zilongwang/ReadingBank huggingface dataset:
COLLEGE OF ACCOUNTING SCIENCES 1st SEMESTER: 21 APRIL 2018 Johannesburg Regional Service Centre Venue 08h00-11h00 11h00-14h00 14h00-17h00 203 FAC1601 GROUP C Mr. N SILO (3 HRS) FAC2602 GROUP A Mr. K GALADA (3 HRS) FAC2601 GROUP A Mr. DM RADEBE (3 HRS) 205 FAC1501 GROUP B Mr. SS CHEGO (3 HRS) FAC1501 GROUP C Mr. MI MLAHLEKI (3 HRS) FAC3702 GROUP A Mr. MP MASHA (3 HRS) 206 FAC1502 GROUP A Mr. M PHORA (3 HRS) TAX3701 GROUP A Mr. SS MABENA (3 HRS) FAC3701 GROUP A Mr. SS MABENA (3 HRS) Timetable available at:
SLO 2: Students will demonstrate an awareness of the complexity of the historical, social, and cultural developments in Central America that have shaped a contemporary vision of Central American identity. Assignment Task for Assessing Attainment of SLO (What is being scored?) Written exams, including the written portion of the final project Criteria Excellent (90-100pts) Very Good Good (70-84pts) Poor (60-69pts) No credit Content (understanding) Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. Addresses additional demands with thoroughness and makes a connection to claim. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. Addresses additional demands sufficiently. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Addresses prompt appropriately and establishes a position, but focus is uneven. Addresses additional demands superficially. Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Attempts to address prompt, but lacks focus or is off-task Information presented is completely off topic. Work is incomplete or plagiarized. Mechanics (language, format, tone, grammar) Demonstrates and maintains a well- developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently sources. Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Does not understand English conventions, lacks cohesion and control of grammar, usage, and mechanics. No sources are provided.
Креирати апликацију која рачуна растојање две тачке у равни. private void btnRastojanje_Click(object sender, EventArgs e) { try { //ULAZ x1 = Convert.ToDouble(tbX1.Text); double y1 = Convert.ToDouble(tbY1.Text); double x2 = Convert.ToDouble(tbX2.Text); double y2 = Convert.ToDouble(tbY2.Text); //OBRADA double d; d = Math.Sqrt((x2 - x1) * (x2 - x1) + Math.Pow(y2 - y1, 2)); //IZLAZ tbRastojanje.Text = d.ToString(); } catch { MessageBox.Show("Uneti koordinate", "GRESKA"); } } Креирати апликацију која прерачунава износ новца из динара у еуре.
(22%) (19%) Seniors 2160 205 (9%) -165 370 (14%) +122 248 (9%) Graduates 1390 2 (<1%) -1 3 (<1%) -1 4 (<1%) 55 1 (2%) 0 1 (<1%) -1 2 (4%) Student Type (Native/Transfer) of Students Receiving Midterm Emails Total SP17 UG Enrollment SP17 Difference Previous Spring SP16 Difference Previous Spring SP15 Native Not available 805 -264 1,069 +40 973 (23%) Transfer Not available 278 -165 443 -50 436 (16%) Not Designated 9 +4 5 -5 8 (73%) Number of Grades Submitted by Type SP17 Difference Previous Spring SP16 Difference Previous Spring SP15 D 677 -290 967 +60 907 (45%) F 707 -345 1052 +205 847 (42%) NC 88 -61 149 +27 122 (6%) NF 15 -38 53 -4 57 (3%) RD 18 -31 49 +24 25 (1%) RF 61 +9 52 +16 36 (2%) XD 0 -23 23 +7 16 (1%) XF 0 -47 47 +37 10 (<1%) XNC 0 -6 6 +6 0 Gender of Students Receiving Midterm Emails Total UG SP17 Enrollment SP17 Difference Previous Spring SP16 Difference Previous Spring SP15 Female 3,172 553 (17%) -221 774 (23%) +55 719 (17%) Male 2,098 539 (26%) -204 743 (33%) +45 698 (25%) Ethnicity of Students Receiving Midterm Emails Total SP17 Enrollment SP17 Difference Previous Spring SP16 Difference Previous Spring SP15 American Indian/ 15 4 (27%) -3 7 -6 13
