zilongwang/ReadingBank huggingface dataset:
Checklist: Recommended to Pack and Bring In preparation for your travel, the following items are recommended to consider bringing with you: Athletic wear (gym) Backpack Books (or arrange now to share with someone) Cap (broad-rimmed) Clothes (to keep cool at 80 – 110+ degrees F) Credit or debit card Eyeglasses Hat (sun) Headphones or earbuds Health insurance card Identification card (driver license and/or ID) Itinerary (flights) Laptop Laptop cord and accessories Medication Passport card (if traveling to México) Phone with camera Phone charger Sandals Shoes (flip flops, running, tennis, walking) Snacks (protein bars and powder) Sunglasses (2) Sunscreen (2) Toiletries Water bottle (2) ___________________________________ Although a few will be provided by UTEP Department of Residence Life if you’re staying on campus, you may wish to bring your own to be most comfortable and at ease. These items are as follows: Blanket Pillow Sheets (twin-bed sizing) Towels (bath, washcloth) Plan to have space in your luggage for any items you’ve purchased, including books, or plan to ship these.
dissemination and popularisation activity, also includes artistic activities academic policy and administrative activity, including execution of duties, participation in committees, assessment of positions and competence, opponent in disputations, representation on public boards and committees, etc. any other qualifying activity stipulated in the detailed description any other activity to which the applicant attaches significance For further information about requirements for teaching qualifications, refer to UiT’s website covering teacher training courses and the National recommended guidelines for basic pedagogical competence in higher education issued by the Norwegian Association of Higher Education Institutions (UHR). The applicant must also prepare a list of all his/her academic works. The list shall contain the following information about each work: author(s), the work’s title for articles: the journal’s name and volume, the first and last page of the article, year of publication for books and other independent publications: publisher, printer, year of publication, number of pages performing arts such as compositions, recordings, works of art, etc.: year, duration, participating artists For submission of the academic works, the units may choose between the following two alternatives. The detailed description must clearly state the chosen alternative. The alternatives are as follows: Alternative 1: The works (published or unpublished) the applicant wishes to be taken into consideration during the competence assessment process Alternative 2: Up to 10 works that are central to the applicant’s production. The applicant’s doctoral thesis, including works performed as a PhD candidate on a fellowship programme for artistic research, is regarded in this context as one work. For both alternatives, the applicant shall provide a description of his/her scientific production/artistic production, in which he/she points out which are the most important in relation to the announced position and, as such, shall be the main emphasis of the assessment. A brief description of the other listed works shall also be included to demonstrate depth of production. These descriptions shall be an attachment to the application. The application and appendices must be submitted electronically via the application portal. An exemption from electronic submission may be relevant for certain scientific and artistic works. The unit, or the underlying level, may require that the scientific works to be assessed are submitted in a certain language, e.g. a Scandinavian language or English. If there is a requirement relating to language, this must be reflected in the detailed description. 4. Assessment (Section 5 of the Personnel regulations)
W E D N E S D A Y Objectives Intro Study Guide Review/ Prezi Presentations Activity Closure Exit Ticket Accomodations: ESE: JC, JJ, NS, CJ, NP, HR ESOL: DB, NM, CA, NS Gifted: LA, CL, AC, HK, JG ESE Codes ESOL Codes S.S.S.A.1-8, LA.1-3 T H U R S D A Y Objectives Chapter 10 Test/Prezi presentations Activity Closure Exit Ticket Accomodations: ESE: JC, JJ, NS, CJ, NP, HR ESOL: DB, NM, CA, NS Gifted: LA, CL, AC, HK, JG ESE Codes ESOL Codes S.S.S. .A.1-8, LA.1-3 F R I D A Y Objectives Intro Passport-- Enrichment video Activity Closure Accomodations: ESE: JC, JJ, NS, CJ, NP, HR ESOL: DB, NM, CA, NS Gifted: LA, CL, AC, HK, JG ESE Codes ESOL Codes S.S.S
Calvin & Staheli US History 1970s-2016 Terms and Concepts People Jimmy Carter Ronald Reagan George H.W. Bush Bill Clinton George W. Bush Barack Obama Donald Trump Hillary Clinton Reza Pahlavi Ayatollah Khomeini Anastasio Somoza Christa McAuliffe Saddam Hussein Mikhail Gorbachev Leonid Brezhnev Norman Schwarzkopf Rodney King Monica Lewinsky Osama Bin Laden Edward Snowden and Concepts Détente Human Rights Stagflation “Crisis of Confidence” Iranian Hostage Crisis Reagan Revolution Intervention in Nicaragua Sandinistas Contras Glasnost Perestroika The New Right “Star Wars” Program Digital Divide NAFTA Bush v. Gore T.A.R.P. Reaganomics (+ and - aspects) AIDS Drones Don’t Ask, Don’t Tell Gay Marriage Universal Health Care Immigration Refugee Crisis Al Islamic State Iran Nuclear Program NSA surveillance Russian interference in U.S. election (2016) Zika Ebola Supreme Court Changes National Anthem Protests Events Camp David Panama Energy Crisis Olympics 1980 (Summer and Winter) Challenger Space Shuttle Election 1980 Gulf War Grenada Iran-Contra Scandal Fall of the Berlin Wall Operation Desert Storm Columbia Shuttle Disaster LA Riots Clinton’s Impeachment Y2K Election 2000 Operation Iraqi Freedom 9/11 Election 2008 Recession Election 2016 Haitian Earthquake (2010) Syrian Civil War War in Afghanistan End of Iraq War
