zilongwang/ReadingBank huggingface dataset:
Escargots Babbouch Babbouch Babbouch of Mtir Beni Mtir Beni M’tir Bani Mtir Beni Mtir Bni Mtir Bni Mtir source of Hamraya Ain Ain El Hamraya Ain Hamraya Ain Ain El hamraya Aïn El Tribe name ; oronym Khemir El Khemir Khemir Khmir Khmir Bourguiba bath Berber origin name Tabarga Tabarba Tabarca Tabarka Tbarka Tbarka Sidi Rouine Sidi Rouin Sidi Rouine Sidi Rouine Sidi Rouine Al Kabir El Kébir Kbir El Kébir El Kbir El Kbir The cut off or Al Gassa El Guessa Guessa Guessa El Guessa El Guessa Regionym Maknet Al Hamaine Maknet El Hemaine Maknet Hemaine Maknet El Hemaine Maknet El Hmaine Maknet El Ras Ar Rajel Ras Er Rajil Ras Rajel Ras Rajel Ras Er Rajil Ras Er Rajil Morning source Ain Essobh Essobh Sobh Essobh Ain Essobh Aïn Essobh
Al Moula El Moula El Moula El Moula El Moula Flora name Fernana Fernena Fernèna Fernana Fernèna Fernèna Oronym Sidi Hlima Sidi Hlima Sidi Hlima Sidi Hlima Sidi Hlima Sidi Hlima Al Barbara El Barbara Barbra Elbarbara Barbra Barbra Al El El El El Hydronym Bou Herthma Bou Hertma Bou Bou Herthma Bou At Tebaynia Et Tebaynia Tebaynia Tebaynia Et Tbaynia Et Tbaynia Jendouba Nord Jendouba Ech Chamalia Jendouba Chamalia Jendouba Nord Jendouba Ech Chamèlia Ech Bulla Reggjia Bulla Rejia Bulla Regia Bulla Regja Bulla Regja Bulla Regja Oued Al Mliz Oued El Mliz Oued Mliz Oued Mliz Oued Mliz Oued Mliz Balta Bou aouane Balta Bou aouène Balta Bou aouane Balta Bou aouane Balta Bou aouène Balta Bou aouène
Internationales Theologisches Kolleg Application for Admission by the candidate Name and address of the candidate: ……………………………………………………………………………….. ……………………………………………………………………………….. ……………………………………………………………………………….. ……………………………………………………………………………….. E-Mail: ……………………………………………………………………… I have taken note of the „Statute and Ratio Localis 2016“ (the profile, the requirements for admission and the way of life in the Canisianum). According to the “Ratio Localis” and the submitted “Agreement” I approve to participate in this process of formation with the community of the Canisianum. I herewith apply for admission to the Collegium Canisianum in Innsbruck. I also agree to commit myself to community matters, to cooperate with the formation team of the Canisianum and to assist the formation team in its issues. I commit myself to returning to my home diocese/home country after completion of my studies or at the end of my stay at the Collegium Canisianum. …………………………… .................................................. Date Signature of the candidate
FACULTY AND STAFF 2016-2017 Principal – Mr. Rick Thomas Attendance Secretary – Ms. J. Cothron Asst. Principal (6th and 8th grade) Mrs. V. Smith Registrar/Records--- Mrs. S. Bennett Asst. Principal (7th and 8th grade) Mr. J. White Receptionist – Mrs. N. Demps Bookkeeper – Mrs. C. Ewings School Counselors – Mr. D. Hollimon SRO – Officer Hamilton Mrs. J. Williams Hall Monitor – Mr. Jones Nurse – Vacancy Academic Coaches– Mrs. T. Williams (Math and Science) Mrs. C. Anderson (ELA and Social Studies) SIXTH GRADE Team 1 Team 2 Team 3 Teachers Room # Subject Teachers Room # Subject Teachers Room # Subject Rucki Lampert Cobb McDuffie 314 313 315 310 Math ELA SS SCI Bragg Jett Graham Hunter 318 317 316 323 Math ELA SS SCI Douglas Campbell Berglund Waller 328 327 329 325 Math ELA SS SCI SEVENTH GRADE Team 4 Team 5 Team 6 Teachers Room # Subject Teachers Room # Subject Teachers Room # Subject Ferrebee Crawford Whylly Tillman 215 213 214 210 Math ELA SS SCI Boudreaux Ross Roberts Head 223 218 216 217 SCI ELA SS Math Slater Collins Grier Williams, P 229 227 228 225 Math ELA SS SCI EIGHTH GRADE Team 7 Team 8 Team 9 Teachers Room # Subject Teachers Room # Subject Teachers Room # Subject Nelson Copeland Lee Northcutt 114 115 113 110 Math ELA SS SCI Lucas Crews 123 118 Math/SCI ELA/SS Jones Lampkin Collier Beverly 128 129 127 125 Math ELA SS SCI CONNECTIONS, SPECIAL EDUCATION, AND SUPPORT PERSONNEL
All District Health Boards INFANT, CHILD, ADOLESCENT AND YOUTH – DAY TREATMENT SERVICES MENTAL HEALTH ADDICTION SERVICES TIER THREE SERVICE SPECIFICATION STATUS: These service specifications may be amended to meet local agreement needs. NON-MANDATORY Review History Date First Published on NSFL June 2009 Correction: Reporting item- monthly number of day attendances added July 2010 Amendments: clarified reporting requirements, completed PU table. Corrected title, edited for consistency March 2013 Amendments: added MHI45S purchase unit code, removed standard provider monitoring reporting tables. Minor editing. April 2017 Consideration for next Service Specification Review Within five years Note: Contact the Service Specification Programme Manager, Service Commissioning, Ministry of Health to discuss proposed amendments to the service specifications and guidance in developing new or updating and revising existing service specifications. Nationwide Service Framework Library web site
MENTAL HEALTH AND ADDICTION SERVICES TIER THREE SEVICE SPECIFICATION MHI56, MHI56C, MHI56D, MHI56E, MHI56S This tier three service specification for Infant, Child, Adolescent and Youth Package of Care (Wrap Around) (the Service) must be used in conjunction with tier one Mental Health and Addiction Services and tier two Infant Child Adolescent and Youth service specifications. 