zilongwang/ReadingBank huggingface dataset:
Required knowledge: Plant export legislation. Good decision making. WHS requirements. Phytosanitary treatment requirements. Product security standards. Effective communication skills. Governance processes. Conflict management techniques. Export documentation. Required skills: Determine and interpret phytosanitary treatment requirements. Verify treatment equipment. Supervise treatment set-up. Implement phytosanitary treatment requirements. Monitor product security standards. Completion of treatment documentation. Use literacy skills to read, interpret and follow organisational policies, procedures, instructions. Record accurately and legibly information collected. Select and apply procedures for a range of tasks. Use communication skills to fulfil job role including questioning techniques, active listening, clarifying information, consulting with supervisors, dealing with conflict and using technology. Use numeracy skills to estimate, calculate and record routine workplace measures. Use interpersonal skills to work with and relate to people form a range of cultural, social and religious backgrounds. Required attitude: Behave honestly and with integrity. Act with care and diligence. Treat everyone with respect and courtesy, and without harassment Comply with all applicable Australian laws. Comply with any lawful and reasonable direction given by someone in the department or the third party work site who has authority to give the direction. Disclose, and take reasonable steps to avoid any conflict of interest (real or apparent). At all times behave in a way that upholds the APS Values and the integrity and good reputation of the APS. Perform function in an impartial and professional manner. Be openly accountable for your actions. Be responsive to the Government in providing honest, comprehensive, accurate and timely advice and in implementing the government’s policies. Candidate Advice Competency name TRE3001:2 Export phytosanitary treatments - Onshore cold treatment
TABLE 12: ENTERPRISE AGREEMENTS LODGED IN THE SEPTEMBER QUARTER 2013 COVERING 2000 OR MORE EMPLOYEES Agreement ID Title Employees AAWI ANZSIC States AE402596 McDonald's Australia Enterprise Agreement 2013 *1 Accommodation and Food Services Aus AE402151 Victorian Government Schools Agreement 2013 68926 *1 Public Administration and Safety Vic AE402555 Australia Post Enterprise Agreement 2013 31831 3.2 Transport, Postal and Warehousing Aus AE403775 Bunnings Warehouse/Small Format Stores Agreement 2013 26226 3.1 Retail Aus AE403500 BWS Enterprise Agreement 2013 3964 *1 Retail Trade ACT, NSW, NT, SA, Tas, Vic, WA AE403412 Hospitality Sector WA United Voice - Crown Perth Enterprise Agreement 2013 3937 3.7 Arts and Recreation Services WA AE403200 Best & Less Enterprise Agreement 2013 3499 *2 Retail Trade Aus AE404011 All Kids Childcare Services Pty Ltd Enterprise Agreement 2013 2562 *3 Health Care and Social Assistance Qld AE403601 Domain Principal (NSW Facilities) Enterprise Agreement 2013 2522 3.9 Health Care and Social Assistance NSW AE402991 Western and Australian Services Union Enterprise Agreement 2013 2456 4.0 Electricity, Gas, and Waste Services WA AE402283 UnitingCare Health & QNU Nurses Enterprise Agreement 2012-2015 2281 3.4 Health Care and Social Assistance Qld Wage increases are inconsistent between different groups of employees Linked to movements in minimum wages Wage rates linked to future award wage increases and any future decisions regarding the Australian Government’s Early Years Quality Fund
Employee collective agreements 1 0 0 0 0 0 0 0 0 0 Employee collective AAWI (%) 2.1 2.1 2.5 * * * * * * * * * * Employee collective duration (yrs) 5.1 5.1 5.0 0.0 0.0 Employee collective employees ('000) 0.2 0.2 0.0 0.0 0.0 Employer greenfields agreements 1 1 1 0 0 0 0 0 0 0 Employer greenfields AAWI (%) * * * * * * * * * * * * * Employer greenfields duration (yrs) 6.0 6.0 6.0 0.0 0.0 Employer greenfields employees ('000) 0.0 0.0 0.0 0.0 0.0 All agreements 18955 18945 18722 12915 All AAWI (%) 3.5 3.4 3.4 3.3 2.9 All duration (yrs) 3.0 2.9 2.9 2.9 3.2 All employees ('000) 2310.2 2403.0 2411.5 2416.7 1762.2 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 1 1 1 1 3 3
AE425115 Defence Enterprise Agreement 2017 2020 Public Administration and Safety Multi-State AE425292 South Australian Catholic Schools Enterprise Agreement 2017 6733 * Education and Training SA AE425096 CSIRO Enterprise Agreement 2017-2020 5482 Professional, Scientific and Technical Services Multi-State AE424941 Department of Agriculture and Water Resources Enterprise Agreement 2017-20 4816 Public Administration and Safety AE424930 Flight Attendants' Association of Australia- International Division, Qantas Airways Limited and QF Cabin Crew Australia Pfy Limited Enterprise Agreement 2017 (EBA10) 3276 1.8 Transport, Postal and Warehousing Multi-State AE424885 Employees' Union Enterprise Agreement 2017 2672 2.1 Health Care and Social Assistance WA AE425487 Sydney Water Enterprise Agreement 2017 2375 2.1 Electricity, Gas, Water and Waste Services NSW AE424976 Department of the Prime Minister and Cabinet Enterprise Agreement 2017-2020 2160 2 Public Administration and Safety Multi-State AE425541 QML Pathology Enterprise Agreement 2017 2092 2.6 Health Care and Social Assistance Qld AE425156 IKEA Enterprise Agreement 2017 2018 0.9 Retail Trade Multi-State
