zilongwang/ReadingBank huggingface dataset:
To keep patient information confidential, secure, accurate and up to date, everyone must help. What information is confidential, personal and sensitive? Three common classifications of information are, ‘Confidential’, ‘Personal’ and ‘Sensitive Personal’. Confidential Information Information is considered confidential if it meets three simple conditions: It is private information about a person It was proved to someone who has a duty of confidence (e.g. the optometrist and other members of the optical team) You expect it to be used in confidence Information provided by patients to optical practice about their medical conditions including prescription information and family history is therefore confidential. Personal Information Personal information is information that identifies an individual, for example: Name Address Date of birth Home telephone number Postcode It also includes combinations of these that can be put together to identify and individual. Sensitive Personal Information
% Intake Year Surplus 3% 5% October 2013 Forecast 2018 Number of Secondary Schools: 2 2 Total Planning Area School Capacity: 2807 2852 Total Planning Area Number on Roll: 2518 2502 % Surplus Capacity 10% 12% Total Planning Area Year 7 PAN 561 570 Total Planning Area Year 7 Intake 432 522 % Intake Year Surplus 23% 8% Explanatory notes: Cornerstone is a new 1FE primary school with the forecast primary capacity above including this provision. Longer term, as the north Whiteley development is built, the school will be relocated and expanded. Planned significant housing developments in area: None known. County Council Programmed School Expansions 2013-16 St John the Baptist Primary – 0.5 form entry expansion Cornerstone Primary School – new 1 form entry primary school (opened September 2013) Brookfield Secondary School – 45 additional places Local areas under review: Whiteley GOSPORT It is anticipated that 1,332 homes will be built within Gosport by 2018 with a number of developments already under way. The Local Plan is being updated with further consultation expected. Details of confirmed housing allocations in the Local Plan are awaited. Gosport South-East – Primary Planning Area 8500020 Key data: October 2013 Forecast 2018 Number of Infant/Primary/Junior Schools: 8 8 Total Planning Area Primary Age Capacity: 2087 2267 Total Planning Area Primary Age Number on Roll: 2165 2276 % Surplus Capacity -4%* 0% Total Planning Area Year R PAN 295 325 Total Planning Area Year R Intake 324 311 % Intake Year Surplus -10%* 4% *See explanatory notes below Explanatory Notes: The number of Year R pupils living in this area of Gosport has risen substantially for the 2013 admission round and are forecast to remain high.
A 2010 ISSN: 1325-9539 March 2014 A Barkly icon hangs up his boots After a whopping 23 going into 24 years on the Barkly, managers, Ross and Robyn Peatling of NAPCO’s Alexandria Station have decided to ‘hang up their Barkly boots’ and move south. Growing up in the Queensland coastal town of Childers near Bundaberg, and being a son of a company accountant, Ross’s ‘rural’ experience was limited, but that didn’t stop him falling in love with the bush. After leaving school Ross enrolled at the Longreach Pastoral College in 1967. He then worked as a ringer for Hooker Pastoral Co. at ‘Strathdarr Station’ at Longreach before being transferred south to work on ‘Balarang’, a sheep and cattle station near Moree in New South Wales which was owned by the same company. He held a meeting with himself and decided that sheep were not for him and made the decision to try cattle. The pull of the north was too strong and in 1972 Ross started work for Stanbroke Pastoral Company on ‘Stanbroke’ near Dajarra in North West Queensland and after 12 months was promoted to a head stockmen’s position. It was here that Ross met Robyn. Ross and Robyn continued on with Stanbroke and worked on ‘Fort Constantine’ at Cloncurry and ‘Havilah’ at Collinsville before leaving the company in 1979 after being offered the manager’s position at ‘Wondoola Station’ near Normanton in the Queensland gulf. After spending eight years in this position, Ross and Robyn then spent time on the OF INDUSTRY AND
SBNA GENERAL MEETING MINUTES 01/14/2014 Minutes of the 11/12/2013 meeting were reviewed and approved. Treasurers Report – John Bremerman GENERAL FUND BALANCE $1,943.55 TREE FUND $ 97.00 TEEN COUNCIL FUND 2010 $ 803.05 HEATH STREET COMMUNITY GARDEN $2,195.07 LIGHT STREET GARDEN $ 225.60 TOTAL ALL FUNDS $5,264.27 Police Relations Committee Report – Kevin Lynch and Matt Urso There was a homicide in Sharp Leadenhall on New Year’s Eve. General drop in crime this year as compared to last year in all of Sector 4. Robberies down 16%, aggravated assaults down 33%, burglaries down 13%, larceny from autos down 11%, auto theft up 13%, total violent crimes down 21%, total property crime down 7%, total part 1 crime down 9%, SBNA members are highly encouraged to participate in the monthly Cop-Walks that take place the 1st Monday of every month, weather permitting, starting at 7:00 PM at the gazebo in Riverside Park. If you have any problems you would like to be looked at, and you can join the walk, contact Kevin or Matt ahead of time. It will be helpful if everyone could turn their outside front and rear lights on for the walk since some blocks are always dark. Specials at Homeslyce afterwards. Officer Butterbean made a very welcome surprise showing. He is now back in action. He was hit by a drunk driver in January, 2013 and now has a new hip. He also has a new passion against drunks. His unit is now known as the Community Partnership Unit and is 100% dedicated to the community and the youth. He still handles the Explorers Post. If anyone is experiencing problems with any bars, please call him for help at 443-681-0920, or email at kevin.vaught@baltimorepolice.org. Raffles Building Project The developer of the Raffles Building, known now as the Heath Street Lofts, Eugene Paverni and his architect, Mike Burton presented their plans for renovation of the historic building located at Heath Street and Race Street.
