zilongwang/ReadingBank huggingface dataset:
In line with our commitment we expect employees, suppliers and those providing services under a contract with the Council in their own premises and others that we deal with, who have serious concerns about any wrongdoing with regards to the Council’s work, to come forward and voice those concerns. It is recognised that most cases will have to proceed on a confidential basis. This Policy makes it clear that you can do so without fear of victimisation, subsequent discrimination or disadvantage. This Whistleblowing Policy is intended to encourage and enable employees to raise serious concerns within the Council rather than overlooking a problem or “blowing the whistle” outside the Authority. 1.7 These procedures are in addition to the Council’s complaints procedures and other statutory reporting procedures applying to some Directorates such as those relating to safeguarding children or vulnerable adults. Managers are responsible for making service users aware of the existence of these procedures. This policy is not designed to be used: for raising or reconsideration of matters that come under existing internal Dudley Council procedures e.g. grievance, disciplinary or capability procedures; or for allegations that fall within the scope of specific procedures (for example child or vulnerable adult protection) which will normally be referred for consideration under the relevant procedure recommended from the Dudley Safeguarding Board, unless the employee has good reason to believe that the procedure is not being followed or will not be followed effectively; or as an appeal process from any complaint or grievance handled under any of the above procedures. 1.9 Where a complaint made under this policy falls outside the scope of the policy, e.g. where the complaint falls outside the scope of “serious wrongdoing”, Dudley Council will advise the whistleblower of this and consult with the whistleblower in respect of taking the complaint further. Wherever possible, the Council will comply with the view of the whistleblower, but there are situations where the Council is legally required to pass on details of allegations, without the consent of the whistleblower, such as in safeguarding matters, or where the allegations related to serious criminal activity undertaken by individuals outside the Council. This policy has been consulted upon and is supported by all trade unions. AIMS SCOPE OF THIS POLICY 2.1 This Policy aims to: Encourage everyone to feel confident in raising concerns and to question and act upon concerns about practice
WHAT IS 'WHISTLEBLOWING'? Whistleblowing inside the work place is the term used to describe reporting by employees or ex-employees, of wrongdoing on the part of management, the Board of Directors, the Local Governing Board or by fellow employees. Wrongdoing may include for example, fraud, corruption, malpractice, breach of health and safety law, any other illegal or unethical act or breaches of the Academy Code of Conduct. Employees may, for this purpose include, for example, contractors and agency workers. PROTECTING THE WHISTLEBLOWER Under the Public Interest Disclosure Act 1998 a Whistleblower is protected from detriment and unfair dismissal. The Academy will support and not discriminate against concerned employees who apply the Whistleblowing procedure, provided any claim is made in good faith. WHEN SHOULD WHISTLEBLOWING PROCEDURES BE USED? If an employee has concerns about wrongdoing at the Academy and feels that those concerns are sufficiently serious to require reporting, this procedure outlines what should be done. Each individual member of staff should feel able to speak freely on such matters. However, the Academy and colleagues have the right to protect themselves against unfounded false or malicious accusations. Whistleblowing should only be used when the party implementing the procedure (Representor) has reasonable grounds for believing that a serious offence has been or may be committed. It must never be used without good grounds, falsely or maliciously. Whistleblowing is not appropriate for dealing with issues between an employee and the Academy which relate to the employee's own employment or rights or employment conditions generally. Alternative dispute resolution procedures for that purpose are outlined in the employment terms and conditions. Whistleblowing is not appropriate for dealing with pupil complaints, which will be dealt with under separately published procedures. Whistleblowing is not appropriate to specific cases of child safety or safeguarding which will be dealt with under the procedures specified in that connection. If any staff member has concerns that a pupil is being dealt with unfairly in school, they should raise their concern, in the first instance with the Headteacher or Child Protection Officer. THE PROCEDURE Any issue raised will be kept confidential while the procedure is being used. The Representor (the person raising the concern) should raise their concern with their line manager. This may be done orally or in writing.
Counselling support will be provided if required to assist any member of staff making a disclosure. Those choosing to make disclosures without following this procedure or anonymously may not receive the protection. This policy will be reviewed annually by the DWO and board from a legislative and operational perspective annually.