1. Service Definition The Service will include: the development and funding of individualised packages of treatment/care aimed at meeting the specific needs of each Service User and their family/whānau, which may include management of activities of daily living, including personal care assistance to the child, adolescent or youth to maintain connection with or access to community-based activities, health, education, vocational and social services, and collaborate with clinical services review and monitoring the safety and appropriateness of each care package, modifying according to need, and assessment of ongoing requirements emphasis that is placed on the provision of treatment and support in an environment and context that is safe and appropriate for children, adolescents and youth ensuring that care packages are culturally appropriate and safe for each individual and their family/whānau delivery in a way that is appropriate for the age and developmental status of the Service User, by or under the supervision of staff with suitable child and youth expertise or experience ensuring that criteria and guidelines are in place to manage entry to and exit from the service, including criteria for prioritisation of referrals ensuring that care funding is not used to duplicate existing services but is used to provide supports that are additional to those provided by existing health, welfare and support agencies and to those services provided by the other specialist mental health services management of the package of care funding (including flexi-fund budgets) within the annual budget and ensuring that the available funding is used efficiently and effectively. The provider may enter into subcontracting arrangements with other organisations for the delivery of components of the package but will be accountable for the total package deliverables. Consistent with the tier two Infant, Child, Adolescent and Youth Service Specification, the service will: be recovery focused build resilience and connectedness be responsive to individual consumer needs support family/whānau in their role as parents.
- Contact: Paul Lehman Sr. Director Product Marketing +1 714 368 2521 Printronix Shatters $1,000 Price Barrier with T2N Thermal Bar Code Printer The T2N is the first entry-level industrial bar code printer on the market to offer Ethernet connectivity as a standard feature IRVINE, Calif., Feb. 21, 2013 — Printronix, Inc., a worldwide leader in business-critical printing solutions, today rolled out the T2N series and created an opportunity for distribution, logistics, manufacturing, retail and healthcare companies to adopt thermal bar code printing technology at the lowest cost available. Priced below competitive models, the T2N series comes standard with Ethernet connectivity and design features that enable faster installation. The T2N provides the best value in the market, aggressively priced less than $1,000 USD for the 203 dpi model. “With the introduction of the T2N, Printronix now offers a wider range of thermal bar code printers targeted to different business environments,” said Mark Edwards, senior vice president, global sales and marketing, Printronix. “The T2N satisfies the most cost-conscious buyer sourcing for a reliable entry-level printer while other models in our portfolio address the needs of midrange and high-performance applications. Whether you’re establishing industrial printing operations or simply expanding a well-running environment, Printronix has the thermal printing solution for you.” More Standard Features, Smoother Integration and Faster Installation Printronix created the T2N series to bring thermal bar code printing to budget-minded buyers who don’t want to sacrifice quality. In this entry-level industrial printer segment where Printronix did not compete previously, the T2N registers as a “best value.” Its outstanding performance and standard features usually are not found in this price range. Printronix designed the T2N to meet the needs of customers in a wide variety of industries and complements Printronix’s successful line of midrange and high-performance bar code printers. “The compact design of the T2N occupies a small footprint for easy installation, also making it ideal for retail and healthcare environments where space is limited. It measures a mere 11 inches by 17 inches and weighs only 24 pounds,” Edwards said. “The T2N provides Printronix with new opportunities to deliver the best-value thermal bar code printer to both developed and emerging markets.”
All District Health Boards CONSUMER LEADERSHIP SERVICES - PEER SUPPORT SERVICE FOR CHILDREN, ADOLESCENT YOUTH - MENTAL HEALTH ADDICTION SERVICES TIER THREE SERVICE SPECIFICATION STATUS: These service specifications may be amended to meet local agreement needs. NON-MANDATORY Review history Date First Published on NSF Library June 2009 Amended: Removal of unapproved Purchase Unit MHCK37F. Minor editing changes for consistency. February 2011 Amended: clarified reporting requirements March 2013 Amended: added MHA13S purchase unit code, removed standard provider monitoring reporting tables. April 2017 Consideration for next Service Specification Review Within five years Note: Contact the Service Specification Programme Manager, Service Commissioning, Ministry of Health to discuss proposed amendments to the service specifications and guidance in developing new or updating and revising existing service specifications. Nationwide Service Framework Library web site CONSUMER LEADERSHIP SERVICES - PEER SUPPORT SERVICE FOR CHILDREN, ADOLESCENT AND YOUTH - MENTAL HEALTH ADDICTION SERVICES THREE SERVICE SPECIFICATION