Copies of the NHS England (London) authorised Patient Group Directions (PGDs) for seasonal flu and Fluenz® can be found here: Guidance on how to improve seasonal flu vaccine uptake amongst frontline health and social care workers: NHS Employers ‘flu fighter’ campaign: Seasonal flu vaccine uptake amongst frontline health care workers in London in 2012/13: Joint letter from DH, NHS England, and Public Health England asking that the NHS and local authorities work to improve flu vaccination uptake rates amongst health and social care workers in order to protect their patients/ clients, themselves and their colleagues from flu: Clinical evidence and rationale for seasonal flu vaccine amongst frontline workers can be found here: Q&As for Health Professionals on flu vaccine and porcine gelatine can be found here: The Green Book chapter online: Fluenz online video: A produced by NHS Education for Scotland is also available. Excess Winter Mortality in England and Wales, (provisional) 2012/13 and 2011/12 (final) . The Cold Weather Plan for England Excess Winter Mortality 2012/13 Keep Warm Keep Well booklet
Date: April 24, 2014 Location: Marcum Technology Center, Room 105A Time: 2:00 PM Attendees: X denotes attendance (See below chart) Council Members 9/26/13 10/17/12 12/12/13 1/30/14 3/20/14 4/24/14 Dr. MaryLou Apple President X X X X X X Dr. Stone Vice President Administrative Services & IT X X X X X X Hilda Tunstill Vice President Business Affairs X X X Jan Rogers Attended X X Dawn Copeland, Interim Vice President of Academic Affairs X Not Present X X X X Jerry Tunstill Vice President Student Affairs X X Not Present X X X Laura Jent Affirmative Action Officer X X X Lisa Lee Attended X X Keith Claxton Chair Faculty Council X X X X X X Michelle Cox- Chair Support Staff Council X X X X X X Jan Rogers Chair Administrative Council X Regina Burden Attended X X X X Michaela Fulkerson President Student Government Association X X X X X X Brenda Cannon Director of Student and Campus Relations X X X X X X Rhonda Cotham Director of Advisement and Student Success Josh Caldwell Attended Josh Caldwell Attended X Sylvia Collins Director of Institutional Research, Planning and Communication, Webmaster Not Present X X
ACTO 8 specifies a minimum instructor to student ratio of 1:12, and a minimum assessor to student ratio of 1:6. Assessors “must not have any input to the training of the cadets being assessed”, and must hold an accepted First Aid qualification. The YFA syllabus covers the following topics: (topics marked with ✱ are formally assessed) Asthma Bites and stings Bleeding (minor) ✱ Bleeding and shock Bone, muscle and joint injuries Burns and scalds Chest pains Choking Communication and casualty care Coping in an emergency Electric shock Fainting First aid kit Foreign objects Head injuries Heat exhaustion Hypothermia Low blood sugar Poisons ✱ Primary survey ✱ Recovery position ✱ Resuscitation Seizures Severe allergic reaction Spinal injury 3. Activity First Aid AFA holders can provide the minimum permitted level of first aid cover for cadets at most The qualification also allows instructor cadets and staff to teach and assess the YFA syllabus. AFA takes a minimum of 16 hours to teach and assess, and is usually delivered as a weekend course at wing level. AFA is a nationally-recognised qualification, but is separate and unrelated to First Aid At Work (FAAW). Trainers and assessors must be recognised and registered with SJA. The next steps... Some wings organise the BTEC Level 3 Award in Education and Training (formerly PTTLS) course in conjunction with First Aid training. Some wings also provide further FA training, including casualty simulation, FAAW or EAD courses.
Will I be expected to open and lock up? What duties will I be expected to perform on arrival? Will I be expected to register children? Where is the nearest phone? Where are the toilets? Where are the fire exits? Where are the fire assembly points? Where are the fire extinguishers? Where is the fire alarm? Where is the first aid box? Who is the designated First Aider? Who should I notify if I am going to be absent? Any other notes:
In the event that a member of Staff is concerned that the Bowls Scotland Betting Integrity Officer is involved in suspicious betting activity outlined in section 6.3 above, this should be reported to one of Bowls Scotland’s Board. All Staff must co-operate with any investigation and/or request for information including the provision of documentation (e.g. telephone/betting records to the Investigations Panel (see section below) The Betting Integrity Officer will co-ordinate the investigation and set up an Investigations Panel consisting of not less than three Bowls Scotland Staff members including the Betting Integrity Officer. The Investigations Panel will investigate the allegation. A member of the Investigations Panel will be allocated with the responsibility for leading the investigation process. The Investigations Panel should establish the facts quickly and any threat of further corrupt betting and associated activity should be removed immediately. The Investigations Panel is required to: act promptly in investigating the allegation and taking any action required (subject to Directors approval where appropriate); fully document the investigation process; secure evidence in a manner which does not alert suspects at the outset of the investigation; and ensure that the evidence is secured in a legally admissible form (e.g. evidence must be carefully preserved; it should not be handled and no marks made on original documents; a record should be kept of anyone handling evidence). Depending on the nature of the activity, the Investigations Panel may refer the matter to the Gambling Commission for consideration of an investigation of the criminal offence of cheating (section 42 of the Gambling Act 2005). Additionally, the Investigations Panel may wish to liaise with betting operators, European/International federations, the Police and the Sports Betting Group. Depending on the nature of the fraud, the Investigations Panel may wish to contact external experts for advice. The Investigations Panel must obtain the consent of the Board before contacting any of the third parties referred to in 6.9 and 6.10 above.
