zilongwang/ReadingBank huggingface dataset:
WPBA requirement for ARCP submission form Gateway review ST1/2 ST1 or ST2 please state: ST1/ST2 (Delete as appropriate) Have you done a GP post in this year? YES/NO (Delete as appropriate) Are you an Academic trainee? YES/NO (Delete as appropriate) Are you less than full time (LTFT)? YES/NO (Delete as appropriate) Requirements will be pro rata for each review period. (Gateway looks at all evidence in whole of ST training period). If LTFT What percentage LTFT are you? If used for a non gateway review (from ST1 to 2 or 2 to 3 or final) what is the review period in months and with dates? COT or Mini-cex CbD MSF PSQ DOPS/CEPS CSR/ACR OOHs Form R Tick if all complete ST1 Minimum Number required Minimum 3 in each six months total 6 Minimum 3 in each six months total 6 1 in each 6 month post total 2 5 Clinical in each 1 for GP post if had in year CEPS sufficient to show progression including intimate exam CSR 2-3 (One for each post in the year) ACR 1 36 hours if GP post in year in log incl any booked 2 weeks before ARCP ST2 Minimum Number required Minimum 3 in each six months total 6 Minimum 3 in each six months total 6 1 in each 6 month post recommended but not required. 1 for GP post if had in year CEPS sufficient to show progression including intimate exam CSR 2-3 (One for each post in the year) ACR 1 36 hours if GP post in year in log incl any booked 2 weeks before ARCP CSR-Clinical supervisor report ESR- Educational supervisor report ACR- Academic report for academic trainees only
WPBA requirement for ARCP submission form Gateway review ST3/4 ST3 or ST4 please ST3/ST4 (Delete as appropriate) Are you an Academic trainee? YES/NO (Delete as appropriate) Are you less than full time (LTFT)? YES/NO (Delete as appropriate) Requirements will be prorate if not gateway. If LTFT What percentage LTFT are you? COT or Mini-cex CbD MSF PSQ DOPS/CEPS CSR/ACR CPR/ AED Child Safeguarding OOHs Form R Tick if all Complete ST3 Minimum Number required Minimum 6 in each six months total 12 Minimum 6 in each six months total 12 Minimum 1 in each 6 month post total 2 5 clinical 5 non clinical in each 2 required in 3 year training one in ST1/2 and 1 in ST3 CEPS sufficient to show competence across all years Essential evidence of intimate exam Optional Within last 3 years Level 3 shown in log with cert and reflection 72 hours in log incl any booked 2 weeks before ARCP Academic ST3 Minimum Number required Minimum 3 in each six months total 6 Minimum 3 in each six months total 6 1 5 clinical 5 non clinical 1 either ST3 or ST4 CEPS sufficient to show progression CSR Optional ACR required Within last 3 years Level 3 shown in log with cert and reflection 36 hours in log incl any booked 2 before ARCP Minimum Number required Academic ST4 Minimum 3 in each six months total 6 Minimum 3 in each six months total 6 1 5 clinical 5 non clinical 1 if not done in ST3 CEPS sufficient to show competence across all years Essential evidence of intimate exam CSR Optional ACR required Within last 3 years Level 3 shown in log with cert and reflection 36 hours in log incl any booked 2 weeks before ARCP
initial clinical findings & monitoring data. Review of clinical findings & monitoring Undertook appropriate clinical examination & monitoring. Results are recorded and correctly interpreted with appropriate reassessments. Diagnosis The correct provisional diagnosis was achieved with an appropriate differential diagnosis. Were any important conditions omitted? Treatment Emergency treatment on scene and during transfer was correct, thoroughly documented and response recorded including adverse events. Planning for subsequent care & handover of care Clear plan demonstrating expected clinical course, recognition of and planning for possible complications and instructions to team and patient (if appropriate). Evidence of thorough handover to the provider of ongoing care. Clinical reasoning Able to integrate the history, examination and investigative data to arrive at a logical diagnosis and appropriate treatment plan taking into account the patient’s co-morbidities and any special considerations for the relevant patient group Patient safety issues Able to recognize effects of systems, process, environment and staffing on patient safety issues Overall clinical care The case records and the trainees discussion should demonstrate that this episode of clinical care was conducted in accordance with good clinical practice and to a good overall standard Incident debrief There should be evidence that the incident has been debriefed The following table provides descriptors of unsatisfactory behaviour Observed behaviour Did not understand the indications and contraindications to the procedure Did not properly explain the procedure to the patient Did not understand relevant anatomy Failed to prepare properly for the procedure Did not communicate appropriately with patient, crew or staff Aseptic precautions were inadequate Did not perform the technical aspect of the procedure correctly Failed to adapt to unexpected problems in the procedure Failed to demonstrate adequate and practical fluency Was unable to complete the procedure Did not complete relevant documentation Did not clear post procedural instructions to patient, crew or staff Did not maintain an appropriate professional demeanour
Teaching Observation (TO) (cont.) Trainee name: Training Phase: Assessor name: Registration no: of assessor: Date Please TICK to indicate the standard of the trainee’s performance in each area Not observed Further core learning needed Demonstrates good practice Demonstrates excellent practice Must address learning Should address learning Met learning outcomes Kept to time limit Overall performance Areas of strength Areas for improvement Action plan Assessor Signature: Trainee Signature:
previous quarters and previous year. Should one or more external fund managers show a significantly poor performance for a period of three or more months, or should a sudden change in an external fund manager’s performance trend be observed in a specific month, the external fund manager will be contacted and a written explanation of the performance trend will be required. If the underperformance persists, the ACI will take the necessary measures to ensure that a strategy and corrective action for the underperforming external fund manager are put in place. The annual financial statements will disclose details of all investments in accordance with International Public Sector Accounting Standards (IPSAS) and investments will accordingly be subject to audit. In addition, Financial Regulation 6.6 stipulates that the financial management report (FMR) prepared for each financial period will include a report on investments. CREDIT LIMITS To ensure credit quality and consistency of credit evaluation, the Organization relies on approved credit rating agencies to determine creditworthiness. As of 2015, the approved agencies are Moody’s, Standard and Poor’s and Fitch IBCA. STANDARD & POOR’S FITCH Short-term Long-term Aaa P-1 AAA A-1+ AAA F1+ Investment Grade Aa1 AA+ AA+ Aa2 AA AA Aa3 AA- AA- A1 A+ A-1 A+ F1 A2 A A A3 P-2 A- A-2 A- F2 Baa1 BBB+ BBB+ Baa2 P-3 BBB A-3 BBB F3 Baa3 BBB- BBB- Ba1 Not prime BB+ B BB+ B High Ba2 BB BB Ba3 BB- BB- B1 B+ B+ B2 B B B3 B- B- Caa1 CCC+ C CCC C Caa2 CCC Caa3 CCC- Ca CC C C D / DDD / In default The descriptions of the credit ratings in the table above have been simplified to refer only to whether the credit rating is investment grade or high yield. It is understood that the higher the grade the lower the perceived credit risk. However, the descriptions related to groupings of ratings as reflected on the term
WORD PROCESSING CENTER WORK ORDER WP DOC # DEPT CODE # _________ LOG #__________ NAME DIV/DEPT PHONE EXT. Description Test/Exam Course Plan Handout Letter/Memo Form Date Submitted: Date Required: Time: Please give day/time required; put ASAP only if work is urgent. If request is needed same day as submission, you MUST discuss with supervisor. Thanks!! COPYING Originals x copies=TOTAL Front & Back (ALL work will be copied front & back unless front only is specifically required.) Front Only Reduced Collate and staple Collate only (Do not staple) Stacks only Color bond or index (Budget transfer applies) Letterhead Punch and bind (Coil-Bind) (Budget transfer applies) 3-Hole Punch Color Copies (Budget transfer applies) Send to Mall Place in Mailroom Send to DE Testing Center Other Instructions: WORD PROCESSING For storage and future use Temporary Storage (5 days) Do not store; type only Revisions to stored material Letter(s) and envelope(s) Rough Draft only I want to proof final I do not want to proof final; make copies as indicated explain) COPYRIGHT This institution reserves the right to refuse to accept a copy order if, in its judgment, fulfillment of the order would involve a violation of the Copyright Law. Please refer to the Word Processing Center Users’ Manual for Copyright Guidelines. If the work holds a copyright, you must sign the following statement. I have taken precautions to insure that all copyright guidelines have been adhered to in making this request. Signature:
WOUGHTON COMMUNITY COUNCIL COMMENT AND COMPLIMENT FORM (Your identity will not be revealed to the public or press) Title:______________Name:_______________________________ Address:________________________________________________ Postcode:______________ Telephone day:_________________Evening:__________________ Email:_____________________________________ Please state details of compliment or Date: ________________________ Signature: __________________________________
East Elementary’s PBIS Mission Statement: East Elementary’s Staff and Students are Safe, Respectful, and Responsible. East Elementary’s Expectations: Be Safe, Be Respectful, and Be Responsible. 2017-2018 PBIS Behavior Tiered Plan Tier 1 Tier 2 Tier 3 Infractions Sleeping in Playing in the restroom Horse playing (minor) Excessive talking Uncooperative behavior (minor) Dress Code Violation Failure to bring materials To class Teasing Destruction of property Horse playing (major) Instigating fights or arguments (minor) Uncooperative behavior (major) Disrupting class profanity Fighting Threatening bodily harm Stealing Bullying Instigating fights or arguments (major)
II. Water Supply, Use, and Disposal Worksheet Estimated Check if applicable Possible Water Disposal Methods Sanitary with pretreatment Sanitary Sewer, without pretreatment Storm Sewer Surface waters of Indiana Evaporation Land applied To groundwater Septic tank hauler Include others if applicable Measured Check if applicable Max. gal/day Avg. gal/day Disposal Method(s) See Source List Below Estimated Check if applicable Measured Check if applicable Max. gal/day Total: Avg. gal/day Total: Water Source (S) See Source List Below
Water Used For: Regulated Flows Industrial Process Contact Cooling Other (Specify) Other (Specify) Non-Regulated Flows Wash Down Other (Specify) (Specify) Dilution Flows Non-contact Cooling Boiler Blow-Down Sanitary (Specify) Typical Water Sources: City-Public Supply Private wells, drinking Groundwater remediation Private Ponds Surface waters of Indiana, please identify Include others if applicable
LISTING OF EXISTING SEPARATORS OR EQUIVALENT DEVICES CURRENTLY IN USE AT FACILITY MY FACILITY OPERATES AN AMALGAM SEPARATOR Manufacturer/Make Model Vendor/Supplier Installation Date 1. 2. 3. 4. MY FACILITY OPERATES AN EQUIVALENT DEVICE Description of any amalgam removal device(s) currently operated with amalgam removal percentage equivalent to ISO 11143 compliant amalgam separators: Manufacturer/Make Model Vendor/Supplier Installation Date 1. 2. 3. 4. Documentation of amalgam solids removal percentage performance test results compliant with specifications of § 441.30(a)(2)(i) – (iii) is attached to this Report DESIGN, AND MAINTENANCE OF AMALGAM SEPARATOR/EQUIVALENT DEVICE I certify that the amalgam separator(s) or equivalent device(s) in use at this dental facility is (are) designed and will be operated and maintained to meet the requirements in § 441.30 or § 441.40. THIRD PARTY SERVICE PROVIDER INFORMATION Name of third-party service provider that maintains the amalgam separator(s) or equivalent device(s), if applicable: If no third-party provides service, give a brief description of the practices employed by the facility to ensure proper operation and maintenance or amalgam separators in accordance with § 441.30 or § 441.40: BEST MANAGEMENT PRACTICES (BMPS) I certify that this dental facility is implementing BMPs specified in section §441.30(b) or § 441.40 and will continue to do so. Waste amalgam, including, but not limited to, dental amalgam from chair-side traps, screens, vacuum pump filters, dental tools, cuspidors, or collection devices, must not be discharged to a publicly owned treatment works (e.g., municipal sewage system). Dental chair water lines, chair-side traps, and vacuum lines that discharge amalgam process wastewater to a publicly owned treatment works (e.g., municipal sewage system) must not be cleaned with oxidizing or acidic cleaners, including but not limited to bleach, chlorine, iodine and peroxide that have a pH lower than 6 or greater than 8 (i.e. cleaners that may increase the dissolution of mercury).
