zilongwang/ReadingBank huggingface dataset:
maritime helicopters 27 to be replaced by 28 maritime/search and rescue helicopters 14 replaced tactical transport/search and rescue helicopters 85 combat transport / search and rescue 30 5 of (T)) have air-air refuelling capability) / new order for replacements Strategic transport 4 Delivery Date: 2007/08 New strategic transport aircraft to augment long range transport 5 2 of these have air-air refuelling capability range transport/search and rescue aircraft 6 1967 soon to be retired and replaced by either or /Alenia jet transport 6 2002 4 for VIP and 2 for utility short transport 4 1970 jet trainers 25 trainers retired - used only by the Snowbirds and the Aerospace Engineering Test Establishment propeller trainers 26 2000 based on trainers (leased) jet trainers 20 2000 leased from replaced electronic navigator training aircraft 4 1987,
stylus as the child’s hand then rests on the stylus. The adult can then direct the stylus by holding on to the top of the stylus. The Routine of Charging the iDevice: The student should be part of the routine of charging the iPad at the end of the day and retrieving the iPad the next morning. This gives the student increased opportunity to be aware of the iPad and also a social opportunity if the iPad is kept in, for example, the front office. Tips: Terminology: The terms “photo” and “picture” should be used distinctly, separately and clearly so that others will know what you are talking about – photos are photos and pictures can be line drawings, board maker pictures, hand drawn cues, etc. Generically using the term “picture” is not helpful to learning about the child’s visual abilities. Types of Apps: Differentiate among the apps – There are school apps, home apps, fun/ entertaining apps (could be seen as babysitting apps). Some are true teaching apps that work best in school. Keeping them “special” allows for the motivation (and hence the learning) to stay high. Sometimes, when a child responds well in school to a particular app, the families often want to use that app at home. The app can then slide into becoming a “babysitting” app and we lose the motivation of the app. It would be better to find a similar app to the favorite app to use at home. For some of our students who take their iPad home, we have School files and Home folders. So you can have these apps in Folders – with specific titles, and then if different students use the same iPad, each child can have their own Folder entitled: (for example) School Apps Home Apps “name of student” Apps (Heidi’s Apps) Entertaining apps are often the ones that the child can activate on their own and are just fun to play or just to look at, if they are “autoplay”. Some of the students
PLOs: E2 Goals: 1, 4 using their geography skills. Critical Question: What are the factors that go into the creation of a trading post and how did geography affect their placement? that may influence the placement of a trade post. TPS about what affects businesses placement in our current society. three more posts of their own with their own names and justifications for their placement. Activity (Mapping) Make sure they map out the routes between their posts and ensure that they are properly labeling the maps with a legend and a title. Put up the pricing chart of the items sold commonly in fur posts and have explain to the students how 1 made beaver worked Have the students create a list of 10 items they want to sell in their outpost from this list and why they chose the 10 items that they did. Conclusion Conclude with a map of Canada with the main trading posts labeled on it, did the students make similar choices to what the fur traders did. Compare student’s placements in small groups and have them discuss their placement in comparison to that of history. -Map of Canada with the outposts labeled on it for them to compare to much they have of the Assessment As learning will when they are in groups comparing their placement of their posts. Assessment Of the maps using a and focusing on geographical 3 – The Natives of the Northwest -The students will be able to list the two different types of watercraft used to transport goods. Hook -Have one student direct the from the forbidden forest to the Hogwarts Teacher Led Discussion Who gave them the directions to allow the trading companies to be able to move more inland? Talk to the class about how much each vessel could carry and how fast they could move material from the main post to inland posts. (Page 134) -a handout with an example map on it for them to see what then natives used to show traders Assess For understanding by looking at their mapping to see if they understand the
instaGrok. (n.d.). Retrieved December 7, 2014, from North-West Company canoe No. 17 shipped from Fort William to Fort Frances, Lac la Pluie. (n.d.). McCord Museum. Retrieved from On the charts: 49 ° 42’19,2 “N 113 ° 39’12,6 ”W/49.705333 -113.653500 ( map ) , Head-Smashed-In Buffalo Jump , [ edit ]. (n.d.). In Wikipedia, the free encyclopedia. Retrieved from Photobucket - Photo and image hosting, free photo galleries, photo editing. (n.d.). Retrieved December 7, 2014, from Québec History 21 - Act of and Louis Riel. (2009). Retrieved from TRAPPER - Kids in the Hall. (2013). Retrieved from
Canadian companies producing in Latin America is 43, while the number of producing companies in Africa is 23. These figures are based on mining properties in production in 2012. Mining activity by and region Mines in production are a significant share of the overall picture in terms of economic impact but it is important to consider mines in other stages of development. The following chart shows the number of properties owned by Canadian companies in Latin America and Africa at various stages of development (Note: data was gathered from Infomine and other sources, and is as of June 2013). The graph shows Latin America continues to be of greater interest to Canadian companies than Africa. Canadian presence in Latin America is larger than Canadian presence in Africa at all stages. The graph also provides a sense of the ratio between pre-production and production activity. Estimated total revenue yield The total estimated revenue yield calculated as total mine production X international price of the commodity in the given year, for all Canadian owned properties in production in Latin America in 2012 was $ 19.4 billion. The total revenue yield for Canadian owned producing properties in Africa in 2012 was $ 12.9 billion. Revenue yield by commodity, country and companies Gold, copper, silver and zinc were the main commodities produced in Latin America. Copper and gold account for the vast majority of production by Canadian owned mines in Africa. The vast majority of Canadian company revenues, or about US$17.9 billion, accrues in 5 countries in Latin America: Mexico, Chile, Peru, Argentina, and Brazil. Six Canadian companies are dominant in terms of mining revenue from the region: Barrick Gold, Yamana Gold, Teck, Goldcorp, Kinross Gold, and Pan American Silver. The largest producing Canadian companies in Africa were: First Quantum, Lundin Mining, New Dawn Mining, Franco-Nevada, IAM Gold, Kinross, Galane, Barrick Gold, Nevsun Resources, and Semafo. Zambia, DR Congo, Ghana, Zimbabwe and Burkina Faso were the most important countries for Canadian owned properties in production. While countries like Eritrea (gold) are also rapidly emerging.