1000 Major 1 1 0 0 Total 1000 Level 4 10 2 6 2000 Level General Education 1 1 0 0 2000 Level Major 5 23 1 7 Total 2000 Level 6 24 1 7 3000 Level General Education 7 18 2 6 3000 Level Major 17 44 6 18 Total 3000 Level 24 62 8 24 4000 Level General Education 13 85 13 85 4000 Level Major 27 62 6 16 Total 4000 Level 40 147 19 101 TOTALS 74 243 30 138 Note: 35% (85) of the summer submissions came from senior seminars. The following table indicates the average ratings by major and college. Major Average Rating Number of Submissions Increase/ Decrease Previous Summer Previous Summer Average All Submissions 3.42 243 +.06 3.36 College of Arts & Humanities 3.49 22 - 3.49 Art 3.50 1 +.75 2.75 Communication Studies 3.50 11 +.31 3.19 English 3.00 2 -.70 3.70 Foreign Languages - - - - History 4.00 4 +.50 3.50 Journalism - - - 3.37 Music 3.37 4 -.13 3.50 Philosophy - - - 4.00 Theater Arts - - - 3.00 College of Education & Professional Studies 3.53 33 -.04 3.49 Early Childhood/Elementary/Middle Level Education 3.55 9 +.16 3.39 Health Studies 3.50 2 -.25 3.75 Kinesiology & Sports Studies 3.50 17 +.15 3.35 Recreation Administration 3.83 3 - - Special Education 3.25 2 -.31 3.56 3.34 32 +.04 3.32 Biological Sciences 3.25 6 +.10 3.15 Clinical Lab Science 3.5 1 - - Chemistry - - - 3.75 Communication Disorders & Sciences 3.25 2 - - Economics - - - 2.50
Pend Oreille Valley 18 15 42 39 Pierce 347 292 759 781 San Juan 4 6 11 12 Skamania 2 2 30 28 Snohomish 59 108 297 437 Spokane 192 187 795 726 Spokane Tribal 14 15 87 42 Stevens 18 17 59 40 Thurston 80 82 282 283 Walla 27 21 80 107 Whatcom 49 36 177 141 Whitman 22 17 54 71 Yakama Tribal 10 0 21 0 Yakima 42 55 133 213 Total 1801 1922 6136 6555 Figure 2a displays the number of active volunteers by program, the number of children with a CASA by program. This chart represents annual data reported by 31 of 32 programs. Figure 3a Cases closed and new CASA appointments by program, 2017 Program Number of cases closed New CASA appointments total Asotin/Garfield 14 7 Benton/Franklin 96 82 Chelan Douglas 61 81 Clallam 91 13 Clark 225 174 Cowlitz 44 3 Ferry 5 5 Grant 95 17 Grays Harbor 9 48 Island 27 22 Jefferson 17 14 King 516 460 Kitsap 97 71 Kittitas 49 39 Klickitat 12 4 Lewis 89 51 Mason 75 2 Okanogan 33 14
Program Name Total SGF Total VOCA Hold Harmless Total Award SGF Cash Match Voices for Kids 40,000 30,000 70,000 13,333 Goochland 40,000 30,000 70,000 13,333 Hanover 40,000 30,000 70,000 13,333 LPOY CASA 40,000 30,000 70,000 13,333 Portsmouth 43,800 33,460 77,260 14,600 CASA for Children 48,360 37,612 85,972 16,120 29th Judicial District 42,660 32,422 75,082 14,220 Northern Neck 40,000 30,000 70,000 13,333 Chesapeake 41,520 31,384 72,904 13,840 NRV 50,450 39,515 5924 101,813 16,817 FOCUS 54,820 43,494 98,314 18,273 VA Beach 59,190 47,473 32,745 172,153 19,730 Norfolk 49,500 38,650 88,150 16,500 Colonial 49,500 38,650 88,150 16,500 Franklin 49,690 38,823 88,513 16,563 28th Judicial District 42,660 32,422 22,769 120,620 14,220 Roanoke 48,740 37,958 86,698 16,247
Piedmont 79,140 65,638 144,778 26,380 Alexandria 66,220 53,874 1645 123,384 22,073 Chesterfield 61,470 49,549 111,019 20,490 Newport News 50,640 39,688 90,328 16,880 Rappahannock 57,670 46,089 103,759 19,223 Henrico 98,330 83,111 181,441 32,777 CIS/GPW 92,820 78,094 170,914 30,940 Central VA 81,800 68,060 149,860 27,267 Richmond 74,960 61,832 136,792 24,987 Fairfax 89,780 75,326 165,106 29,927 TOTALS 1,533,720 1,223,124 63,083 2,883,010 511,240
Council on the Advancement of School-Based Health Centers Data Collection and Reporting Workgroup July 31, 2017 9:30 AM – 12:30 PM Maryland Department of Transportation 7201 Corporate Center Drive Helen Bentley Conference Room Hanover, MD 21076 Call in line: 415-655-0003 Access Code: 645 524 608 Objectives 1. Identify key performance measures needed to: a. correlate SBHC activities and education outcomes b. capture substance use and mental health services data c. analyze impact of SBHCs by jurisdiction and population 2. Identify data measures on the MSDE SBHC Survey to keep, edit, add, or delete 3. Identify the process for updating the MSDE SBHC survey Agenda 9:00 - 9:05 Welcome and Introductions 9:05 - 9:55 Identify key performance measures in Objective #1 Hayley Love, moderator 10:00 -11:30 Identify specific data measures on the MSDE SBHC Survey to keep, edit, add, or delete Moderators: Barb Masiulis, Alicia Mezu, Kristi Peters Work through the MSDE SBHC survey line by line 11:30 -12:00 Identify the process for updating the MSDE SBHC survey Moderators: Barb Masiulis, Alicia Mezu, Kristi Peters Discussion of to update the survey Identify roles and responsibilities to achieve this goal 12:00 – 12:30 Discussion Next Meeting: ???