Reactor Category Reactor Name Working Volume [L] Used successfully1 for cultivation of Manufacturer mechanical drive, stirred-tank, plastic bag Xcellerex XDR (10 L, 50 L, 200 L, 500 L, 1000 L, 2000 L) 4.5-2000 animal cell cultures GE Healthcare Xcellerex XDR-50 MO Fermentor 10-50 microorganisms Mobius CellReady (50 L, 200 L, 1000 L3, 2000 L3) 10-20003 animal cell cultures Merck Millipore Allegro STR (200 L, 1000 L3, 2000 L3) 60-20003 animal cell cultures Pall Life Sciences PadReactor (25 L, 50 L, 125 L, 250 L, 600 L, 1200 L)4, 5 8-960 animal cell cultures BIOSTAT STR (50 L, 200 L, 500 L, 1000 L, 2000 L3) 12.5-20003 animal cell cultures, human cells (stem cells) and microorganisms Sartorius Stedim Biotech HyPerforma S.U.B (50 L, 100 L, 250 L, 500 L, 1000 L, 2000 L) 25-2000 animal and plant cell cultures ThermoScientific HyPerforma S.U.F (30 L, 300 L) 6-300 microorganisms n.a. not available, 1 application notes and/or papers exist, 2 version with LED illumination, 3 announced, 4 cubic plastic bag, 5 paddle, 6 Fibra-Cel carrier, 7 polyester microfibers, 8 working volume fixed bed Table 1 continued Reactor Category Reactor Name Working Volume [L] Used successfully1 for cultivation of Manufacturer
Trepang – Daily Log Sheet LICENCE NUMBER : A13/ LICENCE HOLDER NAME (operator’s name): NIL RETURN (tick, if appropriate): MONTH: YEAR: VESSEL REGO No : PORT OF LANDING : DETAILS DATE TIME SPENT COLLECTING COLLECTION AREA FISHING METHOD (tick column) NUMBERS AND WEIGHT COLLECTED NO.OF COLLECTORS LATITUDE LONGITUDE HAND HOOKAH SPECIES NUMBER COLLECTED GUTTED BLANCHED WEIGHT (kg) ‘ ‘ ‘ ‘ ‘ ‘ ‘ ‘ ‘ ‘ ‘ ‘ ‘ ‘ MARKET DETAILS This log must be completed on each day fishing takes place. PRODUCT SOLD (list species) WEIGHT (kg) CUT (whole, gutted, etc) STORAGE boiled, blanched, etc) DESTINATION NT (public or trader licence number) INTERSTATE (state and traders name) I operator’s name) declare that the information on this return is true and accurate. SIGNATURE OF LICENCE HOLDER (operator’s signature): DATE: / / OFFICIAL USE ONLY
Reflect on the doctrine - Jesus loved us so much that he gave his life for us (see last paragraph of Unit Content: Background Information above). How did Jesus show this love during his life on earth? Invite students to design a bookmark based on Luke 23:33-34. Students select words from the Scripture passage that show how Jesus continued to show love, even when dying on the cross. Students incorporate these words on their bookmark. In groups, students are given an event of Holy Week to illustrate as ektagraphic slides (overhead transparencies) supported with narration using the scripture reference. Refer to Breathing Life Into The RE Classroom, p120. Students visually portray how the church/school celebrates the events of Holy Week. What symbols, words and actions belong to each day in Holy Week: Passion Sunday (Palm Sunday), Holy Thursday, Good Friday? Explore the practices of Holy Week. Students sequence the days of Holy Week. the days of Holy Week with liturgical symbols, words, actions and events in Jesus’ life. A retrieval chart or matrix could be organised for this. The following grid could be used. Day of Holy Week Symbols, words and actions used during the Church celebration Events in Jesus’ life remembered - Invite students to select one event during Holy Week and explain how Jesus reached out in love through this event. Resource Sheet 1 Our Lent Prayer Place Unit 3.2 YOU WILL NEED: * small table * box or basket, containing a purple cloth, ashes, outline of feet, Cards: prayer, fasting, giving to poor; Bible, bookstand, crucifix and purple candle (white candle tied with purple ribbon) next to your chair Invite children to sit reverently in a circle in the part of the classroom where you intend to set up a prayer place. Begin by saying… As Lent begins we’re to change our prayer place. During Lent we’ll have different symbols and objects on our prayer place. Cover the prayer table with a purple cloth. At this time of the Church’s year we place a purple cloth on the table. Purple is the Church’s colour for getting ready or preparing. During Lent we prepare ourselves to celebrate the great season of Easter. Place ashes on the prayer place. The season of Lent begins on Ash Wednesday. Today, a cross is drawn on our foreheads with ashes. Place feet on the prayer place. Place word cards on the feet.
I wonder why the day died is called ‘Good Friday’. I wonder what it means to say, ‘Jesus died on the cross for us’. I wonder why the cross is such an important symbol for us. I wonder if you can remember any of the Stations of the Cross. I wonder which ‘station’ you like the best. I wonder which ‘station’ you think is the most important. I wonder why the celebration that begins on Holy Saturday night is the greatest celebration of the Church. Carefully pack story materials into storage box and put away.