Assessment Chronic Illness Care (ACIC) – Organisation Assessment Tool – matched to NADC ACIC part and component -matched to CHPI Community Health Program Indicators (CHPI) Service Coordination Survey Department Health Vic ACIC SC survey Topic CHPI # Part 1. Organisation of the Healthcare Delivery System 3c.3, 3c.4 1.urgent referrals Part 3b. Decision Support (practice level) 3c.3, 3c.4 2. routine referrals NA SCTT: use Ref cover sheet & acknowledge Single page screener Consent share information Consumer info Shared support plan (SSP) SSP Review p.3 SSP Review p.3 1 & 2 response 3 timely INI 4 consent 5 interpreter 12-14 15-16 20 3c.3, 3c.4 3. timely INI NA Initial Needs Identification 3 timely INI 6-8 waiting times Part 2. The Community ACIC re consent? 4. consent 4 Part 3a. Support (practice level) 3c.3 5. interpreter use 3a.1, 3d.5 Shared Care Planning 12 CP present 13 CP comm GP 14 complete CP 15 review CP Part 3c. Delivery System Design (practice level) 3c.3-6 6. waiting time – highest 3c.6 GP 13 CP comm GP 20 comm GP end episode Part 3b. Decision Support (practice 3c.3-6 7. waiting time – mid Part 3d. Clinical Information Systems (practice 3c.3-6 8. waiting time – low 3d Information Technology SMS used % transmissions secure CMS used Integration of Chronic Care Model Components 9. ADR medication NA 10. DNA NA 3d.1, 3d.4 11. DM care data 3a.1, 3d.5 12. care plan(CP) present Management
Psalm 34.1-14 Seek peace, and pursue it Revelation 7.13-17 God will wipe away every tear from their eyes John 14.25-27 Peace I leave with you REFLECTION In our beautiful (is)land violence breeds violence; (‘an eye for an eye…’) and abuse, murder, rape, (‘limb from limb….’) become a way of life as teenage bodies are ravaged beyond repair, neighbourhoods are gang-violated, and lives abused – domestically (‘heads dashed against rock’?) We see. We know, and we wail: “For the love of God. In the name of Jesus. Stop.” The hand of God stretches into the pain saying: ‘I bring comfort, justice, righteousness,’ and we remember that veiled by the violence; obscured by our walled communities, beneath the facade of this lie true all-inclusive packages of beauty seen and known by our God of hope.
(PowerPoint images of chains can be found in the online additional resources which can be found at see www.ctbi.org.uk/weekofprayer) Forgive us when we fall into old habits of sin that undermine the dignity of others. Kyrie eleison. Kyrie eleison. Forgive us when our choices perpetuate enslavement and poverty. Christe eleison. Christe eleison. Forgive us when fear and suspicion separate us from each other and place limits on hope and healing. Kyrie eleison. Kyrie eleison. An assurance of pardon may be given PROCLAMATION OF THE WORD OF GOD Exodus 15:1-17 Then Moses and the Israelites sang this song to the Lord: ‘I will sing to the Lord, for he has triumphed gloriously; horse and rider he has thrown into the sea. The Lord is my strength and my might, and he has become my salvation; this is my God, and I will praise him, my father’s God, and I will exalt him. The Lord is a warrior; the Lord is his name. ‘Pharaoh’s chariots and his army he cast into the sea; his picked officers were sunk in the Red Sea. The floods covered them; they went down into the depths like a stone Your right hand, O Lord, glorious in power— your right hand, O Lord, shattered the enemy. In the greatness of your majesty you overthrew your adversaries; you sent out your fury, it consumed them like stubble. At the blast of your nostrils the waters piled up, the floods stood up in a heap; the deeps congealed in the heart of the sea. The enemy said, “I will pursue, I will overtake, I will divide the spoil, my desire shall have its fill of them. I will draw my sword, my hand shall destroy them.” You blew with your wind, the sea covered them; they sank like lead in the mighty waters. ‘Who is like you, O Lord, the gods? Who is like you, majestic in holiness, awesome in splendour, doing wonders? You stretched out your right hand, the earth swallowed them. ‘In your steadfast love you led the people whom you redeemed; you guided them by your strength to your holy abode.’ Listen and you will be set free. Thanks be to God.
