zilongwang/ReadingBank huggingface dataset:
Derrida, Jacques. “Economimesis.” Translated by R. Diacritics 11 (1982): 2–25. Donawerth, Jane. “Women’s Poetry and the Tudor-Stuart System of Gift Exchange.” In Women, Writing, and the Reproduction of Culture in Tudor and Stuart Britain, edited by Mary E. Burke, Jane Donawerth, Linda L. Dove, and Karen Nelson, 3–18. Syracuse: Syracuse University Press, 2000. Gallagher, Catherine. “Embracing the Absolute: The Politics of the Female Subject in England.” Genders 1 (1988): 24–39. Gardiner, Judith Kegan. “‘Singularity of Self’: Cavendish’s True Relation, Narcissism, and the Gendering of Individualism.” Restoration: Studies in English Literary Culture, 1660–1700 21 (1997): 52–65. Holmesland, Oddvar. “Margaret Cavendish’s The Blazing World: Natural Art and the Body Politic”. Studies in Philology 96 (1999): 457–79. Kant, Immanuel. Critique of Judgement. Translated by James Creed Meredith. Revised and edited by Nicholas Walker. Oxford: Oxford University Press, 2007. Khanna, Lee Cullen. “The Subject of Utopia: Margaret Cavendish and her Blazing-World.” In Utopian and Science Fiction by Women, edited by Jane L. Donawerth and Carol A. Kolmerton, 15–34. Syracuse: Syracuse University Press, 1994. Kneller, Jane. Kant and the Power of Imagination. Cambridge: Cambridge University Press, 2007. Manuel, Frank E. and Fritzie P. Manuel. Utopian Thought in the Western World. Cambridge, MA: Harvard University Press, 1979. Masten, Jeffrey. Textual Intercourse: Collaboration, Authorship and Sexualities in Renaissance Drama. Cambridge: Cambridge University Press, 1997. Mendelson, Sara Heller. The Mental World of Stuart Women: Three Studies. Brighton: Harvester, 1987. Price, Bronwen. “Journeys Beyond Frontiers: Knowledge, Subjectivity and Outer Space in Margaret Cavendish's The Blazing World (1666).” In The Arts of 17th-Century Science:
Meals Program Includes From Till Breakfast Flintstone Restaurant 07:00 10:00 Late Breakfast Barney’s Pool Bar 10:30 12:00 Lunch Flintstone Restaurant Dino’s Beach Restaurant 13:00 13:00 14:30 14:30 Snacks Barney’s Pool Bar Restaurant (a la carte ) Sandwiches &salad 15:30 12:00 17:00 17:00 Ice Cream
Post (possibly create) directional signs in the school for the event. Good signage is key to reminding students of the event and getting them to the right place. Greet students as they arrive. Make sure they use the sign-in sheet. Help students access the Montana College Application Week website () or the specific college/university website and begin an application. If the school does not have enough computers or stable online service, the site coordinator should be prepared with paper applications. As a volunteer, you can hand out the correct application. Guide students through the college application process and help answer any questions students may have, regardless of where the student wishes to apply. Monitor printers to ensure that any applications that need to be printed remain in order and replenish the paper supply as needed. Share personal college experiences with students. You might even want to wear an “I Applied!” sticker/nametag with the name of your alma mater written in the blank box so students know they can ask you about your experiences at that particular college or university. Instruct each student to complete an evaluation of their College Application Week experience. The evaluation is available online (). Give an “I Applied” sticker wristband to each student as they complete their applications. Remind students to use the sign-out sheet before leaving so that site coordinators can track the number of participating students and which school they submitted an application too. Congratulate each student on applying to college and encourage them to complete their admission file by sending in their high school transcript, test scores, or any other documentation that the college may require. Remind students to share their experience with others and to remember to attend the Financial Aid Day (FAFSA Day, Reach Higher - College Goal Montana, etc.) that will be held in your community. Handouts may be available regarding the upcoming Financial Aid events. Wear a college t-shirt or sweatshirt.
with morning teas and luncheons organised by members of the CAWA. On his agenda were lectures and simuls at varies schools which at $700 per day did not attract much attention. Assistance to Patrick Gong is available if he requests it. We may be able to get into the ACF Funding Program [Note it cuts out at the end of June for this year]. David Ellis will put something in writing in regards to remuneration for his chess column in the West Australian and send it on to our President so as to be submitted officially by CAWA to the West Australian Newspaper. Distinguished Talent Visa in regards to Temur Kuybokarov the President has contacted the ACF President Gary Wastell to see what can be done. The matter of the Metropolitan Club paying their own insurance and the CAWA paying for the blanket policy covering all clubs to be checked out by the Secretary and the Metro Treasurer Joe Klimczak. CAWA Ratings Officer Robert Maris is working on establishing the Rapid Ratings for CAWA Tournaments Funding from the Dept. of Sport and Recreation to be revisited. Action Secretary Still waiting for a reply from the UWA Chess Club and the Dowerin Chess Community Establishing Country Chess Clubs is a great idea but find it difficult to get people to actually start them and maintain them. A Motion to refuse membership to Jay Lakner, to be revisited in 12 months from today was moved by N.Muller and seconded W.Leonhardt [who had received Mike McGregor's Proxy Vote] . A considerable amount of detail on events that took place 12 years ago was presented. After a lengthy discussion the motion was defeated by 4 votes to 3. Meeting Closed 10.35 pm Next Meeting 9th July at 62 Alver Road Doubleview
1 Stationary masonry saws Use saw equipped with integrated water delivery system that continuously feeds water to the blade. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. None None 2a Handheld saws (any blade diameter) when used outdoors Use saw equipped with integrated water delivery system that continuously feeds water to the blade. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. None N95 (or Greater Efficiency) Filtering Facepiece or Half Mask 2b Handheld saws (any blade diameter) when used indoors or in an enclosed area Use saw equipped with integrated water delivery system that continuously feeds water to the blade. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. N95 (or Greater Efficiency) Filtering Facepiece or Half Mask N95 (or Greater Efficiency) Filtering Facepiece or Half Mask 3 Handheld power saws for cutting fiber-cement board (with blade diameter of 8 inches or less) for tasks performed outdoors only Use saw equipped with commercially available dust collection system. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. Dust collector must provide the air flow recommended by the tool manufacturer, or greater, and have a filter with 99% or greater efficiency. None None 4a Walk-behind saws when used outdoors Use saw equipped with integrated delivery system that continuously feeds water to the blade. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. None None 4b Walk-behind saws when used indoors or in an enclosed area Use saw equipped with integrated water delivery system that continuously feeds water to the blade. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. N95 (or Greater Efficiency) Filtering Facepiece or Half Mask N95 (or Greater Efficiency) Filtering Facepiece or Half Mask 5 Drivable saws for performed outdoors only Use saw equipped with integrated water delivery system that continuously feeds water to the blade. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. None None 6 Rig-mounted core saws or drills Use tool equipped with integrated delivery system that supplies water to cutting surface. Operate and maintain tool in accordance with manufacturer's instructions to minimize dust emissions. None None 7 Handheld and drills Use equipped with commercially available shroud or cowling with dust collection system. None None
Were the perceptions accurate? How could they be influenced? 3. What were the perceived benefits of change? Were the perceptions accurate? What was the probability of achieving these benefits? Were the employees and managers dissatisfied with the present state? Why? What were the costs of not changing? 4. Did the organization incur the costs of change prior to the benefits? If so, why did the organization agree to this risk? (i.e., incurring rather definite costs but indefinite benefits?) Toolkit Exercise 6.4 Understanding the Forces for and Against Change: The Force Field Analysis Consider an organizational change situation you are familiar with. Use the following questions to guide you through the process of drawing a force field analysis. 1. What are the forces for change? Include external forces as well as a consideration of key individuals or groups. How strong and committed are these forces? (Who will let it happen; who will help it happen; who will make it happen?
2 Teacher calls home to inform parent that 2 unauthorized class absences have taken place and that consequences have been put into place. 3 Teacher calls home, for the second time, letting parent/guardian know of skipped class. Consequences are determined with parental input. 4+ Teacher consults with alpha V.P. for with parental/guardian support. Students who are 18 years old or over: 5 Refer to VP at 5 absences of any kind. Authorized, or not. Vice Principal will determine suitable consequence. Late – Process: If a student arrives, after 9:00 a.m. on any school day, they are to report directly to the student counter for admission to school. Students are to provide a valid note for their late arrival to school An admit slip will be issued; no exceptions Students are to report directly to class once an admit slip is obtained. Late – Consequences: Number of Lates Teacher Response 1 – 2 Teacher discussion with student regarding importance of punctuality. 3 Teacher will parent/guardian letting them know lates to class are hindering progress in daily class work. 5 Teacher calls home to inform parent/guardian of issue and will also inform VP. Make-up time may be given by administration. 6 Vice Principal will determine suitable consequence upon teacher referral
class time for uses other than curriculum related activities is unacceptable. To encourage responsible and respectful use of devices in the classroom and throughout the school, a teacher may request a student to “flip-it” (show the screen). Students are to immediately show the contents of screen to their teacher. If a student is in violation of the school policy, the student can expect consequences for breaking the policy Students need to be diligent about safely storing their PEDs. Cawtha Park is not responsible for lost or stolen PEDs. PEDs must not be used for any purpose that is contrary to the intent of the Cawthra Park Secondary School Code of Conduct. Examples of Appropriate Use versus Abuse of PEDs. (with permission from Halton Board “Bring I.T. document”) Feature Example of Appropriate Use Examples of Abuse or Inappropriate Use cellular voice calls calling an external expert to find information allowing students to leave voicemail reminders for themselves about school work taking personal calls in class
Coordinated Assessment Data Exchange (CAX) Flow Configuration Document Version 1.0a October 4, 2016 Revision Log Date Version No. Description Author Reviewer Review Date 12/31/2014 1.0 Draft Final Greg Wilke, PSMFC 10/04/2016 1.0a Date changed to correspond with posting to Exchange Network and Revision Log added. Greg McNelly, ECOS Greg Wilke, PSMFC 10/4/16
MHDI49C Child, Adolescent and & Youth Community - accommodation - Nursing and allied staff A 24 hour staffed service with domestic home-like accommodation for children, adolescent and youth with a serious alcohol and drug problems that result in complex and ongoing high support needs related to their activities of daily living. The service is provided by nurses and/or allied health staff FTE MHDI49D Child, Adolescent & Youth Community - accommodation - Non-clinical staff A 24 hour staffed service with domestic home-like accommodation for children, adolescent and youth with a serious alcohol and drug problems that result in complex and ongoing high support needs related to their activities of daily living. The service is provided by staff FTE MHDI49E Child, Adolescent & Youth Community - accommodation - Cultural staff A 24 hour staffed service with domestic home-like accommodation for children, adolescent and youth with a serious alcohol and drug problems that result in complex and ongoing high support needs related to their activities of daily living. The service is provided by cultural staff FTE MHDI49S Child, Adolescent and & Youth Community - accommodation A 24 hour staffed service with domestic home-like accommodation for children, adolescent and youth with a serious alcohol and drug problems that result in complex and ongoing high support needs related to their activities of daily living. Service Unit of Measure Unit of Measure Definition Occupied bed day Total number of beds that are occupied each day over a designated period. For reporting purposes, count beds occupied as at 12 midnight of each day. Leave days, when the bed is not occupied at midnight are not counted. Counting formula is discharge date less admission date less leave days. FTE Full-time equivalent staff member (clinical or non-clinical) involved in direct delivery of services to consumers. Exclude time that is formally devoted to administrative or management functions e.g. half-time coordination of a community team. Service Service purchased in a block arrangement uniquely agreed between the parties to the agreement. 7.2 Reporting The Provider must comply with the requirements of national data collections: PRIMHD. Additional information to be reported and the frequency of collection are specified by the Funder in the Provider Specific Terms and Conditions as agreed with the Service Provider. The information required by the Funder will be sent to: Performance Reporting Sector Operations
All District Health Boards CHILD, ADOLESCENT YOUTH – ALCOHOL OTHER DRUG COMMUNITY SERVICES MENTAL HEALTH ADDICTION SERVICES TIER THREE SERVICE SPECIFICATION STATUS: service specifications may be amended to meet local agreement needs. NON-MANDATORY Review History Date First Published on NSFL June 2009 Amended: clarified reporting requirements, completed PU table. Corrected title, edited for consistency March 2013 Amended: MHDI48S purchase unit code, removed standard provider monitoring reporting tables. Minor editing. April 2017 Consideration for next Service Specification Review Within five years Note: Contact the Service Specification Programme Manager, Service Commissioning, Ministry of Health to discuss proposed amendments to the service specifications and guidance in developing new or updating and revising existing service specifications. Nationwide Service Framework Library web site CHILD, ADOLESCENT YOUTH - ALCOHOL OTHER DRUG COMMUNITY SERVICES MENTAL HEALTH AND ADDICTION SERVICES TIER THREE SERVICE SPECFICATION MHDI48A, MHDI48B, MHDI48C, MHDI48D, MHDI48E, MHDI48S
From the top section of the screen Record the Batch number! (This is the number you will use to run the edit list and approval register). Record the Receiving Number! From the middle section of the screen: PO/PO Line Number – Enter the PO or CR Number in the first two boxes. CR PO From the command options select Entire PO . Select “Receive all PO Li…” .
1 Answers to End-of-Chapter Questions Matching __h___ 1. Program “Understanding the Computer: Definitions” __a___ 2. Netbook “Computers for Individuals” __g___ 3. Digital piracy “Take Ethics Seriously” __j___ 4. Bug “Recognizing the Risks of Using Flawed Software” __i___ 5. Data “Understanding the Computer: Basic Definitions” __f___ 6. Tablet PC “Computers for Individuals” Professional workstation “Computers for Individuals” __c___8. All-in-one computer “Computers, Society, & You” Computer ethics “Take Ethics Seriously” __b___10. Information “Understanding the Computer: Basic Definitions” Network interface card “Communications: Moving Data between Computers” __k__ 12. Ergonomics “Become Comfortable with Hardware” __m__13. Random access memory “Processing: Transforming Data into the Computer” __l___14. Communications “Computers, Society, & You” __n__ 15. Information processing cycle “The Information-Processing Cycle in Action” Multiple Choice
b. mainframe “Computers for Organizations” c. supercomputer d. all-in-one 10. What is the name given to unemployment caused by technology making an entire job category obsolete? a. technological unemployment b. corporate unemployment c. structural unemployment “The Effects of Computers on Employment” d. automated unemployment Fill-In 1. The mouse and keyboard are ___________ devices. input “The Information-Processing Cycle in Action” 2. Monitors, printers, and speakers are ___________ devices. output “The Information-Processing Cycle in Action” 3. Hard drives, DVD drives, and USB drives are examples of _____________ devices. storage “The Information-Processing Cycle in Action” 4. The operating system and antivirus software are part of the software group called __________. system software “Understanding the Computer: Definitions” 5. _____________ is a social messaging utility that allows posting of up to 140 characters that take the form of short questions and answers. Twitter “Computers, Society, & You” 6. Obsolete computer equipment is called _______________.
4 Matching __h___1.virtual memory “Managing Memory” __k___2.driver “Starting the Computer” __f___3.registry “Starting the Computer” __a___4.archive “File Compression Utilities” __o___5.gadget “Microsoft Windows” __i___6.booting “Starting the Computer” __n___7. graphical user interface (GUI) “Providing the User Interface” __c___8.profile “Starting the Computer” __m___9.loading “Starting the Computer” __d___10 bad sector “Scanning and Defragmenting Disks” __e___11.incremental backup “Backup Software” __b___12.menu driven “Providing the User Interface” __l___13.authentication “Starting the Computer” __g___14.command line “Providing the User Interface” __j___15.full backup “Backup Software”
b. an IRQ conflict occurs. c. RAM is full. “Managing Memory” d. a power-on self-test fails. 6. What happens when a warm boot is performed? a. A computer that is already on restarts. “Starting the Computer” b. A swap file is created. c. A computer that is not already on starts up. d. Preemptive multitasking occurs. 7. In virtual memory, what are program instructions and data divided into? a. Drivers b. “Managing Memory” c. IRQs d. Archives 8. Which system utility creates duplicates of the files and programs on a system? a. Compression b. Defragmentation c. Backup “Backup Software” d. Driver 9. Which term describes all the programs needed for a computer and its peripheral devices to function properly? a. Operating system b. BIOS c. System utilities
5 Matching _l____1. beta version “System Requirements and Software” _d____2. commercial “Commercial Software, Shareware, Freeware, and Public Domain Software” _e____3. lossless “Multimedia and Graphics Software” _m____4.site license “Software Licenses and Registration” _g____5.uninstalling “Installing Applications” _j____6. video editing “Multimedia and Graphics Software” _i____7. proprietary “Multimedia and Graphics Software” _b____8. freeware “Commercial Software, Shareware, Freeware, and Public Domain Software” _o____9. launching “Launching Applications” _c____10. maintenance release “System Requirements and Software” _n____11. lossy “Multimedia and Graphics Software” _a____12. validate “Software Licenses and Registration” _k____13. “Multimedia and Graphics Software” _h____14. shareware “Commercial Software, Shareware, Freeware, and Public Domain Software” _f____15. defaults “Launching Applications” trial
6 & Matching __d___1. e-commerce “E-Commerce” __h___2. aggregator “Using Search Engines” __e___3. Boolean search “Using Search Techniques” __f___4. dead link “The Hypertext Concept” __k___5. netiquette “Usenet: Joining Online Discussions” __m___6. exclusion operator “Using Search Techniques” __a___7. spam “E-mail: Staying in Touch” __b___8. truncation “Using Search Techniques” __o___9. Domain Name System “Web Addresses” __n___10. spider “Finding Information on the Web” __g___11. link rot “Finding Information on the Web” __i___12. thread “Usenet: Joining Online Discussions” __l___13. clickstream “Using Search Engines” __j___14. interoperability “Interoperability” __c___15. blog “Sharing Information Fast: Wikis, Blogs, and Podcasts” Multiple Choice
9 AND Matching __m___ 1. cookie “Technology and Anonymity” __e___ 2. phishing “Types of Computer Crime” __a___ 3. spim “Types of Computer Crime” __i___ 4. Trojan horse “Types of Computer Crime” __g___ 5. worm “Types of Computer Crime” __o___ 6. spyware “Types of Computer Crime” __k___ 7. podslurping “Security Risks” __c___ 8. memory shaving “Security Risks” __n___ 9. digital signature “Public Key Encryption” __b___ 10. adware “Types of Computer Crime” __f___ 11. botnet “Types of Computer Crime” __d___ 12. trap door “Security Risks” __j___ 13. wardriving “Security Risks” __h___ 14. backdoor “Encryption and Public Security Issues” __l___ 15. salami shaving “Types of Computer Crime” Multiple Choice 1. What is the act of harassing or threatening an individual less capable of defending himself or herself repeatedly through the use of electronic communications? a. phishing
REFERENCES Please give the names and contact details of three referees who have known you professionally. These should include your current and previous line manager. NAME OF REFEREE IN WHAT CAPACITY HAS THE REFEREE KNOWN YOU? EMAIL ADDRESS AND TELEPHONE NUMBER (include international code) Declaration: I hereby declare that the preceding information is true and correct. Signed: ………………………………………. Date: ……………………….. Name: …………………………………. Please note that: The above information will be treated confidentially. None of it will be divulged beyond those responsible for the selection and appointment of staff. Before any appointments can be confirmed, referees will be consulted and applicants will be expected to provide evidence of qualifications, copies of a recent police clearance certificate and a C.V.
Cayman Prep and High School Owned and operated by the United Church in Jamaica and the Cayman Islands Director: Ms Debra McLaughlin Tel: +1(345) 949 9115 Fax: +1(345) 949 9811 Email: Primary School Principal: Mrs Trish Taylor High School Principal: Mrs Sheila Purdom Tel: +1(345) 949 5932 Tel: +1(345) 949 9115 Fax: +1(345) 949 5535 Fax: +1(345) 949 9811 Email: APPLICATION FOR THE POSITION OF: ___ Science Technician__________ Date of application (dd/mm/yy):_________________________ Name: Insert Photograph Date of Birth (dd/mm/yy): Nationality: Do you have Caymanian Status: YES / NO Do you have Permanent Residency Certificate with Employment Rights in the Cayman Islands? YES / NO CONTACT INFORMATION Postal address: Skype address (if available): Email: Tel (include country code): PERSONAL INFORMATION Marital status: Name & occupation of accompanying spouse (if applicable): Names and ages of any accompanying children: Are you a member of the United Church of Jamaica & the Cayman Islands? YES / NO . If yes, which church? Are you a member of any other Christian church? YES / NO If yes, which church? PROFESSIONAL QUALIFICATIONS University (name, city, country): Qualification awarded:
MHI47 Child, adolescent and youth mental health community care with an accommodation A 24 hour community based strengths and resilience service for children, adolescents and youth under the age of 20 with serious mental health disorders that result in complex and ongoing high support needs related to their activities of daily living Occupied bed day MHI47C Child, adolescent &youth mental health community care with accommodation - Nursing and allied staff A 24 hour community based strengths and resilience service for children, adolescents and youth under the age of 20 with serious mental health disorders that result in complex and ongoing high support needs related to their activities of daily living. The service is provided by nurses and allied health staff FTE MHI47D Child, adolescent and youth mental health community care with an accommodation - Non-clinical staff A 24 hour community based strengths and resilience service for children, adolescents and youth under the age of 20 with serious mental health disorders that result in complex and ongoing high support needs related to their activities of daily living. The service is provided by staff FTE MHI47S Child, adolescent and youth mental health community care with an accommodation A 24 hour community based strengths and resilience service for children, adolescents and youth under the age of 20 with serious mental health disorders that result in complex and ongoing high support needs related to their activities of daily living Service Unit of Measure Unit of Measure Definition Occupied bed day Total number of beds that are occupied each day over a designated period. For reporting purposes, count beds occupied as at 12 midnight of each day. Leave days, when the bed is not occupied at midnight are not counted. Counting formula is discharge date less admission date less leave days. FTE Full-time equivalent staff member (clinical or non-clinical) involved in direct delivery of services to consumers. Exclude time that is formally devoted to administrative or management functions e.g. half-time coordination of a community team. Service Service purchased in a block arrangement uniquely agreed between the parties to the agreement. 7.2 Reporting The Provider must comply with the requirements of national data collections: PRIMHD. Additional information to be reported and the frequency of collection are specified by the Funder in the Provider Specific Terms and Conditions as agreed with the Service Provider. The information required by the Funder will be sent to: Performance Reporting Sector Operations Ministry of Health
Bars/bar food Website Description of what Bar Food service is, providing links to further information The listed below also contain information on bar food service. Wikipedia (see note above re Wikipedia) Banqueting Website Information and descriptions on various types of Banqueting The listed below also contain information on banqueting Wikipedia (see note above Wikipedia) Franchising Website Description of Franchising, providing links to further information Wikipedia (see note above re Wikipedia) Book The Theory of Hospitality and Catering (12th edition) Contains detailed information on various Catering Operations in Part 1 (1) and Catering Systems in Part 3 (6) A major reference book for all aspects of catering. Authors: Foskett, Patricia Paskins- Hodder Education Website Information on franchising in Ireland Franchise Association Fast food Website Outlines practices and services of fast food catering Wikipedia (See note above re Wikipedia) Book The Theory of Hospitality and Catering (12th edition) Contains detailed information on various Catering Operations in Part 1 (1) and Authors: David Foskett, Patricia Paskins- Hodder Education
Catering Systems in Part 3 (6) A reference book for all aspects of catering. Transport catering Website Describes of transport catering The books listed below also contain information on transport catering Wikipedia (See note re Wikipedia) Volume and small scale food production Book ‘Calculations for Hospitality and Catering 3ed ‘. Provides exercises to illustrate small and large scale food production. Author Gordon Gee Website Blog on catering operations – pros and cons on scale food production Author: Book The Theory of Hospitality and Catering (12th edition) Information on volume and small scale food production Authors: David Foskett, Patricia Paskins- Hodder Education Conventional cooking systems Hot holding Cook- Serve Cook - Chill Cook – Freeze Document An informative document describing conventional cooking systems also giving advantages and disadvantages. This document also gives information on the other systems centralised system, cook-chill and cook freeze nfami.org DC Norris
Book The Theory of Hospitality and Catering (12th edition) Contains detailed information on various Catering Operations in Part 1 (1) and Catering Systems in Part 3 (6) Authors: David Foskett, Patricia Paskins- Hodder Education Cook-Chill Youtube Videos Two short videos providing descriptions of cook chill systems Also useful for showing technology used in the catering industry Smart Cozinhas Profissionais - Rational Cook and Chill Youtube Videos Plascon Sous Vide Website Provides comprehensive description of sous vide as a cooking system, including its uses, history and safety features Wikipedia (See note above re Wikipedia) You tube videos Two Informative short video giving a demonstration and description on sous-vide Also useful in showing catering technologies Chefsteps.com You tube videos Chefsteps.com You tube videos Useful videos demonstrating sous vide (requires free registration access to some useful free videos) Chefsteps.com
American Heart Association Guidelines Update for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation. 2015;132(suppl 2): S465–S482. Ezzone, S.A. (2013). Hematopoietic stem cell transplantation: A manual for nursing practice 2nd Ed. Pittsburgh, PA: Oncology Nursing Society. Kaye, W. (1981). The mega-code for training the advanced cardiac life support team. Heart and Lung, 10, 860-865. Link MS, Berkow LC, Kudenchuk PJ, Halperin HR, Hess EP, Moitra VK, Neumar RW, O’Neil BJ, Paxton JH, Silvers SM, White RD, Yannopoulos D, Donnino MW. Part 7: adult advanced cardiovascular life support: 2015 American Heart Association Guidelines Update for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation. 2015; 132(suppl 2): S444–S464. Fidelity (choose all that apply to this simulation) Setting/Environment: ER Med-Surg Peds ICU OR / PACU Women’s Center Behavioral Health Home Health Pre-Hospital Other: Inpatient Stem Cell Transplant Unit Simulator Manikin/s Needed: High-fidelity simulation manikin (Laerdal SimMan) Props: Equipment Attached to Manikin: IV tubing with primary line fluids running at 100 mL/hr Secondary IV line running at mL/hr IV pump catheter 600mL output PCA pump running IVPB with running at mL/hr 02 2L NC Monitor attached ID band Other: Equipment Available in Room: Bedpan/Urinal Foley kit Straight Catheter Kit Incentive Spirometer Medications and Fluids: (see chart) IV Fluids Oral Meds IVPB IV Push IM or SC Diagnostics Available: (see chart) Labs X-rays (Images) 12-Lead EKG Other: Documentation Forms: Provider Orders Admit Orders Flow sheet Medication Administration Record Graphic Record Assessment Triage Forms Code Record Anesthesia / PACU Record Standing (Protocol) Orders Transfer Orders Other: Recommended Mode for Simulation: Manual (i.e. manual, programmed, etc.) Student Information Needed Prior to Scenario: Has been oriented to simulator Understands guidelines /expectations for scenario Has accomplished all pre-simulation
ConnectED phone blast to families 3/18/14 421 Invitation and information to share additional input. ConnectED blast families 3/18/14 249 Invitation and information to additional input. Consultation with Diehl Consulting 3/19/14 1 1 Invitation to submit Statement of Assurance; Alignment of Potential Partnership to Turnaround Principles
Cover Printing bound with a blue cover Print on both Sides of the page - Rule 54(4) Exhibits Reproduction Quality Photographs FORM 12 (RULE 26 (1) (a), (2) (a) AND (4) (a)) A document must not form part of the Appeal Books unless it has been legibly reproduced. (For example, a document with small print or is a faded copy of a document should not be included in the appeal book) If an exhibit cannot be legibly reproduced, the original exhibit may be ordered from the court registry to be available to the court at the hearing of the appeal. Photographs: must be legibly reproduced on a colour photocopier or by other current technology that can accurately reproduce photographs. Index and cross referencing exhibit disc(s) to Appeal Book Form 12 (Rule 26(1)(a) and 4(a) The index must describe each exhibit: by exhibit number, a full description of the document, and its date. The index must describe each affidavit by including the name of the deponent, the date the affidavit was filed and a description of any attached exhibits. Electronic Materials in Appeal Books (Civil and Criminal Practice Directive, 13 May 2016) In Appeal book: photocopy the labelled disc and insert this page in the appeal book where the exhibits would be located Filing Appeal Books RULE 26 (1), (2),(3) AND (4) file 4 copies of that Appeal Book for use by the plus such additional copies as are required for the purposes of paragraph (c), and serve one filed copy of the appellant's Appeal Book on each of the other parties. Respondent If a respondent who has been served with the appellant's Appeal Book considers that that Appeal Book is incomplete, the respondent may, within 30 days after service,
Introduction to Real Consumer Estate Investments (OD)**/ Protection 8 INT 20 M/C 20 mins Textbook How to Measure Real Consumer Property (OD)**/ Protection 3 INT 15 M/C 15 mins Textbook Houses: Buy…Fix…Sell Consumer (OD)**/ Service 8 INT 20 M/C 20 mins Textbook Profile of a Super Agent Consumer (OD)**/Textbook Service 4 INT 15 M/C 15 mins
The remedies available to a person, suffering from breach of contract are Suit for Damages Suit for Injunction Quantum Meruit All of the above The remedies available to a person, suffering from breach of contract are Recession of Contract Stay from court Quantum Meruit All of the Which of these are remedies to the aggrieved party, in case of breach of contract? Rescission of contract Suit for Specific Performance Both (a) and (b) Neither (a) nor (b) The contract may be rescind by Aggrieved party Either (a) or (b) None of the above . The may grant rescission where the contract is unlawful void unenforceable All of the above The court may grant rescission where the contract is unlawful valid unenforceable All of the above Where the Court orders the defaulting party to carry out the promise according to the terms of the contract, it is called Quantum Meruit Rescission Injunction Specific Performance Which remedy for breach of contract may be ordered by the court? specific performance injunction either (a) or (b) both (a) or (b) Specific Performance may be ordered by the Court when the contract is voidable damages are an adequate remedy damages are not an adequate remedy Quantum Meruit is not possible Specific Performance can be granted by court where monetary compensation is not an adequate relief it is not possible to measure the actual damages either (a) or (b) neither (a) or (b) In case of breach of contract of sale of some antique goods, the Court may grant Quantum Meruit Rescission Specific Performance Injunction In which of the following situations, specific Performance is not granted? monetary compensation is an adequate relief where the contract is impersonal in nature monetary compensation is not an adequate relief Both (a) and (b) In which of the following situations specific performance is not granted? where monetary compensation is an adequate relief where the contract is of a personal skill either (a) or (b) neither (a) nor (b) in which of the following situations, specific Performance is not granted? where it is not possible for the Court to supervise Performance of contract where the contract is ultra-vires either (a) or (b) …………. an order of the Court restraining a person from doing what he promised not to do. Quantum Meruit Rescission Injunction Specific Performance
B) self-esteem C) self-image D) self-concept Diff: 1 Learning Outcome: Describe the relationship between a consumer's self-concept and consumer behavior. Skill: Concept Objective: 5-1 5) ________ refers to the positivity of a person's self-concept. A) Social comparison B) Self-esteem C) D) Self-concept Diff: 1 Learning Outcome: Describe the relationship between a consumer's self-concept and consumer behavior. Skill: Concept Objective: 5-1 6) The ideal self is a person's conception of how she ________. A) adapts to play different roles B) imagines others to think of her C) would like to be D) realistically thinks she is Diff: 1 Learning Outcome: Describe the relationship between a consumer's self-concept and consumer behavior. Skill: Concept Objective: 5-1 7) Through the process of ________, people try to "manage" what others think of them by strategically choosing clothing and other products. A) impression management B) self-extension C) self-esteem D) social comparison Diff: 1 Learning Outcome: Describe the relationship between a consumer's self-concept and consumer behavior. Concept Objective: 5-1 8) Consumers who have ________ are particularly good targets for marketing communications that use fantasy appeals. A) self-fulfilling prophecies B) looking-glass selves
Objective: 5-4 AACSB: Multicultural and diversity understanding 29) Men are more likely to use a woman's body shape as a sexual cue. One explanation of this phenomenon is that feminine curves provide evidence of ________. A) compatibility B) reproductive potential C) intellectual capacity D) sociability Answer: B Diff: 2 Learning Outcome: Describe the relationship between a consumer's self-concept and consumer behavior. Skill: Concept Objective: 5-4 AACSB: Multicultural and diversity understanding 30) A Unilever-sponsored survey that asked American women how they felt about their appearance reported which of the following? A) Positive feelings about the self were lowest in ethnic groups such as African American and Hispanic women. B) Older women were more likely to describe themselves as beautiful. C) The majority of respondents believe that our society does not use reasonable standards to evaluate women's beauty. D) The majority of respondents believe that beauty comes from a woman's physical appearance. Answer: C Diff: 3 Learning Outcome: Describe the relationship between a consumer's self-concept and consumer behavior. Skill: Concept Objective: 5-4 AACSB: Multicultural and diversity understanding 31) The U.S. government estimates that ________ of American adults are overweight or obese. A) 25 percent B) 35 percent C) 50 percent D) 66 percent Answer: D Diff: 3 Learning Outcome: Describe the relationship between a consumer's self-concept and consumer behavior. Skill: Concept Objective: 5-5 32) Virtually any part of the body is fair game for surgical alteration. Alteration of the ________ has become increasingly popular among Japanese consumers interested in their body image. A) navel B) fingers (especially the thumb) C) length of one's foot D) ears Answer: A Diff: 2
11 Attributes actually used to differentiate among choices are called ________ attributes. A) evaluation B) search C) determinant D) segmentation 12 As a customer's product knowledge increases, what typically happens to the amount of search conducted by the consumer? A) It will continually increase. B) It will continually decrease. C) It will decrease, and then increase as the customer becomes more knowledgeable. D) It will increase, and then decrease as the customer becomes more knowledgeable. 13 What type of cybermediaries are intelligent agents? A) Travel agents who answer questions online. B) People who can help computer users with problems they encounter when trying to shop online; contacts are direct in-person. C) Sophisticated software that uses collaborative filtering technology to learn from past user behavior & recommend new purchases. D) They are search engines specifically designed for online marketing and other forms of e-commerce. 14 People often make decisions on the basis of mental accounting. One facet of this accounting is making a decision based on the way a problem was posed. This is called ________. A) framing B) the sum-cost fallacy C) loss aversion D) positioning 15 A consumer who uses a few simple decision rules to arrive at a purchase decision is using which of the following? A) routine decision making B) limited problem solving C) graduated response behavior D) extended problem solving 16 A consumer is most likely to engage in ________ when she is in a good mood or when she is uninvolved in other activities. A) inertia B) extended problem solving C) variety seeking D) mental accounting 17 ________ are dimensions used to judge the merits of competing options. A) Evoked sets B) Evaluative criteria C) Levels of abstraction D) Category exemplars 18 ________ occurs whenever the consumer sees a significant difference between his or her current of affairs and some desired state. A) Information search B) Evaluation of alternatives C) Evaluation of the evoked set D) Problem recognition
Community Development (specifically dance studios and digital divide) West Block West of uptown between South End and the airport Public Art/Beautification Cultural Education (focus on youth with life skills, trips to museums & rewards for good grades, employment & training skills for all ages, art technique, music history & hymns, computers, job mentoring, languages) Festivals (block parties & street festivals, invite colleges, movie nights, back to school) Community Teams & Competitions (dance, music, theatre) Performing Arts (spoken word & poetry slams) Literacy (all ages) Civic Engagement (to include voting, running for office, and volunteerism) Health and Wellness (to include nutrition, medicine education, community gardens) African American Heritage Community Development (to include creative work around access to grocery stores, pharmacies, quality education, etc.) Southwest Block Southwest Charlotte TBA Mallard Creek / Prosperity Village / University City North Block Mallard Creek and University City North area bordered by Ridge Road, I-85, W. Mallard Creek Church Road, N. Tryon St., W.T. Harris Boulevard and Mallard Creek and Prosperity Church roads Festivals (to include outdoor concerts and science fairs) Multicultural (live performances for children to learn about their cultural and others, African American Heritage) Senior Programs (day and evening) Community Teams & Competitions (children) Recreational Enrichment (chess, football, racquetball, language classes) Culinary Arts (food history and cultural cuisine) Performing Arts (musicals/historical play about area history) Visual Art (a small museum) Community Development (a dog park, trash cleanup) Science & Nature (international community garden & farmers market)
INFANT/TODDLER LESSON PLAN Week Of: November week 3 CLASSROOM: Care Bears THEME: Fall/Thanksgiving LANGUAGE AND LITERACY (reading, speaking, listening) Children will observe baby sign language used by caregivers (milk, more, all done, etc.) Children will listen to stories during lap time/circle time reading. Children will use books independently STANDARDS: 1.1 I.A, 1.3 I.K, 1.5 I.D/E COGNITIVE (sensory, science, math, thinking, reasoning) Children will explore seasonal gourds. Children will manipulate a busy box filled with fall colored leaves Children will explore science viewers with scorpions, starfish, flower, and butterfly. STANDARDS: 3.1 I.A.9, 3.1 I.B.6, 3.2 I.A.1 SOCIAL/EMOTIONAL (self-awareness/management, relationships, behavior) Children will participate in “I See, I Spy" game with caregivers Children will explore “Feeling Faces" cards STANDARDS: 16.1 I.A, 16.1 I.E PHYSICAL DEVELOPMENT (Gross motor, fine motor) Children will to use push toys Children will climb on the climber. Children will manipulate large pet puzzles. STANDARDS: 10.4 I.A, 10.5 I.B ART/MUSIC (Creative expression) Children will paint using fall colors and construction paper Children will make using various instruments STANDARDS: 9.1.m I.E, 9.1.V I.B OUTDOOR TIME Weather permitting- between 25’-90’F, NO precipitation, and good air quality children will take walks, as well as explore the play yard and court yard areas. STANDARDS: INDIVIDUALIZED PLANNING: ID-6, EH-6, VC-5 TRANSITIONS: N/A SPECIAL Thanksgiving Potluck November 20, 2018
SAFETY INJECTION ASSESSMENT SHEET Hospital:…………………………… Assessment No.: …………… Hospital department: Cardiology and Respiratory Pediatric Surgery Ophthalmology Pathobiology and pulmonology Otolaryngology Internal medicine Intensive care Obstetric facial and orthodontics Observation time: ………….hour……… day ……….month………..year………. Name of health worker who injected :………………………………………………. Name of observer:……………………………………………………………………. A- General information a1. Patient’s name: ………………………………………………………………….. a2. Patient’s age: ………………………………………………………………….. A3. Injection time: Morning Noon Afternoon A4. Router of administration: Intravenous injection; Deep intramuscular A5. Injection location: Delta Mechanical; Quadriceps thigh; Arm trilum;
Night injection; intramuscular injection; In the skin injections; Subcutaneous injection Hoofed; Inject the veins through the triple heel / rubber joint; Direct intravenous injection Other …………… B- Safety Injection Assessment No. Criteria (1) Yes/Right (0) Note I. Preparation of injection equipment and tools B1 Sterile syringe needles B2 Injection vehicles and equipment, tools attached B3 Shockproof box sufficient number prescribed on the vehicle injection B4 Quick disinfectant hand in convenient position B5 Sharp box enough, suitable II. Practice injection procedures B6 Hand wash / disinfect hands before injection B7 Ensure sterile needles B8 Sterilize when taking medicine before injection B9 Antiseptic properly regulated injection site before injection with
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Labor day Office Closed 2 3 2:00 pm Environmental 6:00 pm Housing & Land Use Cmte 6:00pm Health & Human Services / 4 6:30 pm 41st Precinct Community @ 1035 Longwood Ave Bronx, NY 10459 5 6 7 8 9 12pm Franchise Licensing Cmte 6:00pm Education Cmte @ UNITAS 830 Southern Blvd 10 10:00am Halloween Cmte Mtg 6:00 pm Economic Development Cmte 6:00 pm Special Events/Public Relation 11 Remembrance Day 12 13 10:00 am 3rd Annual Community Board 2 Aids Walk begins at Southern Blvd & Westchester Ave 14 15 16 17 6:00pm Youth Services Planning 18 19 20 21 22 6:00pm Executive Cmte 23 24 Full Board Meeting Unitas – 830 Southern Blvd Bronx NY 10459 25 26 27