zilongwang/ReadingBank huggingface dataset:
MANAGED CLINICAL NETWORK – SPECIAL CARE DENTISTRY SOUTH REFERRAL CARE PATHWAY FOR ADULTS REQUIRING BARIATRIC DENTAL CARE IN ABUHB ADVICE FOR DENTISTS, DOCTORS AND OTHER HEALTH CARE PROFESSIONALS Sue Greening Consultant in Special Care Dentistry Aneurin Bevan University Health Board March 2-16 Introduction The number of individuals in our population who are described as overweight or obese is increasing significantly. This is having an effect on the oral health care services provided in ABUHB and elsewhere in Wales and the UK The World Health Organisation (WHO) defines obesity as 'Abnormal or excessive fat accumulation that may impair health'.
Learning Disability / Autism Mild Moderate Severe Smoker Yes No Alcohol use … How many unit per week Approximate Weight __________________kg Approximate Height ___________________cm
1:30 – 2:15 p.m. Communications Core Content Room A121 Michael DeWitt 2:15 – 3:45 p.m. Ethics Core Content Room A121 Christopher McCloskey 3:45 – 4:00 p.m. BREAK 4:00 – 5:15 p.m. Legal Research & Writing Core Content Room A121 Michael DeWitt 5:15 – 6:15 p.m. Torts & Personal Injury Law Specialty Session Room A121 Michael DeWitt 6:15 – 7:15 p.m. Administrative Agency Law Specialty Session Room A121 Michael DeWitt SUNDAY, APRIL 12, 2015 time presentation location instructor 7:30 – 8:30 a.m. Estate Planning, Trusts, & Probate Specialty Session Room A121 Samuel Peppers
8:30 – 9:30 a.m. Bankruptcy & Creditor/Debtor Rights Law Specialty Session Room A121 Judith McInturff 9:30 – 10:30 a.m. Environmental Law Specialty Session Room A121 Kristin Watt 10:30 – 10:45 a.m. BREAK 10:45 – 11:45 a.m. Workers Compensation Specialty Session Room A121 Randy Kilbride 11:45 a.m. – 12:45 p.m. Contracts Law Specialty Session Room A121 Jack Moser 12:45 – 1:45 p.m. LUNCH ON YOUR OWN 1:45 – 2:45 p.m. Real Property Specialty Session Room A121 Maj. Antonio Paat 2:45 – 3:45 p.m. Intellectual Property Law Specialty Session Room A121 Scott Linek 3:45 – 4:45 p.m. Labor/Employment Law Specialty Session Room A121 Don Slowik
2016 Application for Registration "Neither clones nor cloned offspring will knowingly be entered into the registry by ABBI staff. Members must also comply." DO NOT SEND BLOOD CARDS IN PLASTIC BAGS. HAIR SAMPLES MUST BE ON HAIR CARDS. Name: _____ Member #: Phone #:____________________________ Address: ____ City: State: _______ Zip Code: _____________ ___ Animal Registration *Required – Fields that are left blank will result in blanks on certificates. *If Offspring’s Sire or Dam is being registered at the same time then the sire and dam must appear on the worksheet before the offspring. DOB Sire Name & Reg. Number Dam Name & Reg. Number Animal Name Animal's Brand # Animal Color EID Tag $15/bull Super Stakes $25/bull Horns Sex Original Breeder Office Use mo/dy/yr *Required *Required *Required *Required *Required Add $3.95 S&H/order Type Sex Type Service ABBI Breeder # Registration Number Y N Y N P H D B C N AI ET Y N Y N P H D B C N AI ET Y N Y N P H D B C N AI ET Y N Y N P H D B C N AI ET Notes: Page: All DNA samples submitted and profile created therewith will be considered property of ABBI. Owner’s Signature__________________________________ *Applications Will Not Be Processed Without A Signature. American Bucking Bull Inc. 101 W. Riverwalk, Phone: 719-242-2747/Fax: 719-242-2746
2016 Data and Security related Legislative Bills: Bill Number: HB2099 Sponsor Names: Committee on Education, Authorizing school districts to administer certain surveys and questionnaires under the student data privacy act. Effective Date: This act shall take effect and be in force from and after its publication in the statute book. Bill Number Status Occurred Date Chamber HB2099 Introduced 1/23/2015 11:08:27 AM House HB2099 Referred to 1/26/2015 8:59:25 AM House HB2099 Hearing: Friday, February 13, 2015, 1:30 PM Room 112N 2/10/2015 10:22:34 AM House Bill Number: HB2232 Sponsor Names: Committee on Federal and State Affairs, Personal financial literacy course as a requirement for high school graduation. Effective Date: This act shall take effect and be in force from and after its publication in the statute book. Bill Number Status Occurred Date Chamber HB2232 Introduced 2/4/2015 12:03:33 PM House HB2232 Referred to 2/5/2015 8:52:18 AM House HB2232 Hearing: Wednesday, February 11, 2015, 1:30 PM Room 112N 2/10/2015 10:18:29 AM House
Past Concrete Topics Tech Transfer Topic Short Term Research (Have data but needs more money to finish – ask other partners) Long Term Research (new test sections) General Comments 1 Concrete Pavement Repair CPR (Improvements in materials, practice, and performance) CPT-1 CPAM-3 DSI-2 IGGA-1 2 Methods and tools to more effectively estimate CPR repairs and quantities (Nondestructive and traditional technology for more accurate scoping of CPR projects) DSI-1 MO-2 MN-7 3 Design and performance of unbonded PCC overlays (Surface prep prior to overlay, interlayers, thickness design). MO – noted the maintenance is the next step for repairs (combine with the one below) MO Propose 5/19/16 CPAM CPAM IL-2 4 Design and performance of “THIN” unbonded PCC overlays (Group found interest in pulling together a summary of the findings/research efforts in this area) Propose WI-4 MN-2 5/7/16 CPAM CPAM 5-7 Rehabilitation of thin concrete overlays (Develop repair guide) CPAM IL-2 CPAM IL 6 Concrete design factors (Optimal load transfer design, alignment, saw cut depth, panel length). MN-4 WI-3 5-7 Rehabilitation of thin concrete pavement in non-overlay situations (Project evaluation, repairs methods, materials, and performance) CPAM MO-1 CPAM 8 Design and performance of bonded PCC whitetopping (Evaluation of existing pavement condition, surface prep prior to overlay, thickness) MN – Combine 8 and 18