5.4 This unit explores the presence of the Spirit of God in all creation, in the early Christian community, in individuals and the community today. The students will examine how the fruit of the Spirit are visible signs of the presence of the Spirit. Values & Attitudes Students will demonstrate that they are: Knowledge & Understandings Students will demonstrate that they can: Skills Students will demonstrate that they can: L3.1 willing to accept their call to respond to God in their lives identify challenges to respond to the presence of God examine ways in which the liturgical year nourishes and challenges them to respond to the presence of God O3.1 aware of the Church’s mission to reach out to others explain the Church’s mission to reach out to others identify ways that they, as Church, can continue the mission of Jesus – 3 Students will be able to: describe the mission of Jesus in Luke 4:16-22 name and describe the ‘fruit of the Spirit’ identify how the good works of individuals reflect the presence of the Holy Spirit Isaiah 42:1- 4 The mission of the Servant Luke 4:16–22 Jesus announces his mission Galatians 5:22 The fruit of the Spirit Acts 2:42–47 The Early Christian Community Ephesians 3:14-21 A Prayer The Spirit of God is present in all of creation The work of the Holy Spirit is not confined by culture, time nor place As Church, we believe in the transforming presence of the Spirit in our world The Church is united through the Holy Spirit The spirit of Jesus lives in all Christians God the Father is our Creator; God the Son is our Redeemer; God the Holy Spirit is our Sanctifier
5.5 A This unit explores the story of the Catholic Church in Australia. It focuses on key events and people that have shaped the identity and growth of the Catholic Church in Australia. The unit also explores how the Church is organised and what it does in Australia today. It introduces very broadly the key expressions of Catholicism in the Catholic Church in Australia. The unit assists students to recognise their place in the Church as the people of God. Values & Attitudes Students will demonstrate that they are: Knowledge & Understandings Students will demonstrate that they can: Skills Students will demonstrate that they can: C3.1 able to the beliefs and traditions which are founded on Scripture and expressed in the story of the Catholic Church summarise the traditions, beliefs and history important to life of the Catholic Church research traditions, beliefs and history of the Catholic Church – 3 Students will be able to: describe the struggle of Catholics during the early years of white settlement in Australia identify key people and events that shaped the Catholic Church in Australia recognise and appreciate that the Catholic Church is made up of the Latin Church and various Eastern Catholic Churches. Jeremiah 29:4-14 Letter to the Exiles Ruth 1:15-18,22 living in Foreign Lands The Holy Spirit empowers people to spread the Gospel of Jesus The Church is a sign of the presence of Jesus in the world The Church is the people of God The Catholic Church holds common beliefs proclaimed in the Creed The Catholic Church has many In an Archdiocese the Archbishop leads the Church and in a diocese, the Bishop is the leader of the Church
A time of preparation for the birth of Jesus A time when we celebrate the birth of Our Saviour Jesus Christ A time when we hear about Jesus’ ministry and we are challenged by Jesus’ call to discipleship A penitential time when we practise the Gospel message of loving God and others A time when we celebrate Jesus’ Resurrection and New Life We wait for the coming of the Light of Christ into our lives Reflects a season of joy and giving modelled on God’s great gift of Jesus Reflects the beauty and goodness of our everyday lives A time of growth and renewal We share in the joy of the promise of everlasting life Isaiah 40:3 Luke 2: 10-11 Matt 22:34-39 John 13:12-15 Luke 24:35 Resource 2 5.8 Our Advent Prayer Place YOU WILL NEED:
6.6 This unit explores the Bible as our Sacred Scriptures. Students review the great story of our tradition: its significant people and events. The unit also briefly introduces the students to the formation of the Bible. Values & Attitudes Students will demonstrate that they are: Knowledge & Understandings Students will demonstrate that they can: Skills Students will demonstrate that they can: C3.2 able to Word, symbol and ritual in the celebrations of Catholic beliefs and traditions explain how Word, symbol and ritual are used in sacramental and non-sacramental celebrations in the Christian community prepare celebrations using appropriate Word, symbol and ritual C3.1 able to value beliefs and traditions which are founded on Scripture and expressed in the story of the Catholic Church summarise the traditions, beliefs and history which are important to the life of the Catholic Church research traditions, beliefs and history of the Catholic Church – 3 Students will be able to: describe why the Bible, the Sacred Scriptures, are important in the Christian community explain the significance of some of the people and events in the Old and New Testaments demonstrate an understanding of the concept of covenant from the Scriptures Mark 4:1-9; 13-20 The Parable of the Sower Luke 1:1-4 The Introduction Related Scripture Selected Old Testament passages Book of Psalms (Poetry) Selected New Testament/Gospel passages Note: It is necessary to do ‘Related’ Scripture; however the Scripture is selected. The Bible is the inspired Word of God. God speaks to us through the Word. The Gospel is the living Word of God for us today. The Gospel is the Good News of Jesus Christ. invites us to respond to his message. We are free to respond to the message of Jesus. THE
TIME OF EXILE AND THE PROPHETS The two states of and decline and are invaded. This begins the exile. never gains independence again. They are ruled by the Assyrians, Babylonians, Greeks, and finally Romans. During this time prophets are called by God to remind the chosen people of relationship with God – the Covenant. Daniel and the Lions – Dan 6 Elijah Amos Isaiah Jonah Jeremiah Micah Daniel Ruth Esther