2019 TRYOUTS TRY OUT 1 TRYOUT 2 TRYOUT 3 U10 Mite - Birth Year 2009-2010 Peel Park- Tues. Sept 4 6:30-8:30pm Willow Park- Sat. Sept 8 2-4pm Willow Park- Sun. Sept 9 10am-12pm U12 Squirt - Birth Year 2007-2008 Country Lane 2- Tues. Sept 4 6-8pm Country Lane 2- Thurs. Sept 6 6-8pm Willow Park- Sat. Sept 8 8-10am U14 Novice - Birth Year 2006 Country Lane 1- Tues. Sept 4 6-8pm Country Lane 1- Thurs. Sept 6 6-8pm Willow Park- Sat. Sept 8 10am-12pm U14 Novice - Birth Year 2005 Willow Park—Mon. Sept 3 Iroquois Park 3- Wed. Sept 5 7-9pm If needed: Iroquois Park 3- Thurs. Sept 6 Willow Park- Sat. Sept 8 12-2pm U16 Bantam - Birth Year TIER I/TIER II combined tryout Iroquois Park 3- Tues. Sept 4 6:30-8:30pm Peel Park- Thurs. Sept 6 6:30-8:30pm Willow Park- Sat. Sept 8 6-8pm U19 Midget - Birth Year TIER I/TIER II combined tryout Iroquois Park 3- Tues. Sept 4 8:30-10:30pm Peel Park- Thurs. Sept 6 8:30-10:30pm Willow Park- Sat. Sept 8 4-6pm Intermediate - OPEN CONTACT US FOR MORE INFO
Black Rock Grill Our grills are served with a choice of crisp salad or steamed vegetables & Fries, Jacket or New Potatoes Its a unique, delicious, healthy interactive dining experience that allows your meal to be presented cooking on our volcanic rocks at your table. You can enjoy a meal freshly prepared and cook it to your personal taste whether it’s rare, medium, or well done. The unique Black Rock Grill method of dining uses a very high temperature rock that sears in all the natural juices, flavors and nutrients. All our produce is trimmed of fat and no oils are used in the cooking process. This guarantees a taste that is unique to Black Rock Grill dining. For the perfect Black Rock Grill experience, simply cut one or two bite size portions off your chosen meal and flip them on the rock to sear and cook to your liking. We want you to enjoy your meal so please don’t touch the superheated rock its very very hot and ensure that poultry is cooked right the way through. These dishes are brought to the table with a Black Rock hot volcanic rock slab for you to cook your meats to your own taste at the table. All weights are approximate uncooked weights. Safari Rock (Ideal for two to share) £42.50 Rump Steak with fresh pineapple, tomato, black pudding and your Choice of two of the following meats: kangaroo, ostrich, buffalo or gammon. Ostrich Fan Fillet £17.95 Buffalo Steak £18.50 Kangaroo Fillet Steak £17.95 10oz Rump Steak £14.95 8oz Fillet Steak £19.50 10oz Gammon Steak with fresh pineapple £11.50
6. Explain Gurley’s use of parallel structure in the beginning of the eulogy. Why does he do this? 7. Why is the second “He” capitalized in line 1? What is the antecedent to which “He” refers? 8. Write a one-sentence summary of this eulogy. 9. What are your overall reactions to this eulogy?
White House WebQuest Review state the purpose of the executive branch: Go to whitehouse.gov and go to the . Answer the following: Where in the Constitution does it establish a Cabinet? Who is the White House Chief of Staff? Who is the Secretary of State? (NOTE: The information on whitehouse.gov is wrong for this. Instead, go here: ) Who is the Secretary of the Treasury? Who is the Secretary of Defense? Who is the Secretary of Homeland Security? Who is the Director of the Central Intelligence Agency? Pick ONE of the individuals above and give me a brief biography (at least 5 sentences, no more than 8.) What is the purpose of the State Department? What is the purpose of the Treasury Department? Discuss the difference between the Department of Defense and Homeland Security. (3-5 sentences.) Go to . Interact with this website and read the different sections (What’s New, Senate, House, etc). How many electoral votes does a candidate need to become President of the United States (you will have to use your book or Google this)? How many electoral votes did Donald Trump win in November 2016? How many electoral votes did Hilary Clinton win in November 2016?
Spend to Revenue Analysis Load Modeler Parameters for comparison Disposition status of Deals These are done on the archive data over specific periods based upon the clients strategic planning calendar as well as targeted periods that may be of interest. A Dependency Analysis can be performed based upon 48 different categories and opportunity states to determine what factors may have positive or negative impacts on observed performance results. Here is a short list of some of those factors Disposition Analysis – Final Disposition of the opportunity (won, loss, dropped) By Type and Stage in comparison to model Average Spend in Stage by Disposition and Type Average Days in Stage by Disposition and Type Stage Entry to Disposition Analysis PWIN to Disposition Analysis Deliverables Completed to Disposition Analysis Also Cost Analysis to model based upon these dimensions are used to determine what opportunity factors may be driving costs outside of anticipated boundaries. The table below shows how these parameters can be used to make inferences about opportunity characteristics that can be used to change behavior or to get modeled parameters closer to real world results. Example Archive Attribute Inferences Archive Attribute Relevant Question(s) Answered Sample Inference(s) Disposition Status Why are deals dropped? What is the proportion of deals won, lost, or no bid? Ratio of Win to Lost deals > 1 Ratio of Lost to No Bid Deals < 1 85% of deals dropped entered at a stage after the recommended stage Archive Date Stage at Disposition Stage at Entry Creation Date Are deals dropped sooner rather than later? What is the stage at which most deals are dropped? How long (time-wise) does a deal stay before being dropped? 89% deals dropped prior to Stage 4 Stage at Entry Is there a correlation between deals dropped and stage at entry? 100% Huge deals not entering at Stage 1 were dropped No deals that entered at or before the recommended entry stage were dropped Deliverables Completed Is there a correlation between deals dropped and the completion of deliverables? Won 92% of deals when all deliverables were completed Won 84% of deals when Blue/Black, Green, and Red Team were completed
Career Outcomes The White Card –Work Safely in the Construction Industry short course is suitable for people who are carrying out construction work including site supervisors, surveyors, trades persons and labourers. It is also suitable for those with access to operational construction sites unaccompanied or not directly supervised by an inducted person. Course Aims and Objectives This short course aims to enhance you understanding, knowledge for general workplace safety legislative requirements, provides understanding of principles of risk management and prevention of injury and illness relating to the building and construction industry. To work in this industry, obtaining this licence is mandatory requirement. Course content includes Hand and power tools Work safely and follow WHS policies and procedures WHS legislative requirements Construction risk management systems Communication and reporting processes Licensing requirements Duty of care Hazard Management Clean safe and tidy worksites Manual handling Accident reporting Personal Protective Equipment Safety and warning signs Legal requirements Site emergency and evacuation Theory assessment On satisfactory completion of the course and identification evidence, a White Card is approved for issue by a registered assessor. Course duration 15th and 16th May 2018 Study mode On campus Campus Port Augusta Pre-requisite It is mandatory that applicants provide original photographic evidence to ensure their identity is able to be confirmed prior to the issue of a White card e.g. driver’s licence or passport. For Further Course Information contact Peter Marshall – 0455 052 756 To Register your interest and enrol contact Deidre Coulthard Ph: 8648 9924 Fax: 8648 9918 Training Support Officer Aboriginal Access Centre TAFESA Port Augusta Campus 9-39 Carlton Parade, Port Augusta SA 5700
Parent’s Surname: Parent’s Forename(s): Parent’s Home Address: (If different) Parent’s Email Address: Parent’s Contact Number: PART C – APPLICATION DETAILS What date do you want the child to be admitted? What year group do you want the child to be admitted to? What year group would the child’s normal age group be in? Please give detailed reasons for your belief that it is in the best interests of your child to be admitted outside their normal age group. In doing so, please consider the following factors which will be considered by the Governing Body: The parents’ views; The Headteacher’s view; The child’s academic, social and emotional development; Where relevant, the child’s medical history and the views of their medical professionals; Whether the child has previously been educated outside of their normal age group; Whether the child would have naturally have fallen into a lower age range were it not for having been born prematurely. This is a non-exhaustive list. There may be other factors that the Governing Body will consider.
