COMMANDER’S SIGNATURE BLOCK
1 The learner will know about stress The learner must know: Assessment Requirements Evidence Location 1.a What stress is Learners should state what stress is. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 1.b Different of stress Learners should list a minimum of two different types of stress. 1.c Possible signs and symptoms of stress that may affect an individual Learners should list a minimum of two signs and symptoms of stress that may affect an individual. 2 The learner will know how stress affects health The learner must know: Assessment Requirements Evidence Location 2.a How stress can reduce personal health Learners should state how stress can reduce personal health. The following assessment be used in the assessment of this standard: tasks/questions and
questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Conditions and/or disorders linked with stress Learners should list a minimum of two conditions and/or disorders linked with stress. 3 The learner will know about potential causes of stress in everyday life The learner must know: Assessment Requirements Evidence Location 3.a Causes of stress in everyday life Learners should state causes of stress in everyday life. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 3.b Potential causes of stress in own lives Learners should list any potential causes of stress in own lives.
Table 5: Estimated savings from reductions in serious incidents from each option Option % Reduction in serious incidents at end of 10 Reduction in average number of serious incidents per year Cost reduction 10 years 7% ($) Level of compliance Additional cost of compliance Over 10 years 7% ($ million) NPV 10 years, 7% ($ million) 1: Status Quo 0% $0 Low $0 0 2: Model Code of Practice 22.37% 68.11 $18 609 181 Medium $0 $18.609 3: Guide 9.56% 29.12 $7 755629 Low $0 $7.756 4: Model Regulations 28.14% 85.67 $23 706 298 Medium-High $13.201 $10.506
Housekeeping References the model Code of Practice Managing the Work Environment and Facilities. WHS Regulation 40 – a PCBU must ensure so far as is reasonably practicable that: work areas have space for work to be carried out safely floors and other surfaces are designed, installed and maintained to allow work to be carried out safely. Working Safely with General Cargo – Steel Products and Working Safely with Containers includes guidance on housekeeping. Lighting WHS Regulation 40 – a PCBU must ensure so far as is reasonably practicable that lighting enables safe working, safe movement and safe emergency evacuation MO 32 Schedule 1 includes requirements for lighting levels, including minimising glare and dazzle. Working Safely with General Cargo – Steel Products and Working Safely with Containers includes guidance on lighting levels. Air quality WHS Regulation 40 – a PCBU must ensure so far as is reasonably practicable that ventilation enables workers to out work without risk to health and safety. MO 32 Schedule 1 includes requirements for a safe atmosphere. Working Safely with General Cargo – Steel Products and Working Safely with Containers includes guidance on minimising risks associated with contaminated or atmospheres. Weather conditions References the model Code of Practice Managing the Work Environment and Facilities for managing risks associated with extremes of heat and cold. WHS Regulation 40 – a PCBU must ensure so far as is reasonably practicable that workers exposed to extremes of heat or cold are able to work without risk to their health and safety. Working Safely with General Cargo – Steel Products and Working Safely with Containers includes guidance on weather conditions. Traffic management Separation of vehicles and pedestrians on the wharf, when moving cargo on and off ships and on deck Traffic management plans References model Code of Practice: Traffic Management in Workplaces WHS Regulation 215 – persons with management or control of powered mobile plant must ensure that the risk of colliding with pedestrians or other plant is controlled, so far as is reasonably practicable. Working Safely on the Waterfront includes similar guidance on traffic management plans and separation of vehicles and pedestrians. Handling loads and cargo
Role of Slaves Characteristics of Slaves Gender of Slaves Treatment of Slaves How were Slaves Traded? Appendix C Student Participation - Rubric Beginning – 0 pts Developing –18 pts Focused pts Exemplary pts Demonstrates Respect for Others Poor behavior. Disruptive to other students. Lack of respect is demonstrated in the classroom. Comments show a lack of respect and courtesy. Classroom behavior needs to be improved. Needs to act in a more respectful way in the classroom. Needs to continually be spoken to regarding behavior or attitude. Demonstrates inability to pay attention when others are speaking. Classroom behavior was acceptable. Acts respectful in the classroom on most occasions. Classroom behavior was superior, professional, and a model of how the teacher would like students to behave. Demonstrates self-respect and respect for others at all times. Works Independently and Cooperatively Unable or unwillingly to work independently or cooperatively with others. Unable to stay on task. Needs improvement in the area of working independently or cooperatively with others. Able to accomplish few assigned tasks. Has a difficult time staying on task. Works independently or cooperatively with others most of the time. Able to accomplish most independently or cooperatively with others all of the time. Able to accomplish all assigned