Canadian Geographical Regions Project Topics: Cordillera Region, Great Plains, Canadian Shield, Hudson Bay Lowlands, St Lawrence Lowlands, Appalachian Region, Arctic Region This will be a partner project where your topic will be assigned one of Canada’ Geographical Regions. Your final product will be a Power Point and class presentation. Power Point Criteria Each slide requires: a Slide Title, one or more graphics/photo, information caption, Background with optional Animation. Do not “Cut and Paste” your captions – short informative bullets are best. You can read additional information from a script during your presentation related to each slide. Slide 1 – Title Slide – name of your region, a graphics/photo, and partner names. Slide 2 – Map of Geographical Regions of Canada – noting the location of your regions and the provinces and territories it is found. Slide 3 – Landscape Images found in your Region Slide 4 – Economic Activities found in your Region Slide 5 – Ecosystems (plants and animals) found in your Region. Slide 6 – Recreation and Tourism found in your Region Slide 7 – Major Cities found in your Region Slide 8 – Bibliography – Credits where you got your information.
FIG. 4: Atlantic Pilotage Authority average gross tonnage (GT) of tanker assignments, 2012 Pilotage Area Number of Pilotage Average Gross Tonnage of Tanker s Type of Pilotage Bay of Exploits, NL 117 7,218 Compulsory Belledune, NB 14 12,578 Voluntary but the Belledune Port Authority recommends pilotage for tankers in Sailing Directions (an APA risk assessment recommended designation as a compulsory pilotage area in 2011 – this is still not implemented yet) Black Oil (Halifax) 96 71,669 Voluntary but Imperial Oil/Esso specifies two pilots board seaward of the pilot boarding station Canso, NS 271 57,902 Compulsory PE 58 23,356 Compulsory Bridge, PE 3 17,445 Compulsory Halifax, NS 484 41,045 Compulsory Holyrood, NL 19 29,034 Compulsory Humber Arm, NL 85 12,487 Compulsory Miramichi, NB 15 6,940 Compulsory 25 25,326 Voluntary (the status of some areas is being reviewed by the APA through risk assessments) Placentia Bay, NL 828 53,960 Compulsory Saint John, NB 941 44,467 Compulsory St. John’s, NL 85 17,099 Compulsory 2 8,542
Stanza – a group of lines of poetry arranged according to a fixed plan. Usually contain the same number of lines, meter, and rhyme scheme. Simply put – it is a paragraph of poetry. Common Stanza forms: Couplet – 2 lines Triplets or tercets – 3 lines Quatrains – four Sestet – six lines Octave – eight lines Denotation: The literal meaning of a word—the meaning you would find in a dictionary. Connotation: The emotional meaning of a word—the deeper meaning a word is being used to represent. For example, “house” and “home” are literally very similar, but their connotations are very different. A house is just a building, while a home is the place you belong and where your is. “Home” has a different emotional effect than “house” does. Pathos: that element in literature that stimulates pity or sorrow Tone: The author’s attitude toward the subject being written about. The tone is the characteristic emotion that pervades a work or part of a work – the spirit or quality that is the work’s emotional essence of Poetry Narrative Poetry – the poem tells a story (has setting, characters, plot, resolution, and a strong theme) Ballad – a narrative poem with a song-like form that usually tells a love story, historical event, or heroic tale. Lengthy. Usually told in third person. Discusses a single incident. Legend – Long narrative poem used to explain the existence of something. Usually based on real people or places. Has a mythical quality. Lyrical Poetry – a form of poetry that expresses powerful emotions and personal feelings Free Verse – a form of modern poem that does not follow a set rhythm Sonnet – a fourteen line poem that usually follows a set rhyme scheme and rhythm. Two popular forms Shakespearean Sonnet – 14 lines made up of 3 quatrains and 1 couplet; thyme scheme abab cdcd efef gg Sonnet – 14 lines made up of 1 octave and 1 sestet Ode – a poem dedicated to praising the value or virtue of something Elegy – a poem that laments the loss of someone or something
I’m Sir John A. MacDonald I’m Alexander Graham Bell I’m a pow-wow dancer And I’m Louis Riel I’m the Calgary Stampede I’m a feathered Sarcee I’m Edmonton at night I’m a bar-room fight I’m a rigger, I’m a cat I’m a ten-gallon hat And an unnamed mountain in the interior of B.C. I’m a maple tree and a totem pole I’m sunshine showers And fresh-cut flowers I’m a ferry boat ride to the IslandI’m the Yukon I’m the Northwest Territories I’m the Arctic Ocean and the Beaufort Sea I’m the Prairies, I’m the Great Lakes I’m the Rockies, I’m the Laurentians I am French I am English And I'm Métis But more than this Above all this I am Canadian and proud to be free. Comprehension and Reflection What is the poet attempting to do by repeating the phrase, I'm a.... ? What significance do these words have?
