zilongwang/ReadingBank huggingface dataset:
OK. Figure 10: Example of Configuration Import Screen Select Erytra – Instrument Interface Configuration Template for VBECS 02022017.gsb file from the list. Enter Configuration Name that contains 3 letter location code of the instrument (e.g., HIN for Hines VAMC), word Erytra and sequence number (1 for the first instrument, 2 for the second etc.). Example Configuration Name for instrument configuration located at Hines would be: HIN_Erytra_1 This configuration name will be further referred in this document as <Instrument Side Configuration>. Enter Configuration Description and click Import button. Verify that the following confirmation window displays (Figure 11). Figure 11: Example of Successful Configuration Import If you are using newer version of the driver than the one mentioned in section 3, the Instrument Manager will warn you about the discrepancy in driver versions. Please acknowledge this warning and continue. Click OK and close the Restore Driver Configuration window. Verify that Configuration Editor shows the new configuration on the list (Figure 12). Figure 12: Example of Configuration Editor Window Showing Newly Imported Configuration 10. Close the Configuration Editor Window
Appendix D: Testing Templates Table 3: Testing Templates Template Name Selected Fields VBECS Test Test Component VBECS ABDRev.gru ABDRev.pln A B rA1 rB D CTL Group RH Remarks Patient ABO/Rh Anti-A Anti-B A1 Cells B Cells Anti-D D Control ABO Interp Rh Interp Comments VBECS ABS 2 Cell.gru ABS 2 Cell.pln I II Scr 2+ Remarks Antibody Screen (2 Cell) Screening Cells1 Screening Cells2 ABS Interp Comments ABS 3 Cell.gru VBECS ABS 3 Cell.pln I II III Scr 3 Remarks Antibody Screen (3 Cell) Screening Cells1 Screening Cells 2 Screening 3 ABS Interp Comments VBECS TAS 2 Cell.gru VBECS TAS 2 Cell.pln A B rA1 rB D CTL RH I II Scr 2+ Remarks Type and Screen (2 Cell Screen) Anti-A Anti-B A1 B Cells Anti-D D Control ABO Interp Rh Interp Screening Cells1 Screening Cells2 ABS Interp Comments VBECS TAS 3 Cell.gru VBECS TAS 3 Cell.pln A B rA1 rB D CTL RH I II III Scr 3 Remarks Type and Screen (3 Cell Screen) Anti-A Anti-B A1 Cells B Cells Anti-D D Control ABO Interp Rh Interp Screening Cells1 Screening Cells2 Screening Cells 3 ABS Interp Comments DAT.gru VBECS DAT.pln DAT DAT IgG Remarks DAT AHG DAT Interp Comment VBECS Crossmatch IAT.gru VBECS Crossmatch IAT.pln X Xmatch Remarks Crossmatch (IAT only) AHG XM Interp Comments
This page intentionally left Introduction is a Blood Bank application that facilitates ongoing compliance with Food and Drug Administration (FDA) standards for medical devices and enhances the VA’s ability to produce high-quality blood products and services to veterans. The system follows blood bank standards, standards of national accrediting agencies, FDA regulations and VA policies. VBECS 2.2.0 introduced a new interface for blood bank testing performed by blood bank instrumentation to VBECS. The implementation of the interface and its associated validation are described in this guide. Unauthorized access or misuse of this system and/or its data is a federal crime. Use of all data must be in accordance with VA security and privacy policies. The U.S. FDA classifies this software as a medical device. Unauthorized modifications will render this device an adulterated medical device under Section 501 of the Medical Device Amendments to the Federal Food, Drug, and Cosmetic Act. Acquiring and implementing this software through the Freedom
Appendix D: Testing Templates Table 3: Testing Templates Template Name Selected Fields VBECS Test Test Component VBECS ABDRev.pln A B A1 Cell B Cell D Ctl Group Rh Remarks Patient ABO/Rh Anti-A Anti-B A1 B Anti-D D Control ABO Interp Rh Interp Comments VBECS ABS.pln AbScr Remarks Antibody Screen Screening Cells1 Screening Cells2 Screening Cells 3 ABS Interp Comments TAS.pln A B A1 Cell B Cell D Ctl Group Rh Cell1 Cell2 Cell3 AbScr Remarks Type and Screen Anti-A Anti-B A1 Cells B Cells Anti-D D Control ABO Interp Rh Interp Screening Cells1 Screening Cells2 Screening Cells 3 ABS Interp Comments VBECS DAT.pln DAT Remarks DAT AHG DAT Interp Comment VBECS DAT IgG.pln IgG DAT IgG Remarks DAT IgG IgG DAT IgG Interp Comment VBECS Crossmatch IAT.pln** XIAT XM IAT Remarks Crossmatch AHG XM Interp Comments VBECS Crossmatch.pln** XIS XIAT XM IS XM IAT Remarks Crossmatch IS AHG IS Interp AHG Interp Comments VBECS Confirm.pln A B AB D Fwd Gr Rh Remarks Unit ABO/Rh Confirmation Anti-A Anti-B Anti-A,B Anti-D ABO Interp Rh Interp Comments
VBECS Phenotype.pln D Phen* C E K sm c sm e Ctl Phen* Rh Phen* Remarks Patient and Unit Antigen Typing N/A Anti-C Anti-E Anti-K Anti-c Anti-e N/A N/A Comment *Test results not used in VBECS. They are on the template to allow users to print them if necessary. ** VBECS Crossmatch IAT.pln and VBECS Crossmatch.pln are mutually exclusive. Please setup only one that is appropriate for your site
Reports, Division Workload Report Task 251158 Defect 250801, 251431 Added Workload generated from automated instrument testing. See the appropriate Interface Configuration and Setup Guide when the instrument interface is enabled. . Table 2: Updates and Changes that are not related to the Automated Testing update Table 2: Updates and Changes that are not related to the Automated Testing update Option Problem Summary Resolution Summary Validation Scenario Reports, Testing Worklist Report Defect 210502 Multiple Crossmatch tests on the same patient and unit combination display by testing phase and not sorted by date. Each crossmatch test is displayed with its interpretation as a separate test event and sorted by date. None Provided. Tools, Configure Division, Order Alert tab Defect 230461 Printer Alerts on “Specimen/ N/A” is not working. All Printer Alert settings for the Order Alert are working. None Provided. Reports, Division Workload Report I7234567FY16 Defects 251218, 251173 The Workload Report does not provide the VistA transmission status information. The Workload Report now has a transmission status column. None Provided. Reports, Trail Defect 265326 Changes to the Windows User Name were not included in the list of details displayed about user. A change to a Windows User Name now appears on the reports “NT User Name”. None Provided. Untestable Corrected Code Requests Services are able to parse incoming date and time data when it is in any valid format (Defect 229650). Active Directory name changes are available for update in VBECS Administrator (I6063804FY16, Task 234829, Defects KDA 214325, 251166). VistA Software Dependencies VBEC*2*0 This is an Informational Patch to announce the release of VBECS 2.2.0. VBECS User Documents To update VBECS documents, retrieve the update packages for these guides from the VA Software Document Library (VDL): See each guide’s revision history for change details:
Updated section Instrument Manager version with information that the interface requires Specimen Management Module activated in IM. Added Chapters 4 and 5 to the Set Up Automated Instrument section. 06-30-17 3.0 (Defect 546927) typo in phenotyping codes in Appendix A and Appendix B. BBM team 09-20-18 4.0 (Task 797333) Updated Appendices A – D with new test code mapping and rules. Added VBECS Rh Phenotype template to Appendix E. Removed section 5 “Limitation of the crossmatch testing”. Updated driver information. Updated Figures 5, 6, 7, 8, 10, 22, 30. Updated name of both configuration files. Appendix F: CA SDM Support Ticket Template was removed which resulted in Appendix G being renamed to Appendix F: Validation Planning and Example Test Scenarios. BBM team Table of Contents
Core Value Demonstrated: Integrity Core Value Demonstrated: Collaboration/Working Together Core Value Demonstrated: Improvement Other Values Demonstrated: Respect, Collaboration Other Values Demonstrated: Respect, Compassion Other Values Demonstrated: Collaboration, Respect Eliciting Further Evidence: What might have happened if you had approached your senior colleague directly? What did you learn from this experience? How did you feel when discussing the situation with your supervisor? How would you feel if a colleague highlighted an error you had made, to you? Eliciting Further Evidence: Why was it important for individuals to have ownership? How did you get your colleagues to contribute ideas? How did you manage any less engaged colleagues? How did you feel about being responsible for getting the team to work together? Eliciting Further Evidence: Why was it important to drive forward changes? How did you feel about challenging established processes? What was the final outcome and could anything have been done differently?
Issue Series nos. General Bird 1. 1NT revisited – Stayman convention. (Extend to 2NT opener). 2044 2045 2025 2972 2. Declarer play – counting tricks & timing the hand. 1957 1957 2064 3. Responding to TO Doubles (harder). 2083 2083 2060 2973 4. Percentage plays (eight ever, nine never). 2103 2104 2108 5. Avoiding over-ruffs. 2131 2132 2119 2135 6. Slam Bidding (inc straight Blackwood). 2150 2151 2161 7. The crossruff. 2173 2174 2183 2168 8. Negative Doubles after overcalls. 2210 2211 2192 9. Ruffing & double finesses. 2248 2249 2214 2231 10. Re-opening Doubles. 2257 2258 2213 11. Covering an honour with an honour. 2299 2300 2283 2287 12. The 1NT Overcall (includes protective position). 2324 2325 2312 13. Encouraging/discouraging signals. 2350 2351 2340 2346 14. Second Player Play 2378 2379 2381 15. Setting up a side-suit. 2400 2402 2394 2393 16. Declarer play: the art of counting. 2419 2420 2430 17. The hold-up 2 & 3. 2442 2443 2446 2440 18. Second hand low…? 2465 2466 2469 19. Third-hand play in No-trumps (rule of 11). 2502 2503 2511 2501 20. Length-showing signals. 2526 2527 2523 21. Harder defence (counting tricks). 2543 2551 2544 2542 22. Suit preference signals 2563 2574 2569 23. Suit preference signals (No-trumps). 2608 2609 2595 2600 24. Simple end-plays. 2634 2635 2624
Abstract The microbiological safety of fresh produce is monitored almost exclusively by detection methods. However, bacterial foodborne pathogens are known to enter a viable but nonculturable (VBNC) state in response to environmental stresses such as chlorine, commonly used for fresh produce decontamination. Here, complete VBNC induction of green fluorescent protein (GFP) tagged Listeria monocytogenes and Salmonella enterica Thompson was achieved by exposure to 12 ppm and 3 ppm chlorine respectively. Pathogens were subjected to chlorine washes following incubation on spinach leaves. Culture data revealed that total viable L. monocytogenes and Salmonella Thompson populations became VBNC by 50 and 100 ppm chlorine, respectively, while enumeration by direct viable count found chlorine caused a reduction in viability of less than 1 log. The pathogenicity of chlorine-induced VBNC L. monocytogenes and Salmonella Thompson was assessed using Caenorhabditis elegans. Ingestion of VBNC pathogens by C. elegans resulted in a significant reduction of lifespan (p=0.0064 and p<0.0001), and no significant lifespan reduction was observed between VBNC and culturable L. monocytogenes treatments. L. monocytogenes was visualised beyond the nematode intestinal lumen, indicating resuscitation and cell invasion. These data emphasise the risk that VBNC foodborne pathogens could pose to public health should they continue to go undetected.
aid visualisation, samples were subjected to cell elongation, carried out using a modification of the method by Juhna et al (). The 1 ml sample was added to 4 ml ddH2O and 5 ml R2 broth (0.1% w/v peptone, 0.05% w/v yeast extract, 0.05% w/v glucose, 0.05% w/v starch, 0.03% w/v potassium dihydrogen phosphate, 0.03% w/v sodium pyruvate and 0.0024% w/v magnesium sulphate), with 10 µl pipemidic acid at a concentration of 10 µg/ml. The suspension was incubated for 18 hours at 22oC in darkness. The suspension was concentrated prior to DVC in the same manner as before. All samples were imaged using episcopic differential interference contrast (EDIC) and epifluorescent (EF) microscopy () and a QImaging Retiga EXi camera. Bacteria were quantified by counting visible cells across at least 30 fields of view per sample. Images were merged using ImageJ. Caenorhabditis elegans killing C. elegans were maintained on 5 cm nematode growth medium (NGM) agar plates, prepared according to standard methods () with a lawn of E. coli OP50. To prepare experimental plates, 50 µl of E. coli OP50, L. monocytogenes, or Salmonella Thompson cultures were added to the centre of the plates and incubated at 22oC for 24 hours. To produce VBNC cells, cultures of L. monocytogenes and Salmonella Thompson were pelleted by centrifugation and resuspended in 10 ml 200 ppm chlorine solution for 30 minutes. Chlorinated water was removed by vacuum filtration as described above, and bacteria were removed from the membrane by vortexing in 1 ml PBS for 2 minutes (), concentrating the sample to compensate for the growth of their culturable counterparts on the NGM plate.