Have you lost touch with a personal/private pension scheme? Yes No If yes, provide details below: Existing Investments Deposit Based Banks/Building Societies (including savings bonds) Company Type/Rate Restrictions Balance Purpose Encashment Penalties If income taken, amount? Frequency Cust 1/2/J ISA Cash Company Latest Valuation Rate % Purpose If income taken, amount Frequency Cust 1/2 National Savings Account Type Latest Valuation Purpose Rate % Maturity Date If income taken, amount Frequency Cust 1/2/J
Total Value of Deposit Based Accounts Customer 1 Customer 2 Joint Investment Based Investment Bonds (not including savings bonds) Company Latest Valuation Purpose Encashment penalties (if applicable) If income taken, amount Frequency Cust 1/2/J Unit trusts / ITs / OEICs / PEPs / ISAs Company Latest Valuation Purpose Encashment penalties (if applicable) If income taken, amount Frequency Cust 1/2/J Stocks & Shares Company Latest Valuation Purpose If income taken, amount Frequency Cust 1/2/J Other Investments Company Latest Valuation Purpose If income taken, amount Frequency Cust 1/2/J Total Value of Investment Based Accounts Customer 1 Customer 2 Joint
OPNFV Open Platform for NFV Project OS Operating System OTT Over-The-Top OVS Open vSwitch PCI-DSS Payment Card Industry Data Security Standard QoE Quality of Experience QoS Quality of Service RAN Radio Access Network RAT Radio Access Technology RRH Remote Radio Head RRM Radio Resource Management SDN Software-Defined Networking SETI Search for ExtraTerrestrial Intelligence SLA Service Level Agreement SNIR Signal to Noise plus Interference Ratio SP Service Provider UE User Equipment UL/DL Uplink/Downlink ratio VNF Virtual Network Function WAN Wide Area Network
freedom to choose - To ‘Pull’ off the shelf the integrated solutions and tools that they feel are most useful for them, but that also fulfill the defined ‘push’ requirements. th Attention to growing compliment between the individual and the social network using the axis Individual, Collective, Collaboration and Performance The conventional model is that performance stems from one individual and evaluated by one direct boss The evolving model is the social network where performance is more interdependent with an awareness of the individual and ‘conscience’ of the ‘team’ to both contribute and to recognize and calibrate evaluate performance of individuals within the team and the team as a whole. Nestle on the move and ‘Dynamic Rewards’ is a full explanation of this move. Tool Kit: In order to reach this level it is agreed that we need to develop a Total Rewards Embedding Tool kit Tool Kit will be in alignment with all of the above Business Strategy (MBS), HR Key Priorities and C&B Roadmap An understanding of connection and integrated solutions Capability of NiM C&B Managers Communication and transparency Analytics and sound empirical research flexibility/adaption with a strong pull towards evolution and maturity Push and Pull Attention to growing compliment between the individual and the social network Will focus on Working with the Corporate Leadership Council to map out the maturity profile-job success profiles to determine and discovers paths of best practice, and then the connections of Level 3 to Level 5,with initial focus on the emerging markets taking into account all of the major project components of the C&B OMP With a leading communication consultant as a result of a Request for Proposal (RFP) working with developing markets, who understands the white paper specification identified above, and achieve Primary objective of establishing the framework and design of good communication model and how best, without changing anything in benefit design, begin to effectively make known the rewards that each market has and then to work towards an advance state Secondary objective of defining the basic foundational elements, processes and analysis tool from the CLC mapping and their own consulting practice in order to properly present and package them so that emerging markets are on the right path towards establishing and embedding foundational practices for Total Rewards
Understanding the Proposed Regional Agreement: A White Paper The Quabbin Regional School District School Committee is proposing a new Regional Agreement which will govern the K-12 regional school district of Barre, Hardwick, Hubbardston, New Braintree and Oakham. The Regional Agreement, which is currently in effect, was drafted and accepted by member communities in conjunction with the acceptance of New Braintree to the regional school district in March, 1985. The Massachusetts Educational Reform Act of 1993 (MERA) negates much of what is contained in the 1985 agreement. But, why propose changes now – more than 20 years after MERA? As funding for education remains stagnant at the federal and state levels, and district reserves continue to decline, member towns are asked to bridge that gap, creating financial strain on local budgets. It becomes ever clearer that structural changes to the regional school district can make the district more efficient and cost effective. Language defining the procedures to reconfigure grades within a school, transfer students between towns, and to close schools, is included in the proposed agreement. A Regional Agreement - Defined In addition to the many other Massachusetts General Laws (MGLs) that govern regional school districts, MGL Chapter 71, Section 14B states the requirements that must be included in the Regional Agreement of a regional school district. The Regional Agreement must contain and define nine components, which are not otherwise determined by statute. These components include: Defining the regional district school committee including the total number of members, the number of members from each town, the method of selection of members, and terms of office of the members. Where schools will be located. The type of regional district. (Quabbin Regional School District is an academic region.) The method of apportioning the expenses of the regional school district, the method of apportioning the costs of school construction, and the time and manner of payment of the shares of the member towns of these expenses. The method by which school transportation shall be provided, and the manner by which the expenses shall be shared by the member towns. How a town may be admitted to or separated from the regional school district.