Whole Person Care Collaborative (NCACH) Agenda 11:00 AM – 12:45 PM Monday February 5, 2018 Confluence Technology Center 285 Technology Center Way #102 Wenatchee, WA 98801 Conference Dial-in Number: (408) 638-0968 or (646) 876-9923 Meeting ID: 429 968 472# Join from PC, Mac, Linux, iOS or Android: <> Proposed Agenda Time Goals 1. Introduction Peter Morgan 11:00 Introductions and Roll Call Approve Agenda and Minutes Follow up items from last meeting 2. Structure and Work Plan for WPCC Caroline Tillier Peter Morgan 11:20 approved charters Present updated timelines and milestones (Workgroup vs Learning Community) Understand what this means moving forward (WPCC FAQs) 3. WPCC Learning Community: Proposed Kick Off Meeting Agenda Connie Davis Kathy Reims Roger Chaufournier Peter Morgan 11:40 Understand purpose of the Kick Off Meeting Discuss Agenda for meeting Objectives & process Getting the right people at the Kick-Off Preparation steps Post kick-off work plan Q&A and discussion with members 4. WPCC and Change Plan Template Peter Morgan Kathy Reims 12:10 Discuss Change Plan Template development and proposed process for use Q&A and discussion with members 5. Other Announcements: Peter Morgan John Schapman 12:40 Summarize Agreements Identify Next Steps 6. Adjourn 12:45
3 Principles 3 3.1 Data Sharing for Mutual Benefit 3 3.1.1 3 3.1.2 Non-NMHS Operators 4 3.2 WIGOS Observational Data Quality 5 3.3 Roles and Responsibilities 6 3.3.1 NMHSs 6 3.3.2 Regional Associations and Regional WIGOS Centres 7 4 General Guidance 8 4.1 Non-NMHS observational data of relevance to WIGOS and national observing systems 8 4.1.1 WIGOS Requirements 8 4.1.2 National Observational Requirements 8 4.2 Data Use and Sharing 9 4.3 Legal Considerations (liability) 10 4.4 Establishing and Sustaining Observation Partnerships 11 4.4.1 Commercial Arrangements 11 5 Technical Guidance 5.1 WIGOS Station Identifiers 5.2 WIGOS Metadata 5.3 OSCAR/Surface – WIGOS metadata data entry and maintenance 5.4 Mechanisms for exchange of observational data 5.4.1 Exchange Format 5.4.2 Data Access Mechanisms 5.5 WIGOS Data Quality Monitoring and Incident Management 5.6 Technical Management of Constrained-Use Observations 5.7 Archive 5.8 Security 6 1 – A Model for Non-NMHS Observational Data Exchange 22
Please consult with a trial statistician before completing this form. Nominated Persons and date of request Nominated persons are trial members who the NCTU are to accept service related requests from: Contact Details of Main Contact Randomisation Details Full title of trial: Trial acronym: Trial Sponsor: Trial Funder: Is the trial a PhD project? Yes No If yes, what is the funding source? University of Nottingham or external studentship External Fellowship Part of a larger project Other If specify Trial duration: Expected date of 1st randomisation: Estimated Last Patient Last Visit: Single or Multi-Centre: Single Multi If Multi, number of sites ____ Design of trial: Parallel Group Factorial Cross Over Other (specify)
What is the unit of randomisation e.g. participant, site, GP practice, hospital Randomisation method (tick one only): Blocked only Minimised only Stratified + blocked Stratified + minimised Will the block size be randomly varied? (tick one only): Yes No If No, specify size per trial arm Name Target Number to be randomised (please for potential drop outs) Arm 1: Arm 2: Arm 3: Arm 4: Arm 5: Arm 6: Is this a CTIMP trial (i.e. a clinical trial of an Investigational Medicinal Product)? Yes No If Yes, please name all IMPs: If Yes, is a trial prescription to be generated by the system? Yes No
one ANM or “satisfied couple” on it to convince eligible couples on the advantages of practicing Family Planning The mobilization and promotional activities could be carried out all throughout the fortnight and the suggestive activities are as follows: SN Activities State level District level Block level Advocacy from Chief Minister/ Health Minister/ followed by rally on WPD 1 - Health Mela (one day) duration) 11th July - 1 (or co terminus with every MP constituency) Nukkad Nataks Daily in various panchayats ANM/ASHA mobilisation All gathered at the district mela on 11th On 10th (at all PHCs) for briefing Mobile publicity vans Daily in all villages of the districts Daily (to cover 10 villages per day)
Three: Does WPD take appropriate measures to ensure that customers are aware of the competitive alternatives available to them? South West South Wales East Midlands West Midlands Four: Are quotations provided by WPD clear and transparent? Do they enable customers to make informed decisions whether to accept or reject a quote? West South Wales East Midlands West Midlands Five: Have customers benefitted from competition? Have they seen improvements in WPD’s or service quality or have they been able to source a superior service or better price from WPD’s competitors? West South Wales East Midlands West Midlands Chapter Three Question DSA(S) Response One: Does the level of competitive activity in the RMS show that there is the potential for further competition to develop? South West South Wales East Midlands West Midlands Two: Consider the organisational structure of South West
Four: What factors are key influences on development of competition in the RMSs? In particular, if you are an existing/potential competitor is the potential for you to enter new RMS, or grow your share in the RMS you already operate in? there are any types of connection in the RMS, or geographic locations in WPD’s DSAs, that by their nature, are not attractive to competition? Please explain your response. South West South Wales East Midlands West Midlands Chapter Four Question DSA(S) Response One: Do you agree with the methods used by WPD to analyse the level of competition in the RMS covered by its application? In particular, do you consider that WPD gives a clear indication of the current level of competitive activity? West South Wales East Midlands West Midlands Two: Do you consider that competitive activity is at a South West
Four: your overall view of WPD, do you consider that we can have confidence in them to operate appropriately in the event that price regulation is lifted? South West Wales East Midlands West Midlands Five: Do you consider that are factors not addressed in this consultation that should be taken into consideration in determining whether price regulation should be lifted? South West Wales East Midlands West Midlands
