zilongwang/ReadingBank huggingface dataset:
When Should You Seek Professional Help? It is possible that the person is so severely affected by the event, that it might be advisable to seek professional help. This is particularly the case if the reactions mentioned earlier persist for more than 4 weeks. Watch for the following signs: Your reactions and emotions are not returning back to normal You persistently experience nightmares or suffer from insomnia You frequently have unwanted memories of the event You avoid certain situations or places that remind you of the event You consume more alcohol, drugs or take a large amount of medication Your quality of work is affected The relationship to your partner is significantly affected or you suffer from sexual problems You have no one to talk to about your feelings, even tough you feel the need to talk Take these signs seriously. If you are experiencing them, please seek professional help to avoid severe serious disorders. There are a number of institutions available to assist you, among them outreach clinics, psychotherapists, spiritual counselors and physicians. More Information On Where To Get Professional Help: Presented by: Arbeitsgemeinschaft Psychosoziale Notfallversorgung im Landkreis Kitzingen Julius-Echter-Platz 7, 97346 Iphofen Tel.: 09325-6786 www.psnv-kitzingen.de This brochure was issued by the Bundesamt für Bevölkerungsschutz und Katastrophenhilfe Postfach 200351, 53133 Bonn www.bbk.bund.de Material was taken from informational material by Krisenintervention & Notfallseelsorge Vorarlberg (KIT Vorarlberg) and the Akuthilfe Wien (ABW). Englisch 10.10.2010 HOW TO COPE WITH STRESSFUL EVENTS Informational Brochure for those affected by the Events and their Families This informational brochure might help you cope with your present situation. Possible Reactions Extremely stressful events such as accidents, violent acts or catastrophes evoke powerful reactions and feelings in those, who were affected by them. This also pertains to eye-witnesses and rescue personnel. These events can cause strong emotions and reactions immediately after the event, such as:
PART II THE JOB SEEKING PROCESS After getting the consumer thinking and functioning as a confident, competent blind person, you will proceed to Part II. This is all about the second most important service: job seeking skills. That is, to assist the consumer to be the best job seeker that he or she has the potential to be. Part of achieving this is to establish a counselor-consumer relationship where the consumer takes ownership of the job search. The consumer should expend more time and energy than the counselor. Additionally, when first working with any consumer, he or she may state: “I know how to look for a job.” And/or they may say: “I know how to interview.” Never, never take that at face value. Always have them explain and demonstrate. Run them through the below programmed text. Never assume that the consumer’s approach cannot be improved. The below programmed text is a modified version of a two-day workshop. The author wrote and conducted this while working for the Nebraska Commission for the Blind and Visually Impaired (NCBVI). The exercises are what the NCBVI team felt are the basic job seeking skills necessary for a successful job search. Note that the counselor would need to use his or her judgment concerning the consumer’s unique circumstances to decide whether to apply these exercises verbatim or in a modified form. STEP 1: IS YOUR LIFE IN ORDER? Exercise 1. The Elevator Speech During all stages of finding employment, there will come times when the consumer will need to speak about who you are and what you want. This works best if you are prepared, and the best way to be ready is to write out and practice what you should say. When you first meet an employer, it is your opportunity to take advantage of it and make a good first impression. This short speech, often referred to as The Elevator Speech, should last no longer than thirty to seconds (the length of an average elevator ride). Given below are several examples. First Example, the wrong way Employer: “What can I do for you?” Job seeker: “Well, I’m looking for work. And you know, I do have a visual impairment. And it’s caused by a combination of glaucoma, which started first, but about a year ago I was trying to read the newspaper and noticed the line of words I was looking at was bending five
Beneficiary: Stress/Depression INTERVENTION LEVEL BASED ON RISK IDENTIFIER RISK INFORMATION INTERVENTION Using Motivational Interviewing techniques, complete the following interventions: LOW Date: MODERATE Date: History of Mental Health Concern History of “baby blues” (less than 2 weeks duration) Reports experiencing stress Currently being treated for mental health concerns Moderate score of 9 to 12 on Edinburgh Postnatal Refused all interventions 1. Review written material on stress, baby blues, and/or perinatal depression/anxiety; emphasize that it’s common and treatable. Date Achieved: 2. Discuss stress reduction/coping strategies and/or self-care skills. Date Achieved: 3. Educate on symptoms of depression and/or anxiety to report to health care provider. Date Achieved: 4. Provide support and encouragement. Date Achieved: 5. Provide information/referral to community resources for stress reduction or problem-solving Date Achieved: In addition to Low Interventions: 6. Discuss treatment options for treating depression (e.g. medication, CMH, clinics, private providers, support groups, IMH Specialist). Date Achieved: 7. Refer for evaluation and treatment