STUDENT SERVICES Children starting in reception at primary school in September 2017 (on time applications) White Rock Primary School Admission number: 90 Total number of preferences for places 144 First preferences considered 72 First preferences offered (percentage offered) 72 (100%) Second preferences considered 49 Second preferences offered (percentage offered) 6 (12%) Third preferences considered 23 Third preferences offered (percentage offered) 5 (22%) Below are the admissions criteria (in descending order of priority) together with the number of places offered under that criterion: Criterion Number of places offered Children who have a Statement of Special Educational Needs or an Education, Health and Care Plan where the school is named. 0 Looked after children and children who have previously been looked after. 1 Children who will have a sibling attending the school at the time of application. 37 Other children living in the designated area. 20 Children living outside the designated area for whom an application for the school has been received. 25 Children allocated to school closest to home address with space available where preferred school(s) cannot be offered 2 TOTAL 85 Last place offered Criterion Distance from school (if used as tie-break) Children allocated to school closest to home address with space available where preferred school(s) cannot be offered n/a Number of places still available on National Offer Day 5
Table 3.1 Summary of strategies used for each of the response options for white spot disease Strategy Control method Eradication Containment Mitigation Quarantine and movement controls Yes Yes No Declared restricted and control areas Yes No No Zoning n.a. Yes No Movement controls within declared area or infected zone Yes Yes n.a. Movement controls out of declared area or infected zone Yes Yes n.a. Destruction of clinically diseased prawns Yes Yes Yes Destruction of unexposed prawns Optional No No Destruction or harvest with on-farm cooking of exposed or potentially exposed but clinically normal prawns, depending on size Yes In free zones only No On-farm processing (e.g. by cooking) Yes Optional Optional Disposal of infected prawns and wastes that cannot be cooked on-farm Yes Yes n.a. Decontamination Required Optional Optional Surveillance Yes Yes Yes Tracing Yes Optional No WSSV screening of broodstock and postlarvae Yes Yes Yes Closed-farming systems n.a. Yes Yes Partial recirculation farming systems n.a. No Yes Specific farm-level hygiene measures Yes Yes Yes Specific farm-level biosecurity measures Yes Yes Yes n.a. = not applicable; WSSV = white spot syndrome virus
Standard action Details Responsible agents Develop detailed population monitoring protocols Complete population monitoring protocols DELWP Assess threats Assess threats to White Star-bush at all locations (completed at Emerald Quarry Reserve and Lawsons Road Reserve). DELWP, Cardinia Shire, Yarra Ranges Shire Identify disturbance regimes to maintain habitat or promote regeneration and recruitment Establish a post-burn monitoring program to determine optimal fire regimes (frequency and intensity) to promote seed production and germination and provide additional information about the response of White Star-bush to fire over time. This information will help to determine the overall effect of the fuel reduction program DELWP, Cardinia Shire, Yarra Ranges Shire Undertake detailed population monitoring and collect demographic information Monitor populations in Spring (flowering time) to determine population size, demographics and condition. DELWP, Cardinia Shire, Yarra Ranges Shire Undertake research to identify key biological functions Investigate germination cues for White Star-bush, as germination trials carried out at the Victorian Conservation Seedbank, have had no success in germinating White Star-bush (M. Hirst pers. comm. 2013). RBG, DELWP Standard objective Objective explanation To maintain or increase community awareness and support Increased community awareness and support for private landowners Standard action Details Responsible agents Liaise with stakeholder groups Liaise with the CFA to ensure management directions on private land achieve multiple land management outcomes that include maintaining a diversity of habitat. DELWP, Cardinia Shire, Yarra Ranges Council and CFA Liaise with private landowners Liaise with private landowners to raise awareness and promote protection on private properties. DELWP Promote awareness of item through communication with local community Provide landholders with White Star-bush on their properties with education sheet and access to the website developed by ESBCP. ESBCP to continue providing information to the local community by attending local markets and promoting the importance of White Star-bush in the area. DELWP, Cardinia Shire, Yarra Ranges Council, ESBCP
PUPIL’S ADMISSION FORM Pupil’s Name: ______________________ Admission Number: ___________________
31 Compliance with rehabilitation plans (Board’s attachment paragraph 16) The licensee is currently in compliance with its obligations under the approved rehabilitation plan, as varied from time to time. Purpose of rehabilitation bond (Board’s attachment paragraph 14) In order to mitigate the risk of a licensee failing to comply with their obligation to rehabilitate land the MR(SD) Act empowers the Minister: to determine the amount of a rehabilitation bond;and to require a licensee to assess their rehabilitation liability for the purpose of determining the quantum of a rehabilitation bond. The then licensee paid a rehabilitation bond of $15,000,000 to the Minister in May 1996. It was registered on 4 October 1996. This was determined at the time of privatisation. Based upon my searches so far, I do not have any information as to how this sum was calculated. Now produced and shown to me and marked ‘KAW-24’ is a true copy of the registration of rehabilitation bond registered on 4 October 1996 []. This amount was re-affirmed on 8 June 2001. Now produced and shown to me and marked ‘KAW-25’ is a true copy of the registration of rehabilitation bond dated 8 June 2001 []. Were the licensee to default on their obligations under the approved rehabilitation plan then the bond would be applied to the cost of rehabilitating the mine in accordance with the plan.If, however, the licensee were to comply with their obligations under the MR(SD) Act and the rehabilitation plan upon closure of Hazelwood mine then the rehabilitation bond would be returned to them. MR(SD) Act, s 80(1). MR(SD) Act, s 79A(1). MR(SD) Act, ss 82(1) and 83(4). MR(SD) Act, s 82(1).