March 5, 12 – 1pm ET March 5, 1 – 2pm ET March 6, 10 – 11am ET March 6, 12 – 1pm ET 6, 3-4pm ET March 7, 9 – 10am ET March 7, 2 – 3pm ET March 9, 1 – 2pm ET March 9, 3 – 4pm ET March 12, 4 – 5pm ET 14, 11am – 12pm ET March 14, 4 – 5pm ET March 15, 9 – 10am ET March 15, 2 – 3pm ET March 15, 3 – 4pm ET
VIJAYA BANK RETIREES’ ASSOCIATION(Regd.) (Affiliated to A.I.B.R.F.) CENTRAL OFFICE TKV MEMORIAL, P.B.NO.3673, COLLEGE P.O. MAHAKAVI BHARATHIYAR ROAD, NEAR K.S.R.T.C. BUS STAND, KOCHI – 682 035 CIRCULAR NO.1/2013 Kochi 04-02-2013 Dear Friends, There is an increase of 67 slabs during the period from February 2013 to July 2013 DEARNESS RELIEF TO PENSIONERS 67 SLABS MORE FROM FEBRUARY 2013. AVERAGE CONSUMER PRICE INDEX: 4976.05 Retired on or after 01.01.86 but before 01.11.92/01.07.93 Retired on or 01.11.92/01.07.93 but before 01.04.98 Retired on or after 01.04.98 but before 01.11.2002 Slabs over CPI 600: 1094 over CPI 1148: 957 Slabs over CPI 1684: 823 Pension Amount Pension Amount Pension Amount Upto Rs.1250 732.98% Upto Rs.2400 334.95% Upto Rs.3550 197.52% Rs.1251 to Rs.2000 Rs.9162.25 + 601.70% in excess of Rs.1250/- Rs.2401 to Rs.3850 Rs.8038.80/- + 277.53% in excess of Rs.2400/- Rs.3551 to Rs.5650 Rs.7011.96 + 164.60% in excess of Rs.3550/- Rs.2001 to Rs.2130 Rs.13675 + 361.02% in excess of Rs.2000.00 Rs.3851 to Rs.4100 Rs.12062.98 + 162.69% in excess of Rs.3850/- Rs.5651 to Rs.6010 + 98.76% in excess of Rs.5650/- Above Rs.2130 Rs.14144.32 + 185.98% in excess of Rs.2130/- Above Rs.4100 Rs.12469.70 + 86.13% in excess of Rs.4100/- Above Rs.6010 Rs.10824.09 + 49.38% in excess of Rs.6010/-
Module Content Practical Resources 6. Using Simulation Exercises A description of behavioural simulation, or ‘day in the life’ activities. Custom designed simulation activities on the values that demonstrate a commitment to person-centred practice. 7. Using a Values Based Approach for Reference Checks Recommendations for maximising the predictability of information derived from reference checks. Guidelines to improve the effectiveness of reference checking. 8. Case Studies Further reading materials, examples and practices of VBR in Australia and overseas. Reference materials and case studies.
VARMINT BENCH SILHOUETTE 12 LB Ridgway Rifle Club May 4, 2014 NAME Class TOTAL Place Crow Hogs Bobcat Coyotes Walt Robertson AAA 28 MW 7 5 8 8 Ray Bellotti AAA 17 1st AAA 5 4 3 5 John AAA 14 2nd AAA 1 4 4 5 Dave Way AAA 14 7 2 2 3 Frank Mackey AAA 13 4 1 4 4 Ron AA 23 2nd Open 6 6 8 3 Matt Reidel AA 23 1st AA 7 4 7 5 Tristen Posey AA 20 2nd AA 4 3 5 8 Isobel Solonik AA 19 3rd AA 2 3 6 8 Bob Matteo AA 16 0 5 5 6 Dave Tripodi AA 16 5 4 3 4 Harold Frey AA 14 1 5 3 5 Jeff Farmerie AA 14 3 2 7 2 Josh Tibbles AA 13 5 2 2 4 Dave Zimmerman AA 11 3 1 3 4 Steve Keener AA 10 1 4 3 2 Tom Danias AA 10 2 2 2 4 Joe Jung AA 9 1 3 3 2 Ernest Ellery A 9 1st A 2 1 3 3 Mike Huth A 8 2nd A 1 0 2 5 Jason Rimes A 4 0 2 1 1 Gunny Lemke Uncl 9 1st Uncl 3 0 3 3 VARMINT SILHOUETTE 17 LB Ridgway Rifle Club MAY 4, 2014 NAME Class TOTAL Place Crow Hogs Bobcat Coyotes Steve Brennen M 23 1st M 3 6 5 9 John Luchs AAA 28 MW 6 8 8 6 Blake Whaley AAA 26 2nd Open 8 7 5 6 David Zimmerman AAA 26 1st AAA 8 4 7 7 Walt Robertson AAA 23 2nd AAA 5 4 7 7 Jim Street AAA 23 3rd AAA 6 3 8 6 Shelly Brennen AAA 23 7 2 7 7 Mickey McBride AAA 22 6 4 5 7 Matt Riedel AAA 22 6 3 7 6 Ray Bellotti AAA 21 3 7 3 8 John Billick AAA 21 3 5 6 7 Frank Mackey AAA 19 3 6 3 7 Don Hoffman AAA 19 1 6 6 6 John Shaw AAA 19 2 5 5 7
Don Campbell AAA 17 1 4 5 7 Bob Matteo AAA 17 5 3 6 3 Jeff Farmerie AAA 16 4 6 3 3 Montie London AAA 15 5 2 4 4 Fred Kielbowick AAA 15 3 1 5 6 Ralph Dussia AAA 14 4 2 4 4 Art Govin AAA 13 2 4 3 4 Gary Holben AAA 13 3 0 3 7 Dave Way AAA 12 5 4 2 1 Kevin Cram AAA 10 4 0 2 4 Tom Delovich AAA 10 1 0 2 7 Dave Tripodi AA 23 1st AA 3 7 8 5 Tom Geyer AA 23 2nd AA 5 4 7 7 Albert Peters AA 21 3rd AA 1 7 8 5 Isabella Cram AA 21 0 4 8 9 Joelena Street AA 21 6 3 5 7 Ron Smith AA 20 5 6 4 5 Andy Posey AA 20 5 4 7 4 Harold Frey AA 20 7 3 5 5 Elaine Delovich AA 19 3 2 7 7 Doug Keefer AA 18 6 6 2 4 Barry Mccombs AA 18 2 2 6 8 Ethan Stern AA 16 3 3 7 3 Dave Street AA 15 3 4 1 7 Rhonda Mason AA 15 1 3 3 8 Leyna Mason AA 15 1 2 7 5 Tom Danias AA 14 6 5 1 2 Jim Wigle AA 14 0 3 6 5 Isobel Solonik AA 13 5 4 2 2 Charles Muscato AA 13 3 4 5 1 Robert Lemke AA 13 1 4 4 4 Dan Koral AA 13 1 3 3 6 Hanes AA 13 0 3 5 5 Josh Peters AA 13 3 2 4 4 Mark Hnath AA 13 1 2 4 6 Tristan London AA 13 4 1 4 4 Jim Waltenbaugh AA 13 3 1 2 7 Megan Nosker AA 12 5 1 2 4 Bill Heatherdale AA 11 4 3 2 2 Kaleb Cram AA 11 1 2 3 5 Ty Posey AA 11 3 0 1 7 Wayne Natcher AA 10 3 2 3 2 Deb Smith AA 9 0 2 2 5 Linda London AA 4 1 1 1 1 Gary McCullough A 12 1st A 2 2 3 5 Roy Anderson A 11 2nd A 2 2 1 6 Danny Hanes A 10 3rd A 1 0 4 5 Craig Krusczak A 8 0 4 1 3