Calvin & Staheli US History 1970s-2016 Terms and Concepts People Jimmy Carter Ronald Reagan George H.W. Bush Bill Clinton George W. Bush Barack Obama Donald Hillary Clinton Ayatollah Khomeini Saddam Hussein Mikhail Gorbachev Leonid Brezhnev Norman Schwarzkopf Rodney King Monica Lewinsky Osama Bin Laden Edward Snowden Colin Kaepernick Terms and Concepts Détente Stagflation “Crisis of Confidence” Iranian Hostage Crisis Intervention in Nicaragua Sandinistas Contras Glasnost Perestroika Operation Enduring Freedom Bush Doctrine (GWB) “Star Wars” Program NAFTA Bush v. Gore T.A.R.P. Reaganomics (+ and - aspects) Drones Don’t Ask, Don’t Tell Gay Marriage Affordable Care Act (Obamacare) Sanctions Immigration Refugee Crisis Al Qaeda Islamic State Iran Nuclear Program NSA surveillance Russian interference in U.S. election (2016) Zika Ebola National Anthem Protests DACA Patriot Act Events Panama Canal Energy Crisis Olympics 1980 (Summer and Winter) Challenger Space Shuttle Election 1980 Gulf War Grenada Iran-Contra Scandal Fall of the Berlin Wall Iraq invasion of Kuwait Operation Desert Storm LA Riots Clinton’s Impeachment Y2K Election 2000 Operation Iraqi Freedom 9/11 Election 2008 Great Recession Election 2016 Haitian Earthquake (2010) Syrian Civil War War in Afghanistan End of Iraq War Hurricane Katrina
Calvin & Staheli US History Oral History Assignment Assignment: Interview someone who lived through a decade of history we have studied during 4th term. (1960s, 1970s, 1980s, 1990s, or 2000s) Your interviewee must be old enough to remember the decade and have intelligent comprehension about the issues that were relevant during that decade (that means that they need to have been at least 18 during the decade you are choosing). You will need to formulate at least 10 basic, thoughtful, fairly specific questions about the decade that will serve as the foundation for your interview. (They must be handed in with your assignment) After the interview, you need to type a paper (2 pages, TD112) discussing the interview and their responses to the questions. (please don’t just give me a transcript of the interview. I want to see that you can synthesize their responses with how we have studied these decades in class.) You are required to complete TWO different interviews Hints for the Assignment: Avoid questions that invite a “yes” or “no” answer. Instead of “Did you support the Vietnam war?” as “What were your feelings about the Vietnam War?” Prepare follow-up questions to get more details. Where, When, and Why are good places to start. A great place to find ideas for questions is to look through the chapters in your textbook to see the major events that took place during each decade
Staheli Name ______________________________________ Period _______ US History Honors PROMPT: List and explain the long-term causes of WWI. How did these factors lead to a world war when Franz Ferdinand was assassinated? How did this assassination escalate to include several continents? Thesis /5 Content /20 Addresses Whole Question /10 Total: /35
Staheli Name ______________________________________ Period _______ US History Honors PROMPT: Evaluate the Treaty of Versailles in terms of its fairness and effectiveness in ensuring peace in Europe and beyond. Include a discussion of Wilson's 14 points, and the extent to which those 14 points were applied in the Treaty. Include specific aspects of the treaty. Thesis /5 Content /20 Addresses Whole Question /10 Total: /35
Directional flood light 1,000 W Metal Halide $70.00/month Directional flood light Residential Wastewater Usage 0-1,000 $29.75/month Usage 1001-9,999 $29.75/plus $4.22 per thousand gallons Usage 10,000+ $29.75/plus $4.69 per thousand gallons Not to exceed Seventy dollars ($70.00) per month Commercial Wastewater Rates based on meter size Residential Water Usage 0-1,000/gal $24.32/month Usage 1,001-4,999/gal $24.32/plus $4.32 per thousand gallons Usage 5,000-14,999 $24.32/plus $4.75 per thousand gallons Usage 15,000-29,999 $24.32/plus $5.93 per thousand gallons Usage 30,000+ gallons $24.32/plus $8.59 per thousand gallons Commercial Usage 0-1,000/gal $31.68/month Usage 1,001-4,999 $31.68/plus $5.02 per thousand gallons Usage 5,000-14,999 $31.68/plus $5.44 per thousand gallons Usage 15,000-29,999 $31.68/plus $6.15 per thousand gallons Usage 30,000+ $31.68/plus $7.59 per thousand gallons
Inside Cab Dash Gauges/Instrumentation Check gauges at normal operating temperatures. Refuel gas if <3/4. Oil Pressure: Voltmeter: Interior lighting Instrument panel, dome lights, door lights and spot lights (if applicable). Horns and Sirens Operate all systems. Seats and Seatbelts Adjustment mechanisms, upholstery, ensure seatbelt clips and unclips without difficulty, frayed seatbelts, lose bolts. Heating/Ventilation Defroster, AC, heater working. Communication system (radios) Transmitting and receiving. Speaker sound. AM/FM Radio Check for operation. 4-Wheel Drive (if applicable) Engage 4 wheel drive. Wipers Check wipers, fluid pump operation. Wiper effectiveness? Doors Latching mechanism, locks and window operation (manual or electric). Exterior Equipment Snow plow (if applicable) Check brackets for loose bolts, any cracks in metal structure, check hydraulic reservoir, operation and lights (if applicable). Winch (if applicable) Operation, check winch cables and remote operation. Leaks? Compartment doors (if applicable) Latching mechanisms, actuators and hinges. Lubricate as needed. Fuel storage (if applicable) Leaks, fuel level (refill if <3/4), pump operation. Tow package (if applicable) Lose bolts, receiver secured, cracks or rusting. tire Secure? Check air pressure. Removal key? Miscellaneous Flares, safety triangle or cones Tire chains (if applicable) Insurance card(s) Maps (local and regional) or mapping system Clip board w/ necessary forms Safety vest (at least two) Jack and lug wrench Haz-Mat publications (NAERG, NIOSH Pocket Guide, etc.)