☆ 2 times X E1 Indoor / outdoor units communication error times X E2 Zero-crossing signal detection error times X E3 Indoor fan speed has been out of control ☆ 5 times X E4 Indoor room temperature sensor T1 open circuit or short circuit ☆ 6 times X E5 Evaporator coil temperature sensor T2 open circuit or short circuit times X EC Refrigerant leakage detection times O F0 Overload current protection times O F1 Outdoor ambient temperature sensor T4 open circuit or short circuit times O F2 Condensercoil temperature sensor T3 open circuit or short circuit times O F3 Compressor discharge temperature sensor T5 open circuit or short circuit times O F4 Outdoor unit EEPROM parameter error times O F5 Outdoor fan speed has been out of control times ☆ P0 IPM malfunction or IGBT over-strong current protection times ☆ P1 Over voltage or over low voltage protection times ☆ P2 High temperature protection of compressor top diagnosis and solution(only for 9k,12k models) times ☆ P3* Outdoor ambient temperature too low. times ☆ P4 Inverter compressor drive error times ☆ P5 Indoor units mode conflict (multi-zone ONLY) O（light）X（off）☆（flash） *P3 1) In heating mode, when the outdoor temperature is lower than -25 for 1 hour, the indoor unit display error code P3. 2) If the OUTDOOR temperature is higher than -22c for 10 minutes and compressor stop for 1 hour OR outdoor temperature is higher than -5C for 10 minutes, then the unit will return to work. 9.2 Outdoor unit error display(TBD) 9.3 Diagnosis and Solution 9.3.1EEPROM parameter error diagnosis and solution(E0/F4) Error Code E0/F4 Malfunction decision conditions Indoor or outdoor PCB main chip does not receive feedback from EEPROM chip. Supposed causes Installation mistake 4 4
4: Indoor outdoor Fan Motor Measure the resistance value of each winding by using the tester. Model YKT-32-6-202L YKT-32-6-3L YKT-48-6-206 YKT-63-6-200L Brand Tongde Welling Welling Welling Black – Red Main Ω 86 213 152 88.5 Blue –Black AUX Ω 64 156 142 138 5:Pressure On Service Port Cooling chart: °F(°C) ODT IDT 75 (23.89) 85 (29.44) 95 (35) 105 (40.56) 115 (46.11) BAR 70/59 8.2 7.8 8.1 8.6 10.1 BAR 75/63 8.6 8.3 8.7 9.1 10.7 BAR 80/67 9.3 8.9 9.1 9.6 11.2 °F(°C) ODT IDT 75 (23.89) 85 (29.44) 95 (35) 105 (40.56) 115 (46.11) PSI 70/59 119 113 117 125 147 PSI 75/63 124 120 126 132 155 PSI 80/67 135 129 132 140 162 °F(°C) ODT IDT 75 (23.89) 85 (29.44) 95 (35) 105 (40.56) 115 (46.11) MPA 70/59 0.82 0.78 0.81 0.86 1.01 MPA 75/63 0.86 0.83 0.87 0.91 1.07 MPA 80/67 0.93 0.89 0.91 0.96 1.12 Heating Chart: °F(°C) ODT IDT 57/53 (13.89/11.67) 47/43 (8.33/6.11) 37/33 (2.78/0.56) 27/23 (-2.78/-5) 17/13 (-8.33/-10.56) BAR 55 30.3 28.5 25.3 22.8 20.8 BAR 65 32.5 30.0 26.6 25.4 23.3 BAR 75 33.8 31.5 27.8 26.3 24.9
MSB Representative Sport Trials / Training Term 3 Week 4 TERM 3 Week 4 Mon 3 August JUN and INT Netball Training Lunch (Hall) Mrs Grant / Mrs Walsh Mon 3 August INT Basketball Training 3.40-4.30pm Mrs He Wed 5 August U13 and U15 Soccer Lunch Training Lauren Purcell / Mr Campbell Fri 7th August Open Soccer Lunch Training Mr Hume
QUEENSLAND OPEN DAYS: University: Open Day Date: Website: CQ University See Link for Dates Griffith University Sunday August 12 (all campuses) James Cook University Sunday August 26 (Cairns) Sunday August 19 (Townsville) Queensland University of Technology Sunday July 29 (Gardens Point) University of Queensland Sunday August 5 (St Lucia) Sunday August 19 (Gatton) University of Southern Queensland Monday August 19 (Toowoomba) Saturday September 1 (Ipswich) Friday September 7 (Springfield) Bond University Saturday July 28 Australian Catholic University Saturday July 28 Southern Cross University Sunday July 29 (Gold Coast) Sunday July 28 (Lismore) Sunday July 27 (Coffs Harbour) Sunday July 27 (National Marine Science Centre) University of the Sunshine Coast Fraser Coast (June 23) Sunshine Coast (July 22) Caboolture (August 5) For University Open Days in Other States See Your School Careers Website (Go to the “Post School Options” menu -> “University” -> “All Uni. Open Days”).
Set out here a list of the provisions sought for the child/young person to meet the outcomes. Cognition and Learning Target to support progress toward outcome What support do I need to achieve my outcomes? Who is going to provide the support and how often? When will it be reviewed and who will review it? Social, Emotional and Mental Health Target to support progress toward outcome What support do I need to achieve my outcomes? Who is going to provide the support and how often? When will it be reviewed and who will review it?
11 SCIENCE21 - Term 4 Unit 4: AMUSEMENT PARK PHYSICS 1 UNIT 1: LEARNING GOALS: Students will investigate the following: Students will study rides at the Gold Coasts famous fun park - Dreamworld. They will look at the motion and energy involved in the rides as well as the materials used in the construction. The effects of the different rides on the human body will also be studied. Students will then be required calculate data relating to the rides and then analyse rides impact on the body. They will then apply this information to design a waterslide for the amusement park. Assessment Success Criteria: The student will be able to do the following: description and explanation of complex scientific information comparison and explanation of complex interrelationships between scientific ideas, concepts, theories, processes and phenomena interpretation and application of scientific knowledge and information to generate reasoned explanations of real-world phenomena. assessment and management of risk; safe selection and use of equipment and purposeful use of technology to gather and enhance the reliability of data and information systematic analysis and interpretation of data and information using appropriate quantitative and qualitative techniques to identify trends, relationships and anomalies identification and explanation of issues and evaluation of scientific impacts relevant to an inquiry synthesis of data to draw conclusions and express justified positions analysis of a range of factors influencing the development of scientific knowledge. Key Verbs DEFINE & EXPLAIN COMPARE INVESTIGATE (SCIENTIFIC) JUSTIFY SYNTHESISE ANALYSE Resources Glossary: energy is needed to do work, kinetic energy is possessed by bodies in motion, forms of potential energy, energy transfer, properties of different materials, Newton’s Laws, effects of motion on the body, the body’s response to stress & motion.