participation phase. 1.6 You will not be eligible for any payment from the Scheme if you do not complete at least three full years (36 months) on the Scheme, in accordance with these Terms and Conditions. 1.7 The Scheme is a voluntary process and you, not the Ministry of Health (the Ministry), are responsible for any employment decisions you may make based on your intended participation in the Scheme, including decisions about working in communities. 1.8 You are responsible for notifying the Ministry of any change of postal address, address or other contact details in a timely manner. 1.9 There are limited places available on the Scheme. Where eligible Registrations of Interest exceed the number of places available on the Scheme, a ballot process will be applied for selection. This is
DHB Tairawhiti DHB Hawke’s Bay DHB Taranaki DHB South Canterbury DHB Southern DHB Midwives as Lead Maternity Carers (LMCs) 4.4 The employment requirement for LMC midwives is based on the number of births attended as an LMC each year. This will vary depending on whether you work in an urban or predominantly rural hard-to-staff area (see clause 4.7). 4.5 The 2017 hard-to-staff communities for LMCs which include a high proportion of rural communities are: Waikato Taumaranui Tokoroa Huntly Thames Coromandel Canterbury Ashburton Hurunui district Darfield MidCentral Tararua Region Palmerston North Taupo Turangi AND (urban or rural) communities within the areas covered by the following DHBs: Northland DHB Counties Manukau DHB Tairawhiti DHB Hawke’s Bay DHB Taranaki DHB Whanganui DHB Wairarapa DHB West Coast DHB South Canterbury DHB Southern DHB (excluding Dunedin/Mosgiel)
Continue to 23 Continue to 22 22. Complete your bank account number below AND include verification of your bank account details for your chose account: Bank Branch Account Suffix 1 2 1 2 3 4 1 2 3 4 5 6 7 1 2 3 22a. By ticking this box I confirm that I have provided verification of my bank account details and included it with this application form: 23. By ticking this box I confirm that I have provided an invoice to enable the Ministry to make payment to IRD: Payment: $15,672 (GST Exclusive) Second/Third Payment or $5,224 (GST Exclusive) Section D – Declaration By signing this declaration, I understand and confirm that: I have read and understand the Ministry of Health’s Voluntary Bonding Scheme terms and conditions for the 2009 intake. The information I have provided is true and complete. If I have made a statement or failed to disclose any relevant information, my application may be delayed or declined or I may be required to pay back any funds I have received under the Scheme. The Ministry may contact my employer(s), or any other person, in order to confirm or clarify any information it needs in order to assess this application and/or make payment under the Scheme. Participant (Print Name): Signature: Date: / / Checklist When you think that you have completed your Application for First Payment Form, please use this checklist to ensure that you have included all of the information required. If you submit an application form that is incomplete or missing information, it is not possible to
About this Application Form This application form applies to Nurses who: have been confirmed on Health Workforce New Zealand’s Voluntary Bonding Scheme; completed their studies towards their base degree in 2013, and have completed their first 36 months (Years 1-3) and/or, 2nd and 3rd 12 months on the Scheme (Year 4 and Year 5 respectively) whilst meeting the Terms and Conditions of the Scheme. If you meet the above criteria, you are eligible to complete this form and apply for payment from the Voluntary Bonding Scheme. Submitting this form is not an automatic guarantee of payment. Your eligibility to receive payment will be assessed once your completed application form is received. If you submit an application form that is incomplete or missing information, it is not possible to complete an assessment. We will then contact you for additional information. Assessment will commence once all necessary information is received. Please refer to the Checklist to ensure that you have included all required information.