Salary range is commensurate with experience and qualifications, including an excellent benefit package. For a full list of duties and additional qualifications and to apply, visit our website at and reference requisition #071922 The University of Iowa is an equal opportunity/ affirmative action employer. All qualified applicants are encouraged to apply and will receive consideration for employment free from discrimination on the basis of race, creed, color, national origin, age, sex, pregnancy, sexual orientation, gender identity, genetic information, religion, associational preference, status as a qualified individual with a disability, or status as a protected veteran.
Infrastructure Branch Director Continue to assess extent of damage or outage; if possible, provide the Incident Commander and Section Chiefs with projected length of the service interruption. Initiate repairs as required. Security Branch Director Continue to provide hospital security; develop plans to alter security services if phone or power is interrupted. Planning Section Chief Prepare the Incident Action Plan for the next operational period; engage all sections to provide updates on staffing and alterations in strategies and tactics. Resources Unit Leader Continue staff and equipment tracking. Situation Unit Leader Continue patient and bed tracking. Documentation Unit Leader Ensure complete documentation of all postponed and canceled appointments and procedures. Logistics Section Chief Refer to the Job Action Sheet for appropriate tasks. Support Branch Director Continue to provide staff for essential operations. Monitor, report, follow up on, and document patient or staff injuries. Finance/ Administration Section Chief Refer to the Job Action Sheet for appropriate tasks. Time Unit Leader Track hours associated with the emergency response. Procurement Unit Leader Facilitate contracting for resources and services. Cost Unit Leader Track costs, staff hours, expenditures, and lost revenue. Extended Response (greater than 12 hours) Section Officer Time Action Initials Command Incident Commander Continue to monitor operations, consider the length of onsite operations, and determine the need for expanded postponement of procedures.
Hospital and campus maps, blueprints and floor plans Risk Communication Plan Interoperable Communications Plan Demobilization Plan including: HICS Incident Action Plan (IAP) Quick Start HICS 200 – Incident Action Plan (IAP) Cover Sheet HICS 201 – Incident Briefing HICS 202 – Incident Objectives HICS 203 – Organization Assignment List HICS 205A – Communications List HICS 214 – Activity Log HICS 215A – Incident Action Plan (IAP) Safety Analysis HICS 221 – Demobilization Checklist HICS 251 –Facility System Status Report HICS 254 – Disaster Victim/Patient Tracking HICS 255 – Master Patient Evacuation Tracking Job Action Sheets Access to paper forms for documentation, data entry, etc. Access to hospital organization chart Television/radio/internet to monitor news Telephone/cell phone/satellite phone/internet/amateur radio/2-way radio for communication Hospital Incident Management Team Activation: Utility Failure Position Immediate Intermediate Extended Recovery Incident Commander X X X X Public Information Officer X X X X Liaison Officer X X X X Safety Officer X X X X Operations Section Chief X X X X Medical Care Branch Director X X X X Infrastructure Branch Director X X X X Security Branch Director X X X X Business Continuity Branch Director X Patient Family Assistance Branch Dir. X
FACILITIES DIVISION REQUEST FOR UTILITY INTERRUPTION WORK SHEET REQUESTOR NAME : DATE : DEPT : PHONE : WORK REQ #: ACCT #: CAMPUS BOX : BUILDING INFORMATION / DATE & TIME BUILDING(s): ENTIRE BLDG or SPECIFIC ROOM : BEGIN DATE : / / END DATE : / / BEGIN TIME : AM / PM END TIME: AM / PM DISCONNECT INFORMATION POWER RUNNING WATER FIRE ALARM HEATING Primary Hot Disconnect STEAM SYSTEMS Secondary Cold Testing AIR CONDITIONING (Chilled Water) Distilled Sprinkler Operational Y / N PROPANE/NATURAL GAS : For all Fire Alarm / Sprinkler Disconnects or Testing, please first obtain approval from the Electronics Shop: (separate form). REASON FOR INTERRUPTION (Scope of Work): Shop Supervisor Signature: Date: Addtl. Supervisor (s) Signature: POLICY # 806 – ROUTINE UTILITY INTERRUPTION REQUEST –
established rules (see below). If you are unsure what to use contact your Regional or HQ budget office. Agency: APHIS HIERARCHY LEVEL DESCRIPTION Level 1 - Client USDA Level 2 – Agency APHIS 3 - Area Program Level 4 - Site Begins with Region/Operation (exactly as shown below) APHIS Set-up Level 1 USDA Level 2 Animal and Plant Health Inspections Service (APHIS) Level 3 Plant Protection and Quarantine (PPQ) 4 OP 4 PM Level 4 S AND T Level 3 Veterinary Services (VS) Level 4 – should begin: HQ Level 4 NIES Level 4 PSS Level 4 SPR Level 4 STA Level 3 Wildlife Services (WS) Level 4 HQ 4 ER Level 4 WR Level 4 NWRC 3 Shared Locations Level 4 Shared PPQ-VS Shared Locations, Level 4 should begin “Shared” plus the programs in alphabetical order with dashes between. Two lines one the FCD will be needed for this situation. A funds commitment document (FCD) and line number must be provided on the request form. To create or update a FCD send an email request to Dave Santelman () and Jennifer Tizcareno (). The request should include: Vendor Name Account Number
