zilongwang/ReadingBank huggingface dataset:
Dear Parent, Chippewa Middle School is using an evidence and research based behavior intervention called Check-In/Check-Out. Through universal screening or our recent conversations the data indicates your child is struggling with his/her behavior or academics within the school setting despite attempts at re-teaching. We would like to include your child in the Check-in/Check-out (CICO) program to help improve his/her school experience. Below is information to help further understand the intention of the program. CICO is a teaching tool which is not intended to include discipline or punishment. Students are typically enrolled in this program for a minimum of six weeks. A sheet called a Daily Progress Report (DPR) will be completed daily by your child’s teachers and checked at the end of the day by one of the middle school’s Check-in/Check-out staff. Your child is responsible to have the DPR on them throughout the day and is to present it during each class period as listed on the document. Students in this program will be instructed to pick up their DPR every morning and then return it to the assigned staff at the end of the day. Students will receive feedback including positive attention and recognition for demonstrating appropriate behavior as a part of this program. Difficult days will NOT be met with discipline measures based on this report. As parents, we ask you to talk to your child about their day, and, if part of the plan, sign the daily progress report summary and return it with your child to school the next day. Again, this is not meant to result in punishment or discipline at home. This is simply a teaching tool intended to help a child become more aware of their progress on the behavior or academic goals identified by our school community. We will provide you progress reports over the course of the program. The length of time your child will be on the Check-In/Check-Out program will depend on his/her DPR scores and/or school-wide behavior and/or academic success. Together we can make this a positive experience for your child. CC: File
If quorum has not been achieved at the end of the announced voting period, the vote will be closed as unsuccessful due to lack of quorum. Electronic are decided by simple majority of the affirmatives and negatives. Participation Proxy Not Allowed The Work Group recognizes that competing interests sometimes prohibit a member’s ability to participate in person at all meetings. However, in the interest of encouraging the dynamic exchange of ideas, the Work Group does not endorse/allow participation by proxy. If an organization feels strongly enough about a particular topic to want to vote, that organization shall send adequate representation. Where possible, the co-chairs should accommodate schedules to ensure such representation can be present in the appropriate venue. Statement of Position Those wishing to establish a position in writing may do so subject to the notification requirements outlined in Section 3 Statements of Position received to or during the meeting will be shared by the co-chair as part of the discussion on the related topic. The presiding co-chair has the responsibility to voice and represent theses positions during relevant discussion, through they are not under obligation to support or defend them. These statements do not carry the weight of a vote and are included as informational item only for consideration by the committee. All Statements of Position received in electronic form will be included as attachments to the minutes. Roberts Rules of Order The Work Group shall rely upon Roberts Rules of Order in the event that formal guidance of parliamentary procedure is needed or requested. In the interest of ensuring the effective and active engagement of all participants, the Work shall follow its documented decision-making practices, referring to Roberts Rules of Order in the event of a question or concern. Since Robert’s Rules of Order provides formalism for addressing almost all matters of process, this provides a “backup mechanism” of formality in the event that it is required. It is the responsibility of the presiding to guide the Work Group to an efficient and effective outcome. The Work Group shall follow, in this order of precedence, these Practices (which cannot conflict with the HL7 Bylaws or Governance and Operations Manual), the HL7 Governance and Operations Manual, the HL7 Bylaws, and Roberts Rules of Order. The established decision-making practices can refine certain policies and procedures so long as they remain in accordance with the HL7 Governance and Operations Manual and Bylaws.
Clinical Investigators’ Day -Oral Presentation Evaluation Form Author/Speaker: LAST, First Title: TBA Abstract (15 points) Clearly and well written and highlights pertinent procedures, results, and ___________ conclusions Presentation: Scientific Content (45 Points) Significance (5 Points) Novel information of value to clinical field, significant impact ___________ Experimental Design/Approach (25 Points) Hypothesis-driven research, methodology, ___________ and analysis Interpretation of Data (15 Points) Interpretation/conclusions supported by data ___________ Presentation Style (40 Points) Delivery (8 Points) Speech, mannerisms, eye contact with audience ___________ Organization (8 Points) Logical, flow, sequence, effective use of time ___________ Visual aids (6 Points) Composition, visibility, clarity ___________ Clarity (8 Points) Combined text and presentation easy to understand ___________ Response to questions (10 Points) Composure, of knowledge, understanding ___________ of data Total (100): __________
Employer’s name and address Dates Position held Salary (excluding benefits) From To Please give brief details of your major responsibilities and duties: Employer’s name and address Dates Position held Salary (excluding benefits) From To Please give details of your major responsibilities and duties: Supporting Information 1: Motivations, experience and knowledge Please explain why you are applying for this role, together with any other information you consider relevant to the post. Please also explain, with examples, how you meet the “Experience and Knowledge” criteria listed in the Person Specification. Use no more than 700 words.