Use basic bar models with items to find the difference Use Base 10 to make the bigger number then take the smaller number away. Show how you partition numbers to subtract. Again make the larger number first. KS2 Subtraction using ‘counting on’ on the number line 84 – 56 + 4 +20 + 4 56 60 80 84 20 + 4 + 4 = 28
Using Chromebooks for Schoolnet Tests 1) When students open their Chromebook device, they will need to login using their ECPS email username and password (see Media Coordinator for more information). 2) Once this has been done, the students’ screens should look like this: 3) Students will enter their unique username and password for PowerSchool/Schoolnet. If a teacher does not have this information, please see your school PowerSchool manager. 4) Teachers are reminded to stagger logins so that the website does not get overloaded. 5) Students who have successfully logged in will see the Schoolnet assessment screen. If students are having trouble logging in, please have them shut down the Chromebook, wait a few seconds, and try logging in again. Once login is successful, please have students enter the Test Code received from your School Test Coordinator. DIRECTIONS FOR MATH (GRADES 3 – 8) BENCHMARK ADMINISTRATION Before Beginning the Testing Session: The test administrator must clear the calculator memory and all applications of the calculators, including personal calculators that students may use during the test. Please see the attached list of acceptable and unacceptable calculators. SAY: Today you are going to take the Math assessment developed by Edgecombe County Public Schools. Please DO NOT use your computer until I ask you to do so. It is important that you do your very best on this test. Please take your time and read each section carefully. It is recommended that schools develop a testing schedule that allows for a 90 minute testing window for Benchmarks 1 and 2 (the MOCK assessment will take longer) — students may have some additional time during the next class period if needed, as long as it is still within the administration window. Please check with your School Test Coordinator for additional information. SAY: Before you begin, you must clear your work area of any materials except for a pencil. If you do not have a pencil, please raise your hand, and I will provide one for you.
WPHS Tiger Band 2016-17 46 members Flutes Group 1 Amanda Antenucci Charlotte Saville Caitlyn Daronco Kayla Tillman Lisbeth Barrios Spencer Cardon Ryan McDonough Daisy Rosado Jesika Davis Olivia Duvanich Taylor Johnson Clarinets Group 2 Matthew Salonich Amanda Nirenberg Noemi Pedraza Cristino Rodrigues Katherine Bartsch Rena Zisser Shelly Temaj Michael Demilio Sam Kean Emily Camacho Blaz Arellano Ashley Collins Esteban Barrero Bass Clarinet Group 6 Christopher Caceres Alto Saxophone Group 3 Anastasia Meininger Joshua Fonseca Jordan Holman Lauren Formica Bari Sax Group 6 Aidan Cozza Trumpets Group 4 Henry O’Donnell Emmanue Mundackel Darius Gordon Joseph Dashaw Miles Francis Bryan Gonzales French Horn Group 5 Phoebe Marwill Trombone Group 6 Daniel Mastrovanni Christian Quintana Daniel Ramirez-Minaya Baritone Group 6 Julian Tejeda Tuba Group 6 Liana Holliday Kijan King Percussion Group 7 Ryan Allese Daryn Fields Adraian Lepe Juletzy Reyes-Martinez Sebastian Vargas
Principal Investigator (PI) or Project Faculty Advisor: (NOT a student or fellow; must be a WPI employee) Name: Tel No: E-Mail Address: Department: Co-Investigator(s): (Co-PI(s)/non students) Name: Tel No: E-Mail Address: Name: Tel No: E-Mail Address: Student Investigator(s): Name: Tel No: E-Mail Address: Name: Tel No: E-Mail Address: Check if: Undergraduate project (MQP, IQP, Suff., other) Graduate project (M.S. Ph.D., other) Has an IRB ever suspended or terminated a study of any investigator listed above? No Yes (Attach a summary of the event and resolution.) Vulnerable Populations: The proposed research will involve the following (Check all that apply): pregnant women human fetuses neonates minors/children prisoners students individuals with mental disabilities individuals with physical disabilities Collaborating Institutions: (Please list all collaborating Institutions.) Locations of Research: (If at WPI, please indicate where on campus. If off campus, please give details of locations.) Project Title: Funding: (If the research is funded, please enclose one copy of the research proposal or most recent draft with your application.) Funding Agency: WPI Fund: Human Subjects Research: (All study personnel having direct contact with subjects must take and pass a training course on human subjects research. There are links to web-based training courses that can be accessed under the Training link on the IRB web site . The IRB requires a copy of the completion certificate from the course or proof of an equivalent program.) Anticipated Dates of Research: Start Date of Research: End Date of Research:
2 72.73 72.38 18 0.35 0.019 3 72.38 71.92 18 0.46 0.026 3 in. @ 24 seconds Test # Mass Before Mass After Time Mass Loss Mass Loss Rate 1 85.94 85.12 24 0.82 0.034 2 85.12 84.12 24 1 0.042 3 73.47 72.43 24 1.04 0.043 3 in. flame @ 30 seconds Test # Mass Before Mass After Time Mass Loss Mass Loss Rate 1 72.43 71.34 30 1.09 0.036 2 79.83 78.56 30 1.27 0.042 3 78.56 77.43 30 1.13 0.038 Table 11A - System 1 3 Inch Flame Height Data 4.5 Inch Flame Height For 12 seconds 33% of the cubes continued to burn. There were 6 cubes tested because one of the initial 3 tested at 12 seconds. 6 cubes were tested at 18 seconds and 67% continued to burn after the burner was removed. None of the cubes burned for the 24 and 30 second tests. 4.5 in. @ 12 seconds Test # Mass Before Mass After Time Mass Loss Mass Loss Rate 1 73.77 72.71 12 1.06 0.088 2 72.71 68.57 150 4.14 0.028 3 82.17 80.93 12 1.24 0.103 4 80.93 80.01 12 0.92 0.077 5 73.21 60.64 150 12.57 0.084 6 82.66 81.84 12 0.82 0.068
Condition Description of Condition Describe the Formation Current Treatment Pressure Ulcer Deep Vein Thrombosis How are robots used in hospitals today? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Identify pros and three cons for robots’ use in hospitals. Pros 1. 2. 3. Cons 1. 2. 3. In your opinion, should robots be used in hospitals? Why or why not?