Working Contacts (Internal & External) Key contacts include Scottish Canals as landowner, the college Steering Group, training partners, programme participants, volunteer mentors and members of the local community. Knowledge, Experience and Skills Assessment Area Essential Criteria Desirable Criteria Professional, academic and vocational qualifications A relevant qualification or equivalent experience in a subject that supports the requirements of the role. Experienced in delivery of volunteering awards (eg John Muir, Saltire). Clean Driving licence & access to a vehicle. Qualified in a subject relating to built, natural and/or cultural heritage, training, and/or youth work. SQA Assessor training qualifications. Hold a D1 Minibus category on the Driving Licence. Aid Qualified – Outdoor First Aid Qualification is preferred. Knowledge and experience Up to date knowledge of legislation relating to Health and Safety, Heritage and Environment and the protection of children and vulnerable adults. Knowledge of or delivery of SQA qualifications. Experience in delivering learning programmes to inspire and engage disengaged young people. Experience of recruitment, retention and motivation of volunteers. Experience of supervising contractors. Ability to solve problems and maximise opportunities. Knowledge of built, natural and cultural heritage. Any additional job related requirements Excellent administration skills and an ability to maintain accurate records. Excellent interpersonal and communication skills. Confident around young people with additional support needs. Competent in IT, Microsoft Office and Social Media. Ability to work in a team and on own initiative. Willing to be PVG checked. Committed, dedicated, flexible & resourceful. Empathetic, friendly, patient, and caring. Enthusiastic, confident and Non-judgmental with a commitment to enabling young people of all abilities to achieve their potential. Able to multi-task and work under pressure.
Cancel a Payment and/or Reissue Cancelling and reissuing a payment is very sensitive to other expense processing and should be run separately. If you are voiding an ACH payment without reissue, please get reimbursement from the traveler before going thru the steps below to Void the payment and not reissue. Identify the payment reference/check number. Navigate to Travel and Expenses > Process Expenses>Review Payments>Payment History. Enter Empl ID and SetID. Click and a list will be returned which includes the Payment Reference down payment reference number to be used in the next step ***NOTE: If there was a Corporate Card (Due Vendor) payment, please contact for help with finding the payment reference number. Cancel/Void the Payment. Navigate to Accounts Payable>Payments>Cancel/Void Payments>Payment Cancellation Enter the required criteria. Criteria being the Bank SETID, Bank Code, Bank Account and Payment Reference (from the search above). Click After October 1st, 2017 there are more than one Bank Code so please look at Employee Payment History screen above to determine which Bank Code you need to search on. Select the required action to Void /Reissue, or Void Do not Liability, click Save ***NOTE***. If you are changing it from an ACH to Check or Check to ACH you must Void and Do Not Reissue and have the traveler submit a new report. Click OK on warning message. Navigate to Travel and Expense>Process Expenses>Expense Processing Enter a run control. Select the Checkbox associated with "Cancel Payment" and run the process.