"F" – typically results from failure to address the assignment, missing deadlines, superficial research, and/or an unacceptable number of errors or plagiarism. Course Outline WEEK TOPIC CHAPTER 1 Getting started. Research methods overview. Ch. 01 – Getting Started: Possibilities and Decisions. Ch. 02 – First Decisions: What? Why? How? 2 Ethics Ch. 03 – Ethics: Your Responsibilities as a Researcher. 3 Bibliographic research. Ch. 04 – Reading Research: To Boldly Go Where Others Have Gone Before. 4 Measurement Ch. 05 – Measurement: Research Using Numbers. 5 Statistics Statistics Ch. 06 – Chapter Six: Summarizing Research Results: Data Reduction And Descriptive Statistics. Ch. 07 – Generalizing From Research Results: Inferential Statistics. 6 Sampling Ch. 08 – Sampling: Who, What and How Many? 7 Surveys Ch. 09 – Surveys: Putting Numbers on Opinions. 8 Experiments Ch. 10 – Experiments: Researching Cause and Effect. 9 Ethnography & Observation Ch.11 – Watching And Listening: Qualitative Research For In-Depth Understanding. 10 Content Analysis. Ch. 12 – Content Analysis: Understanding Text and Image In Numbers. 11 Rhetorical and Critical Analyses Ch. 13 – Rhetorical And Critical Analyses: Understanding Text and Image In Words. 12 Writing and Presenting Research Consulting and writing. Final presentations. Ch 14 – Chapter Fourteen: Writing And Presenting Research
4 Bibliographic research. Ch. 04 – Reading Research: To Boldly Go Where Others Have Gone Before. 5 Measurement Ch. 05 – Measurement: Research Using Numbers. 6 Statistics Ch. 06 – Chapter Six: Summarizing Research Results: Data Reduction And Descriptive Statistics. 7 Statistics Ch. 07 – Generalizing From Research Results: Inferential Statistics. 8 Sampling Ch. 08 – Sampling: Who, What and How Many? 9 Surveys Ch. 09 – Surveys: Putting Numbers on Opinions. 10 Experiments Ch. 10 – Experiments: Researching Cause and Effect. 11 Ethnography & Observation Ch.11 – Watching And Listening: Qualitative Research For In-Depth Understanding. 12 Content Analysis. Ch. 12 – Content Analysis: Understanding Text and Image In Numbers. 13 Rhetorical and Critical Analyses Ch. 13 – Rhetorical And Critical Analyses: Understanding Text and Image In Words. 14 Writing Research Ch 14 – Chapter Fourteen: Writing And Presenting Research 15 Consulting and writing. Final presentations. Students with documented learning disabilities are welcome in this and should meet with me as soon as possible to discuss test arrangements and grading.
For further information please contact the Tresillian Community Centre via any of the below methods. Website Visit nedlands.wa.gov.au Telephone Call 08 9389 1977 Email Scan and email to tresillian@nedlands.wa.gov.au Fax Fax to 08 9386 3765 Mail Post to City of Nedlands PO Box 9 NEDLANDS WA 6909 In person Visit the Tresillian Centre at 21 Tyrell Street NEDLANDS WA 6009
2.1 Identify a range of relevant academic and cultural sources for a personal research project. The Report Experimentation and Skills 2.2 Critically evaluate information from a of sources to inform ideas. Unit Portfolio and Presentation Be able to communicate ideas and arguments in a variety of forms. 3.1 Apply academic conventions in the production and presentation of ideas. Unit Portfolio and Presentation 3.2 Effectively communicate in appropriate formats. Unit Portfolio and Presentation Appendix 2 – Students Calendar, Checklist and Scheme of Work WEEK 1 – w/c 1st January 2018 Tuesday am Remainder of the week College not open Mon Introduction to Unit 12 Power Point 1 – Introduction to Unit 12 What is expected i.e. Portfolios etc How it works – Personal Schedule Study Groups Peer Review Critiques Why – Unit 13 WHO AM I? Objective for session: - Schedule Week 1 produced Work on your schedule Last lesson of the week: - Peer Review Critique Reflective Log Wed pm (x3) Tues pm (a’s) Thurs am (x3) Introduction to Unit 12 Power Point 1 Introduction to Unit 12 What is expected i.e. Portfolios etc How it works – Personal Schedule Groups Peer Review Critiques Why – Unit 13 Schedule agreed with Lecturer Advisory Schedule: - Produce Timeline for skills development to date
WHO AM I? Objective for session: - Schedule Week 1 produced Mind Map on Who am I? – my favourite products, my inspirational media producer My skills focus WEEK 2 – w/c 8th January 2018 Mon am (x3) Mon pm (x2) Remainder of the week Wed pm (x3) am (x3) Power Point 2 – The Report How to undertake a Literature Review, both generally and specifically for The Report, based on weeks 1 tasks – favourite media Practioners, and favourite Media Product and should tie in with skills focus. Objective for session: - Schedule Week 2 produced Schedule agreed with Lecturer Advisory Schedule: - The Report Work on your schedule Last lesson of the week: - Peer Review Critique Reflective Log WEEK 3 – w/c 15th January 2018 Mon am (x3) Mon pm (x2) Remainder of the week Wed pm (x3) Thurs am (x3) Power Point 3 Experimentation and Skills How to structure an experiment – what is the research question and what is the research plan to find the answer to that question. Based on weeks 1 tasks – when you looked at your skills, and what you want to focus on. If you are unsure of what to do, then use the FEAR project to get you focused and Schedule Week 3 produced Schedule agreed with Lecturer Advisory Schedule: - Detail planed experimentation and skills task What is their research question and what is their research plan to answer that question? You can leave college if necessary and relevant. Or FEAR Project Work on your schedule Last lesson of the week: - Peer Review Critique Reflective Log Week 4 and Week 5 w/c 22nd and 29th January 2018 Mon am (x3) Mon pm (x2) Remainder of the week Wed pm (x3) Thurs am (x3) Independent Study now…. Work on Schedule – With constant checking by staff Work on your schedule
(Specifier Note: EDIT; select location of support for metal deck framing, typically support posts that remain un seen after deck is finish are located in Section 06 10 00 - Rough Carpentry, support posts that will be exposed to view after completion of deck are located in Section 06 20 00 - Finish Carpentry.) [Section 06 10 00 – Rough Carpentry: Posts for support of deck framing.] [OR] [Section 06 20 00 – Finish Carpentry: Posts for support of deck framing.] (Specifier Note: EDIT; include location of decking materials and railing materials. Sections listed below are suggested locations for Trex composite decking and railing systems.) Section [06 73 00 – Composite Decking] [insert section number and title] Section [06 80 00 – Composite Railings] [insert section number and title] REFERENCES ASTM International ASTM – Standard Specification for Steel Sheet, Carbon Metallic and Nonmetallic Coated for Cold Formed Framing Members. Standard (NGBS) COORDINATION Coordinate blocking and support requirements for railing posts, refer to Section [06 80 00 – Composite Railings] [insert section number and title] Coordinate bracing of support posts, refer to Section [05 12 00 – Structural Steel] [05 50 00 – Metal Fabrications] [06 10 00 – Rough Carpentry] [06 20 00 – Finish Carpentry] [insert section number and title] SUBMITTALS (Specifier Note: DELETE Submittal Procedures paragraph when not required. Coordinate requirements with Division 01, Section 01 33 00 – Submittal Procedures.) Refer to Section [01 33 00 Submittal Procedures] [insert section number and title]. Product Data: Submit manufacturer current technical literature for each type of product.