Engineering through Robotics and Automated Patient Care Activity – EDP Post-Activity Test Directions Please answer the following questions. Q1. When following the engineering design process, the different steps occur in which order? Clockwise Counter-clockwise In any order. Both clockwise and counter-clockwise. I don’t know the answer. Q2. Rob and his team have been chosen to build a wind turbine in the nearby mountains. The turbine needs to generate electrical energy and withstand the harsh winter environment of the environment. Rob and his team have done their research on the problem. What would be the next step? Create a prototype of the wind turbine. Develop possible solution(s) for the turbine. Test the wind turbine on the mountain. Redesign a new solution for this turbine. I don’t know the answer. Q3. The Engineering Design Process is ______ to solve a problem. An iterative process. A process that creates one prototype. A quick process. A process with a beginning and an end. I don’t know the answer. Q4. Below are the eight steps of the Engineering Design Process, but they are not in the correct order. Please fill in the blank boxes in the diagram with the letter of each of the steps to show the correct order. Note: If you do not know what to put in the box for a step, leave it blank. Test and evaluate the solution Develop possible solution(s) Identify the need or problem Research the need or problem
WPJH Variety/Talent Show When: May 27th 7th grade 8:30am – 10:00am 8th grade 1:30pm – 3:00pm WPJH Cafeteria Why: Help sponsor the African Lions at the Amarillo Zoo Cost: $1.00 Come buy your ticket in room 307 All proceeds will go to help buy enrichment toys for Solomon
WORKPLACE LEARNING (ADWPL) The School Curriculum and Standards Authority has developed a Workplace Learning program, which is managed by individual schools. Students who successfully complete this program can it as the equivalent of one unit towards their 20 units required to achieve the Western Australian Certificate of Education (WACE). To complete this program, a student must: work at least 55 hours in a real workplace complete a logbook (see below) complete a skills journal (see below). The program may be repeated and count towards a student’s WACE for up to the equivalent of four course units. LOGBOOK During the work placement the student is required to complete a logbook which comprises: an attendance record and task schedule an evaluation of the student’s workplace performance. This logbook is validated by the workplace supervisor. SKILLS JOURNAL During and/or after the work placement the student is required to respond to 10 questions based on the Core Skills for Work Developmental Framework This skills journal is completed the direction of the school. PREPARATION FOR THE WORKPLACE Each school provides its students with a work readiness and induction program before placing them in a real workplace. Programs typically cover: the purpose of the work placement and the specific requirements of this Workplace Learning program an understanding of the work health and safety requirements of the industry workplace expectations and behaviours appropriate duties the student may undertake an understanding of the importance of maintaining confidentiality in the workplace and responsibilities of the student roles and responsibilities of the host workplace. HOST WORKPLACE RESPONSIBILITIES It is the responsibility of the host workplace to: nominate a workplace supervisor who will monitor the progress of the student and ensure instruction and supervision occurs at all times provide a variety of experiences and activities that develop the core skills for work and offer regular feedback to the student contact the school immediately if there are problems or the student fails to attend the workplace when expected provide a workplace that is safe and free of bullying, discrimination, harassment or intimidation advise the student of the workplace’s safe working practices and protocols advise the school of any accidents or injuries to the student while in the workplace.
GRADUATE DIPLOMA (Primary) WPL4205 MENTOR TEACHER CHECKLIST Pre-service Teacher: Year level: School: Mentor Teacher: Please indicate the Pre-service Teacher’s progress in each of the following: Standard 1: Know Students and how they learn Not Evident Limited Development Satisfactory Development Very well developed Adapting learning experiences to respond to the physical, social and intellectual needs of students. Using teaching strategies that are responsive to the cultural, linguistic, religious and socioeconomic backgrounds of students. Differentiating teaching to meet the individual learning needs of students. Incorporating strategies to support students with disabilities. Using strategies that are responsive to the needs of Aboriginal and Torres Strait Islander students as appropriate. Standard 2: Know the content and how to teach it Not Evident Limited Development Satisfactory Development Very well developed Using content knowledge and concepts to structure teaching and learning. Organising and sequencing content. Planning for learning using appropriate curriculum, assessment and reporting guidelines. Integrating literacy and numeracy across learning areas. Implementing ICT to expand learning opportunities for students. Building respect for Indigenous and non-Indigenous Australian histories, culture and languages.