Level 2 – Old Man McGreary’s Yard The player proceeds into this next area through a narrow passage containing NPCs. The terrain depicts an old man’s property with objects including a shack and a fence maze used to keep kids off the land. Old Man McGreary’s Yard still has a winter setting, but is more expansive to accommodate the maze obstacle. The evil exploding snowmen are scattered throughout the maze as a hindrance. The conclusion to this level is a snowy mountain with a small exit passage. Level 3 – Stark’s Pond Stark’s Pond maintains the winter setting, but contains a large body of water which spans from the center to the far end of the area. The water will be surrounded on three sides by flat and elevated land. Sniper bullies have surrounded the pond and hinder movement through the area. If the player lands in the water, then the health bar incrementally decreases. The pond contains ice platforms that the player can use to cross the pond safely. Level 4 – Cul-de-sac The player proceeds into the next area through a narrow passage containing NPCs. The Cul-de-sac terrain keeps the winter setting, but it is a slightly smaller and more elevated area containing buildings and a mountainous background. It is the final destination for the player. The goal is to reach your home which is located in an elevated position on the farthest side of the area. Bullies are camped out and ready to ambush the player at the top in their almost impenetrable snow base. The player must use the terrain to find a way to reach his home to complete the final objective. After reaching home, the player has completed the game and the play ends. VISUAL AIDS Figure 2b: Use Case Diagram Figure 3a: Key Screen Images Figure 3c: State Diagram Figure 5a: Storyboard Figure 6a: Flowchart BIBLIOGRAPHY The Game Programmer’s Guide to Torque by Maurina, Peters, 2006.
Chow, 2005 739 25 nr 111 nr -86 Christakis, 2000 468 77 28-133† 24† 12-58† 53 Evans, 1985 149 81 28-182 21 43-180 60 Fairchild, 2014 395 219 nr 126 nr 93 Faris, 2003 162 21 45-135 10 nr 11 Forster, 1988 540 46 nr 24 nr 22 Heyse-Moore, 1987 50 56 33-84† 14 7-28† 42 Lam, 2008 167 70 43-137 76 30-160 -6 Lamont, 2001 300 75 nr 26 nr 49 Maltoni, 1994 100 42 nr 35 nr 7 Maltoni, 1995 530 42† 28-70† 32 13-62† 10 Muers, 1996 203 36 21-82 38 22-85 -2 Oxenham, 1998 30 21† 14-35† 17 9-25† 4 Parkes, 1972 74 28† 24-56† 21† 9-34† 7 Taniyama, 2014 75 120 60-180 121 40-234 -1 Higginson a, 2002 275 28 10-32 42 nr -14 Higginson b, 2002 84 176-516 nr 42 Hui a, 2011 127 14 nr 12 nr 2 Hui b, 2011† 127 20 nr 12 nr 8 Higginson a: upper estimate Higginson b: lower estimate. Hui a: Doctors, Hui b: Nurse † Data extracted from previous review [] nr: not reported IQR: Interquartile Range † This study appears in other tables Fig 3shows the professional error score for each study. Two of the studies [, ] in Fig 3 appear twice as each study reported two separate prognostic estimates: from doctors and nurses in one paper [] and upper and lower estimates in another []. Fig 3: Professional Error Score (PES) of clinicians’ estimates of survival those studies where clinicians were asked to provide a continuous temporal estimate of survival. The black bar in this figure indicates the overall accuracy of the clinicians’ estimates (0 indicates perfect accuracy, positive values indicate over-estimates and negative values indicate under-estimates)
41. Buchan JEF. Nurses' estimations of patients' prognoses in the last dats of life. International Journal of Palliative Nursing. 1995;1(1):12-6. 42. Casarett DJ, Farrington S, Craig T, Slattery J, Harrold J, Oldanie B, et al. The Art versus Science of Predicting Prognosis: Can a Prognostic Index Predict Short-Term Mortality Better than Experienced Nurses Do? 2012;15:703-8. 43. Cooper GS, Bellamy P, Dawson NV, Desbiens N, Fulkerson W.J, Jr., Goldman L, et al. A prognostic model for patients with end-stage liver disease. 1997;113:1278-88. 44. Faris M. Clinical estimation of survival and impact of other prognostic factors on terminally ill cancer patients in Oman. 2003;11:30-4. 45. Fromme EK, Smith MD, Bascom PB, Kenworthy-Heinige T, Lyons KS, Tolle SW. Incorporating routine survival prediction in a U.S. hospital-based palliative care service. Journal of palliative medicine. 2010;13(12):1439-44. 46. Glare PA, Eychmueller S, McMahon P. Diagnostic accuracy of the palliative prognostic score in hospitalized patients with advanced cancer. 2004;22:4823-8. 47. Gwilliam B, Keeley V, Todd C, Roberts C, Gittins M, Kelly L, et al. Prognosticating in patients with advanced cancer-observational study comparing the accuracy of clinicians' and patients' estimates of survival. Annals of Oncology. 2013;24(2):482-8.