understand what a text is trying to say. Or what your disputant in an argument is trying to say. (Or even…?) Did other textual commentators of Wonhyo's era, or of his category, take such a stance? Maybe, but I have not come across another eminent Buddhist scholar who regularly closes his essays and commentaries with this kind of admonition, so I am inclined to believe that he was special in this regard. Is such an approach incompatible with modern-day scientific scholarship? I don't think so. It seems to me that lesser forms of faith—conventional forms of faith, might indeed be impedimentary to doing critical work. But faith understood at this level, with the implications of being free from preconceptions, attachments, paradigms, etc., should have the effect of making our critical faculties more acute. Is such a state beyond our reach? Again, I don't think it need be the case. We may never match the level of Wonhyo, but there is nothing to stop us from attempting the exercise of letting go of our own views on a moment-to-moment, basis, and gradually getting better at it. Might this lead us to do better scholarship? I believe so. References Muller, A. Charles. “An Inquiry into Views: Lessons from Buddhism, Behavioral Psychology, and Constructivist Epistemology.” Global Forum on Civilization and Peace: Beyond National Boundaries: Building a World Without Walls. Seongnam-si, Korea: 159–201. Academy of Korean Studies Press, 2011. ----. “Zen Views on Views (dṛṣṭi): Are We Ever Rid of Them?” Japan Mission Journal vol. 67, (1) 28–33. 2013.
“Mortar” Words Expository Paragraph Structure Signal Words and Phrases Words that signal definition: refers to in other words (i.e.) consists of is equal to means synonymous Words that signal example: for example (e.g.) for instance such as is like including to illustrate Words that signal listing or addition of ideas: also another in addition furthermore moreover finally Words that signal sequential listing first second (etc.) later next before then finally following later since now previously Words that signal analysis: consider analyze investigate the first part suggests this means examine Words that signal comparison: similarly in the same way just like just as likewise in comparison Words that signal contrast: in contrast on the other hand however whereas but yet Words that signal a cause-effect relationship: because for therefore hence as a result consequently due to thus this led to Kate Kinsella, San Francisco University Bloom’s Revised Taxonomy Planning Worksheet
Member States: How they are regulated – level playing field primary and secondary phosphorus All: What is new – any innovation, anything forgotten, new forms, new processes regarding phosphorus recycling Three presentations were given on the availability of phosphorus and how it could be used sustainably. Revision of the Fertilisers Regulation: follow-up to the orientation debate of March and further refinements EC had received several written comments on the essential safety requirements. Vincent Delvaux (DG ENTR) presented the feedback and the Commission’s thoughts: Safety requirements must be part of the essential requirements, set by law – particularly important if no EU EoW will be set. The limit values should be harmonised as far as possible across the fertilising material categories. There must be either EoW or a long list of contaminants in the Fertiliser Regulation to prevent any risks related to waste Industries had requested that Cu and Zn values should be subject to labelling if they exceed the limit values as it is difficult to comply with the strict limit values – no EC decision yet, Norway objected: according to a recent Norwegian study, CU and Zn have effect on human health – maximum limits should be complied with. The proposed limit values are presented in the attached presentation ACTION: Any further comments to the EC latest by the end of August BE: will vote against the Fertiliser Regulation if there will be no EU EoW criteria EC: even if there are just national EoW, fertilisers produced in another EU country may be traded in Belgium as they anyway comply with essential legal requirements of the Fertiliser Regulation Quality requirements: Relatively low limits established for secondary elements (calcium, magnesium), one Member State had been concerned about the resulting increased level of contaminants in soils when the amount of fertilising material would increase.
In the event of an emergency (such as floods, pipe breaks etc.) after normal business hours (before 8:30am and after 5:00pm on weekdays) or on weekends, contact Connelly & Company Management Ltd. at 403-228-1557 and follow the voice message instructions to contact the After Hours answering service. Otherwise, non-emergency messages may be left on the Property Manager’s voice mail at BOARD OF DIRECTORS – 2014/2015 Name Steve Lathrop Position President Suite 2109 Cleo Prellwitz Vice President 2110 Tania Fraser Secretary 1315 Lucy Wood Treasurer 3214 Brian Marcotte Director - Operations 1402 Brian Pelz Director - Operations 3208 Sue Furanna Director - Landscaping & Newsletter 3208 Your Board members are also your neighbours, so please respect their privacy. COMMITTEE CONTACT INFORMATION Safety & Other Joe Schulz (#3101) 403-246-4132 Parking Control & Visitor Parking Passes Cameron Brose (#3121) 403-601-3645 Social Committee Doreen Christensen (#2402) 403-271-8407 Guest Suite 1112 Guest Suite 3212 Doreen Christensen (#2402) Jean Williams (#3112) (If either is unavailable, call the other) 403-271-8407 403-271-6502 Clubhouse Bookings [Back-Up] Barb Lathrop (#2109) [Shaaron Schulz (#3101)] 403-278-6426 [403-246-4132]