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code (please tick relevant box)* C18 - Malignant neoplasm of colon C19 - Malignant neoplasm of rectosigmoid junction C20 - Malignant neoplasm of rectum HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.
PATIENT 5  No bleeding  Conscious  Doesn’t squeeze hand when asked PATIENT 6  Minor bleeding  Conscious but disoriented  Breathing rate is 40/per minute PATIENT 7  Screaming in pain  Broken arm  Breathing normal  No significant bleeding PATIENT 8  Ankle hurts—possibly broken or sprained  Conscious & alert  No signs of bleeding PATIENT 9  Conscious  Unable to move legs  Normal Blanch PATIENT 10  Found under a desk in duck, cover, hold position.  Scared, but alert  No visible injuries  Answers questions when asked PATIENT 11  No apparent injuries  Conscious  Answers questions when asked PATIENT 12  Broken leg  In a lot of pain  Answers questions when asked PATIENT 13  Crying  Minor scratches & bleeding on face  Answers questions when asked  Normal blanch PATIENT 14  Conscious  Major bleeding VICTIM 15  Not breathing  Starts breathing after head-tilt chin-lift  No apparent bleeding PATIENT 16  10 year old girl  Not breathing  No apparent bleeding  Doesn’t start to breath after two attempts at opening airway PATIENT 17  Blistered on both hands  Crying, screaming in pain  No bleeding  Normal blanch  Answers questions between PATIENT 18  Charred skin/burns on both hands  Conscious  Staring, does not respond to questions PATIENT 19  Reddened, dry, swollen & burned  Crying  Normal blanch  Answers questions PATIENT 20  Impaled stick in right leg  Minor bleeding  Conscious, but scared PATIENT 21  Conscious  Bleeding from nose  Answers questions when asked
PATIENT 22  Hops out of building  Leg hurt, may be  Minor cuts, scrapes, bleeding PATIENT 23  Minor bleeding on arm  Unconscious  After 2 attempts to open airway, still not breathing PATIENT 24  Able to stand and walk  Can’t remember what happened  Seems a little bit dazed PATIENT 25  No signs of bleeding  Unconscious PATIENT 26  No bleeding  Conscious  Doesn’t squeeze hand when asked PATIENT 27  Minor bleeding  Conscious but disoriented  Breathing rate is 40/per minute PATIENT 28  Screaming in pain  Piece of glass stuck in arm  Breathing normal  No significant bleeding PATIENT 29  Ankle hurts—possibly broken or sprained  Conscious & alert  No bleeding PATIENT 30  Conscious, really scared  Unable to move legs  Normal Blanch PATIENT 31  Trapped under a bookcase  No visible injuries  Answers questions when asked PATIENT 32  Doesn’t appear to be hurt  Conscious, Answers questions when asked PATIENT 33  Lying on ground, Back hurts  In a lot of pain  Answers questions when asked PATIENT 34  Angry, complains that it’s taking so long to get help  scrapes on face and hands PATIENT 35  No bleeding  Unconscious, starts breathing after head is repositioned  Doesn’t appear to be hurt PATIENT 36  Not breathing  Starts breathing after head-tilt chin-lift  Disoriented PATIENT 37  3 year old boy  Screaming  Scratches & blood on hands PATIENT 38  Can’t get up, too much pain  Answers questions  No bleeding PATIENT 39  Scared, Disoriented  Conscious  Staring, does not respond to questions
investigate the accuracy of the form. One transcript of the complete exchange between a judge and police officer after the judge received a form from the clerk went as follows: The Court: Officer, where did you arrest this man? The Officer: In front of 244 West 49th Street yesterday afternoon at about two o’clock. The Case dismissed and defendant discharged. Of the 4,238 bookmaking cases brought in 1929, only 161 were held by the magistrates for trial. The other 4,077 were discharged by the magistrates (Seabury 1974, 65–69). Gambling was also overlooked in Kansas City in the 1930s. The county attorney sought to shut down all of the slot machines in the city, bringing charges against numerous operators. The justice of the peace, though, was a “veteran Pendergast henchman” and dismissed all of the cases for lack of evidence despite having just heard damning testimony (Reddig 1947, 216). This influence in the courts was occasionally used to protect more central members of the regime from criminal charges, especially when it reflect poorly on the regime as a whole. After the killing of two Black Panthers by fourteen Chicago police officers, a special state grand jury investigated Mayor Daley’s handpicked state’s attorney Edward Hanrahan for his role in ordering the raid that resulted in the deaths. At the conclusion of the investigation, the grand jury returned an indictment against Hanrahan and thirteen of the police officers. Judge Joseph Power, a neighbor and former law partner of the mayor, in an almost unheard of action, refused to sign the formal presentment. He accused the head of the grand jury investigation, Barnabas Sears, of inadequately carrying out his responsibilities and ordered the grand jury to hear testimony directly from Hanrahan. After hearing twenty hours of testimony from Hanrahan, the grand jury again attempted to present an indictment. Judge Power appointed a special
N O T O F F E R E D N U M B E R I D E N T I F I E D RULING ON OBJECTION (if any) RULING ON REOFFER R E C D. C O N D. OR L T D. R E C E I V E D EXHIBITS PLAINTIFF GOVERNMENT DEFENDANT COURT JOINT SUS O/R RES SUS O/R DESCRIPTION 1 2 3 4 5 6 7 8 9