Extra Curricular Opportunities to Stretch Tip Department or teacher this is used by: 1 KS5 Looking forward to university: Royal Academy Drawing workshop – preparation for university Lecture days IoE, SMC Art Maths Maths 2 Think tanks, culture of going to extra events off their own backs– Followed up by “what did you learn?” Economics 3 Society for 6th formers – feedback would be useful Science 4 Cross-curricular with PE to for lower achievers Science 5 External speakers: Universities get extra funding to do this. Students have something to aspire to and see practical applications of Science outside of Medicine Science 6 Instrumentalists from Y8 are stretched by playing in high level orchestras and choirs and perform high level classical pieces. A lot of activities open to all Music 7 Musician in residence to work in the classrooms SoW all about singing – teaching music through singing Music 8 Exploit your contacts – create a database of useful parents/ex-students Science/Economics 9 Industry has to give back to the community and will provide days for KS4 and 5 Science 10 (Science Technology Engineering Maths) free days. 8/12 day day to encourage students go to university – RAISING ASPIRATIONS of lower achievers 11 Exchanges and trips MFL 12 Possible ideas: PE have sport ambassadors. These are also available for MFL and Science () Extending Students in Practical subjects
vol. 21, no.4, pp. 449-469. Meier, H, Volker, O & Funke, B, 2011, Industrial Product-Service Systems (IPS2), Paradigm shift by mutually determined products and services, International Journal of Advanced Manufacturing Technology, vol.52, pp. 1175-1191. Mills, J., Crute, V, & G.Parry, 2009, Value co-creation in a UK Air Defence, service availability contract - the problem of multiple customer perspectives and diverse cultures, The European Inst. for Advance Studies in Management, Naples Forum on Services: Service-Dominant Logic, Service Science and Network Theory, Capri. Neely, A, 2008, ‘Exploring the financial consequences of the servitization of manufacturing’, Operations Management Research, vol. 1, no. 2, pp. 103-118. Ng, I, C, L, Maull, R & Yip, N, 2009, ‘Outcome based contracts as a driver for systems thinking and Service dominant logic in service science: evidence from the defense industry’, European Management Journal, vol. 27, no. 6, pp. 377-387. Ng, I, Parry, G, Wild, P, McFarlane, D, & Tasker, P, 2011, Complex Engineering Service Systems: Concepts and Research, London Springer. Nightingale, P, 2000, The product-process-organisation relationship in complex development projects, Research Policy, Elsevier, vol. 29(7/8), pp. 913-930, August. Oliva, R, & Kallenberg, K, 2003, ‘Managing the transition from products to services’, International Journal of Service Industry Management, vol. 14, no. 2, pp. 160-172. Osterwalder, A & Pigneur, Y, 2010, Business Model Generation, Hoboken, New Jersey, John Wiley & Sons, Inc. Parassuraman, A, & Zeithaml, V, A, & Berry, L, L, 1985, ‘A conceptual model of service quality and its implications for future research’ Journal of Marketing, vol. 49, pp. 41-50. Parry, G, Newnes, N, & Huang, X, 2011, Goods, Products and Services, Service Design and Delivery, ed. Macintire, Parry, Angelis, London, Springer.
STRCI Breeders Directory Angora Name Stud Name Location Contact Info Arkie McGrath Crystal Gully Bunnies Road Worrigee NSW 2340 0424572132 Bec Drinkwater & Cyran Severin Obsidian Snowflake Rabbitry Goulburn NSW 2580 4823 5878 Kirsty Prince Patches Rabbit Stud Dubbo NSW Loren Stavens Dusti’s Bunnies Goulburn NSW 0422979030 British Giant Name Stud Name Location Contact Info Bec Sutton Three men & a little lady Tumut NSW 2720 041090317 Bec Drinkwater & Cyran Obsidian Snowflake Rabbitry Goulburn NSW 2580
Rebecca Sutton Three men & a little lady St Tumut NSW 2720 041090317 Rowland McDonnell Chonico Bunnies 130 Narromine NSW 2821 0428894188 Flemish Giant Name Stud Name Location Contact Info Loren Stavens Dusti’s Bunnies Goulburn NSW 0422979030 Pat Toovey Parejome Welby NSW 48721832 Rowland McDonnell Chonico Bunnies 130 Narromine NSW 2821 0428894188
German Lop Name Stud Name Location Contact Info Bec Drinkwater & Cyran Severin Obsidian Snowflake Rabbitry Goulburn NSW 2580 4823 5878 Mini Cashmere Lop Name Stud Name Location Contact Info Dawn & Chris Cartwright Hareraising Rabbitry Unanderra NSW 2526
STRIKE UP THE BAND Chorus Strike up the band, that angel band, assembled now and ready To proclaim heaven's praises to the King That music's planned, prepared for those who come by way of Calvary It's a song that the angels cannot sing The redeemed of all the ages will be there to sing along On a brand new song never heard by mortal man Oh, I'm longing for the day when we hear King Jesus say "Welcome to the Promised Land, strike up the band" Verse 1 We are living near the Book of Revelation From the things we see, we know the time is near Soon the trumpet blast will start the celebration We will hear the shout from heaven, loud and clear Chorus Verse 2 I can just imagine David as he's playing Some sweet song about the Risen Holy One We will make the heavens ring with happy praises To God the Father, God the Spirit, God the Son God the Son
2b. Provide information about the participating artist(s) and/or organisation(s) using the table below. Name of artist(s)/ arts and/or cultural organisation(s) What are their art form specialties? 2c. Describe the funded project including any changes to the original proposal. Attach a copy of the school project calendar/timeline which includes information about what type of activities took place, when, year level and number of student/teacher participants, artist and/or community participant involvement. The timeline should reflect contact hours the artist/s spent with teachers, other staff, students and/or community members. 2d. How many total contact hours did the artist(s) and/or arts and cultural organisation complete? 2e. Provide the total number of students and teachers/lecturers involved in the project. PP K Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10 Yr 11 Yr 12 Students Teachers/ lecturers Pre-service Name of university/course of study: 2f. In monitoring attendance, was there any noticeable difference noted during AiR project classes? Yes / No Provide evidence to support an affirmative claim. 3.