Arrangements for monitoring and supervision of the operation and of any risks involved in its implementation (maximum 5 pages): Applicants shall explain how the implementation of the activities undertaken under the FPA will be supervised. It is important to describe in detail the role of the Coordinator as well as the internal communication processes in the applicant’s organisation to ensure information flow, transparent decision making, coordination and conflict management. Applicants shall also provide Critical Risks involved in the implementation of the FPA, determine how they might affect the objectives and outcomes of the FPA and how they could be mitigated. This can be done in table format following the example below. LEGAL NOTICE Applicants are informed that, under the Financial Regulation applicable to the general budget of the European Union, no grants may be awarded retrospectively for actions already completed. In those exceptional cases accepted by the GSA where applicants demonstrate the need to start the action or work programme before the agreement is signed or the decision notified, expenditure eligible for financing may not have been incurred before the grant application was lodged
Downlink: 2014:079:01:50:54 2014:079:02:01:47 WPS Problem: Antenna tracked on noise (CDS #262069) Result: Loss of two (2) scenes Lost scenes: 2014:079:00:56:22 2014:079:00:56:30 -------- [ 735]DEO11100592014079110PF Dukono [JPL/N] 2014:079:01:05:18 2014:079:01:05:27 -------- [ 736]DEO11090822014079110K1 Lake_Lefroy [M 2014:078:22:52:54 2014:078:23:01:43 PF1 2014:078:23:03:13 2014:078:23:03:51 WRMDELFL 2014:078:23:19:24 2014:078:23:19:32 -------- [ 698]DEO10930632014078110KF Rabaul [JPL/W] 2014:078:23:27:40 2014:078:23:27:51 -------- [ 699]DEO10930842014078110K0 Uardry 2008 [MSO/W] LOST->2014:079:00:56:22 2014:079:00:56:30 -------- [ 735]DEO11100592014079110PF Dukono [JPL/N] LOST->2014:079:01:05:18 2014:079:01:05:27 -------- [ 736]DEO11090822014079110K1 Lake_Lefroy [MSO/W] 2014:079:01:50:54 2014:079:02:01:47 WPS 2014:079:02:03:17 2014:079:02:03:55 WRMDELFL
HS 0 0 15 --- The teacher plans and implements a lesson that reflects rigor and high expectations. ES 9 10 10 # 17 15 25 MS 5 2 6 % 30 26 44 HS 3 3 9 --- --- --- --- The teacher communicates clear learning objective(s) aligned to 2011 Massachusetts Curriculum Frameworks. SEI/language objective(s) are included when applicable. ES 14 7 8 # 20 9 28 MS 4 2 7 % 35 16 49 HS 2 0 `13 --- --- --- --- The teacher uses appropriate instructional strategies well matched to learning objective(s) and content. ES 6 6 17 # 11 14 32 MS 4 3 6 % 19 25 56 HS 1 5 9 --- --- --- --- The teacher uses appropriate modifications for ELLs and students with disabilities such as explicit language objective(s); direct instruction in vocabulary; presentation of content at multiple levels of complexity; and, differentiation of content, process, and/or products. ES 21 1 7 # 37 7 13 MS 8 3 2 % 67 12 21 HS 8 3 4 --- --- --- --- The teacher provides multiple opportunities for students' to engage in higher order thinking such as use of inquiry, exploration, application, analysis, synthesis, and/or evaluation of knowledge or concepts (Bloom's Taxonomy). ES 16 3 10 # 25 10 22 MS 6 3 4 % 44 18 38 HS 3 4 8 --- --- --- --- (Please see next page) Teaching (continued) Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Consistent (0) (1) (2) (0) (1) (2) The teacher uses questioning techniques that require thoughtful responses that demonstrate understanding. ES 3 8 18 # 9 12 37 MS 3 1 9 % 15 21 64 HS 3 2 10 --- The teacher implements teaching strategies that promote a learning environment where students can take risks instance, where they can make predictions, make judgments and investigate. ES 10 4 15 # 16 9 32 MS 5 4 4 % 28 16 56 HS 1 1 13 --- --- --- ---
Capelin oil Mallotus villosus 1 100 - 100 - - - - - CO / - Low (< 1'000 t/a) - - Not available Calanus oil Calanus s.I. (mainly) 1 - - - - > 4'000 > 500 > 3'500 - - / RF Low (< 1'000 t/a) - - Not available Pacific saury oil Cololabis saira - - - - / - No data provided 5 (1) Cololabis saira (5) Medium 5 – 10 datasets
The committee should ensure that professional development objectives are aligned to support district and school improvement plan goals. The committee, perhaps in collaboration with the district data team (see Assessment recommendation above), should compile and review data in order to identify important areas of focus for professional development. The data could include assessment results, data from learning walks, and formal input from teachers, such as through a survey. In addition to identifying topics and focus areas for professional development, the committee should ensure that professional development is differentiated based on teachers’ roles and needs. The district should ensure that sufficient resources (time, funding, staff, materials, technology, etc.) are available to provide sustained support over time for educators to achieve the identified learning objectives.The district should investigate ways to increase teachers’ participation in professional development sessions offered during early release days, as well as in embedded professional development opportunities, such as common planning time. The district should consider collaborating with the MTA to provide teachers with incentives to attend professional development sessions on early release days. Teachers should be encouraged to develop agendas for common planning meetings that provide opportunities to extend and deepen learning from professional development. Recommended resources: The Massachusetts Standards for Professional Development () describe, identify, and characterize what high quality learning experiences should look like for educators. ESE’s Mathematics Learning Community materials () are designed to support job-embedded professional development for K-8 mathematics teachers. Their focus is to develop teachers' content knowledge through examining students' work in professional learning communities. The PLC Expansion Project website () is designed to support schools and districts in their efforts to establish and sustain cultures that promote Professional Learning Communities. PBS LearningMedia () is a free digital media content library that provides relevant educational resources for PreK-12 teachers. The flexible platform includes high-quality content tied to national curriculum standards, as well as professional development courses. Quick Reference Guide: Educator Evaluation & Professional Development () describes how educator evaluation and professional development can be used as mutually reinforcing systems to improve educator practice and student outcomes.