OF WHITEFACE 105 , P.O Population: 449 Meeting Time 2st Thursday 6:30 p.m. Fax 287-1120 Mayor Jack Seay 287-1111 P.O. Box 248 ALDERMEN Carlos Casarez 287-1279 Stephanie Nunn 287-1111 PO Box 248 Whiteface, Texas 79379 Kenneth Burton 287-1111 Betty Scarborough Debra Saenz 287-1111 , 79379 ADMINISTRATION City Secretary Belinda Terrell 287-1111 P.O .Box 248
students who immediately enroll in college after high school education institution within 6 months 2012 2013 2014 2015 Persistence Significantly increase the percentage of students who persist towards degree completion First to second year retention4 % of students who enter college directly from high school and are still enrolled their sophomore year 57.75% Class of 2012 53.52% Class of 2013 32.39% Class of 2014 NO DATA 57.93% 2013/14 Credits5 % of graduates enrolled, achieving at least 24 credits within 12 months 38.2% Class of 2012 31.1% Class of 2013 48.1% Class of 2014 NO DATA 39.4% 2013/14 Completion Increase the percentage of students completing postsecondary degrees College % of first-time full-time degree-seeking students earning a degree within 6 years Associate 53% 2013/14 Bachelor 60.3% 2013 Attainment Big Goal: 60% of students in Monroe County’s k-12 pipeline will have a postsecondary degree or credential by 2025 Degree and Certificate % of County working-aged adults (25-64) with a college degree or postsecondary credential 23.1% 2011 24.5% 2012 24.1% 2013 23.9% 2014 45.1% 2014 * Source: Data is based on ACT administrations completed during the Michigan Merit Examination in the spring of 11th Grade. Student retests are not included. *** 3 7
White-Nose Syndrome in Bats Directions: Read the fact sheet on the White-Nose Syndrome affecting bats in the United States. Then, watch the Sci Show video at: . Then, answer the following questions below using complete sentences. 1) What is white nose syndrome? 2) How does the syndrome affect bats? 3) Where has this syndrome appeared in the United States? 4) In the box below, describe a multi-step approach that the US government could take to recover the bat species in America. Explain each step thoroughly (this is not a one sentence answer). Explain the feasibility of your solutions (are they possible? How? Why?)
811 1990 Enacted: 1990 Cycle: Annual Competitive Housing Type: Rental Regulation: 24 CFR Part 891 Administrator: HUD - Multifamily Primary Uses: New Construction, Rental Assistance, Rehabilitation, Acquisition HUD provides funding to nonprofit organizations to develop rental housing with the availability of supportive services for very low-income adults with disabilities, and provides rent subsidies for the projects to help make them affordable. The program also provides project rental assistance, which covers the difference between the HUD –approved operating costs of the project and tenants’ contribution toward rent. The program is similar to Supportive Housing for the Elderly (Section 202) STATE APARTMENT INCENTIVE LOAN PROGRAM (SAIL) Enacted: 1988 Cycle: Annual Competitive Cycle Housing Type: Rental Regulation: Section 420.5087, F.S. Rule Chapter 67-48 FAC Administrator: Florida Housing Finance Corporation Primary Uses: New Construction, Substantial Rehabilitation The State Apartment Incentive Loan (SAIL) Program provides low-interest rate mortgage loans to developers who build or substantially rehabilitate rental developments, made affordable to very low (50 percent or less of area median) income households. The SAIL loan bridges the gap between a development’s primary financing and total development costs.
City of Cape Coral - Subsidized Housing Units DEVELOPMENT NAME STREET ADDRESS CITY STATE ZIP CODE TOTAL UNITS TARGET POPULATION CORAL VILLAGE 121 NE 10TH PL CAPE CORAL FL 33909 72 ELDERLY CORONADO PLACE 4642 CORONADO PKWY CAPE CORAL FL 33904 10 PERSONS W/DISABILITIES CROSSINGS AT CAPE CORAL 1150 HANCOCK CREEK BLVD. SOUTH CAPE CORAL FL 33903 168 FAMILY LAUREL OAKS 4626 SKYLINE BLVD CAPE CORAL FL 33914 12 PERSONS W/DISABILITIES SANTA BARBARA VILLAGE 3618 SANTA BARBARA BLVD CAPE CORAL FL 33914 12 PERSONS W/DISABILITIES COCONUT COVE I 1221 SE 8TH TER CAPE CORAL FL 33990 8 ELDERLY COCONUT COVE II 515 SE VAN LOON TER CAPE CORAL FL 33990 4 ELDERLY Data Source: University of Florida Shimberg Center for Housing Data and City of Cape Coral Planning Division
is reasonably available considering technological and economic feasibility” (44 FR 53762, September 17, 1979). Sections 182(f) and 184(b)(2) of the Clean Air Act (CAA) require states with ozone areas, classified as moderate, serious, severe, and extreme--as well as all areas in the Ozone Transport Region (OTR)--to implement RACT for existing major stationary sources of NOX. C. NOX RACT Applicability Section 302 of the CAA defines a major stationary source as any facility which has the potential to emit of 100 tons per year (tpy) of any air pollutant. Section 182 of the CAA reduces the major stationary source potential to emit threshold for certain ozone nonattainment classifications: 50 tpy for serious areas; 25 tpy for severe areas; and 10 tpy for extreme areas. The anti-backsliding provisions of the CAA require an area to continue to apply their historical most stringent major source threshold. Current and historical area classifications may be found in the EPA Green Book online at . RACT Major Stationary Source Thresholds (lowest historical value generally applies) Area NOX Emissions (potential to emit; tpy) Ozone Transport Region 100 Moderate ozone nonattainment Serious ozone nonattainment 50 Severe ozone nonattainment 25 Extreme ozone nonattainment 10