41 Repair of Joint Associated Distressed Pavements Industry New (Larry) 42 Effectiveness of Surface Hardeners on Texture Durability Industry New (Larry) 43 Effectiveness of Penetrating Sealers on Preventing/Mitigating Joint Associated Distress Industry New (Larry) 44 Determining the Impact of Water Infiltration through Transverse Joints on Base Erosion and Jointed Industry New (Larry) 45 Concrete Pavement Performance Industry New (Larry) 46 Determining when different concrete strategies are viable for different roadway conditions (both AC and Concrete) Industry New (Larry) 47 Determining what the best distresses to monitor are for incorporation into performance prediction models Industry New (Larry) 48 Development of performance curves for thin overlays, RCC Overlays, and FDR Industry New (Larry) 49 Development of characteristic time series deflections for different pavement designs Industry New (Larry)
PGY1 community pharmacy residency program- Exit evaluation survey This form is to be completed and returned to the residency program director by the end of the residency year. Resident: Date: Please rate your level of agreement with the following statements: 0 Strongly disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree Rotation Name Completed? Y/N Contributes to purpose of residency program Opportunity for valuable pharmacy learning Contributes unique learning opportunity Preceptors are interested in resident Site/Preceptors capable of precepting resident Ambulatory Care Community Pharmacy Transitions of care Teaching Practice management and professional development Project Administration Rotation Elective rotation possibilities Anticoagulation Mental Health Pulmonary Assignment/Task Completed & final draft saved in folder on N-drive? Y/N Contributes to purpose of residency program Opportunity for valuable pharmacy learning Contributes unique learning opportunity Actionable feedback received from preceptor or RPD Patient related written drug information (DI) question response (4) Formal interdisciplinary DI presentations (4) Establish a panel of patients for CDTM (20 patients)
16. ‘The President…shall have Power, by and with the advice and Consent of the Senate, to make Treaties, provided two thirds of the Senators present concur.’ US Constitution, Article II, Section 2 This excerpt above provides one example of which constitutional principle ? R. Checks and Balances 17. “Be it enacted by the General Assembly, That no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever, nor shall…otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinion in matters of religion…” The Virginia Statute for Religious Freedom Which document was most influenced by this statue ? P. The Bill of Rights 18. All but which are true about the Great Awakening’s affect the colonies ? V. allowed believers to own more land and build new churches 19. How did the Americans and French defeat the British at the Battle of Yorktown ? X. Washington surrounded and trapped Cornwallis in Virginia 20. JUNE ♪ The Continental Congress appoints a committee to prepare a document. ♪ The committee selects Thomas Jefferson to compose a draft. ♪ The draft is reviewed and revised by the committee. JULY ♯ Congress debates and revises the document. ♯ Congress officially approves the document. This sequence of events resulted in the adoption of the… ? Q. Declaration of Independence
What does photosynthesis do for a plant cell? What does respiration do for plant and animal cells? Photosynthesis provides food for the plant, while respiration takes the food and turns it into usable energy What is the difference between alcoholic fermentation and lactic acid fermentation? Alcoholic Fermentation – Yeast turns sugars into energy Lactic Acid Fermentation-Our body turns sugars into energy without using oxygen/ Causing burning muscles Cell Processes and Energy - Study Guide Part 2 Please know the following terms and be able to identify each using a diagram: Diffusion: See definitions prior Facilitated Diffusion: see definitions prior Active Transport: engulfing, exocytosis, protein transport USES ENERGY Passive Transport: Diffusion, Osmosis, Facilitated Diffusion NO ENERGY USED Define the following: Osmosis: Movement of water from high (onion) to low (salt water) Define each of the following solutions and be able to explain the effect each would have on a cell. Hypotonic: see other page
Activities What do you need to do to achieve objective Priority Area Activity needs to be directly linked to one of the priority areas listed above Measurement of Success How will you measure your success? Data How will information be gathered, tracked & reported Timeframe Provide timelines around Expected Result/Outcomes Elaborate on the delivery of your proposed activities, describing the expected outcomes and the indicators/targets that you expect to achieve.
* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology created time series breaks in 2014 and 2015. **From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process. Curriculum delivery Our approach to curriculum delivery Australian Curriculum Key Learning areas are English, Mathematics, Science, History, Civics & Citizenship and Geography Balanced reading program ensuring the 5 reading procedures are explicitly addressed. LEM-Phonics Spelling and Phonics Program Information Technology programs: Literacy Planet, Mathletics, Reading Eggs, ACER Online Assessment Program Essential Learning Differentiation Online Assessment Explicit Instruction Art and Science of Teaching Pedagogical Framework The Arts with an emphasis on performing arts culminating in an annual concert. The Language Other than English is Indonesian Morning Intensive Reading Program Extra curricula activities Music Specialist Physical Education Specialist Golf Program provided by Greg Norman Foundation Perceptual Motor Program Visual Arts Specialist Swimming Instruction Program Camping Program How Information and Communication Technologies are used to improve learning iPad Program (1 to 1 iPad to student ratio) Computer Program (1 to 1 laptop / desktop to student ratio) Literacy Planet Lexile Online Reading Program A-Z Reading & Vocabulary Program Reading Eggs Essential Assessment Acer online (PAT) testing Explicit Teaching of Publisher, PowerPoint and Word programs.
made online or by phone) Jan 21, 2017 Dec 21, 2016 Jan 03, 2017(for mailed registrations) Jan 10, 2017(for registrations made online or by phone) Jan 10, 2017 Mar 11, 2017 SAT Subject Tests not offered on this date Feb 10, 2017 Feb 21, 2017(for mailed registrations) Feb 28, 2017(for registrations made online or by phone) Feb 28, 2017 May 06, 2017 Apr 07, 2017 Apr 18, 2017(for mailed registrations) Apr 25, 2017(for registrations Apr 25, 2017
To them by 4 p.m. on February 17, 2017 George and Mary Josephine Hamman Foundation Scholarship Seniors To attend a four-year institution Awarded based on financial need and academic achievement Must graduate from a high school in Brazoria, Chambers, Fort Bend, Galveston, Harris, Liberty, Montgomery or Waller Counties US citizens , download the “Scholarship Application” form and the three page “Financial Qualification Statement”. When you submit the application forms, you must include a copy of high school transcript, a recent photo, verification of SAT or ACT results and a complete, signed copy of the parents’ or guardians’ most recent US income tax return and a copy of the student’s tax return(if applicable). (70)$18,000 awards paid over 8 semesters To them by February 28, 2017 #3 Gulf Coast Educators Federal Credit Union (Printed application) Seniors Student and parent must be a member in good standing with Gulf Coast Educators Federal Credit Union Must have a minimum combined SAT score of 1000 and or a minimum ACT score of 21 Two scholarships will be awarded to students who express the intent to pursue a course of study that will allow him or her to enter the teaching field Two scholarships may be awarded to applicants outside the field of education. Continued participation if you meet criteria $500 a semester for 8 semesters for a total of $4,000 Emailed to them no later than February 28, 2017 New #16 Out for Education Scholarship Seniors Must be a lesbian, gay, bisexual, or transgender student Additional criteria are academic excellence, leadership, extra-curricular activities, and financial need Applications must be sent by email to by February 28, 2017 Transcript must be postmarked by February 28, 2017 so order it to be sent to the mentioned address on the application in plenty of time for the transcript to comply. Ask our registrar to mail and supply her the address Remember to mail ONLY your official transcript Ranges from $1,000 over one year to $10,000 over four years To me by March 3, 2017 NEW #17 The Gilbert & Sullivan Society of Houston Scholarship for Voice Students Senior Be a serious voice student planning on majoring in an area of vocal performance Must have at least a B average or above $1,600 To me by March 3, 2017 NEW #18 The Gilbert & Sullivan Society of Houston Internship and Scholarship in Technical Theatre Senior Plan on attending full time at a college or university Planning on being a serious student of theatre/technical theatre and preferably have technical theatre experience $1,600
Annual Implementation Plan: for Improving Student Outcomes WELLBEING Goals Enhance the wellbeing of all students within the school Targets Improve the mean score, Years 5 & 6 in the Students Attitude to School Survey Improve Parent Opinion Survey variables Growth on the Staff Opinion Survey on the dimensions of Parent and Community Involvement 12 month targets KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress Build the capacity and efficacy of all the staff To build upon our school-wide positive behaviour support and restorative practices for all children Schedule timely Professional Learning meetings regularly Regularly review and analyse Tracker data Research new models of data tracking for behaviour Wellbeing & Engagement Leading Teacher Ongoing Analysing appropriate data to inform planning and instruction. Professional Learning Schedule to reflect meetings Implement programs and/or learning experiences that nurture and embed positive character traits and our agreed values. Maintain the