deposits of radioactive elements, define the region with low level of uranium in groundwater. The second region is associated with the northern Ukraine and includes a part of the Ukrainian Shield. Low content of uranium, observed in this area, is associated with the predominance of precipitation. Some geochemical anomalies in this area, such as increased radioactivity, are related to local outcrops of crystalline rocks of the Ukrainian Shield. The third region, located in the north-eastern part of Ukraine, includes the Dnieper-Donetsk basin and forest-steppe landscapes with predominantly dry climate. This area has geological structures containing non-industrial uranium deposits, which increase the dissolved radioactive elements in the water. The fourth region is represented by the central part of the Ukrainian Shield and the Black Sea Depression. The arid climate of the steppe and substantial deposits of uranium ore conduce to high concentration of uranium in groundwater, creating ecologically dangerous anomalies. Two methods, Minimum Spanning Tree on PCA factors (Figure 5d) and ISO on primary variables with spatial weights (Figure 5g), outlined two the Ukrainian Shield with predominance of geological factors and the Black Sea Lowland with prevailing climatic factors. This group also includes Crimean Mountains as part of the Alpine geosynclinal system. The fifth region encompasses Donetsk folded structures and is subdivided into two subtypes with predominance of natural uranium content (related to bedrock of the Ukrainian Shield) and climatic factors of increased salinity of groundwater in the eastern part of the region. Figure 6 (right) illustrates the proposed zoning areas. Conclusion Combining techniques of hierarchical and non-hierarchical classification of geological, climatic, and various environmental parameters coupled with geostatistical analysis allowed to identify six regions of distribution of natural radioactive elements in groundwater in Ukraine. The resulting zoning has hierarchical structure which makes it more flexible and evolutionary adaptive in making decisions in geological studies, environmental assessment, and use of groundwater. The future research are aimed at enhancement of the current model by exploring alternative methods of supervised and semi-supervised learning, including Support Vector Machine (SVM), Radial Basis Function (RBF), and Bayesian networks techniques.
Advise earnings with T/C 91. Federal Tax: System uses annualized tax calculation Quebec Provincial Tax calculated @ a flat 9% without referencing the tax switch (DS05): Additional Tax (DA05) Tax exemption (DB05) Advised amounts over-ride the system’s calculation Separate Payment Codes Separate Pay (code 52) Creates a separate payment Pay period Federal and Quebec tax Advised deductions over-ride system calculations Use deduction schedule 6 (unless other schedule # advised) in deduction priority order. Separate Pay-Ann Tax (code 91) Creates a separate payment Annualized Federal tax 9% Quebec tax Advised deductions over-ride system calculations Uses deduction schedule 6 for deductions 01 to 06 only Earnings that are programmed to report in Boxes 16, 18 or 20 are taxable. T4A-RCA Recipient Fields Box Employee Mnemonic Workforce Now Fields 24 SINO Canadian Social Insurance Number Value: 9 digit numeric 22 YD04 Federal Income Tax Deducted from the RCA payment DB04/DB05 Personal Tax Exemptions As per the governments’ forms TD1, TD1xx (xx = Province) and TP-1015.3. DB04 = Federal credit, DB05 = Provincial credit. YD05 Quebec Provincial Tax deducted Stores all Quebec Provincial Tax deducted from normal pension payments (prints on RL2) and
References and Commonly-Used Termination Clauses FAR Part 49 - Termination of Contracts DFARS 249 - Termination of Contracts AFFARS MP 5349 FAR Part 12.403 – Termination of Commercial Contracts T4C Clauses: 52.212-4 – Contract Terms and Conditions – Commercial Items, Paragraph (l) Termination for the Government’s Convenience 52.249-1 – Termination for Convenience of the Government (Fixed-Price) (Short Form) 52.249-2 – Termination for Convenience of the Government (Fixed Price) 52.249-3 – Termination for Convenience of the Government (Dismantling, Demolition….) 52.249-4 – Termination for Convenience of the Government (Services) (Short Form) 52.249-5 – Termination for Convenience of the Government (Educational and Other Nonprofit Institutions) 52.249-6 – Termination (Cost-Reimbursement) 52.249-7 – Termination (Fixed-Price Architect-Engineer) 252.249-7000 - Special Termination Costs 252.249-7002 – Notification of Anticipated Contract Termination or Reduction ATTACHMENT A 252.249-7002 – Notification of Anticipated Contract Terminations or Reduction DEPARTMENT OF THE AIR FORCE XXXXXXXXXXXXX XXXXXXXXXXXXXXX Date MEMORANDUM FOR: Attn: FROM: SUBJECT: Contract #
Contact arrangement: Reason requesting referral: Child’s behaviour: Child’s emotional needs: Child’s social needs: Child’s educational placement & needs: Child’s physical/ medical health needs: Risk issues: Child’s strengths: Family’s strengths and motivation (if appropriate): Child and family’s wishes: Service involvement Children’s Services Involvement (past and present):
Has a risk assessment been completed? Yes No please provide details: Has a safety plan been completed? Yes  No  please provide details: Are there any safety issues T4K staff need to be aware of? Yes  No  please provide details: What other supports are in place for the child and/or the family?