Guidelines for all central lines to be placed by ultrasound passed by system physician committees and by all medical executive committees Ultrasound machines purchased to support increased need Multiple sessions for training for physicians held at all sites March 2011 – all sites received adequate training and equipment Compliance data widely distributed monthly Non compliance data individually distributed to operators and leadership Complication of pneumothorax without ultrasound presented at leadership meetings and medical executive committees. Awards for 12 months of no pneumothoraces to hospitals Results (max points 250): Compliance with ultrasound use for central line placement has increased to over 80% at all 10 hospitals within 12 months (March 2011 – March 2012) of training completion. All hospital have sustained high level of utilization 8 of 10 hospitals have attained greater than 90% utilization compliance by June 2012 4 of 10 hospitals have reached 0 pneumothorax rates for 12 months. Revenue Enhancement /Cost Avoidance / Generalizability (max points 200): We did not calculate the financial effects of this intervention. Decreased rates of line associated pneumothorax have been noted throughout the 10 hospital system (4 of 10 hospitals have reached 0 pneumothorax rates for 12 months). Future CMS funding reduction for complications and patient satisfaction should be considered. Conclusions and Next Steps: We adopted ultrasound utilization for all line placements to improve patient safety in a 10 hospitals (academic, community, rural, specialty). Decreased line related complications have been observed throughout the system. This project directly contributes to our and institution’s overall goal of reducing patient harm and potentially decreasing hospital length of stay, and reducing costs of care. Our goal is to sustain this practice in our institution and healthcare system and share knowledge gained by this large implementation with other healthcare organizations.
Witness Information Name Address Phone number Did you take a minimum of 24 pictures? Yes No if no, explain why? Do Photos show the damage? Yes No if no, explain why? Photos show depth of damage with a measuring device? Yes No if no, explain why?
Photos show mis-marked areas with a measuring device? Yes No if no, explain why? Photos show date of damage? Yes No if no, explain why? Did you get witness statements? Yes No if no, explain why? Down Time Details Name and of all crew members on site: All Equipment, Vehicles and trailers on site: Amount of time delay: did we assist in the repair in any way? Yes No If yes, explain: Report Preparer report prepared by: (print name) job title: phone number: date prepared: preparer signature:
Dr. Joe J. Bernal Middle School 2015-2016 Teacher: Jacobs US History Week of: 10/19-10/23 Objective/TEKS: Agenda: Assessment Monday: 8.20 C 8.26 B 8.26 C Focus: SW gain an understanding of the term “Civil Disobedience” Agenda: Warm-Up: Stamp Act Boston Massacre Propaganda Civil Disobedience Liberty’s Kids: Boston Tea Party Homework: Quiz Test Daily Grade Lab/Project HW Grade Teacher Observation Benchmark Quality Questioning Other: Tuesday: 8.20 C 8.26 B 8.26 C Focus: SW examine the first battle of the American Revolution Agenda: Complete Liberty’s Kids: Boston Tea Party Heard around the World Lexington and Concord Homework: Quiz Test Daily Grade Lab/Project HW Grade Teacher Observation Benchmark Quality Questioning Other: Wednesday: 8.4 A 8.4 B Focus: SW differentiate between a Loyalist, Neutralist, and Patriot Agenda: Warm-Up Patriot or Loyalist Matching Activity Homework: Quiz Test Daily Grade Lab/Project HW Grade Teacher Observation Benchmark Quality Questioning Other:
aureus strains are resistant to these drugs. Sensitive strains are called MSSA. Microorganisms: An organism that can be seen only with the aid of a microscope and that typically consists of only a single cell. Microorganisms include bacteria, fungi, parasites, and viruses. Microscopic: Too small to be seen by the unaided eye but large enough to be studied under a microscope. MRSA: See Staphylococcus aureus. organism (MDRO): Type of bacteria that has become resistant to many of the drugs that used to be effective against it. Neutrogenic bladder: Bladder dysfunction
is normally sterile (free from microorganisms). Urologist: Medical professionals who are trained to diagnose, treat, and manage people with urological disorders. This includes disorders related to the kidneys, adrenal glands, ureters, urinary bladder, urethra, and the male reproductive organs. UTI: See urinary tract infection UTI rate: See infection rate VDH: See Virginia Department of Health Virginia Department of Health (VDH): Network of state and local health departments in Virginia. White blood cells (WBC): See leukocytes.
Purpose This document provides additional information to support the use of geospatial data. The Physical Model Diagram provides a visual representation of the relationships in the data class. The Data Change History lists all the modelling and access changes that have occurred during the lifecycle of the data class. A data description identifying table and field names is available upon request. Need Assistance? Please contact LIO Support at or 705-755-1878 if you require help. Data Class Change History Data Class Name: UTM 1KM Grid Data Class Short Name: UTM1KM Date YYYY-MM-DD Details of Change 2011 NEW Data Class Data Description Please refer to the metadata record for the data description.