support to all staff around the continued implementation of SWPBS Maintain the Nurture Room philosophy to support the transition of students into learning spaces SRP Funding $65,000 Wellbeing & Engagement Leading Teacher Ongoing Improve the mean score, Years 5 & 6 in the Students Attitude to School Survey Improve Parent Opinion Survey variables Growth on the Staff Opinion Survey on the dimensions of Parent and Community Involvement Implementation of agreed whole staff professional learning model for capacity building PLT schedule to reflect AP Ongoing PLT’s using learnings to implement strategies for students with additional learning and wellbeing needs Provide wellbeing support for students at risk Continue the implementation of the Neighbourhood Schools Paediatric Clinics Allocate and timetable release for staff to attend clinics Complete PSD applications for students that are identified as having additional needs Wellbeing & Engagement Leading Teacher Ongoing Employ a Family Liaison & Play Therapy support person Equity Funding $50,000
St Joseph’s Catholic College East Gosford 4324 4022 Monday, 14 March Tour: 3:45pm / Presentation: 5:00pm Tour: 5:30pm / Presentation 7:00pm St Brigid’s Catholic College Lake Munmorah 4358 4278 Open Day Breakfast 7:00am - 8:30am Friday, 4 March Open Day 1:30pm - 6:00pm Parent Information Session 6:00pm - 7:00pm Tuesday, 8 March St Peter’s Catholic College Tuggerah 4351 2344 Breakfast Broadcast Tuesday, 15 March and afternoon tours 4pm, 4.30pm, 5.00pm, 5.30pm MacKillop Catholic College (K-12) Warnervale 4392 9399 4:00pm - 7:00pm Wednesday, 9 March
Analyzing Famous Quotations – Middle and Senior High School The Great Migration and the Harlem Renaissance – Middle and Senior High School Biography of Dr. Martin Luther King, Jr. – Biographies for Both Middle and Senior High School The Civil Rights Movement – Middle and Senior High School Additional Activities to Celebrate Black History Month GRADE LEVEL: Social Studies – Secondary – Middle and Senior High School TITLE: African American Historic Sites OBJECTIVES: Objectives from the Florida Standards are noted with FS. The students will research and synthesize information on significant historic sites in the history of African Americans by using a variety of informational resources. The students will conduct short as well as more sustained research projects to answer a question. (FS) The students will determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (FS) SUGGESTED TIME: 2-3 class periods
Observe Study the primary source and identify the details you see. Questions: What kind of primary source is this? Who created this primary source? When? What period of history is the primary source from? What details did you notice when examining the primary source? What powerful words or images did you see in the primary source? Is the primary source objective or are there biases in the primary source? Reflect Think about what you can learn about an historical event or time period by examining this primary source. Think about your personal feelings and reactions when examining the primary source. Questions: What event or time period in history does the primary source help explain? Why do you think this primary source is important? What feelings and thoughts does the primary source cause you to have? Question What additional questions do you need to have answered about the primary source? Questions: What did you notice in the primary source that you do not understand or cannot explain? What more do you need to know about the primary source? Who? What? When? Where? Why? Where can you find the information you need? Source: Adapted from the Library of Congress, http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Primary_Sources.pd Primary Source Practice Activity - Photograph
Source: Reading adapted from History.com, ; Questions - Biography of Dr. Martin Luther King, Jr (Middle School) Who inspired Dr. King’s belief in nonviolent protests such as marches and boycotts? Define segregation: Define civil disobedience: Place the following events about King’s early life and education in chronological order (1-4): _____ King earns a Bachelor of Divinity degree. _____ King attends Morehouse College. _____ King marries Coretta Scott. _____ King earns a Doctorate of Theology degree from Boston University.
In the text field below, list any service endeavors that you have undertaken during your time in medical school. Do not include service for which you received SLE credit, as this service is included elsewhere in the nomination formula. However, please note that AOA only includes the SLE credit from the first 2.5 years of medical school. Do not include future plans for service activities. Non-SLE Service Type any additional non-SLE service activities here. (465 character limit) NARRATIVE Please use the available space below to expound upon any additional leadership, research, or non-SLE service activities that you entered above in order that we may more accurately assess these intangibles. Type additional details for your above listed activities here. (2,975 character limit) SUBMISSION INSTRUCTIONS Once complete, save the application as “[Your Name] 2016 Senior AOA Application” and send it as an attachment to Ms. Bobbie Millet (). She will remove your name prior to submission to the nominations committee. Applications are due by Monday, August 15 at 5:00 pm. For more information on the nomination process, visit .