with local and regional leaders and transportation advocates across the state to identify and support the projects and priorities that are essential to support thriving communities. The coalition has won a variety of policy victories, ranging from keeping transit fares affordable to securing new funding for regional bus agencies, the MBTA, safer roads and bridges, and complete streets. For more information, please visit: THE ROLE: Reports to: Executive Committee (Board of Directors) Location: Boston, MA The Director will build on T4MA’s successful policy advocacy, public education and outreach to create a statewide network of supporters. Specifically, s/he will inspire all of T4MA’s constituents, and collaboratively marshal the talent and resources necessary to implement the remaining two years of strategic plan. At the same time, the Director will prepare for and help design T4MA’s future. This is a compelling opportunity for a seasoned policy strategist, relationship- and coalition-builder as well as an entrepreneurial, disciplined manager who is passionate about advancing an effective policy agenda that generates action to protect our climate while increasing mobility for all. Coalition Leadership, Policy and Advocacy Advocate for transformative public policy change the implementation of multiple issue campaigns in partnership with coalition members; Link disparate groups, non-traditional partners and resources into effective statewide advocacy campaigns; Balance short-term legislative and policy needs with the long-term need to influence public opinion and secure adequate funding for transportation investments; Deepen partnerships with public agencies while also calling for accountability Identify a research agenda and work with partners to scope and deliver research products (reports, white papers, forums); Monitor and influence trends related to transportation policy and investments; Advance an active learning agenda for coalition members. Management Develop a coalition-wide workplan -- with multiple, linked strategies -- and budget, as well as oversee the implementation of all strategies by coalition members and a small, talented staff; Raise the coalition’s annual budget through philanthropic fundraising, and the identification of other sources of revenue; Recruit, manage and mentor a committed staff (4 currently); ensure the optimal organizational structure, roles, responsibilities and training that meet T4MA’s evolving needs; Personally model a culture of collaboration and accountability; Oversee sound finances and operations, in partnership with the fiscal agent partner. Communications and External Affairs
V. Faraday’s law of induction is given by: 1. Describe the meaning of each term in the above equation including the minus sign. 2. P7: In the figure below, the magnetic flux through the loop increases according to the relation ΦB = 5t4+ 4t3 + 3t2 + 2t, where ΦB is in milliwebers and t is in seconds. What is the magnitude of the emf induced in the loop when t = 2 s? 3. A uniform magnetic field is perpendicular to the plane of a circular wire loop of radius r. The magnitude of the field varies with time according to B = B0e-t/τ, where B0 and τ are constants. Find an expression for the emf in the loop as a function of time. Equations of kinematics: Electron Mass = 9.11 x 10-31Kg Final velocity = v, Initial velocity = v0, Acceleration = a, Time interval = t, Displacement = x-x0 1. 2. 3. 4. 5. Magnetic force on a moving charge:
NGO Providers Referral Liaison Collaboration Work with NGOs to support the Service User in functioning (eg housing, income support entitlements, and education and employment opportunities. Providers of Disability Support Services Referral Liaison Collaboration Work collaboratively with intellectual and other disability support services and facilitate access to those services when needed. Education services Group Special Education (GSE) services Consultation Liaison Collaboration Work collaboratively with educational services and facilitate access to those services when needed. CYF Youth Transition Services Police Department of Corrections Courts Other health services Consultation Liaison Collaboration Work collaboratively Provide advice Receive referrals Develop joint intervention and transition plans with partner agencies 7. Exclusions Refer to tier one Mental Health and Addiction Services service specification. 8. Quality Requirements The Service must comply with the Provider Quality Standards described in the Operational Policy Framework or, as applicable, Crown Funding Agreement Variations, contracts or service level. 9. Purchase Units and Reporting Requirements Purchase Units are defined in the joint DHB and Ministry’s Nationwide Service Framework Purchase Unit Data Dictionary. Specific reporting requirements apply at tier three not at tier one or tier two service specifications. 10. Tier Three Service Specifications The following service specifications for youth forensic mental health services are: Title PU Code Youth Forensic Inpatient Service MHIY88 Youth Forensic Specialist Community Service MHIY87A MHIY87B MHIY87C MHIY87D MHIY87E The Service must comply with the requirements of national data collections PRIMHD.