Recipient Representative 1 Name: [insert name] Position: [insert position] Phone: [insert phone number ] Email: [insert email] Location details 23 Project Location: [insert] Latitude: [insert latitude] Longitude: [insert longitude] GST 7.3 and 7.5 The Recipient is / is not [delete one] a Government Related Entity. The Recipient is / is not [delete one] registered for GST. Exclusion from a perpetual Creative Commons Attribution Licence (CC-BY 3.0) 11.2 None specified Confidential Information 13 Department's Confidential Information: [Department to insert any confidential information of the Department, otherwise insert ‘Not applicable’.] Recipient's Confidential Information: [insert any confidential information described by the Recipient and that the Department agrees should be considered confidential, otherwise insert ‘Not applicable’.] Insurance 16 As at the Commencement Date: to the extent required by Law, workers’ compensation insurance in respect of the Recipient’s liability for any loss or by a person employed or otherwise engaged, or deemed to be employed or otherwise engaged, by the Recipient in connection with the Project; and public liability insurance covering liability (including liability assumed under contract) for loss or damage to property or injury or death to persons arising out of or in connection with carrying out the Project for an insured amount of $10 million per occurrence.
Annual allocation of Funds Annual allocation of Funds (GST exclusive) 2014/15 2015/16 2016/17 2017/18 Department Funds [Insert amount] [Insert amount] [Insert amount] [Insert amount] TOTAL (GST exclusive) [Insert amount] Milestone Schedule Note: this is a guide only. If the project is for 18 months with one or two payments the milestone schedule will be simplified No. Milestone Milestone date (the Milestone must be completed on or before this date) Instalment amount (excluding GST) Signing of Agreement by the Department Commencement Date [Insert amount (if any)] Delivery of draft Project Plan and confirmed Project Budget to the Department [insert date e.g. within 40 Business Days of the Commencement Date] Not applicable Approval of Project Plan and Project Budget by the Department In accordance with clause 26 (c) Not applicable Delivery of the end-of-year progress report for the 2014-15 financial year to the Department as specified in clause 40.4 By 1 August 2015 Not applicable Acceptance of the end progress report for the 2014-15 financial year by the Department By 15 August 2015 [Insert amount (if any)] Delivery of the financial report for the 2014-15 financial year to the Department as specified in clause 40.5 By 1 September 2015 Not applicable
McKevitt, D. (1998) Managing Core Public Services. Oxford: Blackwell Publications. Millar, M. and McKevitt, D. (2000) Accountability and performance measurement: an assessment of the Irish health care system. International Review of Administrative Sciences, 66, 2, 285-296. Mintzberg, H. (1983) Structure in Fives: Designing Effective Organizations. New Jersey: Prentice-Hall Inc. O’Connor, M. (2007) Emergency: Irish Hospitals in Chaos. Dublin: Gill and Macmillan. O’Connor, T. (2005) The regressive nature of Mary Harney’s proposals leaves them open to abuse. Sunday Business Post, August 28th 2005 O’Ferrall, F. (2008) The Erosion of Citizenship in the Irish Republic: the case of healthcare reform. Paper for Seminar at The Humanities Institute of Ireland, University College, Dublin 22nd February 2008. Organisation for Economic and Co-operative Development (1999) Strategic Review and Reform: Ireland, Modernising the Public Service. Paris: OECD. Organisation for Economic and Co-operative Development (2006) OECD Health Data 2006: Statistics and Indicators for 30 Countries. Paris: OECD. Organisation for Economic and Co-operative Development (2008) OECD Public Management Review: Ireland, Towards an Integrated Public Service. Paris: OECD Publishing. Osborne, S. (2010) Delivering public services: time for a new theory? Public Management Review 12, 1, 1-10. Pettigrew, A., Ferlie, E. and McKee, L. (1992) Shaping Strategic Change. Making Change in Large Organizations: The Case of the National Health Service. London: Sage Publications. Pollitt, C. (2003) The Essential Public Manager. Maidenhead: Open University Press Pollitt, C. and Talbot, G. (eds.) (2003) Unbundling Government. London: Taylor and Francis Pollitt, C. and Bouckaert, G. (2004) Public Management Reform: A Comparative Analysis, 2nd Ed. Oxford: Oxford University Press. Public Health Agency of Canada (2005) Population Health Approach. Accessed at http: accessed July 1st, 2010. Social Framework (1999) A Framework to Improve the Social Union for Canadians at . accessed 1st July 2010 pg 1 Tormey, B. (2003) A Cure for the Crisis: Healthcare in Context. Dublin: Blackwater Press
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY 1 2:30-4:30 Practice 2 @ Sparrows Point JV 3:45 Varsity 5:00 3 2:30-4:30 Practice 4 5 6 Vs Lansdowne JV 3:45 Varsity 5:00 7 Vs Milford Mill JV 3:45 Varsity 5:00 8 2:30-4:30 Practice 9 @ Catonsville JV 3:45 Varsity 5:00 10 2:30-4:30 Practice 11 12 13 2:30-4:30 Practice 14 @ Dulaney JV 3:45 Varsity 5:00 15 2:30-4:30 Practice 16 @ Loch Raven JV 3:45 Varsity 5:00 17 2:30-4:30 Practice 18 19 20 2:30-4:30 Practice 21 Vs Patapsco JV 3:45 Varsity 5:00 22 2:30-4:30 Practice 23 Vs Western Tech JV 3:45 (last match) V 5:00 SENIOR NIGHT 24 Varsity ONLY 2:30-4:30 25 26 27 Varsity ONLY 2:30-4:30 28 Varsity ONLY 2:30-4:30 29 Varsity ONLY 2:30-4:30 30 Varsity Regionals?? 31 Varsity Regionals??
Home game vs. Harding B game 3:30 A game 4:30 Practice 3:00-4:30 Practice Home game vs. SE Red (Iowa City) B game 3:30 A game 4:30 NO PRACTICE PICTURES 3:00-Bring uniform and money if ordering pics 27 28 29 30 1 2 3 Home game vs. Franklin B game 3:30 A game 4:30 Away game @ Prairie B game 3:30 A game 4:30 Practice Practice 3:00-4:30 Practice 3:00-4:00 4 5 6 7 8 9 10 NOTES: All athletes get in the team photo, ordering is optional. Games are on Monday and Tuesday of this week!