FAÇADE PROGRAM GOALS To encourage coordinated façade improvements and maintenance. To enhance the business districts and the City/Borough’s image. To develop a system that encourages property owners, business people and merchants to invest in the properties. To develop a system that encourages new businesses to locate in the central business district. To encourage the formation of a community identity around the business district and the opportunities created by its proximity to the Beaver/Ohio River. To accentuate the positive aspects of the business district. REHABILITATION VERSUS RESTORATION The guidelines presented within this report are rehabilitation guidelines that have been created to assist local merchants and property owners in respectfully rehabilitating their commercial buildings. Respectful rehabilitation means the sensitive improvement of the buildings, particularly the façade. It involves building on the architectural qualities of the existing structure and its visual relationship to the rest of the business district. These are not restoration guidelines. If you are considering a restoration project for a historic building and you intend to take the Federal Historic Preservation Tax Incentive, these guidelines do not apply. You should contact the National Park Service, Internal Revenue Service or Pennsylvania Historic Museum Commission for the rules and regulations applicable to restoration. EVALUATION OF THE STOREFRONT The most important key to a successful rehabilitation of a commercial building is planning and selecting treatments that are sensitive to the architectural character of the storefront. Identify and evaluate the existing storefront’s construction material; architectural features; and the relationship of those features to the upper stories of the building (Were the storefront and the floors above created as an overall design?) Examine the storefront’s physical condition to determine the extent and nature of rehabilitation work needed. Determine if there are surviving decorative elements such as molded cornices, columns, brackets, etc. Review the neighboring commercial building to look for similarities as well as differences in architectural designs.
Blue whiting poutassou 1 - - 2'000 - - - - - CO / - Medium (1'000 - 10'000 t/a)t/a) 2 (1) Micromesistius poutassou Low < 5 datasets Krill oil Euphasia superba 1 1'000 - 925 - - - - - - / RF Low (< 1'000 t/a) 2 (1) Not given Low < 5 datasets Sardine oil Sardine (main species) 1 - - - 1'700 - - - - - / - Medium (1'000 - 10'000 t/a)t/a) 3 (2) Not given Low < 5 datasets Fish liver oil - 2 - - 52 924 - - 1'341 9'420 CO / RF Low (< 1'000 t/a) - - Not available Sprat oil Spratus spratuss 1 - - 500 - - - - - CO / - Low (< 1'000 t/a) 2 (1) Spratus spratuss Low < 5 datasets Squid oil Illex argentinus, Dosidicus gigas, Todarodes pacificus 1 > 400 - - - > 2'000 > 500 > 2'000 - - / RF Low (< 1'000 t/a) - - Not available Herring Not specified 1 - - 418 - - - 666 - CO / RF Low (< 1'000 t/a) - - Not available Pollock liver oil - 1 100 - 100 - - - - - CO / - Low (< 1'000 t/a) 1 (1) Theragra chalcogramma (Pollock oil or Pollock liver oil) Low < 5 datasets Menhaden oil Menhaden (main species) 1 - - - 200 - - - - - / - Low (< 1'000 t/a) 1 (1) Not given Low < 5 datasets
Capelin oil Mallotus villosus 1 100 - 100 - - - - - CO / - Low (< 1'000 t/a) - - Not available Calanus oil Calanus s.I. (mainly) 1 - - - - > 4'000 > 500 > 3'500 - - / RF Low (< 1'000 t/a) - - Not available Pacific saury oil Cololabis saira - - - - / - No data provided 5 (1) Cololabis saira (5) Medium 5 – 10 datasets
Potassium nitrate 2834 21 00 3824 90 97 231-818-8 7757-79-1 Sodium nitrate 3102 50 10 (natural) 3102 50 90 (other than natural) 3824 90 97 3824 90 97 231-554-3 7631-99-4 Calcium nitrate 2834 29 80 3824 90 97 233-332-1 10124-37-5 Calcium ammonium nitrate 3102 60 00 3824 90 97 239-289-5 15245-12-2 Ammonium nitrate [in concentration of 16 % by weight of nitrogen in relation to ammonium nitrate or higher] 3102 30 10 (in aqueous solution) 3102 30 90 (other) 3824 90 97 229-347-6 6484-52-2 (1) Regulation (EC) No 948/2009 APPENDIX THREE- Format for a licence Format for a document proving possession of a licence for a member of the general public to acquire, introduce, possess and use restricted explosives precursors, as defined in Annex I of the Regulation on the marketing and use of explosives precursors (EU 98/2013). Member of the general public (Name and address) Name: Identification Document Number: Address: Country: Tel.: Email: Licence Number: Licence for single use or multiple use please tick ( ) single purchase, introduction, possession and use of a restricted precursor name of precursor(s): maximum amount: maximum concentration: licensed use: ( ) multiple purchase, introduction, possession and use of a restricted precursor name of precursor(s): maximum amount in possession at any time: maximum concentration: licensed use: If different than box 1 and required by national law, address where the precursor(s)
Lisa Veres Volunteer Coordinator NTC Sports & Live Well Campus 1935 Don Wickham Drive Clermont, FL 34711 Office: (352) 241-7144 ext. 4267 Fax: (352) 241-7162 www.usantc.com Email: Lisa.Veres@Orlandohealth.com Word of the Day epistemology Knowing What You Know Word of the Day: If philosophy in general is not quite arcane enough for you, why not carve a niche in this small corner of it, which is concerned with the theory of knowledge, how we can decide whether it is valid, and how we can distinguish it from belief. On This Day in History 1618 - Sir Walter Raleigh was beheaded under a sentence that had been brought against him 15 years earlier for conspiracy against King James I. 1652 - The Massachusetts Bay Colony proclaimed itself to be an independent commonwealth. 1682 - William Penn landed at what is now Chester, PA. He was the founder of Pennsylvania. 1863 - The International Committee of the Red Cross was founded. 1901 - Leon Czolgosz, the assassin of U.S. President McKinley, was electrocuted. 1923 - Turkey formally became a republic after the dissolution of the Ottoman Empire. The first president was Mustafa Kemal, later known as Kemal Ataturk. 1929 - America's Great Depression began with the crash of the Wall Street stock market. 1940 - The first peacetime military draft began in the U.S. 1945 - The first ballpoint pens to be made commercially went on sale at Gimbels Department Store in New York at the price of $12.50 each. 1956 - Israel invaded Egypt's Sinai Peninsula during the Suez Canal Crisis. 1956 - "The Huntley-Brinkley Report" premiered on NBC. The show replaced "The Camel News Caravan." 1959 - General Mills became the first corporation to use close-circuit television.