Middle class Exploitation of workers Weekly Rubric – Demonstrating Respect - Mr. George Beginning – 0 pts Developing pts Focused pts Exemplary pts Demonstrates Respect for Others Poor behavior. Disruptive to students. Lack of respect is demonstrated in the classroom. Comments show a lack of respect and courtesy. Classroom behavior needs to be improved. Needs to act in a more respectful way in the classroom. Needs to continually be spoken to regarding behavior or attitude. Demonstrates inability to pay attention when others are speaking. Classroom behavior was acceptable. Acts respectful in the classroom on most occasions. Classroom behavior was superior, professional, and a model of how the teacher would like students to behave. Demonstrates self-respect and respect for others at all times. Works Independently and Cooperatively Unable or unwillingly to work independently or cooperatively with others. Unable to stay on task. Needs improvement in the area of working independently or cooperatively with others. Able to accomplish few assigned tasks. Has a difficult time staying on task. Works independently or cooperatively with others most of the time. Able to accomplish most assigned tasks. Stays on task most of the time. independently or cooperatively with others all of the time. Able to accomplish all assigned tasks. Stays on task all of the time. Engaged and a productive
Rubric: Unacceptable-0 Needs Improvement-30 Proficient-40 Exemplary-50 Communicate effectively Student did not communicate effectively in writing or orally. Final product demonstrates an unacceptable ability to communicate effectively. The communication of ideas and information within the topic are not very clear and misunderstood by the audience. Communicates an unclear message to a specific audience. Visuals could have been more appealing and descriptive. The communication of ideas and information within the topic are somewhat clear and understood by the audience. Communicates a somewhat clear message to a specific audience. Visuals were acceptable but could’ve provided a better visual to the audience. The communication of ideas and information within the script are clear and easily understood by the audience. Communicates a clear message to a specific audience. Topic was easy for audience to understand with excellent visuals that further explained the topic. Works Independently and Cooperatively (Stays on Task) Unable or unwillingly to work independently or cooperatively with others. Unable to stay on task. . Inattentive and not involved during a majority of the project. Needs improvement in the area of working independently or cooperatively with others. Able to accomplish few assigned tasks. Has a difficult time staying on task. Often inattentive. Works independently or cooperatively with others most of the time. Able to accomplish most assigned tasks. Stays on task most of the time. Attentive on most occasions. independently or cooperatively with others all of the time. Able to accomplish all assigned tasks. Stays on task all of the time. Engaged and a productive member of class. Always involved and attentive.
To be used with Stewards 2.0 training. The pre- and post-tests are identical. Correct answers are bolded and italicized. Statement Circle T (true) or F (false) The accepted definition of child sexual abuse includes all acts of touching children in a sexual way. It also includes voyeurism and exposing children to pornography. T F In “grooming” a child for sexual abuse, a potential offender often develops a friendship or provides services for the child’s family. T F Background checks alone are inadequate as a primary child sexual abuse prevention tool. T F About 1 in 20 children is sexually abused by their 18th birthday. T F The majority of child sexual abuse incidents are perpetrated by acquaintances and friends of the child or their family. T F Some child sexual abuse victims are abused by an older or more powerful child. T F Unlike the victims of other forms of abuse, child sexual abuse victims are at low risk of delinquency and rebellion. T F Decreased school performance and school drop-out are common consequences of child sexual abuse. T F If you witness an adult “pressing the boundaries” of acceptable behavior, you should tell the adult that the behavior is inappropriate, set limits and move on. T F Children who are being sexually abused often regress sexually- avoiding sexual language and situations. T F There are almost always physical signs that children have been abused – such as bruising, redness or bleeding around the genitals or mouth. T F A substantial percentage of reported incidents of child sexual abuse by teens are false. T F