Virtual Lab: The Cell Cycle and Cancer Worksheet Name: **Go to our resources page and click on the link for the Virtual Lab Date: Period: 1st! From the Information Tab: Describe how cancer develops in 3 sentences or less. What changes happen in cancerous cells? Which type of cancer resulted in the most deaths in 2007? Choose one of the three types of cancers described. Explain risk factors for this cancer type. 2nd! From the Monitor Video: Complete the table by describing each phase of mitosis in your own words. Be sure to include the vocabulary words: centrioles, spindle fibers, chromosomes, centromere, sister chromatids, and daughter cells Phase of Mitosis Description Interphase Prophase Metaphase Anaphase Telophase 3rd! From the Microscope: Table 1: Record your data for the number of cells in each stage of the cell cycle observed in normal tissues. Tissue Type # in Interphase # Cells in Prophase # in Metaphase # in Anaphase # in Telophase Lung Tissue Normal Stomach Tissue Normal Ovarian Tissue Normal Table 2: Record your data for the number of cells in each stage of the cell cycle observed in cancerous tissues. Tissue Type # in Interphase # in Prophase # Cells in Metaphase # in Anaphase # Cells in Telophase Lung Tissue Cancerous Stomach Tissue Cancerous Ovarian Tissue Cancerous
Create a production calendar and planting layout each season to assist with keeping on track of tasks, and future crop rotations. Create and maintain a job manual with pertinent information, contacts etc. and familiarize new managers with position and responsibilities to ensure that they are completely prepared to take over as managers Purchasing materials and supplies Seeking donations for supplies and materials needed (i.e. from Baker Creek Seed Co.) Managing the garden budget and Payroll) Marketing the garden, its mission, and sustainability initiatives they wish to such as the benefits of eating local, eating fresh and healthy, and growing your own food. Writing sustainability proposals as needed to fund capital improvements to the garden in accordance with the visioning guide, as well as regular food production costs (seeds, soil, etc.), or other miscellaneous needs. Maintaining the Garden Planting and maintaining manure cover crops as other crops stop producing. Taking responsibility for storage and upkeep of equipment and tools Planting and maintaining manure cover crops as other crops stop producing. Plant propagation as needed Labeling plants and projects with informative signs Maintaining garden beds (fertilizing, weeding, watering) Overseeing the general quality of the garden and identifying problems—insects, weeds, diseases—and finding solutions to the problems Harvest and post-harvest operations Sales and donation of produce On-Costs (Retained from the previous proposal)
Budget Category Current Amount Allocated New Amount Requested Example of Items included: Seeds and Seed Starting equipment 740.00 700.00 Seeds, Lights, germinating mix, pots, transplants Irrigation costs 740.00 400.00 Soaker hoses, spray nozzles, Wands, Hoses, Heads Amendments & Fertilizers 740.00 600.00 Topsoil and Compost(If topsoil requirements exceed this amount write an additional proposal) lime, sulfur, micronutrients Weathering items 740.00 500.00 Plastic, Landscape fabric, row covers, cold frames, hot beds, straw(If the need exceeds this amount write a
Group Names: ______________________ Cancer: _______________ Cancer Presentation Grading Rubric Presentation Requirements Earned Points Possible Points Comments Introduction Name the cancer Introduce team members 20 Definition of the cancer What happens to the cells? What part of the body does it generally affect? 20 Description of the symptoms List all of the possible effects on the body 10 Possible causes of the cancer Are there environmental or health factors that can cause the cancer? Can the cancer be inherited? 20 Prevention What can be done to prevent getting this cancer? 10 How the cancer is treated Medications? Surgery? Chemotherapy? Radiation? Nutrition? Lifestyle choices? 30 How the cancer is diagnosed What tests are done? Are done with MRI, CAT scan, PET scan, X-ray, or ultrasound machines? 20 How many and what type of people are likely to have the disorder Is it more common in a certain group of people? How common is it? 20 Application of research article What new information did you learn from your research? 10 Total Points Earned 160 Cancer Research Topic Sheet
Suspected Breast Cancer Referral Form Patient Details Surname: Date of Birth: Forename(s): Gender: Address (inc postcode): NHS Number: Telephone Numbers Please check tel no's with patient Tel No (Home): Tel No (work): Tel No (Mobile): GP Details Referring GP: GP Tel No: Practice Name: Practice Email Address: Practice Address: Date of decision to refer: Patient Information Does your patient have a learning disability? Yes No Is your patient able to give informed consent? Yes No Is your patient fit for day case investigation? Yes No If a translator is required, please specify language: Is patient on any of the following medications? Aspirin Yes No Indication for therapy: Clopidogrel /Prasugrel etc . Yes No Indication for therapy: Warfarin Yes No Indication for therapy: NOAC (Rivaroxaban etc.) Yes No Indication for therapy: Insulin Yes No It would be helpful if you could provide performance status information (please tick as appropriate) Fully active Able to carry