Visiting clinical centres and monitoring trial conduct and drug accountability as appropriate to ensure protocol compliance, good patient management and ensuring Good Clinical Practice guidelines are adhered to. 5-50% Variable depending on trials allocated Acting as the main point of contact for the relevant trial/s. Additionally working with other trial managers to provide a ‘buddy’ system which ensures appropriate trial cover within SCTU. 20 % Explaining and promoting the trial (including newsletter production, website updates) to ensure wide participation and good accrual of patients. Ensuring screening data is reviewed regularly and used effectively to ensure the trial recruits at an acceptable rate at each centre. Suggesting and implementing strategies for improving recruitment. 15 % Leading and representing SCTU at relevant meetings, including Investigator Meetings and trial oversight meetings e.g. Chair or facilitator of Trial Management Group and/or Trial Steering Committee. Attendance at relevant conferences and meetings, presenting information about trials, and if appropriate presenting results. 10 % Writing and submitting trial progress reports as and when required, including reports for trial funders and REC. 5 % As appropriate, assisting with the development and maintenance of SOPs. Participation in the development and maintenance of quality systems and clinical audit of research activity. Ensuring practice adheres to all relevant University policies and procedures 3% Any duties appropriate to the band assigned by the Senior Trial Manager. This may include assisting with new grant applications. 2 % Internal and external relationships Other staff within SCTU to ensure good working relationships Chief Investigators and other members of Trial Management Group Staff at participating sites eg investigators, Research Nurses, Pharmacists Trial funders Trial oversight committees (DMEC, TSC, TMG) Sponsor representatives Regulatory agencies e.g. MHRA, Research ethics committees Pharmaceutical companies Collaborating organisations e.g. tissue banks, central laboratories, clinical suppliers, unblinding services. Special Requirements The Trial Manager will be based at Southampton General Hospital within SCTU. There will however be a requirement to travel to participating centres, meetings and conferences across the UK and possibly internationally. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed
At the conclusion of the questioning, the Court shall be recessed, at which time counsel shall retire to chambers to begin the juror challenge process. The entire panel, not just prospective jurors seated in the jury box, shall be accepted, challenged for cause, and peremptorily challenged in a continuous sequence with reseating prospective jurors. Counsel shall not be permitted to return to the courtroom to refresh one’s memories of particular jurors. It is counsel’s responsibility to determine the current makeup of the jury by reference to the seating plan. X. PEREMPTORY CHALLENGES Peremptory challenges will be exercised as follows: (A) United States exercises its first challenge (B) Defendant exercises his first and second challenges (C) United States exercises its second challenge (D) Defendant exercises his third and fourth challenges (E) United States exercises its third challenge (F) Defendant exercises his fifth and sixth challenges (G) United States exercises its fourth challenge (H) Defendant exercises its seventh and eighth challenges (I) United States exercises its fifth challenge (J) Defendant exercises his ninth challenge (K) United States exercises its challenge (L) Defendant exercises his tenth challenge
*Subjects in this colour is time to be used for portfolio work. Additional Practical exams: Wednesday 7th and Thursday 8th February 2018 – Art and Textiles exam Monday 5th March – periods 1-3 – Sports Practical exam Friday 2nd March and Monday 5th March – French speaking exams* Monday 5th March – periods 4, 5 and 6 – Music practical exams* 8.30am – students arrive at school as normal and go straight to line up. Students will line up in rows outside the Sports Hall. If students are not in an exam, they can go to the canteen. 11.15am – Students go to normal lessons unless they have an exam. For students in an exam, they go to line up outside the Sports Hall on these days and will be directed to the Sports Hall/relevant classroom. 1.10pm – period 4 teachers to bring students down for lunch so that they are promptly served. 1.45pm – Students need to line up outside the Sports Hall in their rows ready to be entered into the exam. End of afternoon exam – students will be directed towards the gates to go home. Any students not in an exam, need to attend line up as normal. *Students need to see the head of department for their individual appointment time. STUDENTS WILL BE DISMISSED TO GO HOME AFTER THEIR AFTERNOON EXAMS
D. Trial Experience Provide the following information for five federal or state felony jury trials in which you were involved. It is preferred that you describe your more significant and recent cases. In the absence of five trials, list complex criminal or civil matters which resolved other than by trial. Please use the following format for each trial. It is important that you provide the information in this format. 1. Case Name Case Number Presiding Court Co-Counsel Names and Phone Numbers (all) Opposing Counsel and Phone Numbers (all) Nature of Case: Your Role: Trial Start and End Dates: Results of your efforts: 2. Case Name Case Number Presiding Judge Court Co-Counsel Names and Phone Numbers (all) Opposing Counsel Names and Phone Numbers (all) Nature of Case: Your Role: Trial Start and End Dates: Results of your efforts: Results of your efforts:
RUBRIC 10 8 6 4 Grammar/ Punctuation Perfect! 1-2 errors 3-4 errors More than 5 Structure Essay includes a topic sentence, transitions, follows the order Mostly Sort of Needs work Evidence 2 examples with specific details are cited in the paper and thoroughly explained 2 examples with specific details are cited in the paper and mostly explained Examples are mentioned, but specifics may be unclear in citation or explanation Missing at least one source Persuasive Nature Essay takes on an authoratative tone. Author explains POV with strong language, rhetorical verbs, and refers back to thesis throughout paper. Mostly Sort of Needs work + 10 points for turning it in on time!
