zilongwang/ReadingBank huggingface dataset:
All applications must be submitted by no later than 1pm, 22 January 2018. Applicants will be informed of the outcome of their application within 6 weeks of the deadline. Information you will need to complete your application To complete the form you will require the following information at hand: Bank account details Programme budget with detailed workings Contact details of; An independent referee The Senior Authorising Officer from your organisation A young person involved with the development of this application You will also be to upload electronic copies of the following documents Annual Accounts / Receipts and Payment Statement Bank Statements (for organisations who have been operating for less than one year) CV’s of any Arts Tutors involved in the delivery of the programme Previous evaluation reports (if applicable) In to complete the form, the questions we ask will broadly cover the following areas: You: Tell us your organisation, how you’re set up, and your main purpose. The Project: Tell us about the project. What are you hoping to achieve; how were young people involved in the development of the project; and what involvement do you have from the wider community. Where and when: Tell us where and when the activity will take place Target Audience: Tell us the numbers of the young people that you hope to reach, and particularly how many you are aiming to achieve the outcomes (as set out in Key Criteria 3) Staffing/Delivery: Tell us who will be involved in staffing and delivery, their qualifications, and how much time is needed. You’ll also need to tell us how you’ll reach the young people, and whether your project offers any other progression/attainment opportunities. Budget Information: What is the overall budget and how much are you seeking from the CashBack Open Fund. Tell us about your costs, and any partnership funding or in-kind support you have. Information on completing the online application We use an online application process. Once you have logged into the system you can choose to save and return to the application at any point prior to submission. Please take the time to complete every question, the programme does not allow you to progress through the application form otherwise. is information and advice provided throughout the application form, please take the time to read this as it will support you to develop a strong proposal. When completing the Finance and Budget Section of the Application Form please your costings to the nearest £1. Do not use decimal points or commas. £1523.50 should appear 1524
................................................................ Director of Graduate Studies ………………………………………………… Print Name .............................................. Date Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing" ................................................................. Head of School ……………………………………………………. Name .............................................. Date Module Specification Template Last updated February 2013
Document Analysis; Author: Title: Year: Publisher / Source: What type of evidence does the author use? a story data, facts, statistics expert testimony eye witness a research other What is the evidence? ● Directly quote OR paraphrase the source. ● Make sure you reference the paragraph number. Why is the information or evidence important Purpose Appeal Rebuttal Paragraph # Paragraph # Paragraph #
Document Analysis; Author: Title: Year: Publisher / Source: What type of evidence does the author use? a story data, facts, statistics expert testimony eye witness a research study other What is the evidence? ● Directly quote OR paraphrase the source. ● Make sure you reference the paragraph number. Why is the information or evidence important Purpose Appeal Rebuttal Paragraph # Paragraph # Paragraph #
NCB CBA Initiation Process and Briefing Format The following briefing slides are provided from N810 and describe the CBA Initiation process (previously described in Section 2 and Figure 3) as well as the briefing format developed by N81 to obtain NCB approval for conducting a CBA. NCB BRIEFING FORMAT 1 – Title Slide Slide 2 – Decision Required Slide 3 – Bottom Line 4 – Purpose and Background 5 - Objectives Slide 6 – Guidance and Related Studies Slide 7 – Scope (see Table 2)
Food Dressing Rooms Lost and Found Use of Cell Phones and Other Electronic Devices Drop-off and Pick-up Pets III. Medical Release and Care Waiver – page 7 Medical Release Forms Medication Policy Medical Attention for Sick or Injured Students IV. Class Policies – page 7 Placement, Advancement and Exams Student Evaluations and Recommendations Class Attendance and Tardiness Inclement Weather - School Closings Instructor-Student Contact Photography/Video Release Performances Costume Care/Rental Guidelines V. Tuition and Other Payment Information – page 10 Tuition Payment Agreement Registration Payment Withdrawal from CBA Scholarships and Financial Assistance VI. Privacy Policies – page 12 Use of your Personal Information Control your Personal Information Security of your Personal Information Changes to this Statement Medical Form Statement of Privacy
2004 Corrine Irish 2004 Shirley Jean 2004 Theresa Therilus 2005 Afia Asamoah 2005 Tiffany Benjamin 2005 Jennifer Gray Eddie Woods 2005 Heather Lonian Lonian 2005 Walter Mosley 2005 Scott C. Nolen 2005 Ory Okolloh 2005 Kimberly Pack 2006 Taimarie Nicole Adams 2006 Courtney Anderson 2006 David Gaston 2006 Gwen Gordon 2006 Devika Kornbacher 2006 Andrew Lindsay Otilia Mirambeaux 2006 Price Bennie King Caleb King 2006 Louis Sterling 2006 Michaele N. Turnage Young Sean Young Kendall Young 2006 Brandie N. Weddle Brandon Weddle 2007 Heather Souder Choi 2007 Antonia Dean 2007 Amanda K. Edwards 2007 Brieanne Elpert Justin Jackson 2007 Alexandria Lee 2007 Diane Lucas 2007 Chartey Quarcoo Ashley Quarcoo 2007 Yaneris M. Rosa
Created on: July, 2015 Created by: Mary Ann Billerman, Sherri Holland, Tierney Meeker, Stephen Plancey Revised on: Revised by: 2015 OCEAN COUNTY -Social Studies CURRICULUM FRAMEWORK Content Area: Social Studies Course Title: United States History II Level: 11 Unit Plan 1 Imperialism Spanish American War World War I (1890-1920) Pacing Guide 5 Weeks Unit Plan 2 Roaring 20’s, Great Depression, World War II (1920-1945) Pacing Guide 7 Weeks Unit Plan 3 Cold War Conflicts (1945-1963) Pacing Guide 4 Weeks Unit Plan 4 Postwar Domestic Situation Pacing Guide 4 Unit Plan 5 Era of Activism 1960’s Pacing Guide 5 Weeks Unit Plan 6 The Transitional 1970’s (Economic Globalization, Middle East Conflicts) Pacing 6 Weeks Unit Plan 7 The 1980’s to the Modern Era Pacing Guide 7 Weeks