Composition Year level 1 Year level 2 Year level 3 First semester First semester First semester Module code Cr Module code Cr Module code Cr GRKS113 or GRKS112 16 12 Select any 5 of these: DOGM211 or ETIE211 or GRKS211 or HOML211 or KATE211 or MISS211 or NTES211 or OTES211 or PAST211 or SEMT211 16 16 16 8 16 8 16 16 8 16 PHIL211 16 SEMT113 or SEMT112 16 12 Select any 3 of these: GRKS312 or DOGM311 or ETIE311 or MISS311 or NTES311 or OTES 311 or PAST311 or SEMT312 8 16 16 16 16 16 16 8 AGLA/AGLE111 12 NTES111 8 OTES111 8 AFLL111/ENLS111 12 TEOL111 8 Total 1st semester Min: 72 Max: 80 Total 1st semester Min:56 Max:80 Total 1st semester Min: 48 Max: 64 Second semester Second semester Second semester Module code Cr Module code Cr Module code Cr AGLA/AGLE121 12 PHIL221 16 DOGM321 8 GRKS121 or OTES121 16 16 Select any 3 of these: DOGM221 or GRKS221 or MISS221 or NTES221 or OTES221 or SEMT221 16 16 16 16 16 16 HERM322 12 KDGE121 8 Select any 3 of these: GRKS322 or KDGE221 or LITK221 or MISS321 or NTES321 or OTES321 or PAST321 or SEMT322 8 16 16 16 16 16 16 8
Retiree Scholarship for 2015 Financial Aid will continue to choose our Retiree Association scholarship recipient. We have been distributing a yearly $700 scholarship. We need $25,000 in our scholarship fund to increase the amount to $1000. We are a couple thousand shy of that goal. Salon Program Series Jane and Sue Goral are presenting two holiday piano concerts on December 3, one at 2 p.m. and one at 7 p.m. Jane will talk with Cliff Abbott and Linda Curl about performing compositions for piano 4-hands and possibly having a sing along at the evening performance. To date we have 6 people attending. Jim will send out another e-mail to the listserve. We decided not to specifically ask for a $25 donation to attend. By-Law Revisions We need to look at choosing Board members in a different manner than on a ballot. Our main goal would be to get people interested in being on the Board and then internally the Board members can select a President. A possibility for the secretary’s job would be that everyone has a turn taking minutes. We will put this on hold until next month. Winter Events Jane is working on a slide ID party. She asked Pat to contact some retired classified employees who would be willing to meet for about 2 hours in the Library Archives to go over slides to name people and events. Jane gave Pat several dates that would be available for working in Archives. Informed Choice Presentation Jim indicated that Informed choice needs 90 days notice to set up a presentation. We will talk with them next year and try to set up a presentation in the 1965 room during the month of September or October 2015. Informed Choice is flexible with dates and times. It was suggested that we have the presentation on the day that UWGB holds their Benefits Fair. This year it was held October 8 from 11-2:30. Tracy will check with HR see if a date is set for next year. She thought it was usually the second Wednesday in October. Board Meeting Schedule We will meet December 9, 2014, and then February 10, 2015 and April 7, 2015. We will not meet during the months of January and March. New Business Jim said that Ron Starkey was interested in serving on the Board in some capacity. Jim will contact Ron and enthusiastically welcome him to our December meeting. The meeting adjourned at 10:44 a.m. Our next meeting will be Tuesday, December 6, at 9:30 in ES307. Respectfully Submitted, Pat Przybelski, Secretary
Minimum 2 years teaching experience; and Successfully completed 8 – 16 hours of training designed and administered through the NDE/Districts. (25 hours) Field Experience/Practicum to be included in the Elementary/Secondary specific courses with the flexibility to be partially distributed throughout any of the courses. Note: the intent of the Endorsement is proposed to be shifted from an endorsement for teacher specialists to instruct English as a Second Language to become an endorsement for content teachers to develop expertise to instruct English Language Development and content mastery for English Learners in their classrooms. The following table delineates the proposed changes: English Language Acquisition and Development Endorsement Credits Current Course Title: Proposed Course Title: In-service Alternatives (6 Credits) 3 Theories for the Acquisition of a Second Language Theory and Practice for Academic English Language Development N/A 3 Methods and Materials for Teaching English as a Second Language Methods and Curriculum for Teaching ELs Waived with In-service credits/training: Minimum 24 hours verified; and No more than 8 hours from conferences; and 8-16 hours training designed and administered through NDE/Districts. 3 Testing and Evaluation of Pupils Studying English as a Second Language Assessment and Evaluation of ELs N/A 3 Developing a Curriculum for Pupils Studying English as a Second Language Policies, Critical Issues and Best Practices for pre-K and Elementary ELs Course Requirement – waived: Minimum 2 years teaching experience; and 8-16 hours training designed and administered through NDE/Districts. -OR- Policies, Critical Issues and Best Practices for Secondary ELs New Endorsement is required to include 25 hours of Field Experience (Practicum) to be emphasized in the Elementary/Secondary course; for flexibility purposes, some hours may be distributed throughout other courses. Recommendation 3: All Nevada Teacher Preparation Programs be required to include preparation for the endorsement no later than 2 years after adoption of the regulations by the Commission on Professional Standards, and that no later than 2 years after that date, all licensees be required to hold the ELAD endorsement, with the understanding that the Commission may make allowance for first time, first year licensees. Recommendation 4: The Commission on Professional Standards consider a requirement that all licensees in Nevada obtain the endorsement at the time of license renewal no sooner than 3 years and no later than 6 years from the adoption of the regulation for teachers and administrators.