If you provide your e-mail address, you may get a follow-up survey by e-mail. Complete this questionnaire after taking the Stewards of Children v.2 training. Statement Circle T (true) or F (false) The accepted definition of child sexual abuse includes all acts of touching children in a sexual way. It also includes voyeurism and exposing children to pornography. T F In “grooming” a child for sexual abuse, a potential offender often develops a friendship or provides services for the child’s family. T F Background checks are inadequate as a primary child sexual abuse prevention tool. T F About 1 in 20 children is sexually abused by their 18th birthday. T F The majority of child sexual abuse incidents are perpetrated by acquaintances and friends of the child or their family. T F Some child sexual abuse victims are abused by an older or more powerful child. T F Unlike the victims of forms of abuse, child sexual abuse victims are at low risk of delinquency and rebellion. T F Decreased school performance and school drop-out are common consequences of sexual abuse. T F If you witness an adult “pressing the boundaries” of acceptable behavior, you should tell the adult that the behavior is inappropriate, set limits and move on. T F Children who are being sexually abused often regress sexually- avoiding sexual language and situations. T F There are almost always physical signs that children have been abused – such as bruising, redness or bleeding around the genitals or mouth. T F A substantial percentage of reported incidents of child sexual abuse by teens are false. T F
If you provide your e-mail address, you may get a follow-up survey by e-mail. Complete this questionnaire prior to taking the Stewards of Children v.2 training. Statement Circle T (true) or F (false) The accepted definition of child sexual abuse includes all acts of touching children in a sexual way. It also includes voyeurism and exposing children to pornography. T F In “grooming” a child for sexual abuse, a potential offender often develops a friendship or provides services for the child’s family. T F Background checks alone are inadequate as a primary child sexual abuse prevention tool. T F About 1 in 20 children is sexually abused by their 18th birthday. T F The majority of child sexual abuse incidents are perpetrated by acquaintances and friends of the child or their family. T F Some child sexual abuse victims are abused by an older or more powerful child. T F Unlike the victims of other forms of abuse, child sexual abuse victims are at low risk of delinquency and rebellion. T F Decreased school performance and school drop-out are common consequences of child sexual abuse. T F If you witness an adult “pressing the boundaries” of acceptable behavior, you should tell the adult that the behavior is inappropriate, set limits and move on. T F Children who are being sexually abused often regress sexually- avoiding sexual language and situations. T F There are almost always physical signs that children have been abused – such as bruising, redness or bleeding around the genitals or mouth. T F A substantial percentage of reported incidents of child sexual abuse by teens are false. T F
Purpose This document provides additional information to support the use of geospatial data. The Physical Model Diagram provides a visual representation of the relationships in the data class. The Data Change History lists all the modelling and access changes that have occurred during the lifecycle of the data class. A data description identifying table and field names is available upon request. Need Assistance? Please contact LIO Support at or 705-755-1878 if you require help. Data Class Change History Data Name: Stewardship Council Location Data Class Short Name: OSCPOINT Date YYYY-MM-DD Details of Change 2013-09-30 Data has been retired and is now available as a static packaged product through the Metadata Tool 2010 NEW Data Class Data Description Please refer to the metadata record for the data description.
who are donating in a recurring way are making it possible to keep our community thriving. And if 2019 is to be another successful year of financial stewardship and we see Bethlehem grow in interesting new ways, it will be because of our regular contributions -- even in small amounts. At the bottom of this letter, I have included a Giving Guide that may help you with your planning. I have also enclosed a personal survey entitled, “Stewardship Life & Ministry Values”. Please take a moment to answer the questions for yourself and see what you might learn about your personal stewardship values. Included in this mailing is a pledge card which we ask that you complete and return by Commitment Sunday, October 14, 2018. If you already contribute through our online system, we would still request you return an updated pledge card. If you do not contribute online, we encourage you to make this transition to automatic giving which greatly improves Bethlehem’s financial planning. The practice of generosity is a faith discipline. Growing in generosity is the mark of a deepening faith and journey with Christ. I joined Bethlehem because I believe that its members are committed to being genuine Disciples of Christ. I want to be involved with something that really matters in this community and Bethlehem is my chosen place of worship. Thank You again for your Stewardship and for your contribution to the life-giving work of Bethlehem Lutheran Church. In Peace, Dick DuBois