pass) 9 Passing and Receiving Crossing and Finishing Att. Principle – 2nd Attacker Support Att. Principle - Possession Warm-Up Activity Foot Skills 3 v1 Passing Activity 4v2 Keep Away 5v3 Keep Away 5v3 to Endzone 3v3 to Wide Goals 4v4 w/ Keepers 10 Shooting Running w/ Ball Att. Principle – 1st Attacker Warm-Up Activity Foot Skills Shooting Pattern 2v1 to Goal w/counter goal 3v2 to Goal w/counter goals 3v3 Goal 4v4 w/ Keepers 11 Running w/ Ball Turning Att. Principle – 1st Attacker Warm-Up Activity Foot Skills Relay races Receiving with back to goal 1v1 2v2 to goal 3v3 to Goal with free channel on the outside 4v4 w/ Keepers 12 1v1 Ball Control Att. Principle – 1st Attacker Warm-Up Activity Foot Skills 1v1 with different starting positions 1v1 to mixed position goals (back to back, diagonal) 2v2 to mixed position goals 3v3 to wide goals 4v4 w/ Keepers 13 Turning Shooting Att. Principle – 1st Attacker Warm-Up Activity Foot Skills Shooting Patterns 1v1 to goal with attacker receiving ball with back to goal 3v2 to goal with coach or player passing in the ball. Counter to wide goals 4v4 w/ Keepers 14 Dribbling Turning Att. Principle – 1st Attacker Warm-Up Activity Foot Skills 1v1 with back to defender to start 1v1 with ball passed in. Ball can be passed back to support for a new 1v1. 2v2 with support to be passed in. 3v3 with support behind the ball (drop target) 4v4 w/ Keepers 15 Passing and Receiving Shielding Att. Principle – 1st Attacker (When to pass, when to dribble) Att. Principle – 2nd Attacker Support Warm-Up Activity Foot Skills Keep away games 3v1 Keep Away 4v2 Keep Away 5v3 Keep Away 5v3 to Endzone 4v4 w/ Keepers 16 Passing and Receiving Shooting Att. Principle – 1st Attacker (when to pass, when to shoot) Att. Principle – 2nd Warm-Up Activity Foot Skills Shooting Patterns + Defender 2v1 to Goal with Counter 3v2 to Goal with wide counter goals. 2v2 Transition Game 3v3 to Goal 4v4 w/ Keepers
Ceased Reference ALRA Moratorium Areas (Mineral) alra_mora MIN_TITLE_EXPL_ALRA Reference ALRA Moratorium Areas (Petroleum) alra_mora PETRO_TITLE_EXPL_ALRA Reference Mineral Reserves res_curr RESERVES_MINERALS Reference Petroleum Reserves res_curr ppr_resv RESERVES_PETROLEUM Reference Geothermal Reserves gro_resv RESERVES_GEOTHERMAL Reference Offshore Mineral Reserves res_curr Reference Petroleum Release Areas Release Areas N/A – undergoing a review Reference 1 minute Graticular Blocks Grid_1min GRATICULE_BLOCKS_1MIN Reference 5 minute Graticular Blocks AGD66 Reference 5 minute Graticular Blocks GDA94 GRATICULE_BLOCKS_5MIN Reference Historical Mineral Tenements TITLES_MIN_HISTORICAL Mineral Titles Historical Petroleum Tenements ten_petro_hist TTITLES_PETRO_HISTORICAL Petroleum and Pipeline Titles Geosciences STRIKE Name Previous filename New table and filename Layer Group Mapsheet Indexes Mapsheets 100K fra_mapsheet100 Mapsheet Indexes Mapsheets 250K fra_mapsheet250 Mapsheet Indexes Wells and Drillholes Petroleum Wells Pet_Well NT_PetroleumWells PETROLEUM_WELLS Drilling Drill holes dri_drillcolar NT_Drillhole_Collars DRILLINGINVENTORY Drilling Core Samples dri_coredat CORE_SAMPLEINVENTORY Drilling Kimberlite Locations dia_kimberlite NT_DiamondKimberlite DRILLING_DIA_KIMBERLITE Drilling Macro Diamonds dia_Macro_Positive Drilling Micro Diamonds dia_Micro_Postive Drilling Diamond Indicator Mineral Dia_MIN_positive DRILLING_DIA_DIM_POSITIVE Drilling Diamond Samples dia_samples NT_DiamondSamples DRILLING_DIA_SAMPLES Drilling
Additional Comments: I liked this activity. Students like the collection part, but analyzing and presenting the data proved difficult for many, more due to motivation than to difficulty in understanding. I think I just need to give more feedback during planning and also during the analysis time to ensure students are producing quality work.
String Wood Tape Photocopied Image (x2) Nails Sand Paper DIRECTIONS: Lightly sand your piece of wood. Make sure there are NO slivers. Round off edges to a nice smooth edge. Choose image. Make sure it fits onto your piece of wood. Place image on wood in desired location. Locate and tape image in place with masking tape With a hammer, lightly pound linoleum nails all the way around the paper pattern. Try to space them as evenly as possible and nail them to the same depth. Decide how far apart you would like your nails. Too close is hard to wrap string. Too far apart makes your image lose detail. About a centimeter apart is good for most images. With a hammer, lightly pound nails all the way around the paper pattern. Try to space them as evenly as possible and nail them to the same depth using depth block. Tip: To prevent your fingers from getting hit with the hammer, pinch each nail in a clothespin or pliers, and hold that instead of the nail itself.
Multi-Team System (MTS) for Infection Prevention Examples of team members STRIVE Core Team Roster and Responsibilities Instructions: Review the suggested responsibilities for each role listed on the team roster and use this matrix to build consensus and determine each roles' responsibilities. Check each box when responsibilities are agreed upon for each role. TEAM RESPONSIBLITIES TEAM LEADER EXECUTIVE PARTNER PHYSICIAN CHAMPION NURSE CHAMPION FRONT-LINE NURSE INFECTION PREVENTIONIST OTHER Advocate for project goals with peers Represent team to leadership and committees Prioritize safety defects Meet regularly to review progress Educate peers about infection prevention practices Identify and implement strategies to overcome barriers
Case-control study—If applicable, explain how matching of cases and controls was addressed. Cross-sectional study—If applicable, describe analytical methods taking account of sampling strategy. (e) Describe any sensitivity analyses. calibration study. Results Participants 13 (a) Report the numbers of individuals at each stage of the study—e.g., numbers potentially eligible, examined for eligibility, confirmed eligible, included in the study, completing follow-up, and analyzed. (b) Give reasons for non-participation at each stage. (c) Consider use of a flow diagram. nut-13 Report the number of individuals excluded based on missing, incomplete or implausible dietary/nutritional data. Descriptive data 14 (a) Give characteristics of study participants (e.g., demographic, clinical, social) and information on exposures and potential confounders (b) Indicate the number of participants with missing data for each variable of interest (c) Cohort study—Summarize follow-up time nut-14 Give the distribution of participant characteristics across the exposure variables if applicable. Specify if food consumption of total population or consumers only were used to obtain results.