project is redefining and strengthening the program assessment components beginning with all program outcomes and creating a systematic process of program outcome assessment. The project begins fall 2017. Section IV – Student Engagement and Satisfaction Administration of Assessment IV-1. The purchase of SmartEvals software in 2015 student surveys of instruction online, allowing for evaluation of every course, every fall and spring semester. The freedom of electronic distribution provides real-time access to quantitative data that reflect the students' evaluation of academic instruction. For academic year 2016-2017, the survey results consisted of rated-scale questions on the following criteria: overall teaching ability, learned in course, instructor effectiveness, timely feedback, and student recommendation. The rated-scale questions used a five-point scale (1-5) with 5 as the highest favorable score. Students who were enrolled in fall and spring courses were given access to the survey through email. IV-2. A duplicated total of 7,496 responded out of a duplicated possible total of 14,787 respondents. Division Aggregated Scores of Student Feedback on Instruction Fall 2016 & Spring 2017 Division Allied Health Business and Technology Communication and Fine Arts Math and Science Social and Behavioral Sciences New Student Orientation Response Rate 52% 51% 53% 54% 48% 47% Overall Teaching Ability 4.5 2.7 3.7 3.7 3.4 3.3 Learned in this Course 4.4 4.3 4.2 4.1 4.1 3.8 Instructor Effectiveness 4.3 4.3 4.3 4.1 4 4.1 Timely Feedback 4.4 4.5 4.3 4.4 4.3 4.4 Recommend to Other Students 4.5 4.5 4.4 4.2 4.3 4.3 Overall Aggregated Scores for All Divisions
Question from the Floor from Harold King What is the plans for the University of Winnipeg Foundation bursary education Fund. Hermann reported that at present the capital amount is $30,091.58 and there is $1,050.80 available this year. Future plans are for the Executive to up the capital amount from our CASC Manitoba fund, pending the outcome of the 2014 conference. Document attached (Appendix "C") Nomination Report: Hermann Dueck Chair: Ferdinand Funk (2 years) Education Committee Chair: Michele Barr (3 years) Regional Admitting Committee Chair: Joanne Biggs (3 year) - completing Lynn Granke’s term Secretary/Treasurer: Fries (1 year) – completing Wanda Derksen’s term Regional Professional Practice Committee Chair: Marion Magnusson (3 Years) Regional Ethics Chair: Tim Frymire (3 years – second term) Student Representative: Jonathan Jandavs-Hedlin (1 year – may be re-appointed 2 further years.). Motion to accept reports: Hermann Dueck, Seconded: Tim Frymire. Carried New Business Motion to Amend Constitution & By-Laws - Ferdinand Funk Motion introduced by Ferdinand Funk — referred to 5.0 Committees Whereas: The CASC MB Region values the voice of students in matters of the business of the organization, and Whereas: Many discussions and decisions of the Regional Executive have a direct effect on the students. (Appendix "D") Be it resolved that the position of Student Representative be to the list of officers of the Regional Executive of CASC MB under 5.0 Committees. "5.8 Student Representative The Student Representative shall be elected annually for a one year term and may be re-elected up to two additional years. The student Representative shall represent the interest of the students on the Regional Executive." Seconded by Ron Long. Discussion regarding the process of electing the student member was referred to Executive to study further. Discussion changed the wording to "appointed" from elected. Motion now reads: "5.8 Student Representative The Student Representative shall be appointed annually for a one year term and may be re-appointed up to two additional years. The student Representative shall represent the interest of the students on the Regional Executive."
the changes within the time period specified by the County. Upon request, the Contractor shall immediately return to the County any Confidential Information that the County reasonably determines has not been adequately protected by the Contractor against unauthorized disclosure. Unauthorized Use or Disclosure: The Contractor notify the County within five (5) working days of any unauthorized use or disclosure of any confidential information, and shall take necessary steps to mitigate the harmful effects of such use or disclosure. Payment to the Contractor for services rendered this Contract shall be as set forth in Exhibit B. Where Exhibit B requires payments by Lewis County, payment shall be made on a cost reimbursement basis, supported unless otherwise provided in Exhibit B, by documentation of units of work actually performed (time sheets) and amounts earned, including where appropriate, the actual number of days worked each month, total number of hours for the month, and total dollar payment requested. Cost reimbursement shall be based on 100% percent of capacity of allowable expenses. Allowable expenses are outlined in Exhibit A- Statement of Work. Grant funds are not to be used to supplant other existing grant funding for similar work per RCW 82.14.450. The Contractor shall submit an invoice, on a format approved by the County based upon the approved Contract budget (Exhibit B). The invoice must include a signature and date from the Contractor with the following certification: I, the undersigned, do hereby certify under penalty of perjury, that the materials have been furnished, the services rendered, or the labor performed as described herein, and that the claim is a just due and unpaid obligation against the County of Lewis, and that I am authorized to authenticate and certify to said claim. The invoice shall be submitted by the 10th calendar day of the month following the month during which services were performed under this Contract. The County shall process claims for reimbursement after all supporting documentation is provided in correct and proper form. Claims for reimbursement received after said date will be processed in the succeeding month’s claims for reimbursement. The percentage of Contract award expended for monthly reimbursement of services to be provided under the terms of this Contract shall not exceed the percentage of budget period completed by more than 5%. The total amount of reimbursement requested shall not exceed the total Contract award, as stated in Exhibit B-Budget.