Pigs - cylindrical or spherical bullet shaped devices inserted into pipelines to perform multiple functions: for physical separation of different batches of a product or different types of product; for cleaning and maintenance of the pipeline by scraping away buildup/debris thus improving the efficiency and flow of the pipeline and also help prevent corrosive damage; for inspection (by Smart PIGs) of pipeline problems like welding defects, cracks, pitting, etc. using magnetic flux leakage (MFL), ultrasonics or other technologies; for positioning and monitoring (by Smart PIGs) by gathering data about the location and position of specific defects or problems in the pipeline thus helping avoid unnecessary digging up of the non-damaged parts of the pipeline or replacing while allowing regular close monitoring of problem sections to track damage progression. Caliper PIGs are used to provide estimates of the internal geometry of the pipeline. Many modern compressor stations can be completely monitored and operated remotely. Pumps and compressors in transmission lines are regulated by the Office of Pipeline Safety and state regulators under 49 CFR Parts 192 and 195. c. Emissions Control Reduction of NOX emissions from natural gas pipeline compressor stations and transmission facilities involve the use of combustion-based technologies including low emissions combustion (LEC) strategies like enhanced A/F mixing, use of operational controls such as ignition timing, A/F ratios, and other (non-LEC) technologies like exhaust gas recirculation and SCR for lean burn reciprocating engines, and NSCR for rich burn reciprocating engines.
Application Cover Sheet Instructions for completing the Application Cover Sheet: The Cover Sheet is a fillable form. Please type all requested information in spaces provided. WU Application Deadline: August 5th @ 12:00pm. Application for 2017-18 PERSONAL DATA Name: Email: Department: Academic Rank: Semester and Year Promoted to Current Academic Rank: Telephone Number: Campus Box Number: Title of Proposed Project: Institutional research support received during the last two years (e.g., individual research allowance, departmental, Center for the Humanities, Summer Faculty Research Grant, Roland Grimm Travel Award). Format: year, source, amount, and indicate whether publications, grant proposals or awards resulted from this support. Non-institutional research support received during the past two years or currently pending (e.g., ACLS, NEH, Guggenheim, private foundations). Format: year, source, amount, and indicate whether publications, grant proposals or awards resulted from this support. Name of Department Chair or Director : Signature of Applicant: Date:
Writing Across the Curriculum If teachers plan and implement daily lessons that integrate the process of writing across the curriculum, then 95% of students will improve their level of writing (based on a common rubric) in an informational writing task. By the EOY 2013-2014 Common Rubrics and Writing Vocabulary Writing Intervention Resources (Teachers and Coach) Content Literacy Strategies If teachers effectively use instructional resources, scheduling and training to implement content-literacy strategies, then students will be engaged in integrated learning opportunities that connect acquired information to applications and processes. By the EOY 2013-2014 Training on Effective Content-Literacy Strategies (CRISS) Power Planning for Unit Design (Teachers, Coach and Admin) Use of Performance-Based and Informal Assessment Practices If teachers use performance-based tasks and informal assessment opportunities, then students will become proficient at demonstrating their knowledge and understanding outside of formal assessments at least 50% of the time. By the EOY 2013-2014 PBA Training and Examples Informal Assessment Models and Strategies (Coach and Admin)
14, January 4, February 1, March 7 and 21, April 18, May 2 and 16 MASH Meetings S = Shout Outs H = Happenings August 18, September 15, October 20, November 17, January 5, March 8, April 12, May 17 6 Math Data Teams August 26, September 23, October 12, November 4 3 Tech Training: Its Learning with Jackie Aurisch August 27, September 10 and 24, October 29, November 12, December 10, January 14 and 28, February 11 and 25, March 17 and 31 IMPACT Vertical Teams 6 Differentiated Professional Learning Teams: Number Talks Google Drive Flipped Classroom Class Flow STEM Grants and Resources Induction Monthly Dates TBD Math Coach Training 6 Monthly Topics based on Surveyed Needs and District Math Leaders’ Meetings as well as Data Folder Follow-ups September 2 Early Release/Prof. Dev. (District) 4 Data Teams and Differentiation September 9 Faculty Meeting 1 STEM Certification Updates October 6, 7 and 8 Power Planning 4 Assessment Analysis and Unit Design October 7 Faculty Meeting 1 ITS Learning and School Closure Plans October 23 Prof. Dev. Day (District AM/School PM) 8 DCD: Differentiation Think Global, Act Local: STEM Collaborative Teams November 4 Faculty Meeting 1 AdvancED STEM Process WES STEM YouTube Channel December 1, 2 and 3 Power Planning 4 Assessment Analysis and Unit Design December 2 Faculty Meeting 1 STEM Celebration January 4 Prof. Dev. Day (School) 8 Data Teams and Differentiation Think Global, Act Local: STEM Collaborative Teams February 3 Faculty Meeting 1 TBD February 16 Prof. Dev. Day (District AM/School PM) 8 DCD: Differentiation Think Global, Act Local: STEM Collaborative Teams March 1, 2 and 3 Power Planning 4 Assessment Analysis and Unit Design March 2 Faculty Meeting 1 TBD April 13 Faculty Meeting 1 TBD May 11 Faculty Meeting 1 TBD