2. Demonstrate the ability to communicate clearly. AF 211/311 Weather Case Analysis project presentation (oral presentation with PowerPoint) 80% of students will earn 80% or higher on project How many students: _34 exceeded __1 met expectations did not meet __1 expectations ___ exempted _36 TOTAL Dept. meeting date ______________ or Individual analysis (describe)? Data provided by__ instructor L. Ruiz__ 97%____________ ________________ ________________ X Objective wholly satisfied Objective not wholly satisfied Follow-up strategy is: X None Required Follow-up completed on date Will re-examine by date AF 210 Final Project (written component) 80% of students will earn 80% or higher How many students: _28 exceeded ___ met expectations did not meet ___ expectations ___ exempted _28 TOTAL Dept. meeting date ______________ or Individual analysis (describe)? Data provided by course instructor Robertson—100%__ ________________ X Objective wholly satisfied Objective not wholly satisfied Follow-up strategy is: X None Required Follow-up completed on date Will re-examine by date Student Learning Outcome Where, When and How Monitored Expectation for Satisfactory Performance Observations of Student Performance When and By Whom Were Results Analyzed Outcome of Analysis Department of Program Resources Needed to Implement Changes 3. Exercise effective aeronautical decision making while planning and conducting single pilot flight operations. AF207B F13 Decision Making line item 80% of students will get a 3 or higher on Decision Making and Judgment line item on Flight Lesson 13 How many students: __5 exceeded __9 met expectations did not meet ___ expectations ___ exempted _14 TOTAL Dept. meeting date ______________ or Individual analysis (describe)? 100%___________ ________________ ________________ X Objective wholly satisfied Objective not wholly satisfied Follow-up strategy is: X None Required Follow-up completed on date Will re-examine by date
Sun Mon Tues Wed Thurs Fri Sat 8/19 8/18 8/19 Teachers 1st Day 8/20 8/21 1ST Day of School Books, Calendars, Syllabus, letters 8/22 8/23 8/24 8/25 Reading Check Quiz Chapter 1 8/26 8/27 8/28 Quiz Chapter 1 P’s and A’s Due 8/29 Reading Check Quiz Chapter 2 8/30 8/31 9/1 LABOR DAY No School 9/2 Pre-Test 9/3 9/4 Quiz Chapter 2 P’s and A’s Due 9/5 Reading Check Quiz Chapter 3 9/6 9/7 9/8 9/9 Quiz Chapter 3 P’s and A’s Due 9/10 9/11 Unit 1 Test Chapters 1-3 9/12 9/13 9/14 9/15 Reading Check Quiz Chapter 4 9/16 9/17 9/18 Quiz Chapter 4 P’s and A’s Due 9/19 Reading Check Quiz Chapter 5 9/20 9/21 9/22 9/23 Quiz Chapter 5 P’s and A’s Due 9/24 Reading check Quiz Chapter 6 9/25 9/26 Quiz Chapter 6 P’s and A’s Due 9/27 9/28 9/29 9/30 TEST Unit 2 4-6 10/1 READ all chapters7-9 10/2 10/3 10/4 10/5 10/6 10/7 10/8 10/9 10/10 Test Unit 3 7-9 10/11 10/12 10/13 10/14 10/15 10/16 10/17 NEOEA DAY No School 10/18 10/19 10/20 10/21 10/22 10/23 10/24 Test Unit 4 10-12 10/25 Mrs. Schadle AP Economics 2014 1st 9 weeks Calendar
STANDARD 5: Coordination ' The Couns1or understands and knows how to: Exemplary Met Needs Improvement Not Met 5.1 Coordinate with school and community personnel including school councils to provide resources for students. 5.2 Use an effective referral process for assisting students and others to use special programs and services. 5.3 Identify community agencies for referral of students. 5.4 Maintain cooperative working relationships with community resources. 5.5 Facilitate successful transition from one level of education to the next (0-3, Pre-K, 6-7, 9-12, 12-Life). STANDARD 6: Assessment The Counselor understands and knows how to: Exemplary Met Needs Improvement Not Met 6.1 Participate in the planning and evaluation of the district/school testing program. 6.2 Assess interpret and communicate learning results to students, faculty, parents, and community, with respect to aptitude, achievement, interests, temperaments and learning styles. 6.3 Collaborate with staff concerning assessment of special needs students. 6.4 Use assessment results and other sources of student data in formulating student career/graduation plans. 6.5 Coordinate student records to ensure the confidentiality of assessment data. 6.6 Provide orientation sessions for faculty, students, and parents regarding the assessment program.
