zilongwang/ReadingBank huggingface dataset:
Risk Corridors Program Year: Accrued Less Payments (Col 1 - 3) Accrued Less Payments (Col 2 - 4) Balances Balances Cumulative Balance (Col 1–3+7) Cumulative Balance (Col 2–4+8) 1 2 3 4 5 6 7 8 9 10 Receivable (Payable) Receivable (Payable) Receivable (Payable) Receivable (Payable) Ref Receivable (Payable) 2014 Accrued Retrospective premium Reserve for rate credits or policy experience rating refunds 2015 Accrued Retrospective premium Reserve for rate credits or policy experience rating refunds 2016 Accrued Retrospective premium Reserve for rate credits or policy experience rating refunds Total for Risk Corridors (1) (2) Note: (1) totals for all columns must agree with Footnote 24 E (3) line c.3. (2) Payable total must agree with Footnote 24 E (2) line c. 2. G:\DATA\Stat Acctg\3. National Meetings\A. National Meeting Materials\2015\Fall\NM Exposures\15-54 ACA risk corridor disclosures.docx
5.3.7 QAM Standing Items for all QAM meetings Attendance and retention Monitoring and planning of HE Curriculum Development (validations, re-validations and programme amendments) incorporating higher and degree apprenticeships Review of HE published information (particularly website content) and consideration of CMA compliance Review of partners for success provision Review of lesson observation outcomes and HE Curriculum Reviews SRDS project planning and monitoring QAM Specific Agenda QAM 1 QAM 2 QAM 3 Recruitment – evaluation of previous UCAS cycle and final outturn Induction Evaluation (incorporating post induction survey results) Thematic evaluation of External reports (external examiner, programme consultant, link tutor etc.) Evaluation of achievement from the previous academic year Recruitment – mid-cycle review of applications Evaluation of Module Evaluation Questionnaire data from MEQ 1 (curriculum area/programme aggregations) Achievement predictions incorporating summer reassessment predictions Recruitment – projections for the start of the new academic year Evaluation of Module Evaluation Questionnaire data from MEQ 2 (curriculum area/programme aggregations) Achievement predictions incorporating summer reassessment predictions Final Agenda Item Review and update of the Curriculum Area QIP (from the Curriculum Area Self-Evaluation Document), incorporating new actions as appropriate
Paper Posters All posters must be approved by H&SC President before posting. Please try not to overrun our beautiful school with flyers and posters, and remove your materials promptly when your is over. Laminating Our laminating team will laminate posters or flyers on a weekly basis. Please check with LAMINATING@BLOSSOMHILL.ORG to confirm that the item you’d like to have laminated will fit the machine. Since the team does not laminate every day, please make sure to give them plenty of notice. “Wednesday Buzz” The “Wednesday Buzz” Packet is our weekly communication home to parents – distributed electronically every Wednesday afternoon. It is comprised of our weekly “Beehive” newsletter, and any flyers from the District or child-focused organizations. Even though the packet is electronic, we still print 25 hard copies each week for families who do not have access to e-mail. Hard copies are available in the school office. The Beehive All H&SC Committee events, requests for volunteers, etc. should be communicated in The Beehive. Please submit articles via email or as a word attachment by Friday afternoon of the week before you would like the article to appear. The appropriate committee chair should approve any article s/he asks a committee member to write. Think ahead! You may want to submit all articles for your event in advance (it helps our Beehive Editor know what is coming). Please keep formatting to a minimum. Articles should be concise and upbeat! Submit to Beehive@blossomhill.org and cc: . Easels THESE ARE IN THE SHED. PLEASE EMAIL PRESIDENT FOR PERMISSON TO BORROW. TWO WEEKS NOTICE. MUST RETURN WHEN DONE. Flyers Flyers to be included in the “Wednesday Buzz” packet must be sent in PDF format to Julie Sheehan and president@blossomhill.org for approval by no later than 2pm on Friday afternoon. In addition, once flyer has been approved, 25 hard copies MUST be made and left in the workroom by Tuesday at 8:10am. ALL non-H&SC flyers need to be reviewed and approved by the District Office. Website To request that something be publicized on the H&SC web site, (i.e. Harvest Festival, The Hive, etc.) please email our H&SC Webmaster at webmaster@blossomhill.org and cc: . Room Parents