District textbook example: Example- United States History and Geography McGraw Hill Textbook (Online Digital Textbook) Graphic organizers Supplemental readings American Heritage Primary Source Library Internet use Example- Library of Congress Quizlet Webquest 2015 County Social Studies Curriculum Framework Unit 2 Overview Content Area: Social Studies Unit Title: Roaring 20’s, Great Depression, World War II
The third respondent child(ren) are acting by their children’s guardian XXXXXX. The first intervener (RELATIONSHIP TO CHILDREN) is XXXXX The second intervener (RELATIONSHIP TO CHILDREN) is XXXXX Representation: The parties are represented as follows: The applicant local authority is represented by XXXXXXX. The first respondent mother is represented by XXXXXXX. The second respondent father is represented by XXXXXXX. The third respondent child(ren) are represented by XXXXXXX The following people appeared in person: XXXXXXXX contact details are XXXXXXXXX XXXXXXXX whose contact details are XXXXXXXXX The names set out in paragraph 1 are not to be disclosed in public without the permission of the court. Allocation: The proceedings are allocated to / continue to be allocated to HHJ XXXXXXXX. The Applications(s): The local authority has applied for a care order/supervision order/other Part 4 order [specify] today/on date] [Any other applications?] XXXXXXXX has applied for [ ] [today/on date] Today’s Hearing:
Social Services CBAS CORE SERVICES (Box 21) Participant Problem (must include a measurable starting point) Treatments/ Interventions (Include whether individual and/or intervention, and any activities) Frequency of Treatment/ Intervention (e.g., 2x per week) Discipline Specific Objective/Goal of Treatment/ Intervention (must include measurable objectives/goals) Therapeutic Activities Physical Therapy Maintenance Program
Occupational Therapy Maintenance Program Nutrition/Diet O Regular Diet O Special Diet Specify: __________ _________________ O NPO (may receive NG, GT or IV feedings at home) ------------------------------ ----------------------- ------------------ --------------------------------------------- (22) Participant’s Individual Plan of Care (Additional Services) (must be consistent with information provided in this IPC) CBAS ADDITIONAL SERVICES (Box 22) Participant Problem (must include a measurable starting point) Treatments/ Interventions (Include amount [e.g., 15 minutes] of intervention, the duration of intervention [e.g., for 2 whether individual and/or group intervention, and any activities) Frequency of Treatment/ Intervention (e.g., 2x per week) Discipline Specific Objective/Goal of Treatment/ Intervention (must include measurable objectives/goals)
9 18 The CBAS provider is responsible for documenting at least four hours at the center. 9 19 The bundled service package shall be reimbursed under one rate of reimbursement. 9 20 Core services: each waiver participant shall receive ALL of these services on each day of attendance at the center: Governing Statute: WIC 14550.5, core services 9 21 o Professional nursing. o Therapeutic activities. o Social services and/or personal care services. o One meal offered per day. Governing Statute: WIC 14550.5, core services Cross reference STC 95 f. Basic CBAS Benefits, items 49-54. 9 22 Additional services: each waiver participant shall receive any of the following services specified in his/her IPC: Governing Statute: WIC 14550, required services 9 23 o Physical therapy. o Occupational therapy. o Speech therapy. o Mental health services. o Registered dietitian services. o Transportation to and from the center and the participant’s place of residence. Governing Statute: WIC required services reference STC 95 g. Additional CBAS Benefits, items 55-61. 9 24 1. Legal Authority and Requirements. CBAS providers shall deliver services in licensed ADHC centers in accordance with current Health and Safety (H&S) Codes under Division 2, Chapter 3.3 and shall Governing Statute: H&S Division 2, Chapter 3.3
and to assure that services are provided to all participants according to their IPC. 8 61 Appropriate documentation in the participant’s health record according to current health record standards shall be completed by all CBAS staff providing services. 2 62 8. Authorization and Documentation a. CBAS Waiver services shall require prior authorization and reauthorization. Governing Statutes: WIC 14526 and 14526.1, Authorization for participation and Treatment authorization requests 2 63 A Treatment Authorization Request (TAR) or agreed upon prior authorization document shall be prepared by the CBAS provider and submitted to DHCS or the managed care plan for each waiver participant seeking CBAS services. TARs for services for each waiver participant must be supported by the IPC. Governing Statutes: WIC 14526 and 14526.1, Authorization for participation and Treatment authorization requests 2 64 Reauthorization TARs are required every six months and services shall continue to be supported by the physician-signed IPC. Governing Statute: WIC 14526.1(f), Treatment authorization requests 10 65 NOTE: The CBAS provider’s physician or the participant’s primary care physician may sign the participant’s IPC. “Primary care physician” may include physician
Use “Sunday Morning Early” to answer this question. 4. Which line best explains why the speaker begins to speak at the end of the poem but then stops? Step 1: Look at the end of the poem where the speaker begins to speak and then stops. Step 2: Answer this question- “why does the speaker stop himself from speaking?” Step 3: Look at each answer choice. one supports the reason for why he stopped speaking? F A clap of thunder beyond those hills. G it hits me that my daughter is a young woman, H the russet and gold of late summer’s sunburnt grasses, J That’s the trick in life—learning to leave well enough alone. Use “Sunday Morning to answer this question. 5. What does the poet mean by the lines “suddenly everything is a metaphor for how/short a time we are granted on earth”? Step 1: Define “metaphor.” Step 2: Read the before and after the line provided above. Step 3: What are the two things being compared? Step 4: Identify the correct answer and explain why this is the best choice. A Nature often serves as a reminder that time does not stand still. B Time passes differently for different people. C The future represents uncertainty. D Ordinary occurrences in nature cannot always be described. Use “Sunday Morning Early” to answer this question. What is the most likely reason the poet ends the first stanza after line 13? Step 1: Re-read line 13. Step 2: Define “central message”, “setting”, “point of view”, and “details”. Step 3: Out of these four definitions, which one is illustrated in line 13. Step 4: Choose the best answer and explain why it is correct. F To emphasize the poem’s central message G To indicate a change in the poem’s setting H To introduce new details about the poem’s speaker J To highlight a shift in point of view Use “I Wish I was a Poet” to answer this question.