SERVICE REQUIRED: TICK BOX STROKE ESD INPATIENT Complete Pages 1,5 & 6 STROKE ESD COMMUNITY PATIENT Complete Pages 1,2 and 3 COMMUNITY NEURO -REHAB SERVICE (CNRS) Complete Pages 1 & 4 PATIENT DETAILS DATE OF REFERRAL: Name: Date of Birth: Address: NHS Number: Gender: Male Female Nationality: Preferred Contact Tel No: Ethnicity: Next of Kin / Preferred contact person (if appropriate): Relationship to patient: Contact Tel No: Interpreter required? Yes No If yes, what language? Other communication difficulties? Normal diet Yes No If no, please outline details of modified diet GP DETAILS REFERRER DETAILS (IF NOT GP) GP Name: Referrer Name: Referring Profession / Organisation: Practice Address Address Telephone Number: Email Address: GP Practice Fax Number: Telephone Number: Email Address: PATIENT CONSENT : Has patient consented to share their primary care record as part of their treatment and care? Is the person aware of the referral? Any concerns regarding risk (to self or others) Yes No Don’t Know Yes No (If No why?) Yes No (If yes please detail)
Comments on Proposed Stroke Critical Care System Regulations Chapter 7.2, Division 9, Title 22, California Code of Regulations Second 15-day Public Comment Period August 17, 2018, through September 1, 2018 Section/Page/Line Commenter’s Name Comments/ Suggested Revisions Response
Duration of participation (from recruitment to last follow-up, state median (range) follow-up reported in hours, weeks, months or years or if not stated) Was there a outcome hierarchy Yes [ ] No [ ] What was/were the primary outcome(s) 1a. 1b. 1c. What was/were the secondary outcome(s) 2a. 2b. 2c. 2d. 2e. 2f. 2g. 2h. Time points where outcomes where measured (remember to clarify if If not stated in paper, then write NS). Primary outcomes: 1a. 1b. 1c. Secondary outcomes: 2a. 2b. 2c. 2d. 2e. 2f. 2g. 2h. Sample size calculation (yes/no/unclear) Assumed risk estimate for sample size calculation (baseline or population risk noted in background) P-value considered statistically significant Notes:
Comparison group Copy and paste the appropriate table for each comparison group (if more than one). Description as stated in report/paper Location in text (pg & ¶/fig/table) Group name No. randomised to group (specify whether no. people or clusters) Description (include sufficient detail for replication, e.g. content, dose, components; if it is a natural experiment, describe the pre-intervention) Age Mean: Median: SD: Range: IQR: Sex Number of Males [ ] Number of Females [ ] Race/Ethnicity Severity of illness Severity of illness measured by a scale (e.g. GOLD classification): Scale/classification system: Mean: Median: SD: Range: IQR: Co-morbidities Comorbidity measured by a scale (e.g. CCI): Which: Mean: Median: SD: Range: IQR: Other treatment received (additional to study intervention) Type of targeted behaviour: Treatment protocols Yes [ ] No [ ] Unclear [ ] if yes: specify, and address implemented at start of trial/implemented before trial)
Accomplishes Achieves Advances Affects Aids Alludes to Assists Attempts Builds Clarifies Compels Concludes Confirms Connotes Considers Constructs Conveys Delivers Demonstrates Denotes Depicts Determines Develops Displays Emphasizes Empowers Encourages Enhances Enriches Entails Establishes Examines Exemplifies Expands Explains Explores Exposes Facilitates Forces Highlights Hints Identifies Illustrates Impacts Imparts Implies Imposes Incites Indicates Influences Instigates Introduces Involves Leads to Maintains Manifests Offers Pinpoints Portrays Presents Produces Promotes Prompts Provides Provokes Questions Reasons Refers Remarks Represents Reveals Scrutinizes Shows Signifies Sparks Substantiates Suggests Supports Theorizes Triggers Typifies Upholds Validates Verifies
Special Meeting 22nd October 2015 at 10am Budget Scrutiny Scrutiny of the merging budget proposals outlined in the budget mandates. Joy Robson Budget Scrutiny 5th Nov 2015 Grant Funded Partnerships Discussion on progress of partnerships such as GAVO in line with Service Level Agreements. Nicola Bowen Performance Monitoring Month 6 Budget Monitoring To review the financial situation for the directorate, identifying trends, risks and issues on the horizon with overspends/underspends). Mark Howcroft Budget Monitoring 10th Dec 2015 Waste Strategy Consideration of the future direction for waste Carl Touhig Policy Development Anaerobic Digestion Pre-decision scrutiny of Business Case. Carl Touhig Pre-decision Scrutiny Gypsy and Traveller Assessment Discussion paper on the Gypsy and Traveller Needs Assessment in Monmouthshire. Stephen Griffiths Ian Bakewell Policy Development 28th Jan 2016 TBC 10th March 2016 Month 9 Budget Monitoring 28th April 2016 TBC
Tools fact sheets web sites open houses blogs presentations videos public comment focus groups surveys public meetings feedback form workshops deliberate polling feedback form blogs advisory committees or working groups participatory ballots delegated decision forum social networks Stakeholder identification and mapping Organisation or group Reason for involvement (Community, individual, government, project partner, NGO etc.) Description of their interest, views or key skills Type of engagement in the project (link to IAP2 spectrum) Is this an existing relationship? Tools E.g. Regional Organisations of Councils (ROCs) Key contacts with local government. Represents interest of councils in a given region. Consult, involve, collaborate as appropriate. No Advisory committees/ working groups. Participatory E.g. Council Planning Unit DA Approval Statutory Involve Yes Application