The Vice-Chair of the Finance Committee Two persons appointed by the Finance Committee One person appointed by and from the Diocesan Board of Education Officers the Chair or Vice-Chair of the Finance Committee, as determined by the Chair of the Finance Committee Reporting The Sub-Committee shall give a summary report of its business to the Operating Sub-Committee after each meeting. Special provisions The Diocesan Director of Education and other officers from the Education Department shall attend meetings of Sub-committee as required. DEANERY GRANTS ALLOCATION GROUP Introduction The group’s function is to administer grants from central DBF funds to parishes with clearly identified mission opportunities for which a stipendiary presence cannot be funded without central support to assist in payment of parish contributions. of Reference To set and review guidelines for applications and criteria for grants To consider applications for grants and make appropriate awards Membership The Chair of the Finance Committee The Vice-Chair of the Finance Committee The Archdeacons A member of the clergy appointed by the Finance Committee A lay member of the Finance Committee appointed by the Finance Committee A lay member of the DBF appointed by the Finance Committee Officers Chair: the Chair or Vice-Chair of the Finance Committee, as determined by the Chair of the Finance Committee Reporting
Accordingly, I consider that Ground 2 should never have been raised, let alone to have been allowed to assume the importance that it did in the original application for permission to appeal. It was not a point which the appellant was entitled to take in view of the content and state of the expert evidence, and the conduct of the trial; it was only ever going to be of tangential relevance to the principal question in the case; and it was a wholly unfair criticism in any event. For these reasons, I also reject Ground 2 of the appeal. 9. Conclusions For the reasons which I have explained, if my Lords agree, I propose that this appeal be dismissed. Lord Justice Moylan : I agree. Lord Justice Simon : I also agree.
insurer. Nothing herein shall be construed as to impede the discretion of the payers in the market from designating the New Health System (or components thereof), as an exclusive network provider in all or part of the New Health System’s service area. Timing: Immediately upon closing of the merger and then upon expiration of existing contracts or with contracts with any new payers coming into area, and ongoing. Amount: No cost. Metric: Easily verifiable. Commitment: In order to improve quality for patients, ensure seamless access to needed patient information, and to support the efforts of the local physician community to access needed information in order to provide high quality patient care, the New Health System will participate meaningfully in a health information exchange or a cooperative arrangement whereby privacy protected health information may be shared with community-based providers for the purpose of providing seamless patient care. Timing: No later than 36 months after closing. Amount: Up to $6 million over 10 years. Metric: The New Health System shall report annually to the Commissioner on mileposts toward meeting this commitment. Commitment: In order to enhance quality and decrease the total cost of care, the New Health System will collaborate in good faith with independent physician groups to develop a local, region-wide, clinical services network to share data, best practices and efforts to improve outcomes for patients and to deliver such outcomes at the highest possible value. Timing: No than 36 months after closing. Metric: The New Health System shall report to the Commissioner on the mileposts toward meeting this commitment. Commitment: In order to enhance quality, improve cost-efficiency and reduce unnecessary utilization of hospital services, for all Principal Payers, the New Health System will endeavor to include provisions for improved quality and other value-based incentives based on priorities agreed upon by each payer and the New Health System. Timing: Immediately upon closing of the merger and ongoing. Amount: No incremental cost. Metric: Annual report and complaints, if any, from payers.
Pre-Qualify NOW for Mobile Food Pantry Community Service Programs of West Alabama, Inc. 601 Bear Way • Tuscaloosa To receive voucher for food, please contact Cameron Frazier at 205-469-1017 or Lacey Reid at 205-469-0360 to set up an appointment to register. to prequalify, you MUST provide: 1. Verification for ALL income, from ALL sources for May 2015 for: ~ ALL household members 18 years and over ~ Children who receive governmental benefits and/or child support ~ Adults who receive governmental benefits (SSI, Social Security, Retirement Pension, etc). 2. Social Security cards and dates of birth for ALL household members 3. Picture ID for head of household 4. Household bill with current address as verification of residence Food boxes will be distributed Wednesday, April 13, 2016 Valley Church 14608 Romulus Road • Coker, Alabama 10:00 a.m. – 12:00 p.m.