Name Location/Phone What it’s known for Blind Duck Pub Student Centre 905-828-5358 Our UTM Restaurant and Pub – great burgers! Starbucks 1900 Dundas St. West Great coffee Apricot Tree 1900 Dundas St. West 905-855-1470 Crepes and dessert, and they serve lunch/dinner too! Pho Big Bowl 2665 Liruma Road Vietnamese food and noodle soup at cheap prices Sushi Tei 4040 Creditview Rd 905-306-9060 Best sushi in Mississauga Thai Royal York 848 Burnhamthrope W 905-275-8099 Great Thai and Chinese Food, delivery to campus Mandarin 3105 Dundas St. W All you can eat Chinese buffet Noodle Wok 600 Burnhamthrope W 905-896-8915 Cheap and plentiful Chinese Tony Roma’s 2575 Dundas St. W Great ribs The Glass Bucket 4040 Creditview Rd. 905-848-3454 Caribbean food, all you can eat on Fridays, 12-2PM Brar Sweets Restaurant 755 Dundas St. E 905-848-3933 Yummy vegetarian food, with freshly made samosas Bombay Bhel 2501 Hampshire Gate 905-829-1040 A wide variety of Indian food, pickup available
San Francesco Foods 2979 Unity Gate 905-828-4444 Amazing Italian sandwiches and pizza for cheap! Grill 251 Queen St. S Best chicken shawarma and falafel in the GTA! Cantina Mexicana 277 Queen St. S Closest Mexican restaurant to campus Alice Fazooli’s 209 Rathburn Rd W 905-281-1721 A fancier place to go for dinner, near Square One Dairy Cream 715 Lakeshore Rd E 905-278-5641 Creamiest ice cream in town, and fresh funnel cake Caffé Demetre 2085 Winston Park Dr 905-829-2400 Wide selection of yummy desserts Pub Name Address Phone Number Abbey Road 3200 Erin Parkway 905-608-9603 The Harp 55 Lakeshore Rd W 905-274-3277 JAM Martini & Appetizer Bar 229 Lakeshore Rd E 905-271-4667 Failte Irish Pub 201 City Centre Drive 905-276-2212 Jack Astor’s – Dundas 3047 Vega Blvd. 905-820-4511 Jack Astor’s – Square One 219 Rathburn Rd. W 905-566-4662 The Fox and the Fiddle 3055 Dundas St. W 905-607-4810
Aeroport Taxi & Limousine Services 905-624-2424 Campus Services Campus Police Information: 905-828-5200 Emergency: 905-569-4333 UTM Health Services 905-828-5255 Walksafer 905-828-5250 Residence Centre 905-828-5286 Residence Counselling Services 905-828-5286 Sexual Education Centre (S.E.C.) 905-569-4750 UTM Maps http://www.utm.utoronto.ca/maps Regional Services Police, Fire, Ambulance 911 Peel Police (non-emergency) 905-453-3311 Poison Information 416-813-5900 TeleHealth Ontario (free 24 hrs live consultation with a 1 866 797-0000 Hospitals Credit Valley Hospital - 2200 Eglinton Ave. W 905-813-2200 Trillium Health Centre - 100 Queesnway West 905-848-7100
Undergraduate (UG) Clinical Group (SON & SHP) 0.00029 Per (10 students) per SCH (group of 10 students) 0.00029 Per hour of super-vision (Resp Care only, 6/group) NA NA NA NA Precepted UG Clinical: (SON only) 0.0036 Per precepted student per SCH NA NA NA NA NA NA Precepted Grad Clinical: (SON only) 0.0116 Per precepted student per SCH NA NA NA NA NA NA Med School Clinical Teaching (SOM only) NA NA NA NA NA NA 0.01 outpt Per student• month Director, Clinical Education (SHP) 0.0005* Per contact hr 0.0005 * Per contact hr NA NA NA NA EDUCATIONAL SUPPORT ACTIVITIES Applicant interviews 0.0018 Per 45-minute interview 0.0018 Per 45-minute interview 0.0018 Per interview 0.0018 Per 45-minute interview Student advising 0.05** Approx. 96 hours/year 0.05 Approx. 96 See Dissertation or Thesis Chair 0 Included in 10% Admin. effort Education Committees 0 Included in 10% effort 0.001 (max 0.1/yr) Per hour in meetings 0 Included in 10% effort 0 Included in 10% Admin. effort SHP: educational admin (<0.1 FTE) is separate from 10% Admin. effort NA = Not Applicable + Course Director – Team taught course = enrollment greater than 150 students with 5 or more instructors. * In each SHP Department, one faculty member is responsible for arranging clinical experiences across all relevant programs and courses in the department (amounts to ~0.4-0.5 FTE for that faculty member) ** For assigned advisees, each faculty member spends ~96 hours per year advising them In addition, the following education-related roles will be included in the Administrative component of effort rather than teaching credit: PI/Administrator (without salary funding) on training grant (e.g., T32) Program directors in SHP, SON, & GSBS will have administrative effort assigned by the respective Dean and Department Chair/Institute Director (as appropriate) subject to approval by the Provost Color Key: Green: equivalent credit is given in indicated schools (units may vary but equivalence is confirmed) activities are sufficiently different to justify different metrics Pink: unequal credit across schools – explanation provided FINAL
Op Amp 741 – Voltage Connection (V+) Connect a wire from pin 7 to your voltage supply (vertical “+” column). See Figures 5A and 5B. Op Amp 741 – Ground Connection (V+) Connect a wire from pin 4 to your ground supply (vertical “-“ column). See Figures 6A and 6B. Op Amp 741 – Non-Inverting Input Connection Use 2 wires to connect from pin 3 to your ground supply (vertical “-“ column). See Figures 7A and 7B. Op Amp 741 – Inverting Connection
Appendix C: Sample Opinion of Counsel [Attorney Letterhead] Date Administrator Rural Utilities Service United States Department of Agriculture Stop 1500 Washington, D.C. 20250-1500 Subject: (Company Name) Ladies and Gentlemen: We are counsel to __________________ (the “Company”) in connection with the Company’s application (Application) for a loan or loan guarantee from the Rural Utilities Service (RUS) to provide telephone service. We have examined or caused to be examined by competent and trustworthy persons such corporate records and files and such other records, indexes, and files as we have deemed necessary to permit us to render the opinions expressed herein. We are of the opinion that: The Company is a (corporation, cooperative, limited liability company, etc.) duly formed, validly existing and in good standing under the laws of the State of _______________. The Company operates in the State(s) of _____________________ and is duly licensed and qualified and in good standing as a foreign _______________, authorized to do business and own property in such State(s). The Company has full legal right, power and authority to own its property and carry on its business as now conducted. The execution, delivery and performance by the Company of the Application and the consummation of the transactions contemplated thereby are within the powers of the Company. The Application has been duly executed by the Company. The Company owns the real property described on Schedule A attached hereto (in both a format and an electronic copy on appropriate media) and such property is in the counties of ___________________________________________________________ in the State(s) of ____________________________________. The Company has the power to grant a security interest in the property described in paragraph 6 to the RUS as collateral for the loan described in the Application.