Key Informants Name Affiliation Email Address Phone Number Status Rural Populations Karen Branzell Elko County School District (775) 753-8646 Email request sent 9/3/14 Jon Sasser Washoe Legal Services (775) 785-5722 (use this one) (775) 329-2727 ext 5722 Schedule for 9/8/14 at 3:45 Robin Williams Regional Center (775) 687-5162 ext 238 Schedule for 9/26/14 at 10:30 Early Care Kenneth R. MacAleese, Ph.D., BCBA-D, LBA Advanced Child Behavior Solutions (775) 448-6533 Email request sent 9/3/14 Will send me availability wk of 9/8 Julie Kotchevar ADSD (775) 687-0583 (use this one) (775) 687-0515 Schedule for 9/16/14 at 3:00 Mario J. Gaspar de Alba M.D., FAAP University of Nevada School of Medicine: Developmental-Behavioral Pediatrics (702) 992-6868 Email request sent 9/3/14 Youth & Transition Cynthia Mc Cray Low Incidence Disabilities Team Seigle Diagnostic (702) 799-7434 (702) 799-7454 Schedule for 9/18/14 at 11:15 Cheryl Jung Advocate jungcheryl@aol.com (702) 433-7563 (use this one) (702) 203-5316 Schedule for 9/18/14 at 3:45 Scott W. Harrington, Ph.D., BCBA-D Youth Transition Director UNR -NV Center for Excellence in Disabilities (775) 682-9059 Schedule for 9/8/14 at 12:45 Adults & Aging Jane Gruner NV ADSD (775) 687-4210 Janice John DETR/Voc Rehab (702) 486-5232 Ryan Giles Chrysalis Homes (801) 358-5586 Steering Committee
Alternative Choices Name Affiliation Email Address Phone Number Status Rural Populations Early Care Youth & Transition Adults & Aging Robin Kincaid Nevada PEP rkincaid@nevadapep.org (702) 388-8899 Mark Zellmer Nevada HAND information@nevadahand.org (702) 739-3345 Steering Committee
Improvements in the frequency of supervision sessions. Previously the highlighted that sometimes supervision does not take place as often as planned. All practitioners reported receiving supervision at regular intervals, in line with the LSCB guidelines. There are a range of approaches used but practitioners confirm that reflective discussion takes place. Practitioners value the time and there is evidence of positive impact. Ensure that obstacles, such as staff absence and sickness do not cause a breakdown in regular supervision sessions. Ensure supervisions are effective, respectful challenge and the opportunity for reflective discussion. Further promotion of the LSCB Dispute Resolution Procedure to embed this in practice Increased evidence of practitioners being aware of the procedure and where to find it. There is some evidence of elements of the procedure being used in practice Continue to raise awareness of the procedure Strengthen understanding of the procedure so individuals feel confident using it. Look to making the procedure more visible on the LSCB website
What are we doing well? -Supervision is taking place in every agency at least as LSCB requires. Although, often more frequently than required -Some examples of tools being used to discuss and evaluate risk and response e.g.- S.O.S, 3 houses -Practitioners value supervision and reflect that it happens regularly and adds value -Range of approaches available and flexibility -Supervision is recognised that it is needed and necessary Incorporating signs of safety within supervision process What are we worried -Are supervisors having access to the same training as practitioners to ensure they provide robust supervision? -Recording of reflective supervision could improve in some agencies. - Supervisions may be overly practitioner led. Perhaps include manager directed case supervision. -Not always capturing voice/life of child -Recording of supervision in general (involving informal discussions) -Lack of preparation for supervision What needs to happen? -Supervision for supervisors -Supervisor and practitioner led supervisions -Clear definition of supervision -More robust work around capturing the life of the child -Simple template for supervision expectations -Management using signs of safety within supervision -For adult services to incorporate the voice of the child in families who have children & consider this in paper work. Document the impact of planned actions/goals upon the child/children and reflecting this within records KLOE 6- Are practitioners of the LSCB dispute resolution procedures and use these effectively
IOM CASE DETAIL SHEET City of Departure: Country of Departure: City of Arrival: Country of Arrival: Passenger(s) SURNAME Names DOB Relation-ship to PA Citizenship Travel Document Number and expiry date PA If you have more family member, please tick the box and complete the remaining family members in the Page 2. Traveller’s Details: *Immigration File Reference Number (F, OSF, BCC): *Initial Entry By Date on Visa: Current Address or the name of Camp: Current Telephone No: Email: Proposer’s details in Australia (if any): Name: Relationship: Address: Email: Daytime Phone: Mobile: Affiliate/Secondary contact details other than the proposer (mandatory for loan cases): Remarks: Preferred period of travel: Special Request (if any): Payment method: Bank cheque or Money Order EFT (Australian $) EFT (US $) Others (please specify)
CASE FILING STATEMENT - Informational Only; Not Retained in Case Records Provide the Case File No. for the record you are filing into or the Case Type if initiating a new action: *Available Case Type options can be on the UJS internet website at . Social Security Numbers (not Driver’s License Numbers) must be provided for divorce, support, & paternity cases, 42 USC 666(a)(13)(B). All filers are required to provide the SSN or DL# for each of their participants regardless of the case type. Business entities must provide the EIN number in lieu of SSN or DL#. INFORMATION FOR PLAINTIFF/PETITIONER/APPLICANT: INFORMATION FOR DEFENDANT/RESPONDENT: Last/Business Name First Name Middle Suffix Physical Address City State Zip Check if Same as Physical Mailing Address City State Zip Date of mo/day/ yr Home: Work: Cell: - Social Security No. Driver’s License No. State Employer ID (if def is a business) Attorney: Last Name First Phone No. . State Bar ID # Mailing Address City State Zip