Management and Teamwork: Able to contribute to team efficiency through sharing information and constructively supporting others. Ability to well to change and service improvements. Ability to liaise with individuals at all levels at different establishments Application or interview and Influencing: Communicates effectively in both spoken and written English Excellent telephone manner Application or interview Other Skills and Behaviours: Ability to work independently in a team environment Application or interview Special Requirements: Willingness to travel Interview JOB HAZARD ANALYSIS Is this an post? Yes If this post is an office-based job with routine office hazards (e.g. use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (e.g. more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work n/a Extremes of temperature (e.g. fridge/ furnace) n/a ## Potential for exposure to body fluids n/a ## Noise (greater than 80 dba - 8 hrs twa) n/a ## Exposure to hazardous substances (e.g. solvents, liquids, dust, fumes, biohazards). Specify below: n/a Frequent hand washing n/a Ionising radiation n/a EQUIPMENT/TOOLS/MACHINES USED ## Food handling n/a ## Driving university vehicles (e.g. car/van/LGV/PCV) n/a ## Use of latex gloves (prohibited unless specific clinical necessity) n/a ## Vibrating tools (e.g. strimmers, hammer drill, lawnmowers) n/a PHYSICAL ABILITIES
Key dates The anticipated timeline for the Program is outlined below: Problem identification and proposal submission Project proposal outlines due 11.55pm AEST, 12 October 2018 Ministerial decision and proponents advised of outcome. November 2018 Development of business cases Approach to market for third party suppliers to prepare business cases November 2018 party suppliers engaged January 2019 Business finalised By 30 June 2019 Program evaluation complete 31 December 2019 Program close 30 June 2020 Problem identification and proposal submission trial
Suppose P is the midpoint of in OQS. If , by which theorem is SPO = SPQ? Draw a diagram. Decide whether enough information is given to prove that the triangles are congruent. If there is enough information, state the congruence postulate or theorem you would use. 2. ABC, FEC 3. GHI, JKL 4. MNO, PQR 5. STX, VUW State the third congruence that is needed to prove that DEF = QRT using the given postulate or theorem. 6. D Q, F T _____ ____ Use the AAS Congruence Theorem.
7. GIVEN: E R, , _____ _____ Use the ASA Congruence Postulate. 8. GIVEN: , D Q, _____ _____ Use the SAS Congruence Postulate. Tell whether you can use the information to determine whether JRM XYZ. Explain your reasoning. 9. , M Y, J X 10. , , J X Use the coordinates to determine if ABC DEF. 11. A(1, 3), B(4, 1), C(5, 3), 12. A(1, –1), B(–2, 2), C(–3, –4), D(3, –3), E(6, –5), F(7, –3) D(3, 2), E(6, –1), F(7, 5)
c. d. Example 5: Find a, b, and c in each. a = ______ b = ______ c = ______ a= ______ b = ______ c = ______
Current or Most Recent Employer: Dates of Employment: Employer Name & Address: Position Held: Starting Rate of Pay: Full time Part-time If part-time, # hrs./wk: Ending Rate of Pay: Supervisor Name, Title & Contact Number: May we contact this employer? Yes No Reason for Leaving: Primary Duties & Responsibilities: Name employed if different than above: Previous Employer: Dates of Employment: Employer Name & Address: Position Held: Starting Rate of Pay: Full time Part-time If part-time, # hrs./wk: Ending Rate of Pay: Supervisor Name, Title & Contact Number: May we contact this employer? Yes No Reason for Leaving: Primary Duties & Responsibilities: Name while employed if different than above: Previous Employer: Dates of Employment: Employer Name & Address: Position Held: Starting Rate of Pay: Full time Part-time If part-time, # hrs./wk: Ending Rate of Pay: Supervisor Name, Title & Contact Number: May we contact this employer? Yes No Reason for Leaving: Primary Duties & Responsibilities: Name while employed if different than above: Aquatic Certifications (Please check all that apply) American Red Cross Lifeguarding/First Aid/CPR/AED certification Date Completed:__________ Expiration Date:__________
GEOMETRY TRIANGLE CONSTRUCTION PROJECT RUBRIC Constructions Three constructions are correct Two constructions are correct One construction is correct Non of the constructions are correct 3 2 1 0 SCORE Right Triangle Bisector Bisector Median Altitude Acute Triangle Bisector Bisector Median Altitude Obtuse Triangle Bisector Bisector Median Altitude Equilateral Triangle Bisector Bisector Median Altitude TOTAL Intersections Four intersections are correctly drawn Three intersections are correctly drawn Two intersections are correctly drawn One intersection is correctly drawn No intersection is correctly drawn 4 3 2 1 0 SCORE Right Triangle Acute Triangle Obtuse Triangle Equilateral Triangle TOTAL Descriptions Three of the following are correct: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) Two of the following are correct: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) One of the following is correct: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) None of the following are given: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) 3 2 1 0 SCORE Right Triangle Triangle