advantage of the information provided. If they would like to receive the newsletter directly they can contact us at Highlights from CID’s diary *18 June – Jennie attended the Emergency Task Force (ETF) Post cyclone debrief meeting at MFAT * 24 June –NDRF meeting held in Wellington *25 June – Jennie attended the Disaster Response Partnership (DRP) Forum at MFAT The Members Muse The Guardian has announced the short list for their International Development Journalism Competition 2013. Makes for some very interesting reading, have a look Members updates Events News
Limited test(P) Range of tests including (M) Wide range of tests that meets the needs of the audience(D) LO6: Be able to Test and Evaluate the ePortfolio 1 (P/M/D) Create a questionnaire that will allow users to review the Action Brochure and Questions on a limited range (P) Questions cover a range of areas (M) Questions on a wide range of areas(D) 2 (P/M/D) Conduct feedback from test users on your Brochure and e-Portfolio. 3 Users (P) 3 Users with Qualitative feedback (M) 3 users with good qualitative feedback (D) 3 (P/M) Produce a Review of the feedback from your test users and comment on the validity of the suggested improvements. Review comments on feedback(P) Comments on feedback are critical with suggested improvements (M) Comments n feedback suggest improvements and how to achieve them (D)
Meal 1 Veggie Omelet Superfood Protein Drink Superfood Protein Hard Boiled Eggs & Raw Veggies Superfood Protein Drink Superfood Protein Drink Superfood Protein MEAL 2 Italian Pork Roast Salad Spinach Salad w/Rotisserie Chicken… Dressing: Olive Oil, Lemon Juice, S&P Hard Boiled Eggs, Raw Veggies, ½ Apple w/Almond Butter Spinach w/Canned Salmon Dressing: Olive Oil, Balsamic Vinegar, S&P Chicken “Noodle” Soup Mexicali Beef & Cauliflower Rice Super Bowl Sweet Potato Skins MEAL 3 Rotisserie Chicken, Roasted Root Veggies, Steamed Green Veggie Lemon Dill Salmon, Green Veggie, Butternut Squash Pot Roast w/Carrots, Mashed Cauliflower Chicken “Noodle” Soup Creamy Zucchini & Shrimp Bacon Chicken Alfredo Italian Pork Roast Salad, Acorn Squash Snack Options: If you feel the need for a snack between meals, first drink a large glass of water and wait 20 minutes. If you are still hungry, have a handful of nuts or a piece of fruit w/nut butter. 21-Day Detox Challenge My Meal Plan Template MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY Meal 1 Bacon Brussels
15 Charbhata Chickpea Ujjain-21, Radhe, JG-74 75 75 50 25 16 Uparwaha Chickpea JG-11, Sweta, 75 75 55 25 17 Kranti Chickpea Local 30 40 50 50 average 53 58 60 45 Zone 3 Baster Plateau 18 Markatola Wheat Lok-1 50 40 60 60 19 Bhansagar Wheat GW-273 70 50 60 80 20 Burungpal Wheat Sujata 50 40 50 40 average 57 43 57 60 21 Banskot Hybrid 100 100 70 70 22 II Maize Hybrid 100 100 80 70 average 100 100 75 70 4 B. Showing adoption of Package of Practices S.N. Name of Irrigation system Major crop cultivated Seed /fertilisers managed collectively or individually Date of sowing Fertiliser level applied (kg/ha) N P K Zone 1 Northern Hill Regions 1 Gej (Med.) Wheat Individually NA 2 Amahar Wheat Individually Ist week Dec. 125 60 40 3 Banki (Med.) Wheat Collectively Ist week of Dec. 125 60 40 4 Darki Wheat Individually 20 Nov. 125 60 40 5 Jagannathpur Wheat Collectively 1st week Dec. 125 60 40 6 Dondgaon Individually 25 Nov. 125 60 40 average 125 60 40 Zone 2 Chhatishgarh Plain 7 Amakoni Wheat Collectively 2nd Week Dec. to last Week of Dec. 80 50 30 8 Deogaon Wheat Collectively 2rd Week Dec. to last Week of Dec. 80 50 40 9 (Med.) Wheat Collectively 2nd Week of Dec. 80 50 30 10 Kharkhara Wheat Collectively 2nd Week of Dec. 75 50 23 11 Bilaspur Wheat Collectively 1st Week Jan. 100 50 40 12 Pondiguma Wheat Collectively 2nd Week of Jan. 100 50 40 average 86 50 34
Health Education Standard 2 Needs Assessment Candidates assess needs to determine priorities for school health education. Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) HE 2.1 Candidates access a variety of reliable data sources related to health. HE 2.2 Candidates collect health-related data. HE 2.3 Candidates infer needs for health education from data obtained. Health Education Standard 3 Planning Candidates plan effective comprehensive school health education curricula and programs. Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) HE 3.1 Candidates design strategies for involving key individuals and organizations in program planning for School Health Education. HE 3.2 Candidates design a logical scope and sequence of learning experiences that accommodate all students. HE 3.3 Candidates create appropriate and measurable learner objectives that align with assessments and scoring guides. HE 3.4 Candidates select developmentally appropriate strategies to meet learning objectives. HE 3.5 Candidates align health education curricula with needs assessment data and the National Health Education Standards.