Fresh Fruit Selection Available Daily at Breakfast Lunch Orange Chicken Cheese Quesadilla Sweet Potato Fries Breakfast Banana Bread Lunch Cheese Pizza Pepperoni Pizza Spaghetti & Meatballs Fresh Steamed Broccoli Breakfast Mini Blueberry Pancakes Lunch Grilled Cheese Sandwich Beef Enchiladas Chuckwagon Pinto Beans Breakfast Maple Mini Waffles Lunch NEW: Salisbury Steak Ham & Cheese Sandwich Seasoned Green Beans Breakfast Mini Cinnamon French Toast Lunch BBQ Beef Sandwich Popcorn Chicken Snowbowl Peppered Corn Breakfast Whole Grain Cereal Lunch Creamy Mac & Cheese Mini Corn Dogs Steamed Broccoli Breakfast Blueberry Muffin Lunch Crispy Baja Fish Strip Cheese Pizza Pepperoni Pizza Sweet Potato Fries Breakfast Sausage Breakfast Pizza Lunch Beef Lasagna Cheese Quesadilla Steamed Broccoli Breakfast Banana Bread Lunch Baked Rotini with Veggies Turkey Hot Dog Sweet Potato Fries Breakfast Cinnamon Bun Lunch Grilled Ham & Cheese Cheese Nachos Seasoned Black Beans Breakfast Whole Grain Cereal Lunch Spaghetti & Meatsauce Cheeseburger/Hamburger Seasoned Mixed Vegetables Breakfast Breakfast Burrito Lunch Crispy Popcorn Chicken Pepperoni Pizza Cheese Pizza Peppered Corn Breakfast Breakfast Goody Ring
Safety Group Sponsor Name: Firm Name: Date: WSIB Account #: WSIB Firm #: Completed by: Job Title: Telephone: Email: 2016 Advantage Program Program Requirements (Refer to the 2016 Employer Requirements for details) Objectives for 2016 Assigned Responsibilities Due Date (dd/mm/16) Write & Implement Standard for HSMS Audit Program: Write/review & implement standard (policy & procedures) for HSMS Audit Program including: Current (2016) date Company reference Roles & Responsibilities Auditor qualifications Documented Audit Plan Documented Continual Improvement Plan (CIP) process. Auditor Training: (Refer to page 4 & 8 of 2016 Employer Requirements for qualification standard) Specify Auditor training qualifications in the written standard. Train or verify Auditor(s) meet the specific training qualifications of the written standard. Review 2015 HSMS Audit and Continual Improvement Plan (CIP): (1st year SGAP firm’s review their 2015 or most recent, Evaluation and Making Improvements steps). Auditor formally reviews 2015 or most recent HSMS Audit and CIP (or SG Evaluation and Making Improvements) for deficiencies. Refer to page 4 and 5 of 2016 Employer Requirements for details.
Example of a CIP being developed and started: Non-conformity Root Cause Analysis Action Plan Start Plan Audit date: August 1, 2016 September 15, 2016 December 1, 2016 December 15, 2016 Audit Section 4.2 f Activity Dates Worker observed setting-up Production Line A1 without locking-out equipment. The Operations Department meet to discuss the The primary reason for failure to lock-out is determined to be faulty equipment design. Corrective measures will require significant capital expense – estimated at $50,000. Maintenance Supervisor to develop and train staff on interim lock-out procedure until equipment is redesigned. Operations Manager to source and secure three contract bids to re-engineer faulty equipment. Operations Manager and VP Operations to review and select successful contract bid. VP Operations secures financing through budget process. Contractor completes work. H&S Manager evaluates for effectiveness. December 15, 2016 March 1, 2017 March 15, 2017 April 30, 2017 July 31, 2017 August 31, 2017 Maintenance Supervisor documents interim procedure and training of all appropriate staff. 2016 Approved list of Audits: WSIB HSMS Review Form WSIB WorkWell Audit ZeroQuest Audit Infra-Structure Health and Safety Association Audit - Certificate of Recognition (COR) Public Service Health and Safety Association Q5 Audit Public Service Health and Safety Association HSMS Audit (Health Care only, Z1000 equivalent) Workplace Safety North (WSN) - Safe Workplace Ontario Safety Audit CSA Z1000 OHSAS 18001 The Audit Equivalency Form is not required for any of the audits on the approved list.
Complementary and alternative therapies/integrative Drug delivery systems/devices Oral therapies Radiation therapy Stem cell/marrow transplantation Supportive therapies (i.e., blood products, growth factors, and antibodies) Surgery Use PEP materials Symptom Management ☐ Adherence Anorexia Anxiety Caregiver strain and burden Cognitive impairment Constipation Depression Diarrhea Dyspnea Fatigue Hot flashes Lymphedema Marrow suppression Menopausal symptoms Mucositis Nausea and vomiting Neurotoxicity Pain Peripheral neuropathy Prevention of bleeding Prevention of falls and musculoskeletal injuries Prevention of infection Radiodermatitis Skin reactions Sleep/wake disturbances Symptom clusters Symptom science Wound/skin care Disease-Specific Topics Breast cancer Gastrointestinal malignancies GU malignancies Gynecologic malignancies Head/neck malignancies Leukemia, lymphoma, hematology Lung cancer Multiple myeloma Neurologic malignancies Prostate cancer Sarcoma Skin cancer/melanoma Cancer Programs Program development/evaluation Quality Safety Professional Issues Burnout/compassion fatigue Communication Education Healthcare and cancer care policies Interprofessional communication Management issues Navigation Nurse resilience/compassion fatigue Simulations and informal training Staffing Dimensions of Cancer Experience Cancer in older adults Cancer rehabilitation Cultural aspects Distress management End of life/palliative care Ethical issues Financial aspects Insurance issues Late effects of treatment Nutritional aspects Quality of life Sexuality/fertility Spiritual aspects Survivorship issues Other Acute clinical care Biology of cancer Carcinogenesis Care of the underserved Clinical decision tools Clinical trials Continuity of care Economics Epidemiology Exercise/physical activity General med-surg topics Genetics and genomics Home care Oncologic emergencies Patient/public education Patient-centered care Pediatric oncology Personalized medicine Physical activity and exercise Prevention and detection Survivorship care plans Team-based care Treatment plans Please list any other areas not included above: Please list your three strongest areas of expertise 1. 2. 3. I have read the information and acknowledge that I have access to online capabilities and I have a personal e-mail account that I check on a regular basis.