0830 3 hours Basic Incident Command System (ICS) + Video I200: Unit 2-7 Bob Wilken 1130 45minutes Crew Boss Kit, Lunch in Field S230: Unit 2 Clarke 1215 2 hours Responsibilities of the Single Resource Boss S230: Unit 1-5 I200: Unit 5 S234: Unit 1 Kostrzewski 1415 1 hour Documentation and Communications I200: Unit 4 Matt Graeve 1515 3 programming John Wakefield GPS Tim Haydt Supply Unit: engine and equipment review & inventory S230: Unit 4c Nick Hoffman 1815 15 minutes After Action Review All Pat McElhenny 1830 1 hour Dinner 2000 IAP Development with Plans Chief S230: Unit 3 I200: Unit 5 Red Day 4: Saturday, October 9 0700 1 hour Breakfast 0800 30 minutes Briefing- ICS exercise I200: Unit 4 Clarke/ 0830 1 hour Risk Management and HRO Concepts S230: Unit 4a Jeremy Bailey 0930 2 hours Wildland Fire Size Up Parks Small 1130 1 hours Briefing S230: Unit 3 Steve Hubner 1230 6 hours Field Exercises: Lunch in Field S230 I200; L280 Lead Field Instructor: Matt Snider 1830 1 hour Dinner 1930 30 minutes Action Review: All Pat McElhenny 2000 IAP Development with Plans Chief S230: Unit 3 I200: Unit 5 Squad Day 5: Sunday, October 10 0700 1 hour Breakfast 0800 30 minutes Briefing- ICS exercise I200: Unit 6 Clarke/ 0830 3 Tactics (Sand tables) S230: 4c Toni Aguilar
World War Site Recording Form Please complete the following sections as accurately as you can in black ink or electronically. Bold sections are mandatory. Use this form with the Completing your Site Recording Form notes that follow and First World War wordlists. 1. LOCATION Grid Reference (NGR) eg SJ 91866 22934 NGR location point eg centre of site, corner of building NGR source GPS (WGS84 coordinate system) Online tool/mobile app url: Map Scale and date 1:______ Official name of the site Alternative names Related sites (with NGRs if known) Location notes/directions Current County/Unitary Authority Current Parish/Borough/Community/Townland Postcode NMR No. (if site known) (Canmore Scotland, Coflein Wales, Heritage Gateway England) NISMR/DHP No. (Northern Ireland) HER/SMR No. (England, Scotland) Archwilio PRN (Wales) Heritage designation None Scheduled monument Listed building Conservation area 2. SITE OBSERVATIONS Type of site (see First World War Thesaurus) eg drill hall/airfield Unknown Date/s of construction (YYYY) Source for date/s Dates for First World War use (YYYY–YYYY) Second World War use Site description and features eg location, orientation, dimensions, shapes, features, functions, phasing, roofing Construction materials (see Building Materials Thesaurus) eg concrete/brick/corrugated iron Overall condition Good Fair Poor Very poor Uncertain Destroyed Converted Restored Threat type eg tree growth/ploughing/ erosion/military activity/building work: Threat significance High Moderate Low Negligible Threat timescale Active Long-term Negligible 3. ATTACHMENTS AND ASSOCIATED INFORMATION
1 Limited 2 Basic 3 Proficient 4 Accelerated 5 Advanced Content 40pts Subject matter of a natural scene/landscape is recognizable –15pts Subject matter is not recognizable Subject matter is somewhat recognizable Subject matter is recognizable Subject matter is not exactly in the center of the Subject matter is in the center. Subject matter is not exactly in the center of the composition Two or more objects disappear off the edges of the composition- 5pts Two or more objects do not disappear off the edges of the composition One object disappears off the edges of the composition Two or more objects disappear off the edges of the composition Light source is easy to determine by the viewer—10 pts Not enough highlights are used to emphasize the light source Light source is easy to determine by the viewer Craftsmanship 45pts The same visual texture is used throughout the composition. It is all smooth or all rough texture. 15pts Texture is very different. Some parts are smooth. Some parts are rough. Texture is the same The image that you chose is not pixelated. 5 pts has rough or blurry edges. Image has clear, sharp edges. Highlights are emphasized to show the focal point . 15 pts Highlights are not obvious Highlights are used. Highlights are used to show the focal point. Project has been correctly and sent to Ms. Sand on your Powerpoint.—10pts Project was not sent. Project was sent alone. Project was sent on your Powerpoint. Effort 5 pts Used the ENTIRE class every day to work Used the ENTIRE class every day to work (50 participation pts on Progressbook) Students clean up tables and the floor every day. Projects left out, materials on tables and floor, you do not clean up on time Students clean up tables and the floor every day Goal: Use your choice of tools and skills that you have mastered in Photoshop to create a landscape in the style of Impressionism. Be sure to highlight the focal point!