(Include course prefix, number, and name.) (Identify by key assessment number[s] in Section II.) HE 7.1 Candidates use health information resources. HE 7.2 Candidates respond to requests for health information. HE 7.3 Candidates select educational resource materials for dissemination. HE 7.4 Candidates describe ways to establish effective consultative relationships with others involved in Coordinated School Health Programs. Health Education Standard 8 Communication and Advocacy Candidates communicate and advocate for health and school health education. Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) HE 8.1 Candidates analyze and respond to factors that impact current and future needs in comprehensive school health education. HE 8.2 Candidates apply a variety of communication methods and techniques. HE 8.3 Candidates advocate for school health education. HE 8.4 Candidates demonstrate professionalism. Physical Education Section Physical Education Standard 1 Scientific and Theoretical Knowledge
Engage in continuous and collaborative learning that draws upon research in mathematics education to inform practice; enhance learning opportunities for all students’ mathematical knowledge development; involve colleagues, other school professionals, families, and various stakeholders; and advance their development as a reflective practitioner. 6.3 Utilize resources from professional mathematics education organizations such as print, digital, and virtual resources/collections. SECTION IV Summary of Field Experiences Prior to Internship Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. Programs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions. Levels (Use program terms, such as Phase I, Block 2, or STEP 3.) Course Minimum number of hours Placement Requirements Teaching Field Specific Knowledge, Skills, Dispositions To Be Developed [Use plain English.] Alignment to Standards for the Teaching Field or Area of Instructional Support [Indicators are not required.] Assignments Submit copies of assignments. Semester 1 Semester 2 Semester 3
Data on Unconditional Admissions, Program Completers, and Certificates Issued Academic Year September 1 to August 31 Number of Unconditional Admissions Number of Program Completers Number Recommended for Alabama Certification Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014. SECTION II Key Assessments Assessments #1-#5 are required. # Key Assessment Title Name of Key Assessment Type of Key Assessment When Required by Program 1 a 1 b Praxis Tests: Praxis Content [No Praxis assessment is currently required.] edTPA Certification Tests 2 Content Knowledge 3 Planning Instruction 4 Internship 5 Effect on Student Learning 6 7 8
Participate in activities that enhance collaboration and lead to professional growth and development. PE 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers. PE 6.4 Communicate in ways that convey respect and sensitivity. SECTION IV Summary of Field Experiences Prior to Internship Complete the below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. Programs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions. Levels (Use program terms, such as Phase I, Block 2, or STEP 3.) Course Minimum number of hours Placement Requirements Teaching Field Specific Knowledge, Skills, Dispositions To Be Developed [Use plain English.] Alignment to Standards for the Teaching Field [Indicators are not required.] Assignments [Submit copies of assignments.] Semester 1 Semester 2 Semester 3
Candidates in early childhood special education (P-3) will also: 1.2.1 Support and facilitate families’ and caregivers’ roles in providing developmentally appropriate learning experiences addressing all areas of development. 1.2.2 Support and develop interventions to address individual in the developmental domains: social; emotional; cognitive; communication skills; and gross and fine motor skills. 1.3 Candidates in deaf and hard of hearing will also have and apply knowledge of: 1.3.1 Cognitive and language development of individuals who are deaf or hard of hearing. 1.3.2 Effects of the relationship among onset of hearing loss, age of identification, and provision of services on the development of individuals who are deaf or hard of hearing. 1.3.3 Influence of experience and educational placement on all developmental domains. 1.3.4 Influence of cultural identity and language on all developmental domains. 1.3.5 Components of linguistic and non-linguistic communication. 1.3.6 Importance of early intervention on language development. 1.3.7 Effects of sensory on the development of language and learning. 1.3.8 Spoken and visual communication models. 1.3.9
SECTION III Alignment of Standards to Curriculum and Key Assessments Teaching Field: English for Speakers of other Languages For each standard on the below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables. Standard 1: Language. Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners (ELLs) develop language and literacy and achieve in the content areas. Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) 1.1 Language as a system. Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. 1.2 Language acquisition and development. Candidates understand and apply theories and research of language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement. Standard 2: Culture. Candidates know, understand, and use major concepts, principles, theories and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.