Typical ingredients NOT typical ingredients ? presents arguments from different viewpoints chronological order logical order imperative informal (chatty) language past tense formal language 2nd person (you) explains processes involved or how things work quotation analysis 3rd person (he/she/it/they) list of materials/equipment subordinate clause evaluation Subordinating (if, because etc) promotes a particular view diagrams Standard English conclusion use of visual image to attract attention emotive language 1st person (I/we) flow charts causal connectives, stressing sequence or cause & effect bullet points temporal connectives (first, next, after that) autobiographical style use of rhetorical devices dialogue retells events describes the way things are introduction bias present tense characterisation impersonal adverbial phrases figurative language preposition active passive ellipsis
T4 Blue group spelling words WEEK 1 WEEK 2 WEEK 3 1 avoid beauty tear 2 destroy yearly ware 3 moisture view spare 4 noisy universe prepare 5 choice yacht compare 6 pointed youth scary 7 jointly youngster flare 8 employer pupil glare 9 enjoyable obtuse daring 10 royal misuse sharing 11 voyage argue repaired 12 appointment volume careless WEEK 4 WEEK 5 WEEK 6 1 lose offer speech 2 enclose stolen scratches 3 desert sailor chimney 4 grease rapid chuckle 5 freeze perhaps century 6 dazzling personal question 7 excuse palace feature 8 cause awful signature 9 adviser attacked cheque 10 disease kitchen challenge 11 position machine chocolate 12 anxiety police unfortunate WEEK 7 1 anthem 2 earth 3 threw 4 thrown 5 athletic 6 everything 7 threaten 8 wealthy 9 faithful 10 thieves 11 thunderous 12 thoughtless
T4 Green group spelling words WEEK 1 WEEK 2 WEEK 3 1 appointment annually unaware 2 royal museum rarely 3 voyager refusal scarcely 4 moisturise regular various 5 spoilt circular prayer 6 exploit particular mayor 7 oyster curable despair 8 ointment lawyer declare 9 poisonous insecure impaired 10 boisterous newspaper disrepair 11 annoyance duplicate mayoral 12 turquoise genuinely variation 13 unavoidable amusement unbearable 14 buoyancy endurance millionaire 15 theatre communicate questionnaire WEEK 4 WEEK 5 WEEK 6 1 scissors famous unfortunate 2 desirable captain chocolate 3 organise capture changeable 4 apologise syrup cheque 5 exercise linen signature 6 sausages natural champion 7 applause debate immature 8 citizen desire chastise 9 resident decimal unfortunately 10 hazardous objection temperature 11 magazine vacation manufacturer 12 zealous exception attachment 13 uncivilised effortless righteous 14 advertising license futuristic 15 compromise career exhaustion
The Antoine Equation given in equation 5 can be used to approximate vapor pressure for a given compound at a given temperature: [5] where p is vapor pressure of the compound, T is temperature, and A, B, and C are constants (12). This equation is generally accurate within 10% for temperatures ranging from the triple point to the critical point. RESULTS The masses of the experimental compounds were collected at half-hour intervals from time lapse photographs and entered into Microsoft Excel to track diffusion over time (Fig. 6). Most data sets demonstrated nearly perfectly linear diffusion, while others had more noticeable variances; nonetheless, the data showed excellent correlation with zero-order diffusion (r2>0.99). Some of the liquids with higher diffusion coefficients had masses that suddenly leveled off and stopped displaying zero order diffusion rates. This was caused by the complete evaporation of all the liquid, preventing the vapor pressure from remaining constant. Such data was excluded when determining the line of best fit and r2 values. Figure 6 (Primary Data for n-Octane): The gravimetric data collected for n-Octane Compounds Table 2 shows the various compounds that were tested, sorted by polarity class and molecular size, and the average diffusion coefficient that was calculated. By manipulating Fick’s law and taking measurements of the membrane thickness, vapor pressure, and mass lost over the time period (Fig. 6), the diffusion coefficients for the various compounds could be calculated. For the 1-hexanol and 1-heptanol, we were unable to collect reliable data from the second trial of each substance. The data was very erratic and could not be quantifiable so the average diffusion coefficient for those two substances was calculated using only one trial. The diffusion coefficients were plotted and a linear relationship was observed, with the diffusion coefficient increasing along with the molecular size. For all three polarity classes of compounds, a linear, positive correlation was seen between molecular size and the diffusion coefficient (Fig. 7). Table 2: Diffusion Coefficients of the Various Compounds Substance Average Flux (g m-2 hr-1) Thickness of Membrane (μm) Average Diffusion Coefficient (m2 s-1) Alkanes Pentane Trial 1 5.685 66 16.05
scale-like leaves/woody stems cones and seed scales Angiospermophyta Flowering plants, flowers and fruits with seeds have roots/stems and leaves Vascular plants/develop ovaries (eggs) and anthers (pollen) Application: Recognition features of porifera, cnidaria, platylhelmintha, annelida, mollusca, arthropoda and chordata. Animal Phyla Porifera Sponges/no mouth or anus Pores on the surface that suck in water for filter feeding/ no symmetry Cnidaria Corals, Sea anemones, hydra and jellyfish/ One opening for food and waste Generally soft accept species of hard corals/ radial around the mouth (some with stinging cells) Platyhelminthes Flatworms/ one opening for food and waste/lack body cavity except a gut/no circulatory or respiratory system Soft/no skeleton/flat thin ribbon-like shape/ bilateral symmetry Annelida Segmented worms such as earthworms and leeches/ segmented internal cavity with the same organs in each segment/mouth and anus Ringed shaped segments withbristles/ bilateral symmetry Mollusca Snails, bivalves and squid/most have calcium carbonate (CaCO3) shell Mantle secretesshell/bilateral symmetry/most have radula (hard rasping tongue-like structure) for feeding Arthropoda Insects and crustaceans/mouth and Hard exoskeletonmade of chitin/bilateral
For the plant plasmolysis experiment, I observed the plant cell layer under 100x magnification of a microscope in distilled water and drew the appearance of the cells. Then, I observed the plant cell layer in 15% NaCl solution and drew the appearance of the cells. Results Table 1 Diffusion Color Color Glucose Content Glucose Content Time Dialysis Bag Beaker Dialysis Bag Beaker Start Clear Amber Present Absent 30 minutes Purple-black area Amber Present Present
Table 2 Osmosis Investigation Solution Dialysis Bag Initial Mass (g) Dialysis Bag Final Mass (g) Change in Mass (g) % Change in Mass Water 25.25 g 24.93 g 0.32 g 1.27% 0.2 M 25.90 g 26.80 g 0.90 g 3.47% 0.4 M 25.98 g 28.61 g 2.63 g 10.12% 0.6 M 27.25 g 29.31 g 2.06 g 7.60% 0.8 M 28.55 g 33.38 g 4.83 g 16.92% 1.0 M 29.30 g 33.40 g 4.10 g 13.99%
If the student is known to have any medical or psychological condition that precludes such action (as certified by a licensed health care provider in a written statement provided to the school in which the student is enrolled). SECLUSION ROOM Seclusion Room is PERMITTED only under the following conditions: ONLY as a LAST RESORT: If and when less restrictive measures, such as positive behavioral supports, constructive and non-physical de-escalation, and restricting of a student’s environment, have failed to stop a student’s actions that pose an imminent risk/threat of harm to self or others. By a school employee who uses accepted methods of escorting a student to a seclusion room, placing a student in a seclusion room, and supervising a student while he/she is in a seclusion room. If one student is placed in a seclusion room at any given time and the school employee supervising the student is able to see and hear the student the entire time the student is placed in a seclusion room. The room is free of any object that poses a danger to the student placed in the room or others in the room. The room has an observation window and is of a size appropriate for the student’s size, behavior, and chorological and developmental age. The room has a ceiling height and heating, cooling, ventilation, and lighting systems comparable to operating classroom in the school. Seclusion Room is PROHIBITED: As a form of discipline or punishment. As a threat to control, bully, or obtain behavioral compliance. For convenience of school personnel. When unreasonable, unsafe, or unwarranted. If student is known to have any medical or psychological condition that precludes such actions (as certified by a licensed health care provider in a written statement provided to the school in which the student is enrolled). MECHANICAL RESTRAINT *NO STUDENT SHALL BE SUBJECTED TO ANY FORM OF MECHANICAL RESTRAINT BY SCHOOL EMPLOYEES AT ANY TIME PHYSICAL RESTRIANT Physical Restraint is PERMITTED only under the following conditions: If the student’s behavior PRESENTS A THREAT OF IMMINENT RISK of harm to self or others. As a LAST RESORT to protect the safety of self and others, when all other interventions have been unsuccessful in de-escalating the student’s behavior. To the degree necessary to stop dangerous behavior.
among adults (>=15 years)” (http://www.statsilk.com/maps/, 2015) Mappetizer for ArcGIS – Example 1: "Countries with the highest energy consumption since 1970 (90% of total global consumption)" 2015) + linear - + + + - Mappetizer for ArcGIS – Example 2: "Municipal district of Schlatterbach" 2015) + linear - + + + + ESRI: "Winter Olympic Live Medal Tracker" 2015) - - - + + - ESRI Bulgaria: "To clean Bulgaria for a day" 2015) - - - + + + The ultimate travel guide to England – interactive map 2015) - - + + + - Central Balkan – interactive map with GPS data (http://balkan-map.com/, 2015) - - - + - + Mappetizer for ArcGIS –"Interactive Tourist map of Australia" which is subject of description of this presentation 2015) + and linear + + + + + Table 1. Competitive analysis of web maps (according to map scale, mathematical basis, year of issue, relevance, zoom, readability).
Lifetime Nutrition and Wellness 2016-2017 Syllabus Classroom Goals: To demonstrate an understanding of basic food preparation, food nutrition, food culture and knowledge in order to make informed choices that promote wellness. By the end of the 2015-2016 school year, you will have an understanding of: The role of nutrients in the body The principles of digestion and metabolism Food safety and sanitation Food management principles Effective work habits HOW TO COOK GREAT FOOD!!! Classroom Expectations: Have a great attitude Be a team player Practice kitchen and food safety Do what is asked of you without questioning or complaining If you choose not to meet the expectations, you will be given an alternate assignment. Class Requirements: Successful completion of Serv-Safe Food Safety Course Garden: We will be working in the school garden, feel free to bring shoes, clothes, gloves, etc. Robertson County Fair :You will have the opportunity to participate in the Foods Show at the Robertson County Fair on April 2, 2016. You will prepare your food project in class individually or with a partner. You are required to prepare at least one entry in the “Canned Goods” category which includes: Pickled Vegetables, Sauce, Salsa/Relish, Fruit Spreads, or Misc. Canned Foods. There is a $5.00 fee per entry.
DO PHYSICS ONLINE MOTORS AND GENERATORS AC MOTORS PRINCIPLE OF AN AC INDUCTION MOTOR AC induction motors - avoid problems with wear, electrical arcing (sparking) across split ring commutators of DC motors. AC induction motors - simple & rugged construction; low cost and minimum maintenance; high reliability; efficient; no extra starting motor. AC induction motors – torque on wire loops on a rotating armature (rotor) due to induced currents in an ac magnetic field produced in stationary coils (stator). Stator – groups of coils together with a steel core form an electromagnet Rotor – most common type squirrel cage – stacks of steel laminations with evenly spaced conductor bars around the circumference - induced current from alternating magnetic field produced by stator – torque on rotor produces rotation from induced currents in rotor interacting with magnetic field of stator. Figure (1) shows a schematic diagram of an ac induction motor which shows the operational principles but it is a long way from a practical motor. The stator (stationary electromagnet) is shown with its field windings at an instant when the current Ifield is increasing. This produces a magnetic field Bfield of increasing strength pointing towards the right (right hand screw rule). The changing magnetic flux through the coil of the rotor induces an emf in the coil. By Lenz’s law, the induced emf induces an induced current Icoil in the coil of the rotor in a direction to produce an induced magnetic field Binduced which points to the left (right hand screw rule to give current direction for Icoil from Binduced). Therefore, the magnetic force F from the Bfield on the induced current Icoil in the coil of the rotor produces a clockwise torque on the rotor. Fig. 1. Schematic diagram of an ac induction motor. Real practical ac induction motors are much more complex than shown in figure (1). An ac induction motor must achieve a rotating magnetic field to continue to exert a torque on the rotor (armature) coils. This is achieved by having extra coils for the stator to produce the rotating magnetic field Bfield.
Elephant in the Head (1 min.) Treat at each youth-spot. (1 min.) Definition of Emotional Competence (2 min.) Review Cartoons This is the title of our session today. Who sees an elephant in the brain of this painting? This painting was painted in the Italian Court, in the 1500s, by painter Guiseppe Arcimboldo. He painted portraits of noblemen. When he noticed that the nobles’ features resembled animals or vegetables, he placed those images in his view of their heads. This elephant in a noble’s head is painted 400 years before scientists discovered that a brain region acts just like a elephant. 3) What is this region called? Who remembers the name? (Amygdala. It means “Almond” in Latin.) That’s because it is the size and shape of an almond, right? Set-up Mock Marshmallow Experiment. Facilitator places cupcakes or large cookies in front of each individual, with a lot of fanfare. Say: For remembering the Amygdala, there is a cupcake/cookie out here for you. Any of you can choose to eat your cupcake right now, but if you wait until the end of our time today to eat it, you will get another cupcake/cookie at____ (name timeframe). Review Definition of Emotional Competence Ask: Let’s remind ourselves of the definition Emotional Competence. It’s a skill that is essential for you to be all you can be. What does it mean? Slide #2: Definition of Emotional Competency Facilitator shows slide that reviews definition. Ask: Who read the article, Elephant Inside Us! ? Good for you! What did you think of it? Others will remember points from our last session. What did you learn? Slide #3: Let’s Review the Cartoons What were some of the themes in the cartoons you did at our last session
Referral guidelines recommend consultation with an obstetrician. Maternal Fetal Medicine (MFM) and High Risk Pregnancy Clinics MFM is a referral source and has ongoing involvement with individuals and family/whānau. To provide education, information or expert opinion particularly in relation to reproductive genetics (on referral). Perinatal Pathology Liaise and work with pathologist. To assist with diagnosis of genetic disorders and inform need for family/whānau genetic counselling. Secondary and tertiary hospital services (including but not limited to neurology, cardiology, ophthalmology, respiratory, paediatrics and fertility services). Services complete their specialty specific investigations to assist with genetics diagnosis. Work with relevant professionals regarding investigation requirements. Oncology and Haematology Refer and/or liaise. Clinical genetics HCPs will liaise regarding current management options to ensure individuals and family/whānau well informed. Refer for management. Breast, bowel and gynaecological surgical services Refer and/or liaise. Liaise with relevant HCPs regarding current management options to ensure individuals and family/whānau well informed. Refer for management Neonatal and child health services Inpatient assessment where timely assessment is required on neonatal intensive care units at hubs. Works closely with the secondary referrers. Work with relevant HCPs regarding investigation requirements on referral. New Zealand Familial Gastrointestinal Cancer Service Refers to registry and uses information from registry. To support family and whānau diagnosis and tracking. New Zealand Cancer Registry Refers to registry and uses information from registry. To support family and whānau diagnosis and tracking. Other linkages include, but are not limited to the following.
by grantee. Data will be collected from competitive and continuation applications as part of the grant application process and annual reports. The elements of training program engagement in policy development, implementation, and evaluation need to be operationally defined with progress noted on the attached draft checklist with an example described more fully in the narrative application. SIGNIFICANCE Policy development is one of the three core functions of public health as defined in 1988 by the Institute of Medicine in The Future of Public Health (National Academy Press, Washington DC). In this landmark report by the IOM, the committee recommends that “every public health agency exercise its responsibility to serve the public interest in the development of comprehensive public health policies by promoting use of the scientific knowledge base in decision-making about public health and by leading in developing public health policy.” Academic institutions such as schools of public health and research universities have the dual responsibility to develop knowledge and to produce well-trained professional practitioners. This national performance measure relates directly to Goal 5 of the National MCHB Training Strategic Plan to “generate, translate, and integrate new knowledge to enhance MCH training, inform policy, and improve health outcomes”. DATA COLLECTION FORM FOR DETAIL SHEET # 85 Using a scale of 0-3, please rate the degree to which your training program has addressed the following policy development, implementation and evaluation elements. 0 1 2 3 Element Provide multiple didactic opportunities for training on policy development and advocacy to increase understanding of how the policy process works at the federal, state and local levels. Provide multiple opportunities within the practicum/field/clinical experience portion of the training curriculum for knowledge and skills building in policy development, implementation and evaluation. A process is in place for assessing the policy knowledge and skills of trainees.
8. Juan earns $8 an hour. Which table represents this? A Hours 2 4 6 8 Earnings 16 32 48 64 B. Hours 4 12 15 20 Earnings 36 100 124 164 9. Determine whether the situation graphed models a proportional relationship. Explain 10. The graph shows the depth of water in a fountain over several days. Use the graph to determine the fountain’s rate of descent. 11. Determine whether the data set shows a proportional or non-proportional situation. x У 2 40 4 80 6 120 8 160 12. The table shows Eli’s distance from home as he travels over a certain amount of time. What is Eli’s rate of change? Time (h) 1 2 3 4 5 Distance (mi) 14 26 38 50 62 13. Nathan has already eaten 30 hotdogs and can eat 15 hotdogs each hour. Write an equation for this situation and determine which value represents the y-intercept. 14. According to the graph below, which statement is true? The graph has a constant rate of change. The graph has a y intercept of 0. The graph represents a proportional relationship. The graph represents a relationship. 15. Write an equation for the table. Time (h) 1 2 3 4 5 Distance (mi) 14 26 38 50 62 16. Which statement can be true of the graph of a proportional relationship? It is not linear. The line can be curve. It cannot go through the origin. It shows a constant ratio. 17. Brittany works as a dog walker. She charges $10 for the first dog and $5.50 for each additional dog. What is the rate of change in this situation?