StrongWomen Program Montana Locations & Program Leaders May, 2017 City/ County Instructor Phone (406-) Anaconda/ Deer Lodge County Abbie Phillip Katie Pipinich Lisa Saur Melissa Tyvand Barb Andreozzi 563-4035 490-3316 563-4035 563-8551 560-2304 Billings/ Yellowstone County Jackie Rumph Erin Adams Whitney Wood Therese Hrncirik Lindsey McDonnell Lisa Ranes Shaye Skovgaard Beth Hall Kandis Wessel Joan Bryson Kelsie Hansen Bernie Mason 256-2828 655-5250 655-5736 238-5522 238-5667 238-2205 256-2828 850-0216 435-7347 850-2764 655-5604 Boulder/ Jefferson County Connie Grenz 225-3288 Bozeman/ Gallatin County/ MSU staff Lynn Paul Sandy Bailey Anna Diffenderfer Bess Harris Suzanne Becker Phyllis Bock Kathy Decker Marsha Goetting 580-9501 994-6745 994-4074 580-7944 586-2421 586-2421 586-3428 994-7300 Broadus/ Powder River County Julie Riley Mary Rumph 436-2424 Chinook/Blaine County Kendra Seilstad Lynette Nussbaum Deb Sider Fran Hodgson 357-3200 357-2648 357-2433 357-2345 Choteau/ Teton County Jane Wolery 466-2491 Columbus/ Stillwater County Lisa Terry Carol Arkell Lynn Chapman Marta Gauthier Tiffaney Teske 322-8035 322-8060 298-0719 328-6571 322-4200 Conrad/ Pondera County Wendy Wedum 271-4052 Culbertson/ Roosevelt County Ardis Oelkers 787-5312 Cutbank/ Glacier County Jodi Duncan 873-2239 Deer Lodge/ Powell County Jodi Pauley 846-3680 Dillon/ Beaverhead County Cheryl Juergens Shannon McWilliams 539-7958 683-3785
Group 1, Ages 6-9 Group 2, Ages 10-13 Name of Skater ____________________________________ Address _________________________________________ ________________________________________________ “Thanks for all the Great work that you DOB_____________________________________________ do at camp. It is obvious at first glance Parent(s) Name____________________________________ that your staff is well organized and Goalie: Y N (circle one) hands-ons. The kids are getting great Phone___________________________________________ instruction and having fun playing!” E-mail ___________________________________________ hockey!” Person to contact during camp days in case of emergency. Jacques (Include telephone number.)__________________________ ________________________________________________
Activity timeline Table 2: Strong Men Strong Communities - summary of reported activities Feb-Jun 13 Jul-Dec 13 Jan-Jun 14 Jul-Dec 14 Jan-Jun 15 Jun -Feb 16 Governance and operations Evaluation workshop 25 Jun SC 27 Jul, 28 Oct May SC postponed to Sept SC 2 Sept Eval planning Eval workshop and interviews Steering Cttee 13 May 27 July; 8 Oct 2 Sept Project Manager (EFT) Project Coordinator C started 1 Apr (.6 EFT) Project Support Worker (PSW)started 16 Sept (.4 EFT) Marketing and Promotions PSW meeting services, developing links Lakes Entrance 16 Sep Info day (8 men and their families) 14 - 16 March cultural camp in NSW. One of the men interested turned up, and attended with the workers Sale 6 Nov Info day (8 men from existing AOD group plus ACCO staff) - Presentation dinner (Aug) Men's Activities Regional forum 9-10 Dec (30) Lakes Intake Sept; Camp 9-11 Oct cancelled; relationship building and fortnightly gatherings begun Meetings (number attending): 19/2 (2); 5/3 (14); 19/3 (7); 7/4 (6); 16/3 (0); 30/3 (0); 12/5 (3); 26/5 (7); 9/6 (0) 18/12 Golf Day with Lake Tyers (10) Sale Camp 19-21 Feb (6); 18/3 (8); 1/4 (5); 15/4 (6); 29/4 (7); 13/5 (6); 27/5 (0); 10/6 (8) 2/9 (3); 16/9 (2)
24/6 (6) Lake R. The group is active fortnightly (approx. 20 members) LT 4/3 (17); 18/6 (0); 1/4 (19); 15/4 (10); 29/4 (0);13/5 (0); 27/5 (0); 25/6 (9) LT 23/9 (5) 2 day wkshp Nicholson July (13) LT reps to help Orbost start 5-day cultural exchange - Mildura camp, and reciprocated Women's Activities . Partners and family members to be invited to an information session about the SMSC project and ways for them to be engaged as part of men's group meetings Participants reported 31 Attendance 101 156
Personal Details Student Same as student Address Post Code Home phone Mobile Email Post Code Home phone Mobile Email Sixth Form Application For more information visit Please complete this on screen or print a copy to fill in by hand. Health issues or Special Educational Needs we need to be aware of
Referees Two referee contact details forms. One to be current school which will always be requested, a second one which will be requested if required Current school Second referee Name Name Sixth Form Application For more information visit Please complete this on screen or print a copy to fill in by hand. Post Code Email Post Code Email
Short Term Rental Notification [INSERT DATE] [NAME OF PROPERTY OWNER] [MAILING ADDRESS OF PROPERTY OWNER] [CITY, STATE ZIP of PROPERTY OWNER] Dear Neighbor, Per the requirement of Metropolitan Government of Nashville & Davidson County, this letter serves notice that I am applying for a short term rental permit under the guidelines established in the Metropolitan Code of Laws for my property located at: ________________________________________________. You can find out more information about the requirements for operating a Short Term Rental Property on the Metro Codes website at http://strp.nashville.gov. I intend to follow all regulations and to ensure that my tenants comply with all requirements. If there are ever any problems, you can contact me (or the person responsible for the property) at [INSERT CONTACT NUMBER FOR RESPONSIBLE PARTY]. Thank you, [YOUR NAME]
Executive Summary This report provides a detailed review of the work that was done to create and edit the StREAM website. This website provides users with a means to organize, graph, and analyze specific data recorded from Stroubles Creek. The website will be utilized by an Undergraduate Biological Systems Engineering class to help with their labs that deal with the health of Stroubles Creek. Our team was designated with the task of improving a website that was created by a past The website we started with was barely functional and could not yet be used by the Undergraduate Biological Systems Engineering class. The website required many modifications in both the front end interface as well as the backend. Our team split up into three two-person groups based off of skill and desired learning objectives. These teams include a backend team, a front end user-interface team, and a data graphing team. The main front-end improvements that were enacted on the website include a complete overhaul of the entire user-interface and the addition of a us navigation bar that enables users to easily use all features of the website. Backend improvements include major changes to the tables in the MySQL database as well as PHP functions that make utilizing the database extremely easy for the data graphing team. The changes made to the database tables allowed for a more straightforward representation of the data and enabled sav graphs for a specific experiment.