(Include course prefix, number, and name.) number[s] in Section II.) 6.1 Develop productive relationships and trust. 6.2 Nurture commitment to shared goals. 6.3 Provide for collaborative work. 6.4 Facilitate shared ownership. 6.5 Develop collaborative leadership skills. 6.6 Promote a climate of collective efficacy. 6.7 Foster and support the growth of 6.8 Nurture a culture of shared accountability. Standard 7: Communities of Engagement for Families An instructional leader promotes the success and well-being of every student by promoting communities of engagement for families and other stakeholders. Prospective instructional leaders are prepared to perform the following functions: Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) 7.1 Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources. 7.2 Nurture a sense of approachability and sustain positive relationships with families and caregivers. 7.3 and sustain productive relationships with community partners in the government, non-profit, and private sectors. 7.4 Advocate for policies and resources for the community. 7.5
Academic Year September 1 to August 31 Number of Unconditional Admissions Number of Program Completers Number Recommended for Alabama Certification Additional Information (Optional): If needed, provide information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014. SECTION II Key Assessments Assessments #1-#5 are required. # Key Assessment Title Name of Key Assessment Type of Key Assessment When Required by Program 1 Praxis Tests: Praxis Content State Certification Test 2 Content Knowledge 3 Ability to Fulfill Professional Responsibilities 4 Internship 5 Ability to Promote Student Achievement 6 7 8
Standard 2: Consultation and collaboration. Prospective school psychometrists shall demonstrate ability to: Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) 2.1 Consult and collaborate in planning, problem solving, and decision-making processes among diverse school personnel, families, community professionals, and others. 2.2 Provide in-service and other skill enhancement activities for school personnel, parents, and others in the community regarding issues of human learning, development, and behavior. Standard 3: Interventions and instructional support to develop cognitive and academic skills. Prospective school psychometrists shall demonstrate ability to: Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) 3.1 Provide direct and indirect interventions to facilitate the functioning of individuals, groups, and/or organizations. 3.2 Enhance cognitive, affective, social, and vocational development. 3.3 Facilitate the delivery of services by assisting those who play major roles in the educational system (such as parents, families, school personnel, community agencies).
CiE iGCSE Physics 0625 Learning Plan Section 19: Total Internal Reflection and Lenses Specification Resources Assessment Core • Give the meaning of critical angle • Describe internal and total internal reflection Describe the action of a thin converging lens on a beam of light • Use the principal focus and focal length • Draw ray diagrams for the formation of a real image by a single lens • Describe the nature of an image using the terms enlarged/same size/diminished and upright/inverted Supplement • Recall and use the equation sin I / sin r=n • Recall and use n = 1 / sin c • Describe and explain the action of optical fibres particularly in medicine and communications technology Draw and use ray diagrams for the formation of a virtual image by a single lens • Use and describe the use of a single lens as a magnifying glass • Show understanding of the terms real image and virtual image Video: Physics – Section 3 – Lesson 19 – Total internal reflection and lenses Powerpoint: Physics Section 3 – Properties of waves – Physics 19 – Total internal reflection and lenses. Textbook Page 148-149; Total Internal Reflection Page 150-151; Refraction calculations Page 152-153; Lenses (1) Page 154-155; Lenses (2) Section 19 checklist.doc Textbook Page 149 – Qs 1 to 3 Page 151 – Qs 1 to 3 Page 153 – Qs 1 to 3 Page 153 – Qs 1 to 3 Textbook answers – page 329 Talking Paper video – Section 19 – Total internal reflection and lenses Section 19 Exam Question (PDF) – TIR and Lenses Section 19 Exam Question – mark scheme (PDF) – TIR and Lenses
ACCOUNT HOLDER PERSONAL DETAILS Title: Mr. Mrs. Miss Other: First, Middle Name(s): Surname: Other Official Name: Date of Birth: Social Sec. #: Gender: Male Female (mmmm/dd/yyyy) Country of Birth: Nationality: If you hold other nationalities please state: Nationality 1: Nationality 2: If you are a United States of America (US)☐National, ☐Green Card Holder, or ☐Resident Alien, please provide TIN: ACCOUNT HOLDER IDENTIFICATION DETAILS Photo ID 1 Type: Driver’s License Passport National ID Country ofIssue: ID#: Expiry Date: (mmmm/dd/yyyy) Photo ID 2 Type: Driver’s License Passport National ID Country ofIssue: ID#: Expiry Date: (mmmm/dd/yyyy) ACCOUNT HOLDER CONTACT DETAILS Contact Numbers: Home: Work: Mobile: Fax #: E-mail address: Website: ACCOUNT HOLDER ADDRESS DETAILS *Residential Address: *Mailing Address: Address Line 1: Address Line 1: Address Line 2: Address Line 2: Country: Country: Zip Code: Zip Code: ACCOUNT HOLDER OCCUPATION DETAILS (MARKETING DETAILS) Employment Status: Employed UnemployedSelf-employed Retired Student Name of Employer: Job Title: Gross Annual Salary/Pension: ACCOUNT HOLDER PROFILE *Do you hold a Power of Attorney for an account in the United States of America? Yes No If your response to the preceding is ‘Yes’, please state the accountholder’s name: *Do you have a standing to an account held in the United States of America? Yes No Customer Signature: (mmmm/dd/yyyy) NOTARY ROYAL(Please sign and affix stamp). Verified by (Notary signature): (mmmm/dd/yyyy) BANK USE ONLY Loaded by: Verified by: Initial Name (please print): Signature: (mmmm/dd/yyyy) Name (please print): Signature: (mmmm/dd/yyyy)