The amount next to the line, “Total Value Received: Entitlement and Bonus:,” is the total value of USDA Foods your agency has received for the specified year. This amount is what your agency may need for year-end reports. To access a copy of the CARS report: Below the web tool bar and above the “School Food Authority Summary” portion of the system on the left-side (below the outline of the state of Wisconsin), the following words are listed: Summary, Allocations, Orders, Reports, and Resources. on the word “Reports.” on the words “CARS Report.” The CARS report will now be displayed. On the right-side of the CARS report, the following school specific information will be listed : Program Year – This is the designated “Program Year” for the selected CARS Report. Yearly Entitlement – For the designated “Program Year,” this is the annual entitlement available in the Wisconsin USDA Foods Ordering System. Please note: yearly entitlement is the entitlement that has been distributed in the Wisconsin USDA Foods Ordering System. The yearly entitlement may be more or less than the actual annual entitlement calculated for your agency. Therefore, the yearly entitlement may not be a true indicator of the actual annual entitlement. Actual Entitlement – For the designated “Program Year,” this is the actual annual entitlement that your agency was entitled. At the bottom of the CARS report, the following information will be listed: Total Value Received: Entitlement and Bonus– For the designated “Program Year,” this is the total value of USDA Foods received. Total Percent Offered - For the designated “Program Year,” this is the total percentage of annual entitlement that was made available to your agency for ordering. Total Percent Received – For the designated Program Year, this is the total percentage of the annual entitlement that was received by your agency. Please note: since the yearly entitlement distributed in the system may be more or less than the USDA determined annual entitlement, the total percent received is based on the actual entitlement and not the yearly entitlement. To print a copy of the CARS report, click on the “Print” button located on the web tool bar. VII. Exiting the System
The diagram above represents the adaptation of different species over time. Which organism do you believe adapted to the environmental changes? B, because the species remains in existence adapting to all environmental conditions and changes. Looking at the event above, place them in order in which scientist believe they occurred. B – C - A Species 1 ATGTAGC Species 2 ATCTGAC Species 3 AGGTACC Species 4 AGGCGGC Looking at the DNA sequences above, which two organisms are most closely related? Why? 1 and 3 If different organisms have similar acid sequencing of a protein, what can you deduct from this information? They come from a common ancestor and have very similar characteristic. What evidence can a scientist find that leads him/her to believe that a certain group of organisms come from the same common ancestor? They have a similar DNA sequence They have similar embryonic structures Similarities in fossils
PEDIATRIC HOSPITAL MEDICINE FELLOWSHIP PROGRAMS COMMON APPLICATION AY 2015-16 Akron Children’s Hospital Baylor College of Medicine/Texas Children’s Hospital Boston Children’s Hospital Children’s Healthcare of Atlanta/Emory Children’s Hospital at Montefiore Children’s Hospital Los Angeles Children’s Hospital of Philadelphia Children’s Kansas City Children’s National Health System Cincinnati Children’s Hospital Medical Cleveland Clinic Children’s Hospital Dell Children’s Medical Center Harbor-UCLA Medical Center DeVos Children’s Hospital Kaiser Oakland Medical Center Maimondes Infants & Children’s Hospital Mattel Children’s Hospital at UCLA Medical University of South Carolina Miami Children’s Health System/Nicklaus Children’s Hospital Phoenix Children's Hospital Rainbow Babies &Children’s Hospital/Case Medical Center Riley Hospital for Children at Indiana University Health Stanford University Lucile Packard Children’s Hospital Tufts University School of Medicine/Floating Hospital for Children University of Alabama at Birmingham/Children’s of Alabama University of California San Diego/Rady Children’s Hospital University of California San Francisco Benioff Children’s Hospital University of Colorado School of Medicine/Children’s Hospital of Colorado University of Utah/Primary Children’s Hospital Hospital for Sick Children Profile First Name: Middle Name: Last Name: Suffix: Previous Last Name: Contact Mailing Address Street Address: City: State/Province: Zip/Postal Code: Phone:
Librizzi, MD Vincent Curley, Coordinator vcurley@phoenixchildrens.com 602-933-0777 Rainbow Babies and Children's Hospital/Case Medical Center Erin MD erin.frank@uhhospitals.org 216-844-8260 Riley Hospital for Children at Indiani University Health Laurie Wilkie, MD Kim Schneider, MD lwilkie@IUHealth.org kschneider@iuhealth.org 317-948-2700 Stanford University Lucile Packard Children's Hospital Becky Blankenburg MD MPH Carrie Rassbach MD rblanke@stanford.edu crassbac@stanford.edu 650-497-8979 Tufts University School of Medicine Floating Hospital for Children Elisabeth Schainker MD eschainker@tuftsmedicalcenter.org University of Alabama at Birmingham/Children's Hospital of Alabama Sridaran Narayanan, MD snarayanan@peds.uab.edu 205-638-9922 University of California San Diego Rady Children's Hospital Erin Stucky Fisher, MD MHM Billye Ingle, Coordinator 858-966-5841 University of California San Francisco Benioff Children's Hospital Darren Fiore, MD fiored@peds.ucsf.edu 415-476-9180 University of Colorado School of Medicine/Children’s Hospital Colorado Karen Wilson, MD, MPH Karen.wilson@childrenscolorado.org 720-777-5096 University of Utah Primary Children's Medical Center Chris Maloney, MD, PhD chris.maloney@hsc.utah.edu 801-662-3657 The Hospital for Sick Children Michelle Shouldice MD Sanjay Mahant MD MSc Schwartz MD paedmed.fellowship@sickkids.ca
(Complete for rental developments only) Check all Applicable A B C Building # Unit # HOME Unit Project Based Assistance Tax Credit Unit VHCB Restricted Accessible Adaptable Unrestricted Number of Bedrooms Proposed Square Footage (Interior) Proposed Rent Utility Allowance for Utilities Gross Rent (Rent + Utilities) Income Restricted To: Rents Restricted To: <30% <50% <60% <80% <100% >100% 30% 50% 60% 65% 80% 100%+ # Units: Totals: Total # Units: Common Area Sq. Ft. stairs, laundry, etc.) Subtotal – Residential Sq. Footage Commercial Space Square Footage, if any Unfinished (e.g. Basement/Crawlspace) Square Footage Covered Parking Square Footage Square Footage
Common ASMF/DMF Submission Form Version 1.3 – March 23, 2016 Disclaimer These documents are “supplemental materials” of the Common ASMF/DMF Submission Form, which were developed by IGDRP Quality (former ASMF/DMF) working group. Non-IGDRP member regulators may implement these documents within their own responsibility. IGDRP is not responsible for any contents of these documents implemented by non-IGDRP member authorities. Common ASMF/DMF Submission Form Field Number Description of Information Required Information 1 National ASMF/DMF Reference Number (if known) 2 Active Pharmaceutical Ingredient (API) Name INN, including salts/counter ion, solvated state
gluc/o glucos/o glyc/o sugar glucogenesis-origin or production or sugar glucose-sugar glycolysis-breakdown or dissolution of sugar hem/o hemat/o blood hemogram-record of blood of blood hepat/o hepatoma-tumor of the liver hydr/o water fear of water leuk/o white leukocyte-white cell lip/o fat lipoid-resembling fat lith/o stone lithiasis-formation or presence of a stone melan/o black melanoma-black tumor morph/o form of form nas/o rhin/o nose nasal-pertaining to the nose rhinitis-inflammation of the nose necr/o necrocytosis-condition or increase of cell death or/o mouth oral-pertaining to the mouth orth/o straight, normal, or correct orthostatic-pertaining to standing straight oste/o bone osteal-pertaining to bone phob/o exaggerated fear or sensitivity hydrophobia-exaggerated fear of water photophobia-sensitivity to light ped/o child or foot pediatrics-treatment of child to the foot path/o disease pathology-study of disease phon/o voice or sound phonic-pertaining to voice or sound plas/o formation dysplasia-condition of faulty formation pod/o foot podiatry-treatment of the foot Combining Form Definition Example Combining Form Definition Example mind psychology-study of the mind py/o pus pyopoiesis-formation of pus
ren/o kidney renal-pertaining to the kidney nephrosis-condition of the kidney tox/o toxic/o poison toxemia-poison in toxicology-study of poison scler/o hard sclerosis-a of hardness sinistr/o left or on the left side to the left foot son/o sound sonometer-an instrument to measure sten/o narrow stenosis-a condition of narrow ur/o urin/o urine of urine urinary-pertaining to urine troph/o nourishment or development trophocyte-a cell that provides nourishment of excessive development
The questions listed in the lesson are more for honors students on their own. For regular classes, the teacher will be probing the students more to help them to know the answers. The assignment overall could be just for honors students, depending on the level of the students. A non-honors class might do this assignment as a class. Whereas, honors students should be given this as mainly groupwork. We know that students have grasped the concept when they can interpret the constants a, b, and c in the formula h=a+b cos(ct) in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time. The ferris wheel is the real-world connection that students can relate to their lives. The questions are listed in the appropriate area in the lesson (T-2, T-4-T-7). All the questions are asked to guide the students to get to the goal. The misconceptions that may occur during the lesson are on T-3 of the attachment. Student Work Samples (Appendix G) Teachers will input student work samples Assessment Portfolio Evidence Teacher Rationale for Assessment Practices Assessment practices must create opportunities for students to connect and make sense of what they are learning. They are designed to give students an opportunity to use their skills and knowledge to demonstrate their understanding of issues and