Safety Group Sponsor Name: Firm Name: Date (dd/mmm/yyyy): WSIB Account #: WSIB Firm #: Completed by: Job Title: Telephone: Email: 2016 SGAP Requirements Program Requirements Completed – Yes or No Optional Standard for HSMS Audit Program written and implemented Standard written Current date Roles & Responsibilities Auditor qualifications Audit Plan Continual Improvement Plan (CIP) process. Written standard meeting all program requirements completed and implemented: Yes No Auditor Training Refer to pages 4 & 8 of 2016 Employer Requirements for qualification standard Specify Auditor training qualifications in the written standard Train or verify Auditor(s) meet the specific qualifications of the written standard. Auditor training completed or verified prior to commencement of audit: Yes No Review 2015 or most recent HSMS Audit and Continual Improvement Plan (CIP) 1st year SGAP participants review their 2015, or most recent, Safety Group Evaluation, and Making Improvements steps. Previous HSMS Audit and CIP reviewed by trained Auditor Verified all non-conformities on CIP Verified CIP implementation progressing as planned Reviewed CIP action items for effectiveness. Auditor formally reviewed most recent HSMS Audit and CIP as outlined on page 4 and 5 of 2016 Employer Requirements: Yes No
Shasta College Athletics VOLLEYBALL 2016 ROSTER # Name Ht Position Year High School 1 Regin Loftin 5’5” Hitter/Setter FR Del Norte, Crescent City 2 Isabel Henson 5’5” Defense FR Liberty Christian, Redding 3 Haley West 5’9” Setter SO Foothill, Palo Cedro 5 Rachel Walker 5’9” Hitter FR West Valley, Cottonwood 6 Hayley Ramsell 6’0” Middle/Hitter SO Soldotna, Kasilof, AK 7 Cassidy Lee 5’10” Middle SO Foothill, Palo Cedro 8 Lacy Asdourian 5’1” Libero SO Liberty Christian, Redding 9 Ramsey Weber 5’7” Hitter FR Willows, Willows 10 Leah Maumasi 5’4” Hitter SO Mt. Shasta, Mt. Shasta 12 Lexi Bradshaw 5’10’ Hitter FR Foothill, Palo Cedro 14 Makenzie Arbiso 5’6” Hitter FR Enterprise, Redding 15 Alexis Milligan 5’9” Middle/Hitter SO Castlemont, Stockton HEAD COACH: Kelly Brazil Phone (530) 242-2274 ASSISTANT COACH: Dave Radford DEAN/ATHLETIC DIRECTOR: Mike Mari Phone (530) 242-7595 Mascot/Colors: Knights/Green, White and Gray
Student Learning Outcome 5 (knowledge, skill or ability to be assessed) Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes. Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive. Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data. Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.) Assessment Data: Spring 2016-Summer 2016-Fall 2016 Assessment Data [insert chart here]
Fresh Fruit Selection & Reduced Sugar Cereals Available Daily at Breakfast Lunch Tater Tot Casserole Orange Chicken Cheese Quesadilla Sweet Potato Fries Breakfast Breakfast on a Stick Lunch Cheese Pizza Pepperoni Pizza Spaghetti & Meatballs Fresh Steamed Broccoli Breakfast Warm Cinnamon Bun Lunch Beef Teriyaki Dippers Grilled Cheese Sandwich Beef Enchiladas Chuckwagon Pinto Beans Breakfast Strawberry Pancakes Lunch NEW: Salisbury Steak Ham & Cheese Sandwich Chicken Spaghetti Seasoned Green Beans Breakfast Mini Cinnamon French Toast Lunch Chicken Caesar Salad BBQ Beef Sandwich Popcorn Chicken Snowbowl Peppered Corn Breakfast Warm Cinnamon Bun Lunch Turkey & Cheese Sandwich Creamy Mac & Cheese Mini Corn Dogs Steamed Broccoli Breakfast Banana Bread Lunch Crispy Baja Fish Strip Cheese Pizza Pepperoni Pizza Sweet Potato Fries Breakfast Breakfast Goody Ring Lunch Beef Lasagna Cheese Quesadilla Crispy Chicken Tenders Steamed Broccoli Breakfast Warm Cinnamon Bun Lunch Baked Rotini with Veggies Chicken Enchiladas Turkey Hot Dog Sweet Potato Fries Breakfast Banana Bread Lunch Bean & Cheese Burrito Grilled Ham & Cheese Chicken Nachos Seasoned Black Beans Breakfast Whole Grain Cereal Bar Lunch Chicken Tacos Spaghetti & Meatsauce Cheeseburger/Hamburger Seasoned Mixed Vegetables Breakfast Maple Pancakes Lunch Crispy Popcorn Chicken Pepperoni Pizza Cheese Pizza Peppered Corn Breakfast Colby Cheese Omelet
January 30, 2016 Dear Event Supervisor: Thank you for running an event at the 2016 Solon High School Science Olympiad Invitational. Your time and effort are greatly appreciated; this tournament would not be possible without you. This letter contains information on how to submit the scores for your event. All results should be entered in the format of raw scores onto enclosed the document titled “2016 Solon Invitational Event Score Sheet.” Please break all ties by adding a decimal value to the raw score. For example, a tie for two teams each scoring 96 should be resolved with the winner’s raw score being recorded as 96.1 and the loser recorded as 96.0. The tier of each team, if applicable, should be recorded in the appropriate column. Codes for no shows, participation, and disqualification can be found in the key in the upper right of the score sheet. Additionally, you should confirm the top eight teams in the second table on the right of the score sheet. While our system ranks raw scores automatically, we like to confirm that our results match your expectations- especially for teams expecting to receive a medal. The Scoring Room (Conference Room 2) will be open beginning at noon. Please bring your completed scoring sheet for entry into our online scoring system as soon as possible after