Represented households: □ 1 □ 2 □3 □4 Other: Garbage Bags (#): □ 0 □ 1 □ 2 □3 Other: Weeks of Waste (#): □ 1 □ 2 (Do not allow more than 2 wks. ) Recyclables: □ Yes □ No If yes, how were recyclables brought: If no recyclables, how are these managed: DETERMINE IF WASTE TO BE INCLUDED IN COMPOSITION STUDY □ Yes □ No Material deposited in segregated study area □ Yes □ No
THE CHARTERED INSTITUTE FOR ARCHAEOLOGISTS EQUALITY AND DIVERSITY GROUP TREASURER REPORT – March 2018 AGM Monday 5th March 2018, 10.30-13.00 AGM ~~~ Annual Budget Request form for the period April 2018 – end March 2019 was submitted in January 2018. Requested £800 to cover committee travel, group forms, other travel expenses (i.e. attendance at conferences/events that represent group interest) and the AGM (i.e. travel/venue expenses). Outcome: TBC. ~~~ Financial overview for 2017 – March 2018 E&D Budget for this financial year (2017/2018) was £725 (original request £800). Current spending: £264.67 Remaining budget: £460.33 Date Ref. Details Remaining budget 24/04/2017 E. Plunkett Display board & stationary for E&D ground stand at CIfA Conference 2017 £10.79 £714.21 08/07/2017 C. Poucher Off-peak Travel card Return (with disabled rail card) to London from Oxford (London Pride) £19.80 £694.41 08/17/2017 C. Poucher T Shirt – via Vista Print (custom made) (T-shirt for London Pride) £9.58 £684.83 08/17/17 E. Plunkett Travel – Bus from Oxford to London (For 1; London £18.00 £666.83 08/17/17 E. Plunkett Parking at Oxford (London pride) £4.00 £662.83 08/17/17 E. Plunkett T-shirts with group/museums logo x2 (London Pride) £21.55 £641.28 11/10/2017 S. Foxley Travel to October mtg 2017 £24.00 £617.28 04/12/2017 H. Cobb Travel to October mtg 2017 £156.95 £460.33
D. Recommended Text Books; Roberts, V. (2012) .Marketing in Financial Services. Canterbury: ifsSchool of Finance D. (2016). Marketing of Financial Services. New Delhi: Biztantra Craven, R 2005 Customer is King Haley, R I (1968) “Benefit Segmentation: A Decision Oriented Research Tool”Journal of Marketing Vol 32, No 3, Marsh, J (1988) Managing Financial Services Marketing Pitman Publishing, London, Lancaster, Geoff, Reynolds. P (2004) Marketing, Langeard, E, Bateson, J, Marketing of Services – New Insights from Consumers Lovelock, C &Eiglier, P.(1981) Marketing Sciences Institute, Cambridge, USA Robinson, P, Faris, C, Industrial Buying and Creative Marketing Wind, Y & Bacon, 1967 .
RELATED WORK behaviors during emergencies Researchers have proposed a variety of social theories regarding behaviors during emergencies. For example, the affiliative theory and place script theory examine individuals’ behaviors based on their personal knowledge, risk perceptions, experience, and routines (Mawson, 2005; Sime, 1983). The emergent norm theory (McPhail, 1991) and the pro social theory (Aguirre et al., 2011) suggest that people continue to maintain group structure and behave in a pro social manner during emergencies. The social identity theory infers that people have a tendency to categorize themselves into one or more building their identity in part on their membership in the groups and enforcing boundaries with other groups (Drury et al., 2009). Moreover, studies in sociology and psychology suggest that people influence each other’s behaviors through the spreading of information and emotions (Rydgren 2009; Hoogendoorn et al. 2010). Social theories can provide valuable insights into occupants’ behaviors during emergencies. However, developing a unified theory that fully explains occupants’ behaviors in different situations is difficult. We conjecture that egress models require individual, group and crowd level characteristics and mechanisms to predict the outcome of an egress situation. At the individual level, occupants may refer to their past experiences and knowledge to decide on their actions. At the group level, the pre-existing social structure (relations between group members) and group norms (expectations of each other's behavior) would affect the behavior of an individual. Crowd-level behaviors are emergent phenomena and often follow social norms. As evidenced from recent studies of emergency incidents, occupants interact with their group members and the people nearby to guide their decision-making process (Kuligowski, 2011). Therefore, egress model should properly reflect the social structure and capture the
_computing_structure_solution 'SHELXS-97 (Sheldrick, 2008)' or 'SHELXM (Sheldrick, 2008)' _computing_structure_refinement ; SHELXL-2018/3 (Sheldrick, 2018), SHELXLE Rev937 (H\"ubschle et al., 2011) ; 6. Structure solution methods _atom_sites_solution_primary ‘direct’ or ‘patt’ or ‘isomor’ _atom_sites_solution_secondary ‘difmap’ or ‘none’ Use ‘direct’ if you used TREF in XS or XM to the structure (direct methods). Use ‘patt’ if you used PATT in XS to solve the structure. Use ‘isomor’ if you solved the structure by isomorphous replacement. Use difmap if you assigned Q-peaks as atoms. Use none if no atoms needed to be added during refinement. 7. Absolute Configuration: _chemical_absolute_configuration ‘an’ or ‘syn’ or ‘ukn’ This entry only applies for chiral and non-centrosymmetric structures. Use ‘an’ (anomalous dispersion) if you refined a Flack parameter and got a reliable value close to zero with a small esd. Use ‘syn’ (synthesis) if you assigned the absolute structure based on a known chiral center, e.g. from the starting material that did not change during synthesis. Use ‘unk’ (unkown) if you don’t know 6. Software above (add above the remainder of the cif text): data_global _publ_section_references ; Bruker (2018). Apex3 v2017.3-0, Saint V8.38A, SAINT V8.38A, Bruker AXS Inc.: Madison (WI), USA, 2018. Hübschle, C. B., Sheldrick, G. M. and Dittrich, B. (2011). J. Appl. Cryst., 44, 1281-1284.