REFERENCE R. v. Kassam, [2007] O.J. No. 2104 (C.J.), Nadel J DATE 2007 CHARGE Speeding Ontario Court of Appeal SUMMARY OF DECISION The officer testified at trial that he reviewed his notes upon arrival at court to refresh his memory and when pressed, admitted that he did not have an independent recollection of the events until he looked at his notes. He did not have an independent recollection of the traffic stops immediately prior or after the case before the court. The appellant argued that the evidence by the officer was not present recollection revived, but really past recollection recorded, masking as present recollection. On appeal, it was argued that prior to refreshing memory from notes the witness must be in a position to swear that they have an independent recollection, separate of their notes. Justice Nadel rejected this argument. The court also observed that it is appropriate for an officer to read his notebook before coming into court to testify and it is not at all objectionable. In this case, it was open to the court to find the officer had a present recollection that was refreshed by reference to his notes. SEARCH Officer’s Notes Memory Reliability Weight COMMENTS REFERENCE R. v. Budisantosa [2005] O.J. No. 4827 (C.J.), Thomas J. DATE November 2005 CHARGE Careless driving COURT Ontario Court of Appeal
Definition of terms A client, for the purpose of this performance measure, is an individual with a disability as defined under the Disability Act 2006 who is receiving case management through this activity. A 'new client' is defined as a person who: has never received a service, or has recommenced services no less than three months after their last episode of support was closed. Case management is defined as time limited assistance for individuals to achieve their goals, become more independent and active in community life and to deal with problems they may be encountering. Note: This does not include administrative activities such as phone calls arranging meetings or providing updates on requests for support. Data collection information Data collections comprise data management systems and data sets. Data collection name Data management system Data set Reporting cycle Service delivery tracking (SDT) FAC/SAMS2 Service delivery tracking data set Monthly Quarterly data collection Quarterly data collection – tool Quarterly data collection – minimum data set Quarterly Key documents Mandatory <https://services.dhhs.vic.gov.au/disability-support-register-guidelines> <http://providers.dhhs.vic.gov.au/access-supports> <https://dhhs.vic.gov.au/disability-services-access-policy-%E2%80%93-implementation-guide> <https://dhhs.vic.gov.au/publications/authorised-program-officer-practice-advice> <https://providers.dhhs.vic.gov.au/positive-practice-framework-word>
Faculty 4. YEAR OF PERFORMANCE APPRAISAL : SECTION – B : CATEGORY – I : TEACHING, LEARNING AND EVALUATION-RELATED ACTIVITIES Sl. No. Nature of Activity Details of the activity to be provided by the applicant along with copies of evidence Maximum API Score Score awarded by the University 1. Lectures seminars, tutorials, practical’s, contact hours under taken as percentage of lectures allocated 50 2. Lectures or other teaching duties in excess of the UGC norms. 10 3. Preparation and imparting of knowledge by instruction as per curriculum; syllabus enrichment by providing additional resources to students 20 4. Use of participatory and innovative - teaching learning methodologies; updating of subject content, course improvement etc. 20
105 J Kumar, M/s Kalyani Cashew & Tin Industries, At/Po. Telliguda, Ps. Jeypore, Dist. Koraput. 106 Sri Srinivas Patnaik, Advocate, At. Umerkote, Po/Ps/Tahasil. Umerkote, Dist. Nabarangpur. 107 Sri. Jhadeswar Mohanty, Chairman, NAC Umerkote, At. Umerkote, Po/Ps. Umerkote, Dist. Nabarangpur. 108 Sri Dwarika Nath Panigrahi, President, Chamber of Commerce, Umerkote, Dist. Nabarangpur. 109 Grahak Panchayat, Friends Colony, Paralekhimundi, Gajapati-761200 (Consumer Counsel) 110 Secretary, PRAYAS Energy Group, Amrita Clinic, Athawale Corner, Carve Road, Pune-411004. (Consumer Counsel) 111 Commissioner-cum-Secretary to Govt., Department of Energy, Govt. of Odisha, .
Gumble –to sit and cross your legs Orthorextelia – to bite with strength Shwaganate – to close an eye and sing Squididle – to jump up and down Squanch – to pat your head and rub your stomach Bhake – to shake an item you are baking Plutad – to carry and item with one hand or arm Weesnaw – to laugh like a donkey Schwipple – to trip Courtwell – to fall out of your desk
CASE - 1 : - ADRENAL GLAND -PHEOCHROMOCYTOMA A 26 female presenting with complaint of pain in right lumbar region since 1 month and having history of hypertension 250/150mm of Hg. Since last 1 year. CASE – 2 : - SPLEEN – HYDATID CYST A 32 years old male Hindu patient came with lump in left hypochondriac region. CT Scan showed – multicystic mass in spleen.
Buczinski S, Rezakhani A, Boerboom D. Heart disease in cattle: diagnosis, therapeutic approaches and prognosis. Vet J 2010;184:258-263. Bexiga R, Mateus A, Philbey AW, et al. Clinicopathological presentation of cardiac disease in cattle and its impact on decision making. Vet Rec 2008;162:575–580 Power HT, Rebhun WC. Bacterial endocarditis in adult dairy cattle. J Am Vet Med Assoc 1983;182:806-808. Divers TJ, Peek SF. Cardiovascular Diseases. In: Rebhun’s Diseases of Dairy Cattle 2nd ed. St. Louis, Missouri: Elsevier-Saunders, 2008: 53-56. Radostits OM, Gay CC, Hinchcliff KW, et al. Diseases of the cardiovascular system In: Veterinary medicine – a textbook of the diseases of cattle, horses, sheep, pigs and goats 10th ed. Philadelphia: Elsevier-Saunders, 2007:
07-Jun-2002 Urge incontinence pelvic floor exercises- cystoscopy showed irritative bladder 27-Feb-2002 16-Dec-2001 Essential hypertension Gout Medications Acute Drug Dosage Quantity Ibuprofen One To Be 56 tablet Three Times Daily PRN Repeat Drug Dosage Quantity Bisoprolol 1.25mg tablets Warfarin 5mg Warfarin 3mg One To Be Daily ASD ASD 56 tablet 100 tablet 100 tablet Aspirin 75mg tablets One To Be Daily 56 tablet Bumetanide 1mg tablets One To Be Taken on Alternative Days 28 tablet Omeprazole 20mg gastro-resistant capsules One To Be Taken Each Morning 56 capsule Citalopram 10mg tablets One To Be Taken Daily 56 tablet Zerobase 11% cream Use PRN 500 gram Atorvastatin 10mg tablets One To Be Taken Daily 56 tablet Laxido Orange oral powder sachets 1 sachet mixed with water SD 90 sachet Donepezil 10mg tablets 1 to be Taken Daily 56 tablets Hydroxyzine 10mgs tablets 1 to be Taken at night 56 tablets Ramipril 5mgs tablets 1 to be Taken Daily 56 tablets Co-codamol 8/500 tablets 1-2 tablets QDS PRN 112 tablets