this time. You will also need to provide all team’s score reports, exam documents, answer keys, etc. as appropriate to your event; please provide these documents sorted in team number order. These will be returned to teams at the end of the awards ceremony as part of the coach’s packets. If a competitor requests to file arbitration for your event, please instruct them to have their team’s Head Coach submit a written complaint in the Scoring Room. For events requiring impound, the impounded device/build should not be removed from the event area if a team wishes to arbitrate an issue. You will be contacted to discuss any arbitration requests received. Questions or concerns regarding scoring, arbitrations, or rules should be directed to Tournament Director Nicole Geiger at 216-469-4413 or to Nicholas Maurer at 216-956-4330. If you are falling behind on scoring/grading your event during the day, please request additional volunteers- again through the scoring room or the contacts listed above. A timely Awards Ceremony with fair and accurate scores is our primary goal. Thank you again for your assistance, Solon High School Invitational Scoring Team
67 – 69 D+ 1.30 63 – 66 D 1.00 <63 F 0.00 COURSE SCHEDULE: January 5 -April 15, 2015 Dates Topic Readings Assignments Jan. 5-9 Introduction Why Grad Schools Should Require Students to Blog (on Moodle) Introduce yourself, read course outline, access readings Online Seminar-introduction (Jan.10 deadline) Jan. 11-15 Interview Integrating voices in research and teaching Rahn Hip hop graffiti Prensky, Introduction, Chapter one, Partnering Work on Student Interview/Voices assignment (1) Moodle Forum (Jan. 16) Jan. 18-22 Boredom Engaged Learning The Negotiated Project Approach Prensky: Planning Jan. 25-29 Are Learners today different? Prensky: Think People and Passions Always be Real (Not just relevant) (2) Moodle Seminar (Jan. 30) Zoom live discussion Jan 27 4 pm Feb. 1-5 Technology Habits Prensky: Using technology in Partnering Young Canadians in a Wired World (mediasmarts website) Feb. 9-13 Curriculum Challenges Integrating technology into K-12 teaching and learning Project-Based Learning – Designing a Learning Cycle (3) Moodle Forum (Feb. 13) Feb. 15-19 Reading Week Feb. 22-26 Designing relevant Project- Based curriculum Rahn: Theatrical Tableau Project-Based learning for the 21st Century: Skills for the future Zoom live discussion Feb 26 1:00pm Be prepared to share student voice assignment in live discussion Feb 29.- March 5 Educational Technology Alberta Government Learning and Technology Policy Framework. ICT – The hopes and the Reality Share a draft of your Student Interview paper with another colleague from the course for feedback- (March 2) (4) Virtual Seminar (March 5) Mar. 7-11 Critiquing Technology The End of The naked truth Hand in final Student Interviews paper together with the peer
Participating Countries* Afghanistan Albania Angola (SC) Argentina (G-20) Australia (G-20) Austria Azerbaijan Bahamas Botswana Brazil (G-20) Bulgaria Burkina Faso Cambodia Canada (G-20) Central African Republic Chad China (SC, G-20) Costa Rica Cuba Czech Republic Democratic Republic of the Congo Denmark Dominican Republic Ethiopia Fiji Finland France (SC, G-20) Gabon Germany (G-20) Greece Grenada Guatemala Haiti Honduras Hungary Iceland India (G-20) Indonesia (G-20) Iran Iraq Israel Italy (G-20) Jamaica Japan (SC, G-20) Jordan Kazakhstan Kenya Latvia Lebanon Lesotho Liberia Libya Mexico (G-20) Morocco Mozambique New Zealand (SC) Nicaragua Nigeria Norway Pakistan Papua New Guinea Peru Philippines Poland Portugal Qatar Russia (SC, G-20) Rwanda Saudi Arabia (G-20) Senegal (SC) Serbia Sierra Leone Singapore Somalia South Africa (G-20) South Sudan Spain (SC, G-20) Sudan Sweden Switzerland Syrian Arab Republic Tanzania Timor-Leste Turkey (G-20) Tuvalu Uganda Ukraine (SC) United Arab Emirates United Kingdom (SC, G-20) United States of America (SC, G-20) Uruguay (SC) Uzbekistan Vanuatu Venezuela (SC) Viet Nam Yemen Zimbabwe
Quota Department Concentration unlimited Mechanical Engineering Mechanical Design Engineering Mechanical System Engineering Electronic Engineering * Information Electronic Engineering, Control, Robotics Engineering, Electronic Communication Engineering, Electronic wave Enginnering, IT Convergence Engineering Architectural Engineering Industrial Engineering Industrial & Management Engineering, Engineering Design Advanced Materials Engineering Energy and Integraed Materials Engineering Polymer Science ＆ Engineering, Materials Design Engineering, Applied Chemistry, Environmental Engineering, Energy and Chemical Engineering Civil Engineering Computer Engineering Software Engineering Optical Engineering Medical IT Convergence Engineering Applied Mathematics Business Administration From 2016, Information Electronic Engineering, Control, Robotics Engineering, Electronic Communication Engineering, Electronic wave Engineering and IT Convergence Engineering will be founded. 4. Required Documents
자 기 소 개 서 (Self Introduction) ※ 한국어 또는 영어로 작성하세요(In Korean or English) 성명 (Name) 한글(Korean) 지원학과 (Dept./Division) 영어(English) 한자(Chinese) 생년월일 (Date of Birth) 1. 가족관계(Family Information) 2. 성장과정(Growth Process) 3. 학력사항(Educational Course) 4. 취미 및 특기(Qualities and Special Ability) 5. 장래 희망(Hope in the Future) 6. 기타(Other Information) [Form 3]