5.2 Data Description The data has multiple different properties; see examples in Table. 5.2.1. Columns represent variables, while the values are measurements of these variables for collected samples. Table 5.2.1 Sample Data date discharge stage DO_pct DO pH spCond temp. turbidity 3/23/2013 2:30 0.120017 0.156 77.3 9.77 7.61 0.719 5.34 8.2 3/23/2013 2:40 0.118492 0.155 3/23/2013 2:45 77.4 9.78 7.61 0.719 5.36 9.2 3/23/2013 2:50 0.116976 0.154 3/23/2013 3:00 0.120017 0.156 77.6 9.78 7.61 0.719 5.39 8.8 3/23/2013 3:10 0.118492 0.155 3/23/2013 3:15 77.6 9.79 7.61 0.719 5.4 8.2 As shown in Figure 5.2.1, some data records do not have a value for every single property, which may be due to the rate at which the data was being gathered. This is another factor that could affect how we should manage these incomplete records when we implement the database. We could solve this issue by merging an incomplete row with the row before or after it, since it seems to be an issue of timing. 5.3 Possible Design Solutions 5.3.1 MySQL Function Since the data we currently have is in CSV format, it would be ideal if we could easily import all of it into a MySQL table. One of the team members has done exactly this in the past with a built-in SQL command. This command allows us to format the table just like it is formatted in the CSV, then directly inject all the data into a new or pre existing MySQL table. If we use this and it is successful, it will solve the issue. For normalization, we will look into splitting the data into several tables.
Trench stabilization Deploy/operate confined space lowering/lifting equipment Deploy/operate high angle lowering/lifting equipment 8. Statement of Acceptable Risk 8.1. Acceptable Risk – Acceptable risk varies and is the responsibility of each department to identify what the acceptable risk is while conducting operations. 8.2. The acceptable level of risk is directly related to the potential to save lives or property. Where there is no potential to save lives, the risk to State of Hawaii Airport Fire members should be evaluated in proportion to the ability to save property of value. When there is no ability to save lives or property, there is no justification to expose State of Hawaii Airport Fire members to any avoidable risk, and defensive fire suppression operations are the appropriate strategy, even though defensive operations are not completely without exposure to hazards. 8.3. When considering acceptable risk to firefighters, the State of Hawaii Airport Fire employs the following rules of engagement after evaluating the survival profile of any victims and the value of any property involved. 8.3.1 We will risk our lives a LOT, in a calculated manner, to save a SAVABLE life. 8.3.2 We will risk our lives a LITTLE, in a calculated manner, to save SAVABLE property. 8.3.3 We will NOT risk our lives at all for lives or property that are NOT SAVABLE or already lost. 9. Expectation of Exposure / Reasonable Maximum Exposure (RME) 9.1. Thermal Hazards. The NFPA develops minimum standards for PPE. The NFPA recognized that not all departments require the same level of protection for reasons such as: • Operational/Training Standards – State of Hawaii Airport Fire conducts interior attack operations requiring a higher level of protection (TPP) to ensure firefighter safety. It is sometimes impossible during interior firefighting operations to move away from a heat source. • Response Times – Response times are critical when determining the protection values of PPE. State of Hawaii Airport Fire has response times that allow for interior attack during incipient and free burning fires. These conditions mandate PPE that is capable of protecting firefighters during flashover conditions or high radiant heat conditions.
Structural Assessment Homework Multiple Choice: What is the first thing you want to do when your client is in acute pain? begin a vinyasa practice calm the nervous system apply heat stretch the muscle that is in spasm What is the most important thing to establish when working with a client one on one offering therapeutic yoga? a relationship respect for your expertise the compensation liability If someone has excessive hip internal rotation and very limited hip external rotation, it is likely that they will have difficulty in doing which pose? Virasana (Hero’s Pose) Padmasana (Lotus Pose) Dandasana (Staff Pose) Balasana (child’s Pose) True or False: During a postural assessment, you are trying to be sure the client has optimal alignment, which means anything which deviates from the normal values (such as lumbar lordosis should be 20-30 degrees) means that they are out of alignment. True or False: In the Egoscue model, a person with Sway Back, has shortened hamstrings, overstretched hip flexors, and under developed gluteals. The following muscles are frequently dominant and lead to imbalances in movement: Upper Trapezius Gastroc Soleus Hamstrings a and c none of the above
Disseminate the findings of the Committee by a biennial published report and by other appropriate means. Avoid duplicating the work of the Health & Safety Executive, of the Institution of Civil Engineers and of the Institution of Structural Engineers. Report to the Presidents of the Institutions of Civil and Structural Engineers annually and from time to time on specific issues.