Culture Editor: Name: Assigned topic was thoroughly researched; accurate information presented; sources cited _____/30 points Project Deadlines were met ____/10 points Final Product was neatly created using multimedia tools and met task objectives of encouraging tourism and economic growth in the region ____/40 points Final Presentation was prepared, well-rehearsed, and professional _____/20 points Historian: Name: Assigned topic was thoroughly researched; accurate information presented; sources cited _____/30 points Project Deadlines were met ____/10 points Final Product was neatly created using multimedia tools and met task objectives of encouraging tourism and economic growth in the region ____/40 points Presentation was prepared, well-rehearsed, and professional _____/20 points Economist: Name: Assigned topic was thoroughly researched; accurate information presented; sources cited _____/30 points Project Deadlines were met ____/10 points Final Product was neatly created using multimedia tools and met task objectives of encouraging tourism and economic growth in the region ____/40 points Final Presentation was prepared, well-rehearsed, and professional _____/20 points Real Estate: Name: Assigned topic was thoroughly researched; accurate information presented; sources cited _____/30 points Project Deadlines were met ____/10 points Final Product was neatly created using multimedia tools and met task objectives of encouraging tourism and economic growth in the region ____/40 points Final Presentation was prepared, well-rehearsed, and professional _____/20 points
Second, the State asserts that its prior reporting included only occupied Housing Slots because “few tenants [] had died or moved out” in the early implementation phase, leaving no turnover of consequence to report. Def.’s Opp’n 23. But the State does not substantiate its assertion that turnover during that time was negligible. Also, the State began providing monthly reports in April 2014—nearly two years into implementation. Earlier State reports indicate that from August 2013 to January 2014, between 77 and 169 individuals occupied Housing Slots. Thus, it is unlikely that turnover was negligible, especially given that at least 17 individuals vacated their Housing Slots from April through August 2014. Lastly, based on a vague and uncorroborated affidavit from a State employee, the State claims that it changed the summary table of its monthly reports to present the “running total” of occupied and vacant Housing Slots at the Independent Reviewer’s request. Def.’s Opp’n 24. The State seems to argue that its “accommodation” of the Reviewer’s alleged request undermines the significance of the State’s early reporting of only occupied Housing Slots. See id. Regardless of whether the State later changed its reporting at the Reviewer’s request, the State’s prior conduct reflects its early interpretation that only occupied Housing Slots satisfy section III(B)(3). The Independent Reviewer Measures Compliance by Counting Only Occupied Housing Slots. The Independent Reviewer measures the State’s compliance with section III(B)(3) as the number of occupied Housing Slots on the annual compliance dates. 2016 Annual Rep. 24, 28 (Fig. 6), D.E. 23-9 (reporting that 650 individuals had “retained their rental unit” and that the State was 516 slots shy of meeting “the 2016 Housing filled unit obligation” of 1,166); 2015 Annual Rep. 8, D.E. 23-4. Notably, the Independent Reviewer explains that “[f]illing the exact number of slots as required in this Agreement or in any housing program requires refilling a substantial number of Housing Slots that are vacated over the course of eight years.” 2016
UPPER SCHOOL SCIENCE TEACHER Position Description and Requirements Community School of Naples, an independent, college preparatory school, is currently seeking a motivated and talented Upper School (grades 9-12) Science Teacher to teach Biology Honors, AP Biology, and other science courses. This full-time position would teach five classes a day, with the average class size approximately students. The Upper School Science Department endeavors to cultivate in its students the ability to think critically and constructively, and the ability to communicate clearly and accurately their ideas, thoughts and results. As an upper school science teacher at CSN, this individual should demonstrate a passion and expertise in the teaching of science and a willingness to develop a vibrant, challenging curriculum that allows students to engage in learning through research and experimentation. The position requires a Bachelor's degree in science, although a Master’s degree is preferred, as well as a minimum of three years of teaching experience. In order to support our STEM Scholars and AP Capstone initiatives, experience in teaching the skills of scientific research or competing in science fair competitions is a definite plus. CSN is one of the top independent, non-sectarian day schools in Florida and maintains a PK-12 school enrollment of 800 students. CSN students are consistently top-ranked when compared to all other Southwest Florida high schools when it comes to test scores, extracurricular activities, and college acceptances. New academic initiatives, such as the Scholars Program, AP Capstone Diploma, and Global Exchange Program, ensure that both students and faculty have the opportunity to grow and develop into world-class thinkers and leaders. Compensation and Benefits The appointment is for the academic year starting in August 2018. This instructional position is paid on an annual salary commensurate with experience, degree attainment, and qualifications. All employees are eligible to participate in CSN’s 403(b) retirement program. Full-time employees are eligible for our competitive benefits package, including medical, dental, vision, disability, AD&D, and life insurance. Please visit our website for more details about the benefits of a career at CSN. Applying Only electronic applications will be accepted. Please do not mail, fax, email or drop off your application/resume. Please submit your electronic application by going to: . Community School of Naples is an Equal Opportunity Employer. Fingerprinting and background checks are a required part of CSN’s employment eligibility process.