the BAEd curriculum K2, K3, K4, V1 5 screencasting to develop resources for students Michelle Reid, University of Reading A2, A4, K4, V1, V2 6 Pedagogical uses for online discussion boards David Matthew, University of Bedfordshire A1, A2, A3, A4, A5, K2, K3, K4, V3 7 screencasting for feedback Julia Dawson and Eloise Sentito, University of Plymouth A2, A3, A4, K3, K4, V1, V2, V3 8 Effective feedback for students in Web_pa – a systems upgrade to provide relevant feedback and development guidance relating to group working Keith Pond, Loughborough University A3, A4, K3, K4, K5, V1, V2, V3 9 Enhancing the delivery of undergraduate physical chemistry: upgrading the pre-lab lecture sessions Upul Wijayantha, Loughborough University A1, A2, A4, K1, K2, K4, V1, V4 10 Teaching information literacy skills and plagiarism avoidance to incoming undergraduate students: a case of departmental, library and collaboration Farzana Khandia, Loughborough University A2, A4, K2, K4, V2, V4 help
11 Sharing teaching materials and online resources to promote blended learning and enhance staff capabilities Skills@Library, University of A1, A2, A4, K2, K3, K4, V1 12 Students as Agents of Change in Meeting Staff Development Needs for Technology Enhanced Learning Bird, Liverpool John Moores University A2, A3, A4, K3, K4, V1 13 Supporting academic colleagues in developing open-content literacies Oxford University Computing Services A1, A2, A4, K4, K6, V1, V2, V4 14 Improving staff awareness and understanding of digital literacy Open University Library Services A1, A2, A4, A5, K2, V2 15 Improving staff digital literacy through sessions for research, learning and collaboration School of Health and Related Research (ScHARR) Library, University of Sheffield A5, K4, V3 16 Manipulating Collaborative Online Learning Marcus Leaning and Justine Mortimer, University of Winchester with Dr Bex Lewis, then The University of Winchester, now Durham University S1 - A1, A2, K1, K2, K6 S2 - A3, A4, K6, V1, V4 S3 - A1, K4, V1 17 Learning technologies, PGCL&TL(HE) Haydn Blackey, University of Glamorgan A1, A5, K4, V1, V4 size
and CPD, now and in the future 18 Learning technologies, PGCAP and CPD, now and in the future Nicole Kipar, Heriot Watt University A1, A2, A5, K4, 19 Learning technologies, PGCHE, CPD, Digital Literacies and e-learning, now and in the future Simon Thomson and David Killick, Leeds Metropolitan University A1, A2, A5, K4, V1 20 PGCTLHE and CPD, now and in the future David Barber, Head of Bishop Grossteste University College A4, A5, K4, V1, 21 in the Management of Learning & Teaching in Higher Education and CPD, now and in the future Myra Vogel, Goldsmiths College A5, K2, K4, V1 22 PGCTLHE and CPD, now and in the future Barbara Less, Southampton Solent University A4, A5, K2, K4, V1 23 PGCTLHE, CPD and digital literacies, now and in the future Juliet Hinrichsen University of Greenwich A4, A5, K4, Elements of the UKSPF – links to case studies UKPSF Element Applicable case studies A1 Design and plan learning activities and/or programmes of study 2, 3, 4, 6, 9, 11, 13, 14, 13, 15, 16 A2 Teach and/or support learning 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 4,16 learning,
Table 2a Labour options and cost One skilled person Two skilled people One skilled person with one unskilled Two skilled people with one unskilled Emily Digby Emily Emily One unskilled labour unit Digby Emily One unskilled labour unit $45.50/hour $124/hour $72/hour $150/hour A labour option from Table 2a was allocated to the sheep activities listed in Table 2b, ‘with’ and ‘without’ the sheep handler. For example, the sheep handler is used for multiple operations after shearing when the sheep are treated with a lousicide (backlining), drenched if required, and classed all in the one pass. Without the sheep handler this is not possible and although the backlining and drenching might be done in the race at the same time, classing becomes a separate operation and requires additional handling of the sheep; either re-drafting or bringing them back into the yards later. Table 2b Labour options used for activities with and without sheep handling system Activity Labour ‘without’ the sheep handler Labour ‘with’ the sheep handler Backlining One skilled person Two skilled people Classing sheep Two skilled people Drenching One skilled person with one unskilled Vaccinating hoggets Two skilled people One skilled person with one unskilled Tagging wethers Two skilled people One skilled person with one unskilled Weighing crossbred & removing dags Two skilled people One skilled person with one unskilled
Clinical Scenario Evaluation This report was generated by [Mediana's User] the Mediana package version 1.0.7. For more information about the Mediana package, see http://gpaux.github.io/Mediana. Project title: Case study 4 Description: Clinical trial in patients with metastatic colorectal cancer Random seed: 42938001 Number of simulations: 1000 Number of cores: 4 Start time: 2018-07-16 10:35:07 End time: 2018-07-16 10:35:14 Duration: 6.45 secs Number of samples: 2 Randomization ratio: (1:2) Number of event sets: 2 Event set Total number of events Total number of events = 270 270 Total number of events = 300 300 Number of outcome parameter sets: 1
Part II Questions – Too Little, Too Late Explain what problem did the distilled water in the patient’s blood stream create? Explain what happened to the patient’s blood cells, why did the patient’s oxygen levels fall? Considering the function of red blood cells, explain why did the patient’s oxygen levels fall? After Tom made his error, is there anything that could have been done to save the patient’s life? Make sure to explain your answer.