Student Risk Assessment Summary Form (example) This document is to be referenced against the Workplace Learning Procedures 2016 to section 2.8) To be completed for student placement Download Blank Form Records of student risk assessment should be retained with work placement documentation (see Section 9 of the Workplace Learning Procedures 2016) School: Staff: Date: Group/Class/Program: Hazard Identification Risk Assessment Mitigating Strategies (for medium, high and extreme risk level) Approval Outcome Context student profile, workplace profile Specific hazard student or workplace Consequence Likelihood Risk level Mitigation Strategy Assumes an appropriate workplace preparation program has been undertaken New risk level Conditional Actions/Requirements Date Student Workplace Student A Student B Student C All in retail Clothes and apparel All have the capacity to work safely in chosen retail environment Minor Unlikely Low Nothing additional needed Low Placement approved Student D Manufacturing Office setting Reception duties Has hearing impairment Moderate Likely High Additional WH&S: Consult Disability Services; inform workplace host; inform parent Moderate Placement approved conditional to further negotiated strategies with workplace provider to support student (see attached)
Workplace Preparation Statement of Completion has successfully completed a program of workplace preparation Prior to attending work placement, this program referenced against the Workplace Learning Guidelines 2015 has: a) covered the relevant issues from the: Work Health and Safety Act 2012 (or as amended from time to time) Children’s Protection Act 1993 (or as amended from time to time) Equal Opportunity Act 1984 (or as amended from time to time) b) made the student of: their right to undertake their work placement in a child safe environment their right to feel safe and be safe from harm at all times their role, responsibilities and rights related to WH&S in the workplace the procedure to be followed if they experience unsafe workplace practices, bullying, teasing, violence, sexual or racial harassment, alcohol or drug abuse, or any other issue that makes them feel unsafe or uncomfortable the purpose and goals of the work placement insurance arrangements and implications any particular requirements when working with children and vulnerable people any other specific requirements of the workplace provider, eg, industrial safety issues
Needs to communicate more confidently and effectively with diners at the food court to keep his job. Needs to improve her listening and speaking skills to be an effective Retail Assistant Needs to improve her English reading and speaking skills to get a job as a cashier. Chapter 2 In the Online Activity 2.3, you have located Rajoo on the WPLN Level Descriptor Table based on his Listening and Speaking test results as follows. WPLN Level Receptive Skills Productive Skills Listening Speaking L2 Beginning Scale Score: 191-200 Functions in a very limited way in situations related to immediate needs. Scale Score: 195-204 Functions in a very limited way in situations related to immediate needs. Provides basic personal information and responds to simple learned phrases spoken slowly and repeated often. Asks simple questions. Makes statements related to basic needs using previously learned words and phrases. Based on his assessment results and the corresponding WPLN level descriptions, what is his language ability in terms of his listening and speaking skills?
than the supply pressure, the system being above atmospheric pressure. (See also Double Check Valve Assembly, Double Check Valve with Intermediate Atmospheric Vent, and Reduced Pressure Principle Backflow Presenter). BACKFLOW PREVENTER - a device to prevent backflow. As there are two conditions of backflow, the device should be identified by the conditions which it is designed to prevent. (See Back-Pressure Backflow Presenter, Reduced Pressure Principle Backflow Preventer, Back-Siphonage Backflow Preventer). BACK-SIPHOHAGE BACKFLOW - a reversal of the normal direction of flow in the pipeline due to a negative pressure (vacuum) being created in the supply line with the backflow source subject to atmospheric pressure. BACK-SIPHONAGE BACKFLOW PREVENTER, GENERAL - a device or combination of devices for preventing back-siphonage backflow in a water supply line. BAROMETRIC LOOP - a fabricated piping arrangement rising at least thirty- five (35) feet at its topmost point above the highest fixture it supplies. It is utilized in water supply systems to protect against back-siphonage. BY-PASS - any system of piping or other arrangement whereby the water may be diverted around any part or portion of a water supply or treatment facility including, but not limited to, around an installed backflow preventer. COMMERCIAL DISHWASHER - a mechanical ‹dishwasher that is used in other than domestic applications. CONTAINMENT - a method of backflow prevention which requires a backflow prevention device or method on the water service pipe to isolate the customer from the water main. CONTAMINATION - the introduction into of microorganisms, chemicals, toxic substances, wastes or wastewater that makes the water unfit for its intended use. CROSS CONNECTION - any connection or arrangement by means of which contaminant of any kind can be caused to enter the potable water supply system. DEGREE OF HAZARD - the term is derived from an evaluation of the potential risk to public health and the adverse effect of the hazard upon the potable water. 1999 Louisiana Amendments io the f994 Standar:I Plumbing Codas 151
(b) Internal Oversight Division (IOD) Validation Report on the Program Performance Report for 2014/15 See document WO/PBC/25/8. Annual Financial Statements 2015; Status of the Payment of Contributions as at June 30, 2016 (a) Annual Financial Report and Financial Statements 2015 See document WO/PBC/25/9. (b) Status of the Payment of Contributions as at June 30, 2016 See document WO/PBC/25/10. Financial Management Report (FMR) for the 2014/15 Biennium See document WO/PBC/25/11. Annual Report on Human Resources See documents WO/PBC/25/INF/1 and Corr. Proposals Opening of New WIPO External Offices See document WO/PBC/25/12. Medium-Term Strategic Plan (MTSP) See documents: WO/PBC/25/17 (Review of Medium-Term Strategic Plan 2010-2015) WO/PBC/25/18 (Medium-Term Strategic Plan 2016-2021) Proposals on After-Service Health Insurance (ASHI) Liability See document WO/PBC/25/15. Review of Allocation Methodology for the Income and Budget by Union See document WO/PBC/25/16. Further Update on Proposal Concerning Hedging Strategy for PCT Income See document WO/PBC/25/20. Items Referred to the PBC by the 2015 Assemblies of WIPO Member States Governance Issues See documents: WO/PBC/25/19 and background document WO/PBC/24/17 (item 16 and Annex I). Progress Reports on Major Projects and Administrative Matters Final Report on the Construction Projects See document WO/PBC/25/13. Progress Report on the Implementation of an Enterprise Resource Planning (ERP) System in WIPO See document WO/PBC/25/14.