Four intersections are correctly drawn Three intersections are correctly drawn Two intersections are correctly drawn One intersection is correctly drawn No intersection is correctly 4 3 2 1 0 SCORE Right Triangle Acute Triangle Obtuse Triangle Equilateral Triangle Descriptions Three of the following are correct: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) Two of the following are correct: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) One of the following is correct: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) None of the following are given: (The triangle is correctly classified, the location of the intersection is given ,and the intersection is correctly named) 3 2 1 0 Right Triangle Acute Triangle Obtuse Triangle Equilateral Triangle TOTAL Notation/Organization/Neatness All lines are drawn with a ruler, includes a key for each triangle, all points are labeled, ALL congruent angles and segments are marked One of the following is missing: (lines are drawn with a ruler, includes a key for each triangle, all points are labeled, ALL congruent angles and segments are marked Two of the following are missing: (lines are drawn with a ruler, includes a key for each triangle, all points are labeled, ALL congruent angles and segments are marked Three of the following are missing: (lines are drawn with a ruler, includes a key for each triangle, all points are labeled, ALL congruent angles and segments are marked Lines are not drawn with a ruler, a key is not included for each triangle, all points are not labeled, ALL congruent angles and segments are not marked 4 3 2 1 0 SCORE Triangle Acute Triangle Obtuse Triangle Equilateral Triangle TOTAL ANSWERS TO QUESTIONS IN #10.
(With apologies to Rudyard Kipling.) When asking for help, what if ... • both my relative and I had a phone number to call if an acute situation was to develop • as a carer I could call the staff, tell them the need was urgent and I would get a response • when assessing my relative, the worker(s) talked to me as well, so as to get a clear picture of how to help • the worker(s) tried to get a good picture of what my son was like when he was well and aspired to help him to return to this. When treatment is at home, what if ... • staff gave explanations and offered a choice of options • treatments were explained and strategies for managing the medication were given • as a carer I was given the same sort of information, support and coping strategies that are now seen in many inpatient settings and reassurance when my relative became a person I couldn’t recognise. When an admission was being planned, what if ... • the service was close enough to easily keep up family support • the service could offer alternatives to a hospital bed. On the ward, what if ... • the staff gave time each day to have good
sharing information – a three-way process between service users, carers and professionals. • Information release forms and protocols. • Advance statement forms and protocols. 4) Defined post(s) responsible for carers are in place, including: • Carers lead or champion for all wards and teams irrespective of which service. • Carers links delegated for each 5) A carer introduction to the service and staff is available, with a relevant range of information across the care pathway, including: • An introductory letter from the team or ward explaining the nature of the service provided and who to contact, including out of hours. • An appointment with a named member of the team to discuss their views and involvement. • Ward orientation/induction procedure and leaflet. • Carer information packs. • Discharge planning and aftercare support. 6) A of carer support services is
Reading 23: Desks at the Office No. Word Part of Speech Meaning (English) Meaning 1 end up phr. to bring to an end or conclusion 2 fat adj. chubby; overweight; obese 3 fix v. to repair; mend 4 several det. some 5 tiring adj. making you 6 useful adj. advantageous, helpful 7 for the whole day phr. all day 8 workplace n. place where someone works Reading 24: Brands and Colors No. Word Part of Speech Meaning (English) Meaning 1 brand n. a type of product manufactured by a company under a specific name 2 company n. business; firm 3 garden n. place where one grows plants and flowers 4 love n. affection 5 nature n. mountains, trees, animals, or rivers; the environment 6 rest v. to stop working for a period of time 7 travel v. to journey to another place 8 trust v. to believe in Reading 25: Who Owns a Song?
Chapter 7 Sports Reading 31: Start Your Engines! No. Word Part of Speech Meaning (English) Meaning 1 build v. to make something by joining things together 2 create v. to invent through imaginative skill 3 driver n. someone who operates a vehicle 4 exercise v. to engage in physical activity 5 motorsport n. competitions, especially involving motor vehicles 6 racing car phr. a car used for racing 7 road n. a for traveling between places by vehicle 8 track n. a circular path for races
8 windmill n. a ; Reading 38: Making Beautiful Music No. Word Part of Speech Meaning (English) Meaning 1 famous adj. well-known; famed 2 hard time phr. a period of difficulties or hardship 3 instrument n. apparatus; tool 4 life n. the period of time during a person's existence 5 musical adj. of the nature of or resembling 6 own v. to have something as one's property 7 singer n. person who 8 take a phr. to have a rest Reading 39: An Internet Star No. Word Part of Speech Meaning (English) Meaning 1 advertisement n. a public notice, especially in print 2 advice n. suggestion; counsel 3 alone adv. apart from others; by oneself 4 beauty n. quality of being attractive 5 creator n. a person or thing that creates 6 share v. to have in common 7 star n. famous celebrity 8 view v. to look at; observe