B-antigen: extra Gal (Galactose) DNA BASES – PURINES AND PYRIMIDINES 4 differen bases in DNA. Bicyclic – purines (A, G) Monocyclic – pyrimidines (C, T, U for RNA) NUCLEOSIDE: Nucleobase + ribose Adenine adenosine deoxyadenosine Guanine guanosine deoxyguanosine Cytosine cytidine deoxycytidine Uracil uridine Thymine thymidine deoxythymidine Deoxynucleosides have no 2’ OH NUCELOTIDE: base +ribose + phosphate Condensation of phosphate group on one nucleotide and the –OH atom of the next nucleotide = phosphodiester bridge linking nucleosides. 3 hydrogen bonds between C and G 2 hydrogen between A and T OLIGONUCLEOTIDES Will bind to complementary sequences of single stranded DNA (or RNA) – HYBRIDISATION LIPIDS Water soluble, polar head group and non-polar tail.
pH = -log10[H+] Weak acid: pH = IONIC PRODUCT OF WATER: Ka = [H+][OH-]/[H2O] as conc of water is near constant, it’s not included so… Kw =[H+][OH-] Kw = 1x10-14 (roughly) For pure water: [H+] = [OH-] pKa HA H+ + A- pKa = -log10(Ka) Ka = [H+][A-]/[HA] Strong (hydrochloric) nearly completely dissociate. Large Ka and therefore a small pKa Weak acids (acetic) are mainly undissociated. Smaller Ka and therefore a larger pKa More dissociated, equilibrium shifts to the RHS = larger Ka = smaller pKa Describe what buffers are, give examples, and perform simple calculations relating to use Buffer solution: a solution that resists changes in pH on the addition of small amounts of acid/base Weak acid and bases are able to buffer the pH of a solution over a range of 1 either side of pKa. HENDERSON-HASSELBALCH EQUATION HA H+ + A- Equation can be used to estimate the pH of a solution cantaining an acid and its conjugate base. When [A-] = [HA], pH = pKa Therefore half the acid is ionised when pH = pKa
CBC TEXTBOOK LIST 2018-2019 Course/No. Textbook Title Author(s) Publisher Edition ISBN ECON 2301 Macroeconomics (LL) McConnell MCG 21st 9781260152685 ENGL 1301 CBC Student Writer’s w/Access (Bundle) Clouse/McGraw Hill MCG 9th 9781259846342 ENGL 1302 Literature Craft + Voice Composition Essentials 3.0 – Connect Card Deblanco McGraw Hill MCG 2nd 15 9780073384924 9780077724184 ENGL 2322 Norton Anthology Engl. Literature – Vol. A, B + C Greenblatt Norton 9th 9780393913002 ENGL 2323 Norton Anthology Engl. Literature – Vol. D, E + F Greenblatt Norton 9th 9780393913019 GOVT 2305 REVEL – Government in America: 2016 Election Ed. Edwards Pearson 17th 9780134628936 HIST 1301/1302 REVEL – American Stories – Combined Vol. Brands Pearson 3rd 9780133870336 MATH 1314 College Algebra w/Access (OPTIONAL) My Math Lab Access Code (REQUIRED) Sullivan Pearson Pearson 7th 4th 9780134265131 9780321199911 MATH 2412 Pre-Calculus w/ Access (OPTIONAL) My Math Lab (REQUIRED) Sullivan Pearson Pearson 3rd 9780321925985 9780321199911 PSYC 2301 Experiencing Psychology (LL) + Connect King MCG 3rd 9781260430646 SOCI 1301 Essentials of Sociology (LL) Henslin Pearson 12th 9780134205649 SPCH 1311 Communication Principles f/Lifetime Beebe Pearson 6th 9780133753820 SPCH 1315 Public Speaking: Audience Centered Beebe Pearson 10th 9780134380919
Membership Membership of the Locality Cluster shall be open to the Head Teacher or Principal, and Chair of Governors (or nominated Governor) of every maintained school, free school, independent school and academy school operating within the locality cluster area (areas are as specified in xxxx). In addition, each Locality Cluster will include a representative of the Central Bedfordshire Children’s Services Department. Any member shall cease to be a member of the Locality Cluster if: They leave their position within the representative body The representative body itself is closed or ceases to operate Members of the Locality Cluster may put forward a delegated member to attend Locality Cluster meetings under the following conditions: The delegated member has full authority to make any and all decisions on behalf of the Member Delegated members are not put forward for more than three consecutive Locality Cluster meetings, unless otherwise agreed by the Cluster in exceptional circumstances A register of members, including details of the organisation they represent and appropriate contact details will be kept and made available to all members of this and other Central Bedfordshire Locality School Clusters. Meetings and proceedings Locality Cluster Operations The affairs of the Locality Cluster shall be co-ordinated in such manner as the Locality Cluster may see fit, including – as appropriate – electronic communication and networking, newsletters, and telephone contact. Locality Cluster Roles The Locality Cluster will allocate members to the roles of Chair and Vice-Chair for a term of between six and twelve months by way of a vote. The responsibilities of these roles are as follows: The Chair, as the presiding officer, provides leadership in guiding the Locality Cluster, coordinates its activities, and fosters relationships in the best interests of the Locality Cluster. The Chair is responsible for agreeing Locality Cluster meeting agendas. The Vice Chair will serve in the absence of the Chair; may be delegated as the presiding officer by the Chair for portions of meetings; coordinates and ensures the effective administration of the Locality Cluster meetings (including the identification and timely confirmation of meeting times, dates and Agendas, and the recording and dissemination of minutes).
Christmas Bird Count Canada Goose 1930 Wood Duck 36 Gadwall 17 American Wigeon 116 Mallard 819 Gr. Winged Teal 13 Ring-necked Duck 1 Hooded Merganser 18 Common Merganser 14 Ring-necked Pheasant 27 Wild Turkey 136 California Quail 113 Great Blue Heron 13 Bald Eagle 4 Northern Harrier 5 Sharp-shinned Hawk 10 Cooper's Hawk 18 Northern Goshawk 2 Red-tailed Hawk 141 harlan's RT Hawk 2 Rough-legged Hawk 1 Golden Eagle 6 American Kestrel 68 Merlin 1 Prairie Falcon 2 Sandhill Crane 1 American Coot 2 Killdeer 2 Wilson's Snipe 4 Rock Pigeon 508 Eurasian Collared-Dove 414 Mourning Dove 126 Barn Owl 1 Western Screech-Owl 4 Great Horned Owl 16 Anna's Hummingbird 4 Belted Kingfisher 6 Woodpecker 33 Hairy Woodpecker 3 Northern Flicker 168 December 15, 2018 Say's Phoebe 1 Northern Shrike 3 Steller's Jay 2 Black-billed Magpie 240 American Crow 180 Common Raven 132 Black-capped Chickadee 151 Red-breasted Nuthatch 32 Bewick's Wren 33 Pacific Wren 12 American Dipper 5 Golden-crowned Kinglet 21 Ruby-crowned Kinglet 43 Western Bluebird 15 Townsend's Solitaire 11 Hermit Thrush 6 American Robin 627 Varied Thrush 2 European Starling 12,915 Cedar Waxwing 248 Yellow-rumped Warbler 36 Spotted Towhee 9 Savannah Sparrow 2 Song Sparrow 253 Lincoln's Sparrow 1 White-throated Sparrow 3 Sparrow 212 Dark-eyed Junco 1700 slate-colored Junco 1 Red-winged Western Meadowlark 5 Brewer's Blackbird 100 Cassin's Finch 15 House Finch 466 Red Crossbill 1 Pine Siskin 8 Lesser Goldfinch 221 American Goldfinch 318 House Sparrow 437 Species – 77 Individual Birds – 23,496 Participants 40 4 feeder watchers
The integrated charge is discharged through the feedback network. If electrons are being read out the switches “e” will be closed and a single resistor of 200k forms the feedback resistance. If holes are being read out then switches “h” will be closed and a t-network forms the resistive feedback. The resistance of the feedback network must be sufficiently large such that the time constant RfCf is not so small compared to the rise time of the signal such that signal is lost. However, the feedback resistor must not be so large that any offset due to detector leakage current reduces the dynamic range of the amplifier. The resulting voltage pulse is driven to the gain amplifier with the low output impedance of the source follower which also provides a voltage step which ensures the cascode transistor remains in saturation. The cascode bias Vpc must be supplied. The single ended nature of the amplifier does make it susceptible to noise on the power and ground lines. The design use of the triple well process allowing the NFET substrates to be biased independently from ground. The nominal current used by the preamplifier is 90+10+25 = Figure 4. Preamplifier Schematic 3.4 Postamp The postamp (Figure 5) is comprised of a differential amplifier – an input capacitor Cin and feedback capacitor Cf provide the voltage gain. DC stability is provided by a feedback network, selectable depending on the polarity of the signal. Two diode connected PFETs are used in the first stage of the amplifier to limit the differential swing to speed recovery time for very large (HIP) signals. A capacitor Cc compensates the amplifier, providing stability. A resistor in the output branch allows the offsetting of the postamp output voltage. This is done by adjusting the differential currents Ipaos1 and Ipaos2. These are set by loading an 8 bit control register in the channel. The nominal current in the postamplifier is 20+ 12.7 = 32.7uA The feedback network in both case of polarity comprises a long PFET biased with a small current. However the connections are slightly different for electrons and holes. Figure 6 shows the conguration for electrons. The 3 switches “e” connect a current mirror in the configuration shown. Since the output signals are negative going, the sources of the current mirror transistors must be connected to the higher potential
A. APPLICANT AGENCY (NAME, ADDRESS, TELEPHONE, E-MAIL) C. OFFICIAL AUTHORIZED TO SIGN APPLICATION (NAME, TITLE, ADDRESS, TELEPHONE, B. TYPE OF AGENCY Public; Private Non-Profit; Private Profit (circle one) 501 (c ) (3): YES NO (circle one) SIGNATURE _____________________________________________ D. PROJECT DIRECTOR (NAME, TITLE, ADDRESS, TELEPHONE, E-MAIL) E. FINANCIAL OFFICER (NAME, ADDRESS, TELEPHONE, F. TYPE OF APPLICATION _______ NEW SERVICES G. TITLE OF PROJECT H. TYPE OF PROPOSAL STATEWIDE _____________ COMMUNITY-BASED ____________ I. GEOGRAPHIC AREA TO BE SERVED, TARGET POPULATION, AND ESTIMATED NUMBERS IMPACTED GEOGRAPHIC AREA (including county/counties): ZIP CODES OF AREA TO BE SERVED (OPTIONAL): DIRECT SERVICE: NUMBER OF CHILDREN B-5 TO BE SERVED: NUMBER OF PARENTS TO BE SERVED: NUMBER OF OTHER PARTICIPANTS TO BE SERVED: J. FEDERAL IDENTIFICATION NUMBER (FEIN) L. PROJECT COSTS 1. FUNDS REQUESTED 2. CASH 3. ESTIMATED IN-KIND 4. TOTAL COST $____________ $____________ $____________ $____________ K. APPLICANT’S FISCAL YEAR ABSTRACT: Please include a brief (100 words or less) overview of the project. Font size may be 10 point, if necessary, in this box. ATTACHMENT B: TABLE OF CONTENTS with SIGNATURE Table of Contents The following must be submitted in this order with page numbers added.
ATTACHMENT D: BLUEPRINT FOR EARLY CHILDHOOD ALIGNMENT, Logic Model Template Applicant Name: CBCAP Outcome One: Strategy (Based on the above outcome, what broad strategy will you use as a way to achieve your impact): Program Description(s): Target Population(s): Program Activities (What do you do to help the targeted population achieve the desired outcome? Include estimated number of children and families to be served.) Outputs (What do you plan to collect to show that the activity took place?) Area of Impact/ Target Improvement (What change do you wish to see in families or the community after one year of service?) Long-term Results (What change do you wish to see in families or the community after five years of service?) Measure (How will you know the effect of your efforts? See CBCAP Outcomes, Common Measures p. 7) CBCAP Outcome Two: Strategy: (Based on the above outcome, what broad strategy will you use as a way to achieve your impact): Program Description(s): Target Population(s): Program Activities Outputs Area of Impact/ Target Improvement Long-term Results Measure Outcome Three: Strategy (Based on the above outcome, what broad strategy will you use as a way to achieve your impact):
Course GCSE (9-1) Combined Science Exam Board Edexcel Course Overview The Combined Science course will allow all students to learn essential aspects of the knowledge, methods, processes and uses of science. This course will allow them to see how the natural world can be described through scientific detail. During the course, students will be able to develop an understanding of a number of key ideas which include: the use of conceptual models and theories to make sense of the observed diversity of natural phenomena the assumption that every effect has one or more cause that change is driven by differences between different objects and systems when they interact that many such interactions occur over a distance and over time without direct contact that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review that quantitative analysis is a central element both of many theories and of scientific methods of inquiry. Course Structure Paper 1: Biology 1 Key concepts in biology Cells and control Genetics Natural selection and genetic modification, Health, disease and the development of medicines Paper 2: Biology 2 Key concepts in biology Plant structures and their functions
Unit 2 Operations, Finance and Influence in Business – this unit is covered in year 11. Assessment Two exams each worth 50% of the qualification. Career opportunities The study of business, particularly beyond GCSE, allows access into a great range of careers across many industries. These include but not exclusively: accountancy banking insurance underwriter management Consultant operational researcher human resources logistics and distribution marketing retail sales system analysis. Course Requirements GCSE (9-1) Business is a qualification that is open to all. Further Information For further information please Head of Department
ID: Gender: F Date Filled: Clinician: Informant: Society: ASEBA Standard Name: - Age: 15 Birth Date: Agency: Relationship: Verified: No Internalizing 100 Printed by: LOCAL\alma Externalizing 90 80 70 60 59 50 69 68 51 60 52 50 50 Anxious / Withdrawn / Somatic Social Problems Thought Attention Rule-Breaking Aggressive B = Borderline clinical range; C = Clinical range; Broken Lines = Borderline clinical range Printed by:
ID: Name: - 100 Gender: F Age: 15 Date Filled: Birth Date: Clinician: Agency: Informant: Relationship: Society: ASEBA Standard Verified: 90 80 70 67 65 60 59 50 51 50 50 Raw Score (Sum) T Score Percentile Problems 7 67-B 96 Anxiety Problems 6 65-B 93 Somatic Problems 2 59 81 Attention Deficit / 1 51 54 Oppositional Defiant Problems 0 50 <=50 Conduct Problems 0 50 <=50 B = Borderline clinical range; C = Clinical range; Broken Lines = Borderline clinical range C* = Critical Item Printed by:
ID: Gender: F Date Filled: Clinician: Informant: Society: Name: - Age: 15 Birth Date: Agency: Relationship: Verified: 100 90 80 70 64 60 55 55 50 Raw (Sum) T Score Percentile Sluggish Cognitive Tempo 1 55 69 0 13.Confused Obsessive-Compulsive Problems 2 55 69 1 9.MindOff 0 3.Argues Stress Problems 9 64 92 B = Borderline clinical range; C = Clinical range; Broken Lines = Borderline clinical range 0 17.Daydreams 80.Stares 102.LacksEnergy 0 31.FearDoBad 0 32.Perfect 0 52.Guilty 0 66.RepeatsActs 0 84.StrangeBehav 85.StrangeIdeas 112.Worries 1 8.Concentrate 1 9.MindOff 0 11.Dependent 0 31.FearDoBad 0 34.OutToGet 2 45.Nervous 1 47.Nightmares 1 50.Fearful 52.Guilty 69.Secretive 87.MoodChang 1 103.Sad 111.Withdrawn Printed by: LOCAL\alma
Coordinated Entry & Assessment Committee March 1, 2016 Member/Agency Present Excused Absent Corin Tubridy – West CAP x Karen Roehl – LAW x Maggie Carden – ICA x Leigh Polodna - ICA x Lisa Sanders – Shalom Center x Emily Pope – Edgerton Outreach x Melissa Randall – CAP Services x Sarah Rodefer – NAMI Waukesha x Sue Sippel –The Family Center x Carrie Zinda – Forward Service Corporation x Barb Fischer – Advocates of Ozaukee x Tony Gibart – End Abuse WI x Jeanette Petts - CACSCW x Debbie Bushman - NEWCAP x Becky Piper – Career Development Center x Holli Fisher, Golden House x Joe Locher – House of Mercy x Kalee Luedtke – Family Services of North East WI x Olivia Lee – West CAP x Karen Alcantar – Golden House x Julie Faust - ADVOCAP x Williams – Edgerton Outreach x Martha Pearson - YWCA x TEAMS Member/Agency Implementation Marketing/Outreach Youth Corin Tubridy – West CAP x Karen Roehl – LAW Maggie Carden – ICA x Leigh Polodna - ICA Lisa Sanders – Shalom Center x Emily Pope – Edgerton Outreach Melissa Randall – CAP Services x Sarah Rodefer – NAMI Waukesha Sue Sippel –The Family Center x Carrie Zinda – Forward Service Corporation Barb Fischer – Advocates of Ozaukee x Tony Gibart – End Abuse WI Jeanette Petts - CACSCW x Debbie Bushman - NEWCAP x x Becky Piper – Career Development Center Holli Fisher, Golden House Joe Locher – House of Mercy Kalee Luedtke – Family Services of North East WI Olivia Lee – West CAP Karen Alcantar – Golden House Julie Faust - ADVOCAP x Sarah Williams – Edgerton Outreach x Martha Pearson - YWCA
PROTECTIVE ACTIONS Referral Source: CPI Community Provider (with CPI) Case Manager Hotline Provider (re-staff) Caregiver (re-open) Initial Referral Date: Risk Level (from CSA) Low Medium High Opening Risk Low Medium High Initial Service Reason Secondary Service Reason V. Staffing Notes:
VI. Recommendation: (Service 1) Action: Divert to provider Not Diverted Staffing rescheduled Is a Joint Visit needed: Yes No Referral to: CARE CRT-Centers CRT-CHS Devereux R/O Service Requested: Financial Family Team Conferencing Parenting Referral & Linkage to Service
Candidate and assessor information Patient information Candidate assessment criteria Unsatisfactory Satisfactory Superior Clinical record keeping Not observed Clinical assessment Management plan – investigations Not observed Management plan – treatments Management plan – follow up Clinical reasoning Overall competence Comments Please describe what were effective, what could be improved and your overall impression of the strengths, weaknesses and areas for improvement. If required, please specify suggested actions for improvement and timeline. (Must be completed if candidate did not meet expectations) Minutes spent observing: Minutes spent providing feedback: Test rating To what degree was this a test of the doctor’s abilities? Inadequate Adequate Superior Overall performance rating (relative to PGY1) Signature of assessor: Date: Did not meet expectations Met expectations Signature of candidate: Date:
jointly assess the level of competence, using the word pictures, agree some areas for development, record in e-portfolio now have teaching discussion, using areas of weakness noted during the CBD essential to separate the assessment part of the CBD, with the discussion afterwards which involves teaching and planning for further learning use the CBD grid to note progress, and help select competencies for future CBD Some tips for making CBD effective ES uses questions containing the word “you” ES uses verbs rather than nouns when probing what the Registrar thought and did Registrar selects cases which show how she demonstrated particular competencies Remember that a CBD is talking about the Registrar – compare and contrast with a case discussion which talks about the patient Some good web resources about CBD and other aspects of Training GPs: Bradford VTS website: The Essential Handbook of GP Training and Education:
Date Friday 18 May 2018 Meeting No 9 Chair Chris Lovell Time 7.30am – 9.30am Location Chancellor Two Room Hotel Grand Chancellor, Melbourne Minutes Will McNamara Members Present Chris Lovell [Chair] Michelle Land, Yarra Trams Brian Maddock, Yarra Trams Elizabeth Beal, ACMI Emily Kropf, St Paul’s Cathedral Paul Kanally, St Paul’s Cathedral Artur Hadja, Residents 3000 Fiona Van, RMIT Simon Were, Melbourne City Baths Nazzareno Marchionda, Ross House Association Sharon Pollard, Federation Square Luke Taylor, Poolhouse Coffee Maria Groner, Travellers Aid Karen Snyders, City of Melbourne Natalie Siragusa, City of Melbourne Michelle James, City of Melbourne Anthony LoGiusto, Brady Hotel Peter Brown, Manchester House Adam Tanner, Victoria Police Melbourne East Station Doug Thomson, Bible House Matthew Harrington, Buildspect Consulting Jessica Cerejo, Unilodge Don Shipway, ALE Group Anushia Bleazby, CityWest Water Jess Foulds, RPV Tye Norman, RPV Emmett Ahern, RPV Barry McGuren, RPV Jodie Barrington, CYP Manuel Lawrence, CYP Jessica Becher, CYP Brendan Perera, CYP Kathlin Mayer, John Holland Joe Mansell, John Holland Matthew Maltman, John Holland Matthew Muster, John Holland Apologies Melanie Ashe, Flinders Quarter Graham Jephcott, ACMI Gundy, St Paul’s Cathedral Murray Walls, RMIT Miller, ACMI Hanh Chau, State Library of Victoria Watts, The Westin Melbourne Paul Jeffries, The Westin Melbourne Simon Cozens, The Practical Man Scott Alley Eamonn Fennessy, City of Melbourne Graeme Blackman, Westin Owners Corporation Megan Herring, Young and Jackson Hotel Dev Kevat, Bible House Eugenie Austin, UniLodge Faruk Delalic, Verve and Milano Residential Buildings Anna Manarczyk, Melcorp Strata Paul Dennis, Ashdowne John Dall’Amico, Residents 3000 Andrew Milward-Bason, Nicholas Building Association Bec Rowe, CYP In attendance
Planned questions for date: Brief case notes: Choose 2-3 competencies: 1 Practising Holistically 2 Data Gathering & Interpretation 3 Making diagnoses/decisions 4 Clinical management 5 Medical complexity 6 Primary Care Admin/IMT 7 Teams/colleagues 8 Community orientation 9 Ethical approach 10 Fitness to practice Competence Area Proposed questions Evidence obtained Assessment: Assessment: Assessment: Overall Assessment: Comments: Ideas to discuss after the CBD, as tutorial teaching (note during the CBD):