Client ID: __________ Service Date: __________ Type of Service: Outreach Services Case Management Assistance in Obtaining VA Benefits VA Vocational and Rehabilitation Counseling Employment and Training Assistance Education Assistance Health Care Services Assistance in Obtaining or Coordinating Other Public Benefits Health Care Services Daily Living Services Personal Financial Planning Services Transportation Services Income Support Services Fiduciary and Representative Support Services Legal Services – Child Support Legal Services – Eviction Prevention Legal Services – Outstanding Fines and Penalties Legal Services – Restore/Acquire Driver’s License Legal Services – Other Child Care Housing Counseling Direct Provision of Other Public Benefits Personal Financial Planning Services Transportation Services Income Support Services Fiduciary and Representative Support Services Legal Services – Child Support Legal Services – Eviction Prevention Legal Services – Outstanding Fines and Penalties Legal Services – Restore/Acquire Driver’s License Legal Services – Other Child Care Housing Counseling (non-TFA) Supportive Services Approved by VA Financial Assistance Type Rental Assistance Utility Fee Payment Assistance Security Deposit Utility Deposit Moving Cost Transportation Services – tokens/vouchers Transportation Services – vehicle repair/maintenance Child Care General Housing Stability Assistance – emergency supplies General Housing Stability – other Emergency Housing Assistance
modelled sentence structures and formulaic expressions. They use the present tense, common verbs and other grammatical structures to create simple sentences and phrases. They translate and interpret texts, such as emails, signs and notices, using contextual clues and textual features and create simple bilingual texts for classroom use. When interacting, students modify their language and behaviour and recognise that aspects of their own language and culture impact on intercultural exchange. Students identify the similarities and differences between the sound systems of the language being studied and English. They describe the key features of common types of texts, comparing them with equivalent text types in English, for example, a diary entry, or party invitation. They give examples of how language varies according to participants, roles and relationships, and context and culture. They identify ways that the language and culture being studied have influenced and continue to influence and be influenced by many global languages. They analyse words and expressions to identify and explain connections between language and culture. imaginative texts for different audiences. They use a range of grammatical structures and elements and apply their knowledge of vocabulary and grammatical structures to extend meaning. They translate, interpret and create texts, such as notices, posters, advertisements, announcements and blogs, into the language being studied and English for the wider community. When interacting, students share responsibility for making meaning. They provide examples of how their identity influences their intercultural exchanges. Students identify and reproduce the sounds and letters of the language being studied. They analyse a range of text types in various modes to explain the relationship between context, purpose and audience and to identify structural, linguistic and culturally-specific features. They compare the language being studied and culture in various linguistic and cultural settings in Australia and overseas, and provide reasons for variations that exist. They identify ways that the language being studied has changed over time and propose reasons why it continues to change. They explain how cultural assumptions, attitudes and beliefs can affect interactions and appreciate the importance of mutual understanding in effective communication.
Extent to which the activity is outside the nominee’s job role at UTAS Extent to which the activity enhances the reputation of UTAS Extent to which the nominee has played a leadership role in the engagement activity Outcomes and impact of the engagement activity NOTE: this attachment must not exceed two (2) A4 pages, font size 11pt. Section G: External Support Nominations must include relevant brief statements of external support including letters, testimonials etc. NOTE: this attachment must not exceed 10 pages. Media clippings can also be provided, via hyperlinks rather than printed articles. Checklist for Nominators Completed Section A – Individual Nominee Details (if applicable) Section B – Team Nominee Details (if applicable) Section C – Nominator Details Section D – 200-Word Summary Description Section E – Description of Activity/Project, Achievements and Outcomes (must NOT exceed two (2) A4 font size 11pt) Section F – Nominator’s Statement of Support (must NOT exceed 2 A4 font 11pt) Section G – Statements of External Support (must NOT exceed 10 Nomination Submission Nominations should be forwarded in PDF Format, by Friday 2rd June, 2017 to Karen Edwards at .
Conditional Voter Registration: October 23 – November 6 More Vote Centers Open: November 3 – November 6 Election Day: Tuesday, November 6 Ballots Are On Their Way Subject: Check your mail box! Check your mail box! All registered voters in [Name of County] will soon be receiving a ballot in the mail. You will have 3 options for voting; By Mail - You can mail your ballot as soon as you receive it. County Ballot Drop Box - You can drop off your ballot at any secure Ballot Drop Box as soon as you receive it. No postage is required at Ballot Drop Vote Center – Vote in person at any Vote Center in your county starting October 27. At every Vote Center you can: Register and vote the same day, all the way through Election Day Vote in-person. Drop off your completed ballot. Vote using an accessible voting machine Get help and voting materials in multiple languages Get a replacement ballot To find out where Vote Centers and Ballot Drop Boxes are located in your county visit VotersChoice.SoS.Ca.Gov To learn more about the changes to elections in your county visit [Name of Your Website] or VotersChoice.SoS.Ca.Gov If you are a registered and did not receive your ballot in the mail, contact your county elections office at [County Contact Information] Ballots Are On Their Way (continued) Social Media Nov 6 Election Ballots are on their way! Check your mailbox. Every reg voter in #[County Name] County will receive a ballot. You have 3 options for how to vote: by-mail, county drop box, or in-person at any vote center in your county. Learn more at VotersChoice.SoS.Ca.Gov #VotersChoice @CASOSvote The First Vote Centers Open Newsletter/Email Subject: Vote Centers are Now Open!
10 QUESTION 6 A, B, C and D are points on a circle with centre O and diameter BD. and Calculate, with reasons, the sizes of the following angles: (4) (3) STATEMENT REASON (1) at centre = 2 at circle Alternate in semi-circle at centre = 2 at circle (2) ’s in same segment ’s opp sides Alternate Int ’s of ’s opp equal sides (b) In it is that
determine the equation of the tangent at the point on the circle. (4) 20 marks QUESTION 4 Refer to the sketch: Q, V, T, S and R lie on the circle. RV and ST are produced to meet at P. PQ is a tangent to the circle at Q. QS is a diameter.