ideas. Multiple assessment strategies are needed to validate the multiple ways students learn. Results from assessments allow the teacher a chance to develop and implement a differentiated curriculum that is above standard. This will ensure students are engaged and motivated to meet the needs of the honors level course and prepare them for post-secondary education. Formative assessments are used on a daily basis throughout the semester. Summative assessments will come at the end of each unit, benchmarks and the Final Exam. Additional projects will be given that are more challenging than the standard projects in order to foster growth. Assessment Practices (See Grading Criteria in course syllabus Appendix D) Formative/ Summative Assessment- Formative assessments are used to improve instructional methods and gain student feedback. The results from assessments are used to modify and validate instruction. Summative assessments are used to evaluate the effectiveness of the course instruction at different times of the academic year, for example: Benchmarks, Unit Tests,
Common exception words for Year 2 door floor poor because find kind mind behind child children wild climb most only both old cold gold hold told every everybody even great break steak pretty beautiful after fast last past father class grass pass plant path bath hour move prove improve sure sugar eye could should would who whole any many clothes busy people water again half money Mr Mrs parents Christmas
Proud members of AWLA AWL NSW AWL SA AWL QLD LORT SMITH ANIMAL HOSPITAL (VIC) DOGS’ HOMES OF TASMANIA SAFE Inc (WA) Supportive, explicit, written agreements between the provider and the resident (enforceable legal document) Policy demonstrating clarity of process, restrictions of the type and number of pets allowed and clear procedures, especially in relation to any breach of the agreement Policy demonstrates a positive and reasonable attitude to pet ownership Working Panel to assess applications to keep pets – representing residents, provider, vet, animal welfare personnel and animal trainer or behaviourist Nominated caretakers are specified in the event the pet is unable to be cared for by the resident. Owner responsibilities are clearly stated Experienced animal care volunteers to support residents The World Health Organisation has endorsed the call for governments to recognise the therapeutic value of the human-animal bond and utilise this knowledge to enact positive legislation for pets in both housing and residential care. (IAHAIO, 1995 Geneva Declaration) Legislation:
JOINING TOGETHER IN SERVICE Welcome Song: SNC 212 “Spirit Song” Responsive Reading As followers of Jesus Christ, living in this world— which some seek to control, and others view with despair— we declare with joy and trust: Our world belongs to God! We rejoice in the goodness of God, renounce the works of darkness, and dedicate ourselves to holy living. As covenant partners, set free for joyful obedience, we offer our hearts and lives to do God’s work in the world. With tempered impatience, eager to see injustice ended, we expect the Day of the Lord. We are confident that the light which shines in the present darkness will fill the earth when Christ appears. Come, Lord Jesus. Our world belongs to you. Song: "Will You Come and Follow Me” SANC 267 Responsive Reading In our world, where many journey alone, nameless in the bustling crowd, Satan and his evil forces seek whom they may scatter and isolate; but God, by his gracious choosing in Christ, gathers a new community— who by God’s gift put their trust in Christ. The church is the fellowship of those who confess Jesus as Lord. She is the bride of Christ, his chosen partner, loved by Jesus and loving him: delighting in his presence, seeking him in prayer— silent before the mystery of his love. —"Our World Belongs to God," par. 34, 35 A Minute of silent prayer Responsive Reading Joining the mission of God, the church is sent with the gospel of the kingdom to call everyone to know and follow Christ and to proclaim to all the assurance that in the name of Jesus
Additional Mathematics: Students will use addition, subtractions, multiplication, and division of rational numbers: in grade 8 when expanding their knowledge in rational to irrational numbers in algebra and geometry when they expand into real numbers and beyond Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the overarching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Overarching Unit Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster 7.NS.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers, and represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.1a: Describe situations in which opposite quantities combine to make 0. 7.NS.1b: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. 7.NS.1c: Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. 7.NS.1d: Apply properties of operations as strategies to add and subtract rational numbers. 7.EE.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. 7.NS.2: and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 7.NS.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. 7.NS.2b:
QUESTION 3: CONTEXTUAL QUESTION OLD FOLKS LAUGH 3.1 Using your own words, describe what old people have finished doing in lines 1 to 6, according to the speaker. (2) Old people have stopped pretending in order to impress others. They have finished being fake and realise that they are supposed to be the way that they are now. 3.2 Comment on the effectiveness of the figure of speech used in “allow their bellies to jiggle like slow // tambourines.” (2) The simile is effective because tambourines are shaken and used for joyous celebrations and the comparison to the stomachs of the old people is appropriate because they laugh when they are joyous. 3.3 The poet has chosen to use colloquialisms such as “folk” and “holler”. Critically discuss whether this is appropriate and relate your response to the main theme of the poem. (3) The main theme of the poem is that old people have made peace with everything that has happened in their lives. Appropriate – old people have reached the stage of their lives where formalities are not an issue. Colloquialisms still include a degree of respect so it shows how old people are comfortable everyday and that people still respect them in life. OR Inappropriate – old people deserve a greater degree of respect when they are addressed or being referred. The youth are not on the same level as the old people and they should not in a too familiar manner with the older generation. 3.4 Do you this is an accurate portrayal of some old people? Explain your answer by referring to specific descriptors used in the poem. (3) Yes – some old people do enjoy life to its fullest and do not care about what others think of them. “their bellies to jiggle” – when some old people laugh they shake uncontrollably and “When old folks laugh, they free the world” – their laughter is infectious and all other issues seem trivial. “brittle – the bones of old people become brittle. “their laps // are filled with memories” – old people tell the best stories and offer comfort to the people. [10]
‘evil’ to continue. The pigs try to convince the animals of Snowball’s disloyalty at the Battle of the Cowshed, and Boxer openly questions this – this results in an attack by the dogs on Fear silences them compounded by ignorance, gullibility and continued hope for the realisation of Old Major’s dream for them. Evil prevails as a direct result of these factors. [25] QUESTION 7 – Contextual Question: Animal Farm 7.1 This passage clearly shows the change that has come about on Animal Farm, from what the animals had worked for to what it has now become.
Team sports Mentoring students or juniors Organisation and planning What you can demonstrate: Examples of where you can get the experience: Setting targets and monitoring progress Working without direct supervision Combining your job with study, or family commitments Managing and prioritising your personal workload Working in a pressurised environment Multi-tasking Project work e.g. setting realistic objectives, setting milestones which you need to achieve by a certain date, monitoring / reviewing / recording it regularly, allowing for slippage and difficulties, etc. Organising social / sporting / charity events In juggling work and study How you manage multi-tasking, multiple projects e.g. prioritising, dividing up into bite sized chunks Grant or bursary applications Organising a taster session Volunteering A gap year Empathy and sensitivity
What you can demonstrate: Examples of where you can get the experience: Re-active, active listening Eliciting feedback Handling complaints Diffusing difficult situations Tact and diplomacy Taking in other’s perspectives Seeing patients as people Your doctor-patient relationships From working with colleagues Teaching or mentoring medical students Voluntary work Any consultation you have done you were empathetic towards a patient Teaching What you can demonstrate: Examples of where you can get the experience: An interest in teaching Ability to explain topic clearly Ability to create an effective learning environment understanding your audience’s needs, variety of activities, altering programme as you go along if needed listening to feedback and adjusting teaching for next time where you have had input into developing a curriculum (e.g. for medical students) teaching skills course Participation in a regional teaching day Coping with pressure What you can demonstrate: Examples of where you can get the experience: Prioritising cases when busy Having to think on your feet when no senior immediately to hand Working in an environment with difficult patients or staff Acute on-call situations Presentations you have given Any busy environment
1. Identification 2. Assessment 3. Control Risk No Risk Description Financial / / Unquantifiable Consequence (C) Likelihood (L) Risk (C x L) Owner Proposed Treatment / Mitigation Action Taken (1 - 5) (1 - 5) COMMISSIONING 1.0 Commissioning risk 1 Delay to migration programme due to unforeseen delay in construction process Allow contingency period within migration period and adopt an early warning system. 2 Delay to migration due to adverse weather conditions Develop contingency