Contact number: Information collected from: PATIENT COURSE YES NO DATE date: __/__/____ Patient hospitalised? __/__/____ (If admitted) If female, pregnant? NO Hospital name: (If admitted) __/__/____ (If discharged) Patient is __/__/____ (If deceased) Treatment(s) AND PATHOLOGICAL (Tick appropriate box (yes; no; UNK: unknown) __/__/____ __/__/____ NO Signs - Complications YES NO Pathology tests YES NO UNK Reduced consciousness Malaria negative Jaundice - Yellow eyes Platelets<100,000 Hepatomegalomy unit date Renal failure Lowest Plts. count: 10^9/L Arrhythmia Lowest WBC count: 10^9/L Rash (If yes, describe) Lowest serum ALB: g/L Lowest BP: Petechiae /Purpura/ecchymosis Highest C-RP: mg/L Overt bleeding Highest AST: U/L (If yes, describe from where): Highest ALT: U/L AST/ALT: 10^9/L Seizures Total Bilirubin: mg/dL and EXPOSURE HISTORY YES NO UNK a history of travel outside South Africa? prior to onset? __/__/____ __/__/____ Travelled (country) to: (where within country) Holiday Visiting relative business Other, state: any bites? bites Animal bites No bites Unknown If yes, give date: __/__/____ RECORD vaccination? (Tick appropriate box) (If vaccinated, specify countries and to travel to yellow fever declared country Countries: to travel to yellow fever declared country POST COMPLETED FORM WITH SPECIMEN TO: Special Viral Pathogens Lab, National Institute for Communicable Diseases, National Health Laboratory Service, 1 Modderfontein Road, Sandringham 2192, South Africa FAX OR EMAIL COMPLETED FORM TO: 0865964423 or cezd@nicd.ac.za
CIF 2015 TEAM RESULTS Place Team Score (if the team has 2 optional scores computed in the final scores this score is accurate) Optional (at least 2 scores need to be counted for each event) Compulsory Total Team Score First La Costa Canyon 73.425 152.200 225.625 Second West Hills 69.825 151.925 221.75 Third Del Norte 220.325 (2 optionals in their score) 220.325 Fourth Mt Carmel 70.875 147.100 217.975 Fifth Poway 66.7 144.375 210.075 Sixth Westview 209.075 (2 optionals in their score) 209.075 Seventh Steele Canyon 63.025 144.525 207.55 Eighth Grossmont 68.675 117.325 186.00
COMMUNITY INITIATIVES APPLICATION FORM Please complete & return to: : Elaine Marsden, RoW Area Application Coordinator, c/o St Werburgh’s Community Hub, Boswell Avenue, Warrington WA4 6DQ Tel: 01925/264625 email: YOUR ORGANISATION Name of Type of Organisation (please mark with an ‘X’) Resident/Community Assoc. Your Group’s main focus (please mark with an ‘X’) Protect the most vulnerable Community Organisation Grow a strong economy Youth/children Build strong, active & resilient communities Parish Council ( in partnership with a Community Organisation) Create a place to be proud of Have you previously applied for funding (please mark with an ‘X’) Yes No If yes, have any of your group’s details changed (please mark with an ‘X’) Please enter new details in the section “Contacts for your Group” below Yes No Contacts for your Please enter below details of two people in your group/organisation who will be responsible for any funding and who are closely involved in your project Name Name Position Position Address Address Postcode Postcode Tel No (day) Tel No (day) Mobile No Mobile No Email Email Bank account details for your group Name of Account Name & Address of Bank Sort Code Account Number Members of the Group & People the Group work with What does your group do? How many people attend your group regularly? How often do you meet? YOUR PROJECT Project Name
Assessment conditions, equipment and resources Context of specific resources for assessment has been determined on a unit of competency The aspects of context may include: Performance Evidence – the ability to demonstrate competency Knowledge Evidence – to complete the unit requirements safely and effectively Assessment Conditions –the environment unit to be assessed and what equipment is required Equipment and workplace documentation – what types of workplace resources and documents must be available Interaction with customers, team members and other people – who must be involved.. In deciding whether a simulation or assessment conditions have been adequately designed and reflects conditions found in the workplace, the following assessment checklist can be used to make sure that key points are considered and opportunities are available to students. deal with typical customers, including difficult customers and diverse types of customers? use facilities, equipment and materials that meet current industry standards? plan and prioritise multiple tasks to meet