A line is drawn from the origin O to the point . The line OP is rotated about the y-axis to form a cone. where s is the slant height and r the radius. Determine the shaded outer surface area of the resulting cone. (4)
JB NOW TALKS ABOUT DISTRIBUTIONAL ASPECT WHICH WILL INCLUDE MOVEMENT, LOCATION AND FACIAL EXPRESSION WHICH IS VERY IMPORTANT AN EXAMPLE OF THIS IS ‘GIVE’. PLURALISATION CAN BE USED HERE JB NOW TALKS ABOUT INFLECTION (CASE) THIS DOES NOT INVOLVE MANY SIGNS THIS INVOLVES SUBJECT-VERB-OBJECT (SVO) ALSO KNOWN AS DIRECTIONAL VERBS EXAMPLES INCLUDE SHOW, EXPLAIN, BLAME, HELP MORPHOLOGICAL AND LEXICAL STRUCTURE OF SIGNS – Spatial Verbs (Presented by JB) JB Talks about another aspect of verbs called SPATIAL VERBS e.g. OPERATION (on body) INJECTION (on arm/in mouth/on bottom WASH-CAR WASH-WINDOW WASH-FACE/BODY WASH CAT (or DOG) STAB ON CHEST STAB ON ARM STAB OTHER PEOPLE MORPHOLOGICAL AND LEXICAL STRUCTURE OF – Contextualisation (Presented by DC) DC TALKS ABOUT CONTEXTUALISATION. ONE SIGN CAN HAVE MORE THAN ONE MEANING AND IS UNDERSTOON ONLY IN ITS CONTEXT. AUSLAN IS NOT A WRITTEN LANGUAGE. AUSLAN IS USED IN CONVERSATIONS AND DOES NOT NEED TO BE CLEAR DUE TO HAVING CONTEXT SUPPORT. IF NOT UNDERSTOOD, ONE CAN ASK FOR CLARIFICATION OR TO REPEAT WHAT WAS SIGNED. DC EXAMPLE 1: ‘AEN (AUSLAN EDUCATORS NETWORK) – I (WAS) RECENTLY INVOLVED IN (AN)ACTIVITY’ EXAMPLE 2: ‘YESTERDAY I WENT SHOPPING. I BOUGHT A BOOK. IT COST $25 INCLUDING GST’ EXAMPLE 3: ‘I SIGNED WORDS WHICH HAVE DIFFERENT MEANINGS – HOW? IT DEPENDS ON THE CONTEXT’ DC NOW YOU HAVE SEEN DIFFERENT EXAMPLES. I WILL EXPLAIN THE EXAMPLES: INVOLVED, INCLUDING, CONTEXT. DC ALL USE THE SAME SIGN WITH A DIFFERENT MEANING SO IT IS IMPORTANT TO KNOW THE CONTEXT. DC I WILL COMPARE (WITH) ENGLISH FOR EAMPLE: ‘FLY’
EXAMPLE 2:- MY DAUGHTER BIRTHDAY 31 AUG 1978 EXAMPLE 3:- EASTER GOOD FRIDAY THIS YEAR ON MARCH 31 EXAMPLE 4:- AUSTRALIA DAY (PUBLIC HOLIDAY) 26 JAN EXAMPLE 5:- DEAF SOCIETY THEIR AGM ON++ OCT SYNTAX AND DISCOURSE – The Sign “FINISH” (Presented by DC) DC ARE TWO DIFFERENT SIGNS FOR THE SAME WORD, ‘GOOD’ : USING DOUBLE HANDS WITH ’5’-HANDSHAPE OR ’GOOD’ HANDSHAPE. IT IS GRAMMATICALLY USED IN TWO DIFFERENT WAYS AND CAN BE A VERB OR A CONNECTIVE SIGN. VERB – (using) PAST ACTION E.G. ‘I FINISH WORK, I GO HOME’ (USING THE ‘GOOD’ HANDSHAPE) OR, ‘I FINISH WORK, I GO HOME’ (USING THE ‘FIVE’ HANDSHAPE)
October 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 30 1 6:20 AM Varsity Lift 6 PM C Team (Orange) Quad @ SCC 4-6 PM Varsity, JV, C team (Black) practice @NRHS 2 4-6 C team (Orange) practice MBC match vs. Somerset 5:45 PM C team @ NRHS 5:45 PM JV @ NRHS 7 PM Varsity @ NRHS Senior Night 3 3:20 PM JV and C teams Lift 4-6 PM All teams practice (Varsity & JV @ NRHS, C teams @ Hillside) 4 - P/T Conferences - Early Out MBC match vs. Ellsworth 5:45 PM C team @ EHS 5:45 PM JV @ EHS 7 PM Varsity @ EHS Orange - No Practice, Possible Team Outing 5 6:20 AM Varsity Lift 3:20 PM JV and C teams Lift 4-6 PM All teams practice @NRHS 6 9 AM C teams host New Richmond Invite (Varsity and JV work) 7 8 6:20 AM Varsity Lift 4-6 PM All teams practice @NRHS 9 MBC match vs. Amery 5:45 PM C team (Black) @AHS 5:45 PM JV @ AHS 7 PM Varsity @ AHS 10 4-5 PM JV Final day & meetings 4-6 PM Varsity practice 11 - P/T Conferences - Early Out 4-6 PM Varsity practice 12 6:20 AM Varsity Lift 4-6 PM Varsity practice 13 14 15 - Teacher In-Service 4-6 PM Varsity practice 16 4-6 PM Varsity practice 17 4-6 PM Varsity practice 18 7 PM Varsity WIAA Division 1 Regional 19 4-6 PM Varsity practice 20 7 PM Varsity WIAA Division 1 Regional 21 22 4-6 PM Varsity practice 23 4-6 PM Varsity practice Season End Banquet - Ready Randy’s - Dinner at 6 PM (tentative) 24 4-6 PM Varsity practice 25 5/7 PM Varsity WIAA Division 1 Sectional Semifinal @ Wi. Rapids Lincoln 26 4-6 PM Varsity practice 27 7 PM Varsity WIAA Division 1 Sectional Final @ Eau Claire Memorial 28 29 4-6 PM Varsity practice 30 4-6 PM Varsity practice 31
Specific learning disorder 251 263 290 368 361 457 Visually impaired 54 52 60 69 62 74 Other 2 0 0 0 0 0 2,418 2,511 2,891 3,225 3,596 3,957 Percentage by category of approved SEA Emergency application 32.1% 32.9% 29.0% 24.7% 24.7% 17.4% Hearing impaired 1.7% 2.7% 1.5% 1.8% 1.3% 1.3% Severe language disorder 0.7% 0.2% 0.2% 0.3% 0.7% 0.3% Significant health impairment 50.1% 49.5% 55.0% 57.8% 58.4% 65.5%
Signed for and on behalf of the Principal/Director ……………………………………………………. Signature Name Date Provider Name/Organisation Signed for and on behalf of the School Council Signature Name Date Provider Name/Organisation Please return this completed application by Monday 30 June 2016 to: Adam Whitbread VCAL Manager Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street Melbourne VIC 3000 Fax: (03) 9032 1799 Email: VCAL learning program Level: Curriculum type Literacy and Numeracy Skills Strand Industry Specific Skills Strand Work Related Skills Strand Personal Development Skills Strand General Credits (studies that do not meet the requirements any of the VCAL strands) VCAL units VCE
VCE VET programs or of competency and qualification codes VET Certificates or modules/units and course codes Further Education certificates or units/modules and course codes Total credits Total credits at the award level Be sure to include in the learning program: the level of VCAL units e.g. Intermediate Reading and Writing the qualification code, correct and number of hours being delivered for all VET courses the level of VCE subjects being delivered e.g. VCE General Mathematics Units 1 and 2. Please complete and forward with your Notification of Intent to the VCAA. Example VCAL learning program Level: Intermediate Curriculum type Literacy and Numeracy Skills Strand Industry Specific Skills Strand Work Related Skills Strand Personal Development Skills Strand General Credits (studies that do not meet the requirements any of the VCAL strands)