Back to Work Plan Leverage the skills learned and support continuous learning by discussing the skill module objectives with your supervisor to develop a personalized plan to implement on the job. Some suggestions are as follows: Meet with a service company lab analysis contractor to determine the PVT and related fluid properties data available for your reservoir fluids. Meet with a reservoir engineer in your organization and ask how Inflow relationships are developed for your OIL wells. Investigate how sensitive the inflow relationship is to key parameters. Identify the range of uncertainty these key parameters may have on inflow performance. Meet with a reservoir engineer in your organization and ask how Inflow relationships are developed for your GAS Investigate how sensitive the inflow relationship is to key parameters. Identify the range of uncertainty these key parameters may have on inflow performance. Meet with a production engineer in your organization and ask how Outflow tubing decisions are reached for your well completions. Investigate how sensitive the outflow relationship is to key parameters. Identify the range of uncertainty these key parameters may have on outflow performance. Evaluate how nodal analysis studies are performed in your organization and determine the source and quality of various data used in the studies.
Supplement No. 17 to Electric-Pa. P. U. C. No. 38 WEST PENN COMPANY RATES, TERMS, AND CONDITIONS GOVERNING INTERCHANGE OF ELECTRIC ENERGY WITH THE PENNSYLVANIA STATE UNIVERSITY Issued: 28, 2017 Effective: June 1, 2017 BY: Steven E. Strah, President Reading, Pennsylvania NOTICE Supplement No. 17 makes changes to Rider J. See Sixteenth Revised Page No. 2.
Planning Applications for Consideration at 21st February 2018 Parish Council Meeting 3/17/3609/OUT Lands East of New Road West Parley Outline application (All matters reserved except for access and associated link road); with up to 386 dwellings (Class C3); upto 1000sqm of retail units (Classes A1-A5); upto 900sqm of offices (Class B1) and upto 2200sqm of foodstore (Class A1); together with accesses, a link road and associated highway works, public open space, allotments, landscaping and associated works. Case Officer: Mr R Thain Deadline for comment: 14th February – extension granted to 23rd February 3/17/3610/COU Land East of Church Lane, West Parley (SANG for Core Strategy Policy Site FWP6) Change of use of land to a suitable alternative natural greenspace (SANG) and associated works. Case Officer: Mr R Thain Deadline for comment: 14th February – extension granted to 23rd February 3/18/0167/HOU 159 Golf Links Road, West Parley Single storey side and rear extensions, raise and extend roof to form additional accommodation at ground and first floor construct balcony, roof terrace (linking to annex) with external spiral staircase. Form integral double garage and erect car port. Increase width of access Case Officer: Mr K Riley Deadline for comment: 5th March
schools, further and higher education Experience and understanding of collaboration Planning and organising Proven experience in organising and scheduling events, activities and resources Capacity to set aims and objectives, plan and monitor own workload and establish time-lines and consistently review delivery against objectives Well-developed administrative and organisational skills with excellent attention to detail Experience of organising large-scale events in an educational environment Application, interview and references Problem solving and initiative Proven ability to analyse issues and them down into component parts. Make systematic and rational judgements based on relevant information Demonstrate an understanding of both institutional policy and higher education policy in general; engage in developing new initiatives that support the development of activity Ability to seek and collate feedback and data from activities, analyse key findings and summarise recommendations for senior staff Creative and innovative approach to problem solving, strategic thinking and long-term planning Application, interview and references Management and teamwork Proven experience in setting clear objectives both in terms of own workload and for any staff under the post holder’s supervision; to provide a positive environment in which to learn and embed best practice. Capacity to be flexible and adaptable in the approach to work routines; and to be able to readily accept changes in the way a function or job changes. This may involve taking on a different task, using a different system or process and working on peaks in another team. Experience of successfully managing and developing staff. Application, interview and references Communicating and influencing Effective partnership working and interpersonal skills are essential including: Application, interview and references
KEY CONTACTS Headteacher Name: Carrie Matthews Contact details: 690098 Senior designated safeguarding leads: Name: Orr Contact details: 690098 Deputy designated safeguarding lead: Name: Claire Dale and Kim Cole Contact details: 690098 Members of safeguarding team: Name: Kim Cole Contact details: 01908 690098 Name: Claire Dale Contact details: 01908 690098 Designated e-safety lead: Name: Sarah Orr Contact details: 01908 690098 Designated Prevent lead: Name: Carrie Matthews Contact details: 01908 690098 Designated CSE lead: Name: Hayley Gates Contact details: 690098 Designated LAC (Looked After Children) lead: Name: Sarah Orr Contact details: 01908 690098 Chair of governing body: Name: Margaret Hart Contact details: Via the School Office Designated governor for safeguarding: Name: Tracey Brown Contact details: Via the School Office Designated governor for safer recruitment: Name: Margaret Hart Contact details: Via the School Office SAFEGUARDING STATEMENT Safeguarding is everybody’s business.