out light work Up & 50% of waking time Limited to self-care, confined to bed/chair 50% No self-care, confined to bed/chair 100% Please confirm that the patient is aware that this is a suspected cancer referral: Yes No Date(s) that patient is unable to attend within the next two weeks: If patient is not available for the next 2 weeks, and aware of nature of referral, consider seeing patient again to reassess symptoms and refer when able and willing to accept an appointment. The above details are required before we can begin booking appointments of Cancer Concern (completion optional) All patients should meet NICE guidelines for suspected cancer 2015 “I’m very concerned that my patient has cancer” “I’m unsure, it might well be cancer but there are other equally plausible explanations.” “I don’t think it likely that my patient has cancer but they meet the guidelines.” Reasons for referring Please detail patient and relevant family history, examination and investigation findings, your conclusions and what needs excluding or attach referral letter. Referral Criteria Suspected Cancer Referral
B6 (continued) Cancer (ICD code) Number of cases Rate (cases per 100,000) Male Female Male Female Total Lymphoid, haematopoietic and related tissue (C81–C96, D45–D47) 480 360 840 15.4 9.8 12.3 Hodgkin lymphoma (C81) 10 15 25 0.4 0.5 0.5 Non-Hodgkin lymphoma (C82–C85, C96) 140 108 248 4.7 3.0 3.8 Malignant immunoproliferative diseases (C88) 6 3 9 0.2 0.0 0.1 Multiple myeloma and malignant plasma cell neoplasms (C90) 85 55 140 2.7 1.4 2.0 Leukaemia (C91–C95) 181 132 313 5.8 3.9 4.7 Polycythaemia vera (D45) 4 4 8 0.1 0.1 0.1 Myelodysplastic syndromes (D46) 42 29 71 1.2 0.6 0.8 Lymphoid, haematopoietic and related tissue – other neoplasms of uncertain or unknown behaviour (D47) 12 14 26 0.3 0.3 0.3 Note: are expressed per 100,000 population and age-standardised to the WHO World Standard population. Source: New Zealand Mortality Collection Appendix C: Full text of the Cancer Registry Act 1993 1993 Cancer Registry No. 102 Title 1. Short Title and commencement 2. Interpretation 3. Act to bind the Crown 4. Maintenance of Cancer Registry 5. Reporting of cancer 6. Director General may require supply of further information 7. Protection against actions 8. Offences 9. Regulations 1993, No. 102 An Act to make better provision for the compilation of a statistical record of the incidence of cancer in its various to provide a basis for the better direction of programmes for research and for cancer prevention. BE IT ENACTED by the Parliament of New Zealand as follows: 1. Short Title and commencement (1) This Act may be as the Cancer Registry Act 1993. (2) This Act shall come into force on the 1st day of July 1994. 2. Interpretation – In this Act, unless the context otherwise requires: “Cancer”:
1.1– Research project title Applicant 1.2 – Full name and title 1.3 – Department 1.4 – Host institution Co-investigator/s 1.5 – Full name and title 1.6 – Department and host institution Collaborator/s 1.7 – Full name and title 1.8 – Department and host institution Projected 5 year costs 1.9 – Salaries (e.g. Post-Doctoral Fellows and Technicians) 1.10 – Studentships (Ph.D and M.D.) 1.11 – Consumables 1.12 – Other running expenses 1.13 – Total requested grant Section 2 Research Proposal Outline 2.1 – Research project title Please Note: Titles should be no longer than 185 characters (including spaces).
Microsoft Office System Customer Solution Case Study Government Healthcare Agency Implements Unified Communications Solution to Reduce Costs Overview Country or Region: Canada Industry: Healthcare Customer Profile Located in Toronto, Cancer Care Ontario is the cancer advisor for the government of Ontario, Canada, and it works to improve cancer services across the province. Business Situation Cancer Care Ontario needed a more robust conferencing and communication solution that would scale quickly as the agency continued to grow—but that would not increase costs significantly. Solution Cancer Care Ontario deployed a Microsoft Unified Communications solution, which enabled it to provide robust conferencing, scalable VoIP telephony, and integrated messaging and desktop-sharing capabilities. Benefits Reduced costs Improved efficiency Better help-desk support Reliable access to 911 service “We rolled out Office Communications Server for voice capabilities and saved about CAN$50,000 because we did not have to purchase traditional handsets.” Ken Sutcliffe, Director of Technology Services and Chief Technology Officer, Cancer Care Ontario Cancer Care Ontario (CCO), a government agency in Ontario, Canada, uses electronic information and technology to support health professionals in improving the safety, quality, efficiency, accessibility, and accountability of cancer services. Employees relied on an aging phone system that offered little agility as the agency grew. They were also using various third-party and conferencing tools to share data with hospitals, agencies, and clinics, causing support problems for the help desk and additional costs for the organization. The agency decided to implement a Microsoft Unified Communications solution and take advantage of several Microsoft products and technologies. After deploying the solution, CCO experienced reduced costs, improved efficiency of its employees and help desk, and a reliable emergency service for employees using voice over IP (VoIP) communications.