Participants completing this skills course will understand the basic procedural requirements for class actions; know how to spot and/or create certification problems; understand how to plan for a certification hearing; know how to identify, screen, and prepare or attack class representatives; and will participate in a session in which fact situations are analyzed for certification criteria. The instructor is experienced in both state and federal class actions. SKL-041416: Managing a Small Law Firm Thursday, April 14th (3:30pm – 6:30pm) (LS - 111) (course description coming soon) SKL-041516: Maritime Contracts Friday, April 15th (9:00am – 12:00pm) (LS - 111) Given the importance of the maritime and offshore industry in this region, any attorney practicing maritime law along the Gulf Coast will need to understand the attributes of a maritime contract, how a maritime contract differs from a non-maritime contract, maritime indemnity and insurance obligations, the Louisiana and Texas Oilfield Indemnity Acts, and how a maritime contract can affect Longshore and Harbor Workers Compensation Act obligations, among other things. SKL-041616: Risk Management Saturday, April 16th (9:00am – 12:00pm) (LS - 111) (course description coming soon)
Lemon Pepper Tilapia w/ steamed broccoli and rice pilaf Meatloaf w/ sautéed green beans and mashed potatoes Baked Potato Soup (didn’t make) Pork with Hollandaise Sauce And roasted asparagus Mrs. Kelley’s Gourmet Foods Class 2ND Block JENNIFER AREVALO MICHELLE BALDERRAMA-BURGOA YAILINE CASTILLO ALYSSA GONZALES BROOKE HORTON ASHLEY KIRK SELINA MATOLAK RACHEL MCCOOL MADISON MITCHELL BREANNA NABONG ELIZABETH RAMOS SABALLOS SKYLAH SINDORIS CHENEY STOCKOV ANGEL URBINA REESE WISSINGER 3RD Block AMANI AL-KILANY YASMINE BOSWELL SUBHASHREE GHIMIRE LUIS GONZALEZ RODRIGUEZ AVA HELTEBRAN LUCIANA INIGUEZ BERRIOS JONATHAN KOPP
Type of Credential (Click to select) CIP Code/ Certificate or Degree Clusters If unknown, see reference below * Name of Program Program location: On campus Off Campus On line Hybrid (Click to select) Length of Program Type of Credit Hours (Click to select) Total Program Cost Number of Students enrolled Number of New Mexico Graduates or Completers in the most recent academic year Number of New Mexico Graduates or Completers placed in employment appropriate for completed studies Financial Aid Is Federal Financial Aid available to students enrolled in this school? Yes No
For any week in which the student with the recurring condition — the student earns contact hours and/or attendance — The student's instructional arrangement/setting code should be — is served solely in the homebound instructional setting, According to the requirements of the homebound funding chart. 01, homebound. is served for at least 4 hours in the homebound instructional setting and attends school at his or her campus, According to the requirements of the homebound funding chart. 01, homebound, regardless of the fact that the student attended school at his or her campus in addition to receiving homebound instruction. is served from 1 to 3 hours in the homebound instructional setting and attends school at his or her campus, according to the requirements of the homebound funding chart for those days the student is provided instruction in the homebound setting and According to whether the student is present at the official attendance-taking time for those days the student attends school at his or her campus. 01, homebound, for those days the student is provided homebound instruction and The code for the applicable special education instructional arrangement/ setting* the student is served in while at school (for example, 40, special education mainstream) for those days the student attends school. * The instructional arrangement/setting in which the student is to be served while at school should be specified in the student's IEP.
Each student will leave school equipped with basic knowledge of their own job skills, what it takes to get a job, and what resources available to help with job training and placement. 2a. Each student and family will receive a copy of the Exit Document that contains detailed information about the student’s job experience, skills, and accommodations. MSDE, LSS 2b. Each student will exit high school knowing how to complete a job application and how to conduct a job search. MSDE, LSS, DLLR 2c. Each student who exits school not eligible for or not pursuing adult services such as DORS, BHA and/or DDA will be given information about rights and responsibilities in the workplace, the reasonable accommodation process and related topics. MSDE, LSS, MDOD, DLLR The State will engage in the following systems change activities in support of Goal 1: 3a. The IATC will support MSDE’s Division of Special Education and Early Intervention Service’s strategic plan which includes the action imperative around secondary transition: evidence-based transition programs and services will be implemented to increase the number of youth with disabilities who are actively engaged in post-secondary activities such as employment. All IATC members 3b. The IATC will identify ways to provide IEP teams and families with technical assistance around best practices for supporting pre-employment activities. All IATC members