2. Structural Description Table 2-1 Design Date Description XXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Table 2-2 Horizontal Elements Source* Sheathing: 5/8 “ plywood Roof Joists: 2 x 8 @ 16” on center Purlins: None Beams: Curved glued-laminated Girders: None Truss Type 1: Carpenter built with split ring connectors Truss Type 2: Carpenter built with split ring connectors Attic insulation: Yes or no. If yes, provide brief description Floors Type: 4” concrete slab on grade Vertical Elements Columns: None Walls: Partially grouted reinforced concrete 8” slump block i.e. bearing walls with 4” veneer Column foundations: None Wall foundations: Concrete strip footings * D – Structural Drawing FO – Field Observations T - Testing Comments:
Table 2-3 Horizontal Elements Source* Roof Sheathing: 5/8” plywood Joists: 2 x 8 @ 16” on center Purlins: None Beams: None Girders: None Truss Type 1: None Truss Type 2: None Attic insulation: Yes or no. If yes, provide brief description Floors Type: 4” concrete slab on grade Vertical Elements Columns: None Walls: Partially grouted reinforced concrete 6” slump block bearing Column foundations: None Wall foundations: Concrete strip footings * D – Structural Drawing FO – Field Observations T - Testing Comments: Table 2-4 TRUSS TYPE 1 Truss location: Classroom Truss span (ft): 50 Ridge connection: Split ring Top chord: 2x6 Top chord/Web connection: Nails Bottom chord: 2x6 Bottom chord/Web connection: Nails Web members: 1x4 Bottom chord splice connection: Split ring Bottom/Top chord connection: Split ring
Table 5- 3 No. Item Description Photo No. Dry rot: Evidence of dry rot exists in the soffit at the northwest corner of the building. Mildew: Evidence of mildew exists in the ceiling of the boiler room. Termite: Evidence of termite damage exists in the foundation next to the south stairway. Settlement: Approximately 1” of settlement was observed at the front entry. Corrosion: Corrosion was observed in rebar in the concrete column at the south end of the offices. Comments:
for work E-1 Describe upgrade B 6-1 SK-36 Provide timing for work E-2 Describe upgrade B 6-1 SK-37 Provide timing for work E-3 Describe upgrade B 6-1 SK-38 Provide timing for work C-1 Describe upgrade B 6-1 SK-39 Provide timing for work C-2 Describe upgrade B 6-1 SK-40 Provide timing for work R – Roof - indicates an upgrade item that should occur during a scheduled re-roof project B – Balance - indicates an upgrade item that can be installed independent of a scheduled re-roof project Comments: Table 6- 4 No. Item Upgrade R or B4 Plan No. Sketch No. Recommended Upgrade Year/Timing Actual Upgrade Date FC-1 Anchor bookcase to wall B 6-1 SK-41 2015 FC-2 Anchor file cabinet to wall B 6-1 SK-42 2015 FC-3 Velcro computers to desk B 6-1 SK-43 2015
Truss top chords: Un-braced Bolted connections: Slipping or do not satisfy calculations Plywood gusset plates: Insufficient nailing Compression web members: Un-braced Truss web members: Cut or missing Non-structural (sound speaker, electrical, etc.) support framing: Inadequate connection Truss Type 1: Overstressed due to snow loads Truss top and bottom chords: Wood splitting at the connections Suspended ceiling support framing: Inadequate connection Overbuild framing: Inadequate connection * G – Gravity EQ – Earthquake W – Wind S - Snow Comments:
Table 5- 6 No. Item Description Photo No. FC-1 Bookcases: Bookcase in the office is 6 ft high and not anchored. FC-2 Filing cabinets: Filing cabinet (4 drawers) in the office is not anchored. FC-3 Computers: Desktop computers in the office are not anchored. FC-4 Copier: Desktop copier is not anchored. FC-5 Toxic substances: Glass bottles of toxic chemicals are stored in open shelves. Comments: 6. Recommendations Table 6- 1 No. Item Upgrade R or B1 Plan No. Sketch No. Recommended Upgrade Year/Timing Actual Upgrade Date S-1 Diaphragm blocking R 6-2 SK-1 Next reroof S-2 Wall strengthening B 6-1 SK-2 Next R&I project that affects the walls S-3 Wall and footing strengthening R 6-1 SK-3 Next R&I project that affects the
D-4 Describe upgrade B 6-1 Provide timing for work D-5 Describe upgrade B 6-1 Provide timing for work R – Roof - indicates an upgrade item that should occur during a scheduled re-roof project B – Balance - indicates an upgrade item that should occur during a scheduled exterior or interior R&I project Comments: Describe the effect of adding attic insulation on the existing roof structure and the effect on the recommended seismic upgrade measures. Table 6- 2 No. Item Upgrade R or B2 Plan No. Sketch No. Recommended Upgrade Year/Timing Actual Upgrade Date NS-1 Brace top of partitions B 6-1 SK-18 Next reroof NS-2 Fasten tracks B 6-1 SK-19 2015 NS-3 Brace ceiling systems B 6-1 SK-20 2015 NS-4 Replace glazing B 6-1 SK-21 2015 NS-5 Describe upgrade B 6-1 SK-22 Provide timing for work
D-4 Describe upgrade B 6-1 Provide timing for work D-5 Describe upgrade B 6-1 Provide timing for work R – Roof - indicates an upgrade item that should occur during a scheduled re-roof project B – Balance - indicates an upgrade item that should occur during a scheduled exterior or interior R&I project Comments: Describe the effect of adding attic insulation on the existing roof structure and the effect on the recommended seismic upgrade measures. Table 6- 2 No. Item Upgrade R or B2 Plan No. Sketch No. Recommended Upgrade Year/Timing Actual Upgrade Date NS-1 Brace top of partitions B 6-1 SK-18 Next reroof NS-2 Fasten tracks B 6-1 SK-19 2015 NS-3 Brace ceiling systems B 6-1 SK-20 2015 NS-4 Replace glazing B 6-1 SK-21 2015 NS-5 Describe upgrade B 6-1 SK-22 Provide timing for work NS-6 Describe upgrade R 6-2 SK-23 Provide timing