Creating a process that was ‘standard’ across the company, rather than on ‘exceptional cases’. Ensuring that approach to budgeting was consistent across the organisation with clear financial responsibility. Significantly reducing the number of processes and steps involved in obtaining access to the services, tools, and solutions needed for an employee with an impairment. Ensuring that proper services, tools and solutions were available for employees with impairments. Clearly delineating the role of the Health Department, HR and line management in terms of when they needed to be involved, if at all. Defining a single, self-service entry point in the form of an accessible online portal with a global catalogue of all services, tools and solutions available for an employee with impairment. Communicating and advertising information about the Workplace Accessibility capability to all Shell employees. Establishing key criteria and pre-approved services, tools and solutions to avoid subjectivity and ease the flow of providing access. Keeping the process impartial and private by having it processed by Accessibility Care Centre specialists rather than individual line managers. Additionally, the working group streamlined the approval process for funding services, tools and solutions by giving the Accessibility Care Centre specialists a list of ‘pre-approved’ items that they could sign off independently from the finance team. Pilot launch From October 2016 a pilot of the Workplace Accessibility capability was launched in the Netherlands and Canada. The pilot introduced 142 out of 150 updates through the roll-out of the new capability and is already seen to be delivering dramatic improvements in service and efficiency: Waiting times for adjustments have been reduced from two to 19 months to as little as five days. There are now two processes for obtaining a reasonable adjustment, compared to seven before: a single, self-help approach via the online portal and a Workplace Accessibility Care Centre, with a team of Care Specialists to help guide an employee with a disability to the proper services, tools and solutions they require. These advisors were trained by BDF on disability awareness, etiquette and the framework for making recommendations on adjustments. Staff time spent on processing reasonable adjustments has been reduced from 50 hours to 10 hours per case.
Appendix 4 Front door patients – source of referral to RAD over last 6 months The bulk of referrals to RAD come via MAU It is hoped that basing the team in A & E will increase the workload there Day hospital patients are seen to support the Rapid Access clinic where an admission is potentially indicated
first half of 2012, beyond the experimental stage in 2011. The team finished the enterprise-wide deployment of Office 2010 and pre-review for the integrated communication and collaboration-related back office solution. And as of 2012, it has started to build the platform for the spread of engagement and communication culture. Benefits Integrate the collaboration and communication channels There are a lot of tech-savvy who are expert in IT in ETRI and they are likely to utilize IT technology themselves to raise their business efficiency, which resulted in many small tools by division in addition to a variety of system supported by Information Support Team. They are talents who can develop and use tools required for their research tasks. So there are many tools used for managing projects, schedule and file by division. These environments will be integrated across the organization. ETRI plans to integrate the collaboration and communication-related business environment across the organization in 2012. This integration is predicted to create synergy with several activities for Open R&D. Build the foundation for Open R&D To mine the business challenge beyond industry including automotive, shipbuilding and marine engineering, agriculture, construction and carry out research for that, the close collaboration with enterprises and research institutions in other industries is required. ETRI has built the co-research foundation for Open R&D and to do this, the introduction of Office 2010 and integrated communication and collaboration platform is a kind of Regarding this, Mr. Kim said, “To move into the Open R&D system, we must know all knowledge information we have for integrated management of them. To do this, enterprise-wide standard procedure and system is required. In this perspective, the deployment of Office 2010 and integrated communication and collaboration foundation will be the foundation for the Open R&D.” Activate the technical document sharing When the enterprise-wide integrated communication and collaboration emerges in the usual day-to-day research, it is expected that the minor inconveniences researchers complained will be resolved. This is because the possibility of mitigating the closure of existing way of managing document authorization is opened up. Mr. Kim said, “Documents written in ETRI are authorized to A, B, C and D.” He said, “All documents are searched, but there are many documents not to be viewed by the authorization. These inconveniences will be resolved by Office Web Apps in the future. This is because it is possible that users are authorized to read only the documents not to download them. Maintain the concentration in the organizational changes
Postscript A short article appeared in the Daily Telegraph on 22 February 2006 naming the mother with her photograph, referring to, but not naming, the child. The mother and child were located on 24 February 2006. Next to a mattress in a room of premise where each was sleeping was located a copy of the Daily Telegraph of 22 February 2006. The child was transported to hospital due to concerns about his loss of weight and was discharged on 27 February 2006. A care application was filed on that date.
Salaries and wages Operating supplies 900 900 900 900 900 900 900 900 Repairs and maintenance 750 750 750 750 750 750 750 750 Advertising and promotion Bad debts 300 300 300 300 300 300 300 300 Rent Utilities Insurance General office 450 450 450 450 450 450 450 450 Licenses 0 0 0 0 0 0 0 0 Interest 970 970 Debt service (principal) Total cash disbursements Net cash flow EXHIBIT 7 Pro Forma Balance Sheets End of: Year 1 2 3 Year 1 Year 2 3 Assets Liabilities Current assets Accounts payable Cash 3,000 Notes payable 0 0 0 Accounts receivable Total current liabilities Inventory Supplies 300 300 300 Long-term liabilities Bank loans payable Prepaid expenses 1,667 Personal loans payable 0 0 0 Total current assets Total long-term liabilities
B. The Steering Committee shall determine which two of the four Elections Committee seats shall initially be a one-year term in order to effect the staggered terms required by the Constitution. Subsequent terms for this seat shall be two-years terms. C. These By-Laws shall be effective upon ratification by two-thirds of those in attendance at the inaugural Assembly. Adopted April 1, 2016 Amended November 2, 2017 (insertion of section G to article V.)