STUDENT TEACHING TIMECARD University of Richmond Department of Education Year: ____________ Fall______Spring______ School Division: Cooperating Teacher’s Name (1): Grade Level or Subject (1): Cooperation Teacher’s Name (2): Grade Level or Subject (2): School (1) Phone: School (2) Phone: TOTAL HOURS I certify that the above information is accurate. Date Date REQUIRED WEEKS 15 14 13 Cooperating Teacher’s Signature (1) Cooperating Teacher’s Signature (2) Supervisor: School (1) Address: School (2) Address: 12 11 10 9 Student Name: Email: Phone: Address: Zip: 8 7 Date Date 6 State: 5 4 Student Teacher’s Signature Supervisor’s Signature 3 City: School (1) Name: School (2) Name: 2 1 HOURS Observing Teaching Preparing Extracurricular TOTAL HOURS Absences (days/week) Tardies (days/week) Cooperating Teacher’s Initials Supervisor’s Initials
Reciprocity Agreements with Other States The State of Virginia has reciprocity agreements with the states listed below. This means that students who complete approved teacher preparation programs in Virginia and submit their licensure applications to the Virginia Department of Education are eligible for licensure in the states listed. However, states on the list may have additional requirements. These requirements might include additional or different Praxis tests or other standardized assessments. If you plan to seek licensure in a state other than Virginia, you should check the specific requirements of that state. The Education Department’s web page has links to all fifty states that can help you locate this information. States and territories with which Virginia currently has reciprocity agreements: ALABAMA ALASKA ARKANSAS ARIZONA CALIFORNIA COLORADO CONNECTICUT DELAWARE DISTRICT OF COLUMBIA FLORIDA GEORGIA GUAM HAWAII IDAHO ILLINOIS INDIANA KANSAS KENTUCKY LOUISIANA MAINE MARYLAND MASSACHUSETTS MICHIGAN MISSISSIPPI MONTANA NEBRASKA NEVADA NEW HAMPSHIRE NEW JERSEY NEW MEXICO NEW YORK NORTH CAROLINA NORTH DAKOTA OHIO OKLAHOMA OREGON PENNSYVANIA PUERTO RICO RHODE ISLAND SOUTH CAROLINA TENNESSEE TEXAS UTAH VERMONT WASHINGTON WEST VIRGINIA WYOMING
Programme 5.3: Aboriginal and Torres Strait Islander Health Quantitative Key Performance Indicators for Programme 5.3 Reduce chronic disease Quantitative Indicators 2012 Actual 2013 Target 2014 2015 2016 Chronic disease related mortality rate per 100,000 • Aboriginal and Torres Strait Islander • Non-Aboriginal and Torres Strait Islander • Rate difference 661 456 205 622-662 443-449 175-216 602-641 434-441 165-204 583-621 425-432 154-193 564-601 417-423 144-182 Improve child and maternal health Quantitative Indicators 2012 Actual 2013 Target 2014 2015 2016 Child 0-4 mortality rate per 100,000 • Aboriginal and Torres Strait Islander • Non-Aboriginal and Torres Strait Islander • Rate difference 163 79 63 118-173 82-93 30-87 112-166 80-91 27-81 107-158 78-89 23-76 101-151 76-86 19-70
Programme 7.7: Regulatory Policy Quantitative Deliverables for Programme 7.7 Continue therapeutic goods reform process Quantitative Deliverable 2013-14 Actual 2014-15 Target 2015-16 Forward Year 1 2016-17 Forward Year 2 2017-18 Forward Year 3 Number of reforms implemented to enhance TGA's regulatory processes 9 2 9 N/A N/A
Derbyshire & Nottinghamshire Area Team 2014/15 Patient Participation Enhanced Service REPORT Practice Name: Barnby Gate Surgery Practice Code: C84009 Signed on behalf of practice: Yes – Sally Dixon Date: 27.3.15 Signed on behalf of PPG: Yes – Tim Sedgwick Date: 26.3.15 Prerequisite of Enhanced Service – Develop/Maintain a Patient Participation Group (PPG) Does the Practice have a PPG? YES Method of engagement with PPG: Face to face, Email and phone calls, meetings, socials, Number of members of PPG: 13 committee members plus virtual members who are contacted via email.
2014-2015 SCHOOL AND COMMUNITY ENGAGEMENT ORGANIZATION DATA – CAMPUSES As required by Texas Education Code Tec 39.0545 and 39.363, Pine Tree ISD has reported the following ratings regarding the campus. The ratings listed are based on criteria developed by a local committee at Pine Tree ISD. Pine Tree Primary – 092-904-103 Pine Tree Primary Fine Arts Exemplary Wellness and Physical Education Exemplary Community and Parental Involvement Exemplary 21st Century Development Program Acceptable Second Language Acquisition Program Exemplary Digital Learning Environment Exemplary Dropout Prevention Strategies Exemplary Educational Program for Gifted and Talented Students Acceptable Overall LEA Rating Recognized Statutory Reporting and Policy Compliance Yes - in compliance
2014/15 Rotation Team rotation will be bi-weekly, effective at 0800 on alternating Mondays. If Monday is a holiday, rotation will occur at 0800 on Tuesday. When 2 hour team is assigned to an incident the 24 hour team will rotate to 2 hour on call status. PP# Team On Call Monday ON Monday OFF 6 1 2-Hour Mar_24 2014 Apr_7 2 24-Hour 7 3 2-Hour Apr_7 Apr_21 4 24-Hour 8 5 2-Hour Apr_21 May_5 6 24-Hour 9 2 2-Hour May_5 May_19 1 24-Hour 10 4 2-Hour May_19 Jun_2 3 24-Hour 11 6 2-Hour Jun_2 Jun_16 5 24-Hour 12 1 2-Hour Jun_16 Jun_30 2 24-Hour 13 3 2-Hour Jun_30 Jul_14 4 24-Hour 14 5 2-Hour Jul_14 Jul_28 6 24-Hour 15 2 2-Hour Jul_28 Aug_11 1 24-Hour 16 4 2-Hour Aug_11 Aug_25 3 24-Hour PP# Team On Call Monday ON Monday OFF
17 6 2-Hour Aug_25 Sept_8 5 24-Hour 18 1 2-Hour Sept_8 Sep_22 2 24-Hour 19 3 2-Hour Sep_22 Oct_6 4 24-Hour 20 5 2-Hour Oct_6 Oct_20 6 24-Hour 21 2 2-Hour Oct_20 Nov_3 1 24-Hour 22 4 2-Hour Nov_3 Nov_17 3 24-Hour 23 6 2-Hour Nov_17 Dec_1 5 24-Hour 24 1 2-Hour Dec_1 Dec_15 2 24-Hour 25 3 2-Hour Dec_15 Dec_29 4 24-Hour 26 5 2-Hour Dec_29 Jan_12 2015 6 24-Hour PP# Team On Monday ON Monday OFF