Legislation, policy and guidelines Underpinning the processes articulated in this plan are a number of legislative and other instruments and guides that apply when change is occurring within public sector organisations. Communication strategy A detailed Communication Strategy has been developed and includes the following components: [regular newsletters to all staff direct access to the (director general/ Human Resource Director) staff information sessions (where there is a significant whole-of-agency issue to be raised. Managers, however, will be the primary source of information in this regard). Frequently Asked Questions (FAQs) in future newsletters.] All staff will be notified of developments as soon as practicable and also in writing. Union consultation There will be regular briefings and meetings with the relevant union and joint consultative committee. Grievance process The agency’s grievance process is available to staff should a matter arise from the change management process. Process for filling positions in the new structure Creation of the new structures The reform is likely to result in changes to existing staffing structures, changes to existing roles and responsibilities and the creation of new positions. Like-to-like transfers Like-to-like transfer will be the preferred mechanism for placement of staff in the new structures. The [agency name] will endeavour to fill as many positions as possible in the new structure through like-to-like transfers. Assessment of like-to-like transfers In assessing whether a staff member can be transferred to a position on the basis of a like-to-like transfer, the following factors will be considered:
______________________________________________________________________________ ______________________________________________________________________________ -There are several different types of fold structures: a) Anticline -An upward fold. In cross section it resembles the letter “A” and on a geologic map it looks like parallel lines. -Oldest strata are found in the middle of the fold. b) Syncline -A downward fold. In cross section it resembles the letter “U” and on a geologic map it looks like parallel lines. -Youngest strata are found in the middle of the fold. *Note: In the above diagrams you can see that strata are bent around an axis (found at the middle of the curve). This is the Fold Axis (lies within the Axial Plane). c) Plunging Anticlines -The Fold Axis does not have to be horizontal, but can “plunge” at one end into the ground. -On a map looks like a series of wavy lines or the letter “V”. The point of the “V” indicates the direction of the plunge. -Oldest strata are found in the middle of the fold. -Plunge: Angle between the fold axis and the horizontal -Trend: Compass direction of the plunge (the direction it is inclined downwards). d) Plunging Syncline -On a map looks like a series of wavy lines or the letter “V”. The open end of the “V” indicates the direction of the plunge.
and is very hard. All these properties together suggest it is giant covalent rather than small molecular. 3 Connor is probably wrong. Water also has a low melting point, but giant ionic substances have high melting points. Water could be giant ionic or small molecular. Because water only conducts at high voltages it is probably small molecular. Data cards Substance A Description White crystalline solid Effect of heat Very high melting temperature Solubility in water Dissolves in water to give colourless solution Solubility in other solvent – cyclohexane Does not dissolve in cyclohexane
Conduction of electricity as solid Does not conduct electricity Conduction of electricity in solution in water for those that are water soluble Solution in water conducts electricity and bubbles of gas appear at each electrode Hardness Very hard and brittle Substance B Description Grey shiny solid Effect of heat Very high melting temperature Solubility in water Does not dissolve in water Solubility in other solvent – cyclohexane Does not dissolve in cyclohexane Conduction of electricity as solid Does not conduct electricity Conduction of electricity in solution in water for those that are water soluble Not tested Hardness Very hard not brittle Substance C Description Shiny pink solid Effect of heat Melts at high temperature Solubility in water Does not dissolve in water Solubility in other solvent – cyclohexane Does not dissolve in cyclohexane Conduction of electricity as solid Solid conducts electricity Conduction of electricity in solution in water for those that are water soluble Not tested Hardness Quite easy to bend as a sheet, very hard as a lump. Can be beaten into sheets. Substance D Description White powder Effect of heat Melts at high temperature Solubility in water Dissolves in water to give colourless solution Solubility in other solvent – cyclohexane Does not dissolve in cyclohexane Conduction of electricity as solid Does not conduct electricity
Conduction of electricity in solution in water for those that are water soluble Not tested Hardness Very soft Substance H Description Purple crystalline solid Effect of heat Turns to gas on heating at a low temperature Solubility in water Does not dissolve in water to any appreciable extent Solubility in other solvent – cyclohexane Soluble in cyclohexane to give purple solution Conduction of electricity as solid Does not conduct electricity Conduction of electricity in solution in water for those that are water soluble Not tested Hardness Very brittle Substance I Description White crystalline solid Effect of heat Impossible to melt in a Bunsen flame Solubility in water Does not dissolve in water Solubility in other solvent – cyclohexane Does not dissolve in cyclohexane Conduction of electricity as solid Does not conduct electricity Conduction of electricity in solution in water for those that are water soluble Not tested Hardness Very hard Substance J Description Yellow crystalline solid Effect of heat Low melting temperature Solubility in water Does not dissolve in water Solubility in other solvent – cyclohexane Dissolves in cyclohexane