Food Vendor Application Form CBD Xmas Fair, East Street Rockhampton – Saturday 1st December, 5:00pm – 9:00pm *For enquires please phone (07) 4922 9093 or email EXHIBITOR DETAILS Company Name: Contact Name: Contact Number: M: H: Address: Email: Type of food/drink sold: SITE REQUIREMENTS *All sites - $90 (regardless of size) + 3 volunteer meal vouchers Site size (please detail length & depth): Electricity needed: 10amp - $25 15amp - $ 40 *Payment must be made by Monday 22nd October 2018 Is your vehicle required for stall operation? YES/NO If yes, size of vehicle: (Unless your vehicle is required for the operation of your stall, it will be required to be parked outside of the event area) PUBLIC LIABILITY INSURANCE & FOOD LICENSE *All vendors must provide their own Public Liability insurance. All food vendors must supply a current copy of their food license. Public Liability Certificate of Currency attached We need to obtain Public Liability. A copy will be supplied by (date) Other Food License attached RISK ASSESSMENT You are responsible for ensuring the safety of the public, your staff and visitors that they are not exposed to hazards on your site. Capricorn Helicopter Rescue Service Pty Ltd reserves the right to inspect your site at any time during the course of the event to ensure that you have complied with regulations. Please indicate below any potential health, safety and risks associated with your site and display. Fire Hazards List any items or practices which may cause or exacerbate fire, risks and hazards. All gas bottles and any flammable substances should be included here. Please confirm if your site will have fire hazards: YES NO If yes, please list risk details: Trips, Slips & Falls Please confirm if your site will have trips, slips and fall hazards YES NO If yes, please list risk details: Dangerous Goods, Hazardous Substances and Chemicals Please list any items or practices which may cause or exacerbate the risk or hazard. Please confirm if your site will have dangerous hazardous substances and chemicals: YES NO If yes, please list risk details:
Some ideas about Case Based Discussions CBD and RCGP Curriculum The Domains: Related competency areas: Assessments: AKT CSA WPBA knows shows does Primary care management Clinical management Working with colleagues and in teams Primary care administration and IM&T Person-centred care Communication and consulting skills Specific problem-solving skills Data gathering and interpretation Making a diagnosis/making decisions A comprehensive approach Managing medical complexity Community orientation Community orientation A holistic approach Practising holistically Essential Features: Contextual features Community orientation Attitudinal features Maintaining ethical approach to practice Fitness to practise Scientific features Maintain performance, learning, teaching Competencies: developing skills Managing medical complexity This competency is about aspects of care beyond managing straightforward problems, including management of co-morbidity, uncertainty, risk, and an approach to health rather than illness. Theme Needs Further Development Competent Excellent Managing several problems together Manages health problems separately, without necessarily considering the implications of co-morbidity. Simultaneously manages the patient’s health problems, both acute and chronic. Accepts responsibility for coordinating the management of the patient’s acute and chronic problems over time. Assessing and managing clinical risk Appropriately prioritises management approaches, based on an assessment of patient risk. Is able to tolerate uncertainty, including that experienced by the patient, where this is unavoidable. Anticipates and uses strategies for managing uncertainty.
Bachelor of Engineering (Chemical and Biomolecular Engineering) – CN Yang ACADEMIC UNIT REQUIRED FOR GRADUATION B.Eng. (CBE) – CN Yang Year of Study Core (CBE) Core (CN Yang) Core Electives GER Free Electives Total Core Electives CBE CN Yang AHSS STS BM LS Any Admission to Year 1 (IO) 1 8 24 6 2 40 2 32 8 2 42 3 20 0 5 3 3 3 3 37 4 10 0 9 3 3 25 Total 70 32 15 12 15 0 144 Admission to Year 1 (IA) 1 8 24 6 2 3 43 2 32 8 2 3 3 48 3 20 0 5 4 (for IA) 29 4 10 0 9 3 3 3 28 Total 70 32 15 12 15 4 148 Description of Abbreviation AHSS - Arts, Humanities & Social Sciences BM – Business & Management LS – Liberal Studies STS – Science, Technology & Society + – free choice CBE-CN Yang Curriculum Structure with Industrial Orientation For students admitted to First Year in AY2012-13 Course Code and Title Type ( i.e. Core/ Core elective/ GER core/ GER elective/ Free elective) No of Hours Per Week AU / Remarks Lec Lab YEAR 1 SEMESTER 1 CY1001 Introduction to Biology Core (CN Yang) 2 2 - 4 4 CY1101 Principles of Modern Chemistry Core (CN Yang) 2 2 - 4 4 CY1102 Fundamental Techniques of Experimental Chemistry and Biological Chemistry Core elecitve (CN Yang) - - 6 6 3 CY1201 Calculus of One Variable Core (CN Yang) 3 1 0.5 4.5 4 CY1301 Mechanics Core (CN Yang) 3 1 - 4 4 TOTAL 10 6 6.5 22.5 19 YEAR 1 SEMESTER 2
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