The Victorian Certificate of Applied Learning (VCAL) Achievement Awards recognise the outstanding achievements of young people who participated in the VCAL in 2018. The awards also recognise the contribution and achievement of VCAL teachers and partner organisations that have contributed to the development and delivery of innovative VCAL programs. VCAL providers are encouraged to consider nominating VCAL students, partners and teachers for the VCAL Achievement Awards in one or more of the award categories. The VCAL Achievement Awards for 2018 will be presented in three categories: Student Achievement Teacher Achievement Partner Achievement. Award categories Student Achievement Awards There are three VCAL Student Achievement Awards sub-categories. These sub-categories relate to the level at which students graduated in 2018, as follows: VCAL Student Achievement Award – Foundation VCAL Student Achievement Award – Intermediate VCAL Student Achievement Award – Senior. Four awards will be presented in each sub-category and relate to student achievement in one of the following areas: Work Related Skills Personal Development Skills Outstanding Achievement Team Achievement. There are three additional student awards: VCAL Koorie Student Achievement Award (1 Award) There is one award in this category. This will be awarded to a Koorie student from any of the three levels, i.e. Foundation, Intermediate or Senior VCAL. VCAL School-based Apprentice/Trainee Award (2 Awards) These will be awarded to a School-based Apprentice/Trainee for outstanding achievement in an apprenticeship/traineeship. There are two awards in this category. These awards will be made to two students from any of the three levels, e.g. Foundation, Intermediate or Senior VCAL. A total of 15 awards are available in the student category. Teacher Achievement Awards There are four VCAL Teacher Achievement Awards sub-categories. The awards will be presented for each sub-category as follows: VCAL Teacher Achievement Award – Integrated Program VCAL Teacher Achievement Award – Team Teaching VCAL Teacher Achievement Award – Program Development VCAL Teacher of the Year Award.
Applicants should discuss their application and seek endorsement for their ability to apply for this scheme with their immediate Supervisor and/or Director (Prof Gary McPherson for MCM; Prof Jon Cattapan for VCA). Formal written approvals of this application will be facilitated by the Faculty Research Office (below). TO BE COMPLETED BY RESEARCH OFFICE *Please note: The Faculty Research Office will facilitate Faculty Approval from the Head of School (VCA or MCM) as part of the assessment process. ENDORSEMENT FROM HEAD OF SCHOOL/DEPARTMENT (electronic signatures will be accepted) I agree that the project can be accommodated within the general facilities in my Department Comments on the applicant and project: Signature of Head of School* Print name: Date:
16.2a Proportion of students successfully completing year 12 or equivalent Department of Education and Training Victorian Curriculum and Assessment Authority and Skills Victoria data 16.3 Proportion of early school leavers who are looking for work in the year after leaving school Department of Education and Training On Track Survey 16.4a Proportion of young people who are engaged in full time education or work (or a combination of both) ABS ABS Survey of Education and Work 16.4b Proportion of young people who are not engaged in full-time employment, education or training (or a combination of both) ABS Census THE FAMILY Healthy Adult Lifestyle 17.1a Proportion of children exposed to tobacco smoke in the home Department of Education and Training The Victorian Health and Wellbeing Survey 17.2a Proportion of parents who report long term risky drinking Department of Health and Human Services Victorian Population Health Survey 17.2b Proportion of parents who report term risky drinking Department of Health and Human Services Victorian Population Health Survey Parent Promotion of Child Health and Development 18.1 Proportion of children who are read to by a family member day Department of Education and Training The Victorian Child Health and Wellbeing Survey 18.2 Proportion of infants put on their back to sleep from birth Department of Education and Training The Victorian Child Health and Wellbeing Survey 18.3 Proportion of parents aware of sun protection Department of Education and Training The Victorian Child Health and Wellbeing Survey Good Parental Mental Health 19.1 Proportion of mothers with post-natal depression To be confirmed 19.2a The proportion of children and people (aged who have parents with mental health difficulties Department of Health and Human Services and Human Services Victorian Population Health Survey 19.2b The proportion of children (aged 0-12) who have parents with mental health difficulties Department of Education and Training The Victorian Health and Wellbeing Survey
33.3 Level of parental satisfaction with schooling Department of Education and Training Parent Satisfaction Survey Adequate Adult Health and Community Services to Meet Needs of Parents Critical to Parenting 34.1 Number of families accessing Family and Community Support Services Department of Health and Services Client Relationship Information System 34.2 Primary school aged students who required follow up were seen by the school nursing program Department of Education and Training School Nursing Information System Adequate Supports for Vulnerable Teenagers 35.1 Proportion of young people who feel that they can access physical health services when needed Department of Education and Training Victorian Student Health and Wellbeing Survey 35.2 Proportion of young people who feel that they can access mental health services when needed Department of Education and Training Victorian Student Health and Wellbeing Survey 35.3 Proportion of young people who feel that they can access dental services when needed Department of Education and Training Victorian Student Health and Wellbeing Survey