deadlines? experience the typical workflow for the industry? require adherence to service standards, workplace procedures, health and safety requirements? work with others as part of a team? consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources? Foundation skills: Foundation skills are the non-technical skills that support an individual’s participation in the workplace, in the community and in education and training. In this training package (and all training packages developed by IBSA) the foundation skills incorporate the learning, language, literacy and numeracy (LLN) skills described in the Australian Core Skills Framework (ACSF), and the employability skills described in the Core Skills for Work Developmental Framework (CSfW). The skills included in these two frameworks are illustrated in the table: ACSF CSfW Learning Reading Writing Oral Communication Numeracy Navigate the world of work Manage career and work life Work with roles, rights and protocols Interact with others Communicate for work Connect with work and others Recognise and utilize diverse perspectives Get the work done: Plan and organise Make decisions Identify and solve problems Create and innovate Work in a digital world
Our hospitals – more general inpatient beds $54.6 million on more general inpatient beds to meet increased demand   More hospital in the home bed equivaluents which improve access to hospital services for those less able to seek treatment in the hospital  Outpatient and imaging services – expanding services $9.0 million increased volume of outpatient services   Increases services for patients less able to get to a hospital/clinic  Secure Mental Health Unit $43.5 million for a new 25 bed Mental health unit  Accommodates patients with severe mental illness  The Canberra Hospital Redevelopment $24.3 million to undertake refurbishments of Canberra hospital and provide additional beds  Ensures continuity of in-patient services while infrastructure redevelopments take place.  University of Canberra Public Hospital An amount Not for Publication is being spent to develop a new hospital on the University of Canberra campus  Justice and Community Safety Directorate ACT Courts project Not for Publication expenses for redevelopment of the Supreme Court building  Alexander Maconochie Centre – Additional facilities $79.6 million (including associated expenses) on capital for new buildings and associated staffing and detainee related costs.  Alexander Maconochie Centre designed to meet human rights obligations  Alexander Maconochie Centre – additional staffing $13.6 million for additional in response to increased costs due to increased average detainee numbers   Alexander Maconochie Centre designed to meet human rights obligations  Commonwealth Fire Payment supplementation $16 million provision of additional funding to emergency services agency to offset reduction in Commonwealth funding. Increased fire and commercial building development control fees and Fire and Emergency services levy.  Emergency Services Agency Station upgrade and relocation – Aranda Station $20.9 million on the construction of new emergency services buildings  Improved provision of emergency services  Parking operations – more inspectors $7.0 million in net revenue from more parking inspectors    Revenue associated with expense initiatives $10.4 million in revenue 
CIGNA Dental Registration In to register with Cigna Dental HMO, please visit: . Then, click the link on the left “online resources” and then click “mycigna.com.” You will now be directed to the login screen. Please click “register now.” Fill out your personal information and then “next.” You will now be directed to the registration screen. Click ID Number. Note, DO NOT ENTER YOUR SOCIAL SECURITY NUMBER - Cigna does not use your social security as an ID. Enter your Alternate Employee ID. You can find it in UAccess Employee. From the Employee Main Home Page, choose the Benefits tile then Insurance Summary tab. . You will now be directed to the User ID and password section. Create both a User ID and password based on the criteria provided. Then, you will enter your email address. Finally, pick two security questions and provide the answers. Click next. You will now be directed to the Review and Submit section. Please confirm all information provided is accurate. Click Submit. If you need to make any changes, please click Previous. The last page is a confirmation page that asks you how you want to receive certain information. Once you review this, click “Finish” and you are completed with the process.