the need to acquire additional hardware or hire additional support. Instead, it can continue to provide the same level—or better—of service that faculty and staff have come to expect. Reduces Costs With the transition to Exchange Online, UTSA will reduce costs in a number of areas. “Using a hosted email solution, we can reduce our hardware costs, in addition to reducing our overall data center costs for power and cooling,” says Tuffentsamer. In addition, it no longer has to worry about how to provide additional storage for people who exceed their mailbox quota limits. “For people who need a larger archive, we can easily pay for additional space per user, instead of increasing storage overall,” explains Tuffentsamer. “And by moving data to the cloud, we can create more space on our current network file shares for people who need it.” UTSA will also reduce costs for additional solutions, such as security and litigation hold software, that it used to provide required capabilities for its on-premises Exchange Server solution. Eases Administration Because UTSA will no longer have to maintain its messaging servers members of the IT team can on other areas of support. In addition, IT can use Exchange Online capabilities such as role-based access control to help enable and manage administrative rights for users in other departments who need to create and manage accounts. Microsoft Office 365 Microsoft Office 365 brings together cloud versions of our most trusted communications and collaboration products—Microsoft SharePoint Online, Exchange Online, and Lync Online—with the latest version of our Office desktop suite and companion web applications for businesses of all sizes. Office 365 helps save time and money, and it frees up valued resources. Simple to use and easy to administer, it is financially backed by a service level agreement that guarantees 99 percent reliability. Office 365 features robust security, IT-level phone support, geo-redundancy, disaster recovery, and the business-class privacy controls and standards that you expect from a service provider. For more information about Microsoft Office 365, go to:
Collierville Schools AP Environmental Science and Sequence 3rd Quarter Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) Weeks 1 – 4 Evolution & Biodiversity Health Hazards Waste Management Understand the response of populations to environmental change (adaptation, migration, and extinction). Discuss the effects of environmental quality on human health. Identify the problems associated with the disposal of solid and toxic wastes. Text CH 4 Text CH 14 Text CH 16 Quiz CH 4 Test CH 4 Quiz Biological Hazards Quiz Chemical Hazards Disease Project Quiz CH 16 Test CH 14 & 16 Weeks 4 – 7 Plate Tectonics, Rock, & Mining Outline the rock cycle and its relationship to soil formation. Explain the relationships among plate tectonics, earthquakes, and volcanism. Text CH 12 Quiz CH 12 Test CH 12 Soil Texture Lab Chemical Weathering Lab Weeks 8 – 9 Energy Resources Identify renewable and nonrenewable resources, including distribution, ownership, use, and degradation. Explain how usable energy is generated from fossil fuels, nuclear fuels, and alternative sources and the tradeoffs Text CH 13 Quiz Nonrenewable Energy Quiz Renewable Energy Test CH 13
available, especially information regarding the species’ life history, population status, and threats. Accordingly, the primary action currently described for the Tier III species is to gather more information regarding their status and any threats to them or their habitats. The lack of information itself was deemed of sufficient importance to constitute a threat. The full list of species in I, II, and III may be found in the Chapter 5, Table 5.1 of the Utah CWCS. The Utah Comprehensive Wildlife Conservation Strategy can be accessed by visiting: Utah Avian Conservation Strategy (Partners in Flight) Utah Partners in Flight (UPIF) was organized in 1993 for the purpose of addressing the status of populations within the state and to provide data relevant to issues raised concerning the status of neotropical migratory birds in the . Utah NRCS and conservation partners recognize attempts to reverse or at least curb declining population trends will require a coordinated and cooperative effort. ’s Avian Conservation Strategy, completed in 2002, lists 24 priority bird species and six priority habitats for conservation efforts. The Strategy also recommends appropriate conservation actions required to accomplish stated objectives. UPIF Priority Species The UPIF Rankings Committee employed these criteria in prioritizing Utah bird species: relative abundance; breeding distribution; winter distribution; threats in breeding range; other threats not related to breeding; importance of Utah to breeding range or habitat; and population trend data. Species are listed below in priority order: Lewis’s Woodpecker Abert's Towhee American Avocet Mountain Plover Lucy's Warbler Sage-grouse (Greater and Gunnison) American White Pelican Bobolink 's Warbler Gray Vireo 's Vireo Black Rosy-finch Long-billed Curlew Sharp-tailed Grouse Brewer's Sparrow Swift Black-necked Stilt Broad-tailed Hummingbird Ferruginous Hawk Yellow-billed Cuckoo Black-throated Gray Warbler Three-toed Woodpecker Sage Sparrow Gambel's Quail