Deficiencies with current qualifications and units of competency Qualifications There is significant overlap between the Certificate IV and Diploma. Of the 12 core units in the Certificate IV – six are also core in the Diploma and four are electives. Seven electives are common to both qualifications. Depending on the selection of units in the Certificate IV, a candidate could claim credit transfer for up to 17 out of the required 25 units in the Diploma. There is potentially a 70% overlap, which calls into question the structure of the qualifications and the value of retaining both. The Certificate IV requires eight electives out of a bank of 35. The Diploma requires 10 electives out of a bank of 43. The choice is very broad and it would be possible to achieve the qualifications without a strong access focus. Neither the Certificate IV nor Diploma includes a description of vocational outcomes; the distinction in purpose and application of these qualifications is not clear. Concern was raised during consultation of graduates with a Certificate IV in Access Consulting promoting themselves as a ‘qualified’ Access Consultant. Artibus Innovation will consult with industry to the Certificate IV and Diploma and develop a new Certificate IV in Access Consulting. It will be informed by a functional analysis of Access Consulting tasks and will streamline and strengthen the structure and packaging rules to meet current industry requirements and: alignment with a converging suite of specialist services in Construction and Property Services flexibility to accommodate training needs of individuals entering from multiple pathways (e.g. disability background needing building code, audit, plans, and standards skills vs building designers needing knowledge of practical ‘liveability’ issues for disability) alignment with vocational outcomes. and review: potential pathways between qualifications in the Building Design and Home Sustainability sectors. These sectors share with Access Consulting commonalities in skills and knowledge, such as interpreting legislation, standards and guidelines, building codes and plans, auditing, design and access principals and client engagement. Units There is significant overlap in the content of units, particularly those that deal with access audits and the provision of advice. Evaluate the unit content and assessment requirements to: validate currency and remove duplication consider the inclusion of imported
CPPFES2020A Conduct routine inspection and testing of fire extinguishers and fire blankets CPPFES2021A Inspect, test and maintain fire extinguishers CPPFES2025A Inspect, test and maintain gaseous fire CPPFES2026A Inspect and test emergency and exit lighting systems CPPFES2027A Inspect, test and maintain non-gaseous pre-engineered fire-suppression systems CPPFES2029A Conduct functional tests on fire detection, warning and intercommunication devices CPPFES2035A Identify, inspect and test fire and smoke doors CPPFES2037A Inspect and test fire hydrant systems CPPFES2039A Identify, inspect and test passive fire and containment products and systems CPPFES2043A Prevent ozone depleting substance and synthetic greenhouse gas emissions CPPFES2047A Inspect and test control and indicating equipment CPPFES2048A Receive and dispatch scheduled gaseous agents CPPFES2049A Conduct recovery, reclaim and fill operations for scheduled gaseous fire-extinguishing agents CPPFES2050A Monitor storage operations for scheduled gaseous agents Participate in workplace safety arrangements Participate in environmentally sustainable work practices Safely move loads and dangerous goods Identify types of installed fire safety equipment and systems Demonstrate first attack firefighting equipment Prepare for installation and servicing operations Maintain quality of work and promote continuous improvement Inspect and test control and indicating equipment Inspect and maintain portable foam-generating equipment Conduct enclosure integrity testing Inspect, test and maintain portable fire monitors Install passive fire and smoke containment systems Install and commission pre-engineered fire-suppression systems Interpret installation requirements for gaseous systems Install gaseous agent containers and actuators Decommission gaseous containers and actuators WHAT THIS MEANS FOR YOU
duplication, and reflect requirements of the Standards for Training Packages. CPCCCO3054 Operate concrete agitator trucks CPCCCO3054A Operate concrete agitator trucks Supersedes and is equivalent to CPCCCO3054A Operate concrete agitator trucks. Changes to elements and performance criteria to provide clarity, remove duplication, and reflect requirements of the Standards for Training Packages. E CPCCCO3055 Install topping slabs CPCCCO3055A Install topping Supersedes and is equivalent to CPCCCO3055A Install topping slabs. Changes to elements and performance criteria to provide clarity, remove duplication, and reflect requirements of the Standards for Training Packages. E CPCCSF2003 Cut and bend materials using oxy-LPG equipment CPCCSF2003A Cut and bend materials using oxyLPG equipment Supersedes and is equivalent to CPCCSF2003A Cut and bend materials using oxy-LPG equipment. Changes to elements and performance criteria to provide clarity, remove duplication, and reflect requirements of the Standards for Training Packages. E CPCCSF2004 Place and fix reinforcement materials CPCCSF2004A Place and fix reinforcement materials Supersedes and is equivalent to CPCCSF2004A and fix reinforcement materials. Changes to performance criteria to provide clarity, remove duplication, and reflect requirements of the Standards for Training Packages. E CPCCSF3001 Apply reinforcement schedule CPCCSF3001A reinforcement schedule Supersedes and is equivalent to CPCCSF3001A Apply reinforcement schedule. Changes to elements and performance criteria to provide clarity, remove duplication, and reflect requirements of the Standards for Training Packages. E CPCCWHS2001 Apply WHS requirements, policies and procedures in the CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry Supersedes and is equivalent to CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry. Minor changes to unit code and title. E