Executive summary Australia has a long history of undertaking economic reforms aimed at realising a more flexible and resilient economy. The floating of the dollar, the deregulation of financial markets, the broadening of the tax base and corporatisation of government businesses, to name just a few reforms, have produced an economy that is better placed to take advantage of emerging opportunities and to weather global economic storms. An integral part of the reform agenda has been the sustained liberalisation of trade barriers and reduced industry protection. Throughout the 1970s, 80s, 90s and over the last decade, Australia has embarked upon unilateral, bilateral and multilateral trade liberalisation. This report updates a 2009 that quantified the economic impacts of Australian merchandise trade liberalisation over the 20 year period between 1988 and 2008. This report, as did the previous, uses economic modelling to simulate the economic impact of Australian merchandise trade liberalisation. This time, however, a 30 year trade liberalisation window (1986–2016) has been considered. Importantly, the economic modelling has only taken Australian merchandise trade liberalisation into account — the modelling excludes Australian services and investment liberalisation, and any trade liberalisation undertaken by Australia’s trading partners. As such, the economic modelling results can be seen as representing the minimum of what has resulted from Australia’s overall process of trade and investment liberalisation over the past 30 years. Trade is an important element of the Australian economy and accounts for 1 in 5 jobs Trade liberalisation undertaken by Australia over the period 1986 to 2016 has seen Australia become more integrated into the global economy and more trade orientated, with trade growing faster than nominal GDP over the period. In 2016, merchandise trade was equivalent to nearly 31 per cent of nominal GDP, up from 26 per cent in 1986. Overall goods and service trade was even larger, at just under 40 per cent of nominal GDP in 2016. Trade is also important to the Australian labour market. Using the latest input-output tables from the national accounts, it is estimated that around one in five Australian workers, or 2.2 million people, are employed in a trade-related activity. This includes workers in heavily export-focused industries like agriculture, minerals and energy, but also, importantly,
QualCare Open Access Plus out-of-area plan On October 1, 2016, the QualCare Open Access Plus (OAP) out-of-area plan will be effective. Please note the new effective date which was recently changed since the plan has not been sold for the original September 1, 2016 effective date. The plan is designed specifically for customers who live outside the service area of the local plan offered by their employer. It will first be available to customers whose employers offer the Seton Insurance Company plan, but who live outside of the designated 13-county service area in the Austin and Waco, Texas markets. It will also be offered as a standalone plan for hospital vertical clients (hospital systems that are also clients). The plan will be offered by and underwritten by Cigna Health and Life Insurance Company (CHLIC), and administered by QualCare, Inc., a Cigna company. It leverages the Cigna OAP and OAP In-Network (OAPIN) networks. Service channels will be different than those used by providers for Cigna plans. The Cigna for Health Care Professionals website (CignaforHCP.com) for self-service functions is not available for this plan.
Panelist: • Chrystal George Mwangi – University of Massachusetts • Saran Steward – University of the West Indies • Raquel Wright-Mair – University of Northern Colorado • Hugo A. Garcia – Texas Tech University 10:45-12:00 PM CIHE Membership Meeting Grand Salon A/B
*following Membership Meeting Description: This panel session is intended to explore the challenges international higher education scholars face when developing and disseminating their scholarship. Panelists will provide perspective, while seeking participation from the audience to guide the discussion. Topics that will be discussed include: Selection of the appropriate journal for international work, international conference opportunities, developing relationships with scholars abroad, and best practices for working in a global environment. Panelist: • Chrystal George Mwangi – University of Massachusetts • Saran Steward – University of the West Indies • Raquel Wright-Mair – University of Northern Colorado • Hugo A. Garcia – Texas Tech University Presidential Session Thursday 2:15 pm A Critical Discussion Regarding International Higher Education Research Organizer: Hugo Garcia, Texas Tech University Description: This panel discussion is designed to illicit a candid conversation regarding the role CIHE/ASHE has in supporting international scholars. The validation of international scholarship is often compared to Western epistemologies and ontological perspectives; thus, we will discuss the importance and relevance to re-centering their work within a true international/glocal context. Furthermore, due to diminishing participation from international scholars within and outside the United States attending both the CIHE pre-conference and ASHE general conference, we will discuss ways to increase CIHE participation and engagement. Presenters: Santiago Castiello-Gutiérrez, University of Arizona; Christina Yao, University of Nebraska Lincoln; Amy Metcalfe, University of British Columbia.
The Nominated Principal Applicant can add participants to the application in ResearchNet and assign the following roles and participant type: Principal Applicant Independent Researcher – Career Investigator Independent Researcher – Mid Career Investigator Independent Researcher - Senior Investigator Knowledge User Co-Applicant Independent Researcher – New/Early Career Investigator Independent Researcher – Mid Career Investigator Independent Researcher - Senior Investigator Knowledge User Trainee Other Collaborator Independent Researcher – New/Early Career Investigator Independent Researcher – Mid Career Investigator Independent Researcher - Senior Investigator Knowledge User Trainee Other All Principal Applicants and Co-Applicants must complete the following: Enter their CCV confirmation number; Complete their most significant contributions; Consent. Most Significant Contributions 3,500 characters maximum (check to ensure no text is cut off) Mandatory for Nominated Principal Applicant, all Principal Applicants and all Co-Applicants (not for Collaborators) Please provide information regarding your most significant contributions (maximum of 5) as they relate to the application. Contributions can take the form of: Publications, presentations, intellectual property, other knowledge translation activities etc. Awards, degrees, credentials, etc. Clinical practice, policy development, etc. Specialized training, strategic employment positions, etc. The contributions that you choose to share should be directly relevant to the grant application, and should demonstrate how you will contribute to the application at hand. Additional CV Information – Leave