Address: Phone No: Name of Contact Person: Position and Title of Contact Person: Nondestructive Testing Company Company Name: Address: Phone No: Name of Contact Person: Position and Title of Contact Person: All the information requested below must be submitted to be considered a completed application. An incomplete application package submitted for qualification will not be accepted or processed. The application package shall include the following documentation: 1. A written practice conforming to ASNT-TC-1A 2. of Education (diploma or degree) 3. Proof of Testing (the actual exams may be requested) 4. Documentation of Experience (list references and phone numbers) 5. Certification by employer as Level II UT Technician, in accordance with the American Society of Nondestructive Testing (ASNT), SNT-TC-1A-06 Guidelines 6. Proof of formal Ultrasonic Testing training as described in SNT-TC-1A-06 7. Current eye examination as specified in ASNT-TC-1A 8. Documented work history for the current period of Level II certification Certifying Level III's credential must be submitted with application. Certification by ASNT as ACCP Level II UT (optional). I certify that the above provided information is true and accurate. Signature: Date:
UUCT Media Guide Rev. May, 2016 Submitting UUCT News to the Tallahassee Democrat Events Most news releases, calendar postings, feature articles and opinion pieces are submitted digitally to the Tallahassee Democrat either online or via email. The Democrat runs daily calendars as well as entertainment and nightlife calendars in the Limelight. Following is a brief overview of what information is appropriate and how to submit your information to the Democrat: Church-specific events such as 50-year anniversaries, special services and homecomings;
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in 1825 (and that was like one of our “related” groups). ● In New England, Universalism developed mainly in the hill country of central New England, an area that was then frontier. Unitarianism developed in long-established settlements around Boston. ● Universalists were generally from a social class than Unitarians. Hosea Ballou, who was the principal Universalist leader for more than forty years, was born in a log cabin in Richmond, New Hampshire, and had less than two years’ formal education. William Ellery Channing, his Unitarian counterpart, was born to an aristocratic family in Newport, Rhode Island, and was sent to Harvard. ● Universalism developed among lay people. Unitarianism originated among Harvard-educated clergy. ● The first Universalists were come outers who walked out of their home congregations and started new, liberal congregations. In this way their experience was like that of many UUs today. The first Unitarians were stay inners whose congregations were gradually guided by their ministers into a liberal direction. ● Universalists had to build their own new meetinghouses. Unitarians inherited buildings that had been built by the town and were maintained at public expense. (Church & state not separated in Massachusetts until 1833.)]]
St John’s College Preliminary Examinations July 2015 Mathematics Paper 1 MEMO SECTION A Question 1 (a) (1) (2) 1 if is not rejected) (3) (4) (b) Question 2 (a) (b) (1) (2) (c) (1) (2) (d) Question 3 (a) (b) (1)
USE VALUE APPRAISAL PARCEL DATA ENTRY FORM new update amendment change of ownership ***FP&R COUNTY FORESTER USE ONLY*** Parcel ID For Data Entry (by state) # __ __ __ __ __, __ __ __ __ __ __ __ __ __ __ Year of Entry __________ Year of Plan __________ Year of Last Inspection __________ Landowner Name (last name, first name) Landowner Address (Street, PO Box) (Town) (State) (Zip Code) Phone Number Email Address Town That Parcel Is In 4) Total Forestry Acres in Parcel (Grand list acreage, minus active agricultural and open land and exclusions) Plan Preparer (last name, first name) 6) Previous Owner (last name, first name) SPAN Stand information (this information is for data entry only and does not override what is in actual plan): Stand # Acres Even-aged Uneven-aged (existing) Predominant Site Class (I, II, III or IV) Stand Type Quadratic M.S.D. Total BA AGS BA Management Activities Treatment Year No activity – (identify stand # and reasons) Management Activities – other (identify stand #) Stand Types – other (identify stand #)
Data Protection The personal information that you provide is passed to the ESFA, the Department for Education and the Apprenticeship Assessment Organisation in this Commitment Statement, for the purpose of tracking progress, confirming eligibility for funding or for processing your end-point assessment. Your personal information may be shared with other regulatory or professional bodies necessary for the delivery of your apprenticeship and your well‐being but only where the law allows this sharing to take place, in compliance with the Data Protection Act 1998. If you have any queries about how your personal data is used please contact: <<University role>> Safeguarding & PREVENT You will be briefed about your and the University’s responsibilities under our safeguarding and Prevent policy as part of your induction. must contact the <<role title - safeguarding / prevent lead>> All safeguarding concerns should be reported to: << University role>> Raising Queries & Concerns If you have concerns or queries about your apprenticeship in the workplace you should discuss these with <<line manager or other role TBA with employer >> If you have concerns or queries about your apprenticeship delivered by the university you should discuss these with <<university role>> Apprenticeship concerns and enquiries can also be raised with the ESFA Apprenticeship helpline apprenticeship queries and concerns should be raised with: << University role>> . The ESFA Apprenticeship helpline can be contacted on 0800 015 0400 or by email Complaints In the event that either employer or apprentice have concerns or complaints regarding this apprenticeship that cannot be resolved with the <<insert faculty role / course lead>> you should escalate this to the << University role>>following the university complaints process. You may also escalate a complaint to the Skills Funding Agency’s apprenticeship helpline. Unresolved issues or concerns should be escalated to : <<name, role phone, email >> at the university The ESFA Apprenticeship helpline can be contacted on 0800 015 0400 or by email