STUDENT-LED/ARENA CONFERENCE SCHEDULE SIGN-UP Facilitating Teacher:Whitmer Room:606 Email:wwhitmer@9mile.org Telephone: 340-4132 55 Minute Block First 15 Minutes are Student-Led Remaining 40 Minutes are Arena (w/10 minute breaks) Date:Tuesday March 29, 2016 Date:Wednesday March 30, 2016 Date:Thursday March 31, 2016 11:30 – 11:45 (Student-Led) 11:45 – 12:25 (Arena) Jakob Martin Meron Rizzi Rhiannon Allison 12:35 – 12:50 (Student-Led) 12:50 – 1:30 (Arena) Josiah Oakley Mason Schaub Marissa Paddock Rebecca McDaniel 1:40 – 1:55 (Student-Led) 1:55 – 2:35 (Arena) Ashton Fayal Audrey Slanga Brody Hawkins XXXXXXXXXX XXXXXXXXXX XXXXXXXXXX 4:45 – 5:00 (Student-Led) 5:00 – 5:40 (Arena) Madi Miller Dante Mercer Jayne Mahowald No Conferences No Conferences 5:50 – 6:05 (Student-Led) 6:05 – 6:45 (Arena) Colton Crawshaw Mackenzie Nine Kelsey Smith No Conferences No Conferences 6:55 – 7:10 (Student-Led) 7:10 -7:50 (Arena) Tryston Schmitt Mamiko Patterson Elijah Coldwater No Conferences No Conferences
Which of the following options would you prefer? Option 5 50% chance of receiving 500 50% chance of receiving 60 4 50% chance of receiving 400 50% chance of receiving 70 3 50% chance of receiving 300 50% chance of receiving 80 2 50% change of receiving 200 50% chance of receiving 90 1 100% chance of receiving 100 Table 1b. EG Risk GAME (Non-Linear EVs) Which of the following options would you prefer? Option 5 20% chance of receiving 500 80% chance of receiving 0 4 40% chance of receiving 400 60% chance of receiving 0 3 60% chance of receiving 300 40% chance of receiving 0 2 80% change of receiving 200 20% chance of receiving 0 1 100% chance of receiving 100 0% chance of receiving 0 Figure 1. Expected Value Calculations in Two Variants of the EG Risk Game Figure 2. Risk Preferences in the Linear EG Risk Game
Table 3. Risk Tolerance in Survey Attitudes (OLS Regression) (1) (2) (3) (4) VARIABLES I am not afraid to take risks I am not afraid to take risks I avoid risks whenever possible I avoid risks whenever possible Aleppo, Syria 0.372*** 0.270*** -0.275* -0.506** (0.132) (0.0157) (0.145) (0.0817) Idlib 0.125 -0.247* (0.188) (0.0822) Refugee -0.105 -0.386* Camp, Turkey (0.0672) (0.0954) female 0.000828 -0.166 (0.518) (0.117) age -0.00350 0.00675 (0.00941) (0.0105) education 0.252*** -0.0475 (0.0236) (0.0415) employed 0.216*** -0.261 before war (0.0165) (0.125) time in curr. -0.0342 0.0537 location (0.0597) (0.0522) internally 0.0721 -0.193 displaced (0.108) (0.132) victimization 0.0400 0.316 (0.142) (0.409) property -0.107 0.355 damage (0.230) (0.139) Constant 2.435*** 1.881*** 2.938*** 2.857** (0.0881) (0.0117) (0.0969) (0.500) Comparison Group Not in Aleppo Turkey, not In refugee camp Not in Aleppo Turkey, not In refugee camp Observations 254 236 256 238 adj. r2 0.028 0.024 0.009 0.003 Robust standard errors clustered by location in parentheses *** p<0.01, ** p<0.05, * p<0.1 Note: Results robust to tobit, ordered probit specifications.
“White Lilacs” Chapters 1 – 4 Assignment Schedule Monday, February 4 Tuesday, February 5 Wednesday, February 6 Thursday, February 7 Friday, February 8 Read Chapter 1 Read Chapters 2-3, Vocabulary Sentences Read Chapter 4 Study for Quizzes, Response Journal Comprehension and Vocab Quizzes! Read Chapters 10, Vocabulary Sentences Vocabulary Words: flourished, stifling, veranda, deplorable, stark, satiny, shanty, toting, victrola, astonish Response Journal: What do you think it would have been like to live in Freedomtown? Put yourself as a character in White Lilacs. Describe a typical day in your life and include as many details and descriptions as possible.
Neonatal Complex & Palliative Care Services & resources to enhance support for families & professionals All neonatal, maternity and paediatric staff WELCOME Whittington Neonatal Unit Thursday 7th September 2017 8.30am – 1pm Venue: Room 5, Whittington Education Centre, Whittington Hospital 0900 - 0930 0930 – 1015 1015 – 1100 1100 – 1115 1115 – 1130 1130-1200 1200 – 1250 1250 – 1300 Practical guidance for the management of palliative care on neonatal units Alex Mancini Antenatal & Neonatal support Dr Finella Craig, Consultant in Palliative Medicine Referral and Resources Noah’s Ark Hospice Care-Rachel Black, Director of care Life Force Nursing Team Coffee Break Support for families Rainbow Trust Support for families Remember My Baby Workshop Lunch “Product-based presentation by Bhav Maru and associated subsistence provided by Chiesi Limited" For further details please contact