Anaphase Centrioles Centromere Chromatids Chromatin Chromosomes lined up at equator Cytokinesis Daughter Interphase Metaphase Prophase Telophase Visit the website: How Cancer Grows at If you are using an Apple device, you will have to choose Printable Version instead of interactive Answer the following questions: All cancers begin with a __________________________________ within a body cell and advance when the ________________________________________________. found within epithelium, such as that found in the epidermis, breast, prostate and other organs is called _______________________________. Click on How Cancer Grows and answer the following questions: are epithelial tissues found? ______________________________________
Pros and Cons of Universal Healthcare. (2018). Retrieved from https://www.formosapost.com/pros-and-cons-of-universal-health-care/. Reardon, C. (2011). Healthcare reform puzzle-how does social work fit? Social Work Today, 11(1), p. 18. Retrieved from http://www.socialworktoday.com/archive/020911p18.shtml Zawacki, A. (2013). Why are health insurance premiums so much higher for public employers compared to private employers? Academy Health. Retrieved from
This report contains cancer incidence and mortality data for the entire state of Tennessee from 2008 through 2012, with some comparisons to national rates. Data collected by the Tennessee Cancer Registry (TCR) as well as cancer registries nationwide made the creation of this report possible. The report published by TCR is meant to serve as a reference for researchers and the general public. For additional information and publications from the TCR, we encourage you to visit our website at . The Tennessee Cancer Registry, was established in 1983 by the Department of Health, is legislatively mandated to collect information on all reportable cancer diagnoses in Tennessee, including non-residents diagnosed and/or treated in Tennessee. CDC funding for the TCR began in 1997 and the first diagnosis year for which cancer cases were reportable to CDC was 1999. The TCR is currently a gold-certified registry, the highest level of certification by the North American Association of Central Cancer Registries. The TCR has met national standards of data completeness and quality since the 2004 diagnosis year. It should be noted that data collected during the 2004 diagnosis year was less than 95% complete, the level needed to attain gold-certified status, whereas 2005-2012 data exceeded the 95% completeness threshold level. In collaboration with local health care facilities and cancer registrars, TCR staff members identify incidence cases of cancer through routine, systematic review of pathology reports, medical records, radiation therapy records, hospital discharge lists, and state vital records. Information regarding patient characteristics, cancer diagnosis, and first-course treatment is ascertained primarily from specific statements in the medical record and other sources such as death certificates and physician reports. The cancer data in this report is dynamic and it is possible that even after the standard reporting delay, a few cases may be reported, which may have a minor impact on the most recent year of diagnosis. To collect accurate information on cancer cases diagnosed and/or treated in Tennessee annually. To increase awareness of cancer in Tennessee. To promote and assist hospital cancer registries in each facility with coding of cancer abstracts. To provide information to the public regarding cancer incidence and mortality in Tennessee. To serve as a data repository for those requesting information on cancer, its effects, treatment, risk factors, and prevention. To support epidemiological research into the cause, distribution, prevention, and treatment of cancer.
CATEGORY 4 3 2 1 Quality of Information Researched and Used in Reflection Responses to all questions are accurate and coherent. Discussion includes several, relevant supporting details and/or examples. Responses to most questions are accurate and clearly explained. Some details and examples have been provided. Responses are often incorrect or partially correct and often lack clarity. Few details and/or examples are given. Responses have little or nothing to do with the questions posed. Most answers are incorrect, unclear, and/or too brief. Amount of Information All questions are addressed and all questions answered with the enough details to explain the questions All questions are addressed and most questions answered with enough details to fully explain the questions Most questions are addressed, but more details are needed to fully explain the questions Several questions were not addressed. More details are needed to explain the questions Scientific Literacy All and explanations are accurate and reflects what the student has learned about the cell cycle and cancer. Most facts and explanations are accurate and reflects what the student has learned about the cell cycle and cancer. Some facts and explanations are accurate and reflects what the student has learned about the cell cycle and cancer. Many inaccurate. There is little reflection of what the student has learned about the cell cycle and cancer. Grammar and use of complete sentences and paragraphs Writing is organized into complete sentences or paragraphs were appropriate. There are virtually no spelling or grammar errors. Writing is organized into complete sentences or paragraphs were appropriate. There are few, minor, spelling/grammar errors. Writing is not in complete sentences and paragraphs were not used. There are several obvious spelling/grammar errors. Writing is confusing. Sentences are incomplete and paragraphs were not used. There are numerous spelling/grammar errors. Appropriate websites or other sources of information are listed with required details in a consistent format. You may use an online bibliography generator such as EasyBib. Details to Include: website address, date published, author, title of source. Do not use “chat” sources or Wikipedia. /2 Total: /18 = %
Overview of the community partner agency The American Cancer Society is a nationwide, voluntary, community based, nonprofit organization dedicated in eliminating cancer. It has local community branches across the nation including Comanche city in Erath County in Texas. This local organization specializes in reaching out to cancer survivors and creating new ways to raise funds for those that have been affected by cancer. Members of the American cancer society also help make others aware of cancer and the many different forms it acquires. They also help to educate people about how to prevent cancer, advocacy, and they have a team of members who have spent a vast amount time and resources on research. Population served The American Cancer Society helps people of all ages, races, genders, ethnicities, backgrounds and religion. Along with helping cancer patients, the American cancer society also helps their families with resources, education, grief, counseling and medical treatment options. According to Texas medical association (2011), “A total of 94,396 Texans received cancer diagnoses in 2007, and the overall incidence rate was” 444.2 per 100,000 population.” Demographics of population (statistics-age, Gender, Race etc.) No matter a person’s age, gender, race or culture, anyone can be diagnosed with any type of cancer. Even though any person can be diagnosed with cancer, the American Cancer Society has found different statistics among different racial/ethnic groups regarding the cancer type, death rate and survival rate. According to the American Cancer Society (2017. p. 3), “Blacks have the highest death rate and shortest survival of any racial/ethnic group in the US for most cancers.”
Hammett, James, 1999, “Evaluation Endpoints and Climate Policy: Atmospheric Stabilization, Benefit-Cost Analysis, and Near-Term Greenhouse Gas Emissions,”Climatic Change 41: 447-68. Lutter, Randy, 2000, “Developing Countries’ Greenhouse Emissions: Uncertainty and Implications for Participation in the Kyoto Protocol,” Energy Journal 21(4): 93-120. Alan, Robert Mendelsohn, Richard Richels, 1995, "MERGE: A Model for Evaluating Regional and Global Effects of GHG Reduction Policies," Energy Policy 23:17. --- and Richard Richels, 1997, “On Stabilizing CO2 Concentrations – Cost-Effective Emission Reduction Strategies,” Stanford University and Electric Power Research Institute, April. McKibbin, Warwick, and Peter Wilcoxen, 2007, “A Credible Foundation for Long Term International Cooperation on Climate Change,” in Architectures for Agreement: Addressing Global Climate Change in the Post-Kyoto World, edited by Joseph Aldy and Robert Stavins, (Cambridge University Press). Mendelsohn, R.O., W.N. Morrison, M.E. Schlesinger and N.G. Andronova (1998), Market Impacts of Climate Change,” Climatic Change, Vol.45, Nos.3-4. Nordhaus, William D., 1994, Managing the Global Commons: The Economics of Climate Change (MIT Cambridge). --- 2006, “Life Kyoto: Alternative Approaches Global Warming Policies,” American Economic Review, Papers and Proceedings, vol. 96, no. 2, May: 31-34.
--- 2008, A Question of Balance: Weighing the Options on Global Warming Policies (Yale University Press). ---. and J.G. Boyer, 2000, “Warming the World: the Economics of the Greenhouse Effect”, MIT Press, Cambridge, Massachusetts. Olmstead, Sheila, and Robert Stavins, 2006, “An International Policy Architecture for the Era,” American Economic Review, Papers and Proceedings, vol. 96, no. 2, May: 35-38. Pizer, William, 2006, “The Evolution of a Global Climate Change Agreement,” American Economic Review, Papers and Proceedings, vol.96, no.2, May, 26-30. Stern, Nicholas, 2007, The Economics of Climate Change: The Stern Review, Cambridge University Press, Cambridge. ---, 2011, “Key Elements of a Global Deal on Climate Change,” London School of Economics. Stewart, Richard, and Jonathan Weiner, 2003, (American Enterprise Institute Press, Washington DC). Tavoni, Massimo, and Richard Tol, 2010, “Counting Only the Hits: The Risk of Underestimating the Costs of Stringent Climate Policies,” Climatic Change 100:769-778. Tol, Richard S.J., 2002, “Estimates of the Damage of Climate Change – Part I: Benchmark Estimates”, Environmental and Resource Economics, Vol. 21. ---., 2002a, “Estimates of the Damage Costs of Climate Change – Part II: Dynamic Estimates,” Environmental and Resource Economics, Vol. 21.
Ability to plan and organise own workload Problem solving & initiative Able to work independently Able to reach decisions either based on practical experience or as defined in the Standard Operating Procedures depending on the situation CV and interview Management & teamwork Ability to work with team members at all levels CV and interview Communicating & influencing Excellent communication skills, particularly in dealing with external contacts by telephone or email Experience of, or willingness to, perform public speaking CV and interview Other skills & behaviours Ability to pay attention to detail CV and interview Special requirements Willingness and ability to visit GP practices in the Southampton area. Interview JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES (<30% of time) Frequently (30-60% of time) (> 60% of time) Outside work Extremes of temperature (eg: fridge/ furnace) ## Potential for exposure to body fluids ## Noise (greater than 80 dba - 8 hrs twa) ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below:
O. Only the Election Commission and one (1) Judicial member may disqualify candidates/. If it is determined by the Election commission and the Judicial member that a candidate should be disqualified then the candidate may appeal that decision to the Senate within two (2) days of the decision by the Election commission and the Judicial member. Vote Tabulation Process O. The election Commission and two (2) members of the Judicial branch will begin the vote tabulation process no later than one (1) week after the close of the election window. P. The candidate receiving the highest number of votes will be declared the winner of the available position up to the specified number of seats available. In the event of electronic voting, an exact count is possible and therefore the need for an automatic recount is eliminated; a petition for a recount may be submitted as outlined in this policy. Q. In the event of a tie, the election commission will hold a run-off election which will last for a period of three (3) business days, after which a winner will be declared by the election commission. Recount Request Process and Announcement of Results R. Preliminary election results shall be announced within seventy-two (72) hours after the close of voting in the election. Results will be available online on the Student Government Association Website, as well as in paper at the SGA office. S. Candidates may make request for recount under limited circumstances, to the Election Commission using the recount request form available in the candidate packet. T. All recount forms must be submitted within seventy-two (72) hours of this Preliminary announcement. This form will require twenty-five (25) CU Denver voting students’ signatures who are eligible to vote. U. Unless good is shown for re-count, which will be evaluated by the discretion of the Election Commission, the final results shall be announced within five (5) Business days after the end of the election. Election Report
Assessment Category: Authorization, Authentication and Audit Question Importance (1= highest 2= high) Evaluation (1=Acceptable, 2=Acceptable w/ Mitigation, 3= Not Acceptable) Notes, including Mitigation How do the authentication controls (identity/password) compare to that used by the campus email system? How do the authorization controls (access) compare to that used by the campus email system? How does account provisioning and deprovisioning compare to that used by the campus email system? How does the audit capability (e.g. logging) compare with the campus email system? How does the capability to detect account compromise (e.g. due to phishing) compare with the campus system? CATEGORY SUMMARY
KNOWLEDGE AND UNDERSTANDING Knowledge and understanding of : managing groups of children children’s outdoor games In addition knowledge and understanding of child development and social interaction the of constructive play opportunities SKILLS able to : work as part of a and individually inspire and confidence in children encourage high standards of pupil behaviour at all times initiate and lead games and activities appropriate to the age of the children relate to children on their level orally communicate effectively to an appropriate standard In addition might be able to : communicate effectively in writing to an appropriate standard recognise behaviour giving cause for concern and inform the supervisor, teacher or child protection coordinator as appropriate teach play activities to other midday assistants PERSONAL CHARACTERISTICS calm pressure empathetic well-organised creative resourceful tolerant
Research Degrees Candidate declaration form for MRes, MPhil, PhD and EdD PLease Refer to the guidelines on pages 6 AND 7 before completing this form. Incomplete forms cannot be actioned Part 1: Student Details Your name Personal identifier (PI) Your thesis title Name of Faculty/Institute/Affiliated Research Centre Degree for which thesis / dissertation is to be submitted PhD MPhil EdD Date of completing this form / / DD/MM/YY Date of submitting thesis / / DD/MM/YY Length of thesis / portfolio of work (as described in the Research Degree Regulations RD 17.5) words Where the thesis length exceeds the permitted word count, please confirm that permission to submit an over length thesis has been granted by the Research Degrees Committee. Yes No Does your thesis contain a non-book component (as described in the Research Degree Regulations RD 17.7- RD 17.8)? No – go to question 2 Yes - please describe below the non-book material which forms part of your thesis Has any of the material you are now submitting been previously submitted for a degree or any other qualification at this university or another institution? No – go to question 3 Yes - please give details below Have any other individuals contributed to your research? No – go to question 4 Yes - please give details below Have any parts of your thesis / dissertation been published No
Contents Page Section 1: The Role 1.1 The role of 4 1.2 The role and responsibilities of the NHS Improvement 8 Section 2: How to Apply 2.1 Making an application 9 2.2 The selection process 12 2.3 Disqualification from appointment 15 2.4 How we will manage your personal information 16
Role of a Non-Executive Director Page 4 Person specification and eligibility criteria Page 5 Conditions of appointment Page 6 Indicative timetable and how to Page 7 How we will handle your application Page 8 Diversity and equality of opportunity Page 9 Standards in public life, political activity, and conflicts of interests Page 10 Complaints Process Page 11 Appendix 1 The Seven Principles of Public Life Page 12 If, after reading the following material, you have further questions about this post please contact Joseph Moore at the UK Statistics Authority on 0207 592 8627. For questions regarding the appointments process you are welcome to speak to Nicki Daniels at the Centre for Public Appointments on 0207 276 3541. Background to the UK Statistics Authority The UK Statistics Authority is an independent body operating at arm's length from government as a non-ministerial department, directly accountable to Parliament. It was established on 1 April 2008 by the Statistics and Registration Service Act 2007. The Authority's statutory objective is to promote and safeguard the production and publication of official statistics that serve the public good. The Authority’s functions relate to its statutory areas of responsibility:
Information about the Commissioner’s policy and manner in which complaints are investigated are set out at: Candidate Survey The Commissioner for Public Appointments would like to find out what you think of the public appointments process. When you have completed the process, the Commissioner would appreciate a few minutes of your time to complete this survey: Appendix: The principles of public life All applicants for public appointments are expected to demonstrate a commitment to, and an understanding of, the value and importance of the principles of public service. The seven principles of public life are: Selflessness Holders of public office should act solely in terms of the public interest. They should not do so in order to gain financial or other benefits for themselves, their family or their friends. Integrity Holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might seek to influence them in the performance of their official duties. Objectivity In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choices on merit. Accountability Holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office. Openness Holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands. Honesty Holders of public office have a duty to declare any private interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest.
Muslim Sikh Buddhist No Religion Prefer not to say Any other religion, please specify: Gender Reassignment The Equality Act 2010 defines a transsexual person as someone who “is proposing to undergo, is undergoing or has undergone a process (or part of a process) for the purpose of reassigning the person's sex by changing physiological or other attributes of sex”. In relation to the definition above, do you consider yourself to be transsexual? Yes No Prefer not to say Ethnic Origin Please tick the box from the list below which best describes the ethnic group to which you belong: White Black British British British English African Indian Scottish Caribbean Pakistani Welsh Any Black background, please specify: Bangladeshi Irish Any other Asian background, please specify: Northern Irish Gypsy or Irish Traveller Any other White background, please specify: Mixed Other ethnic group Prefer not to say White and Black African Chinese White and Black Caribbean Arab White and Asian Any other ethnic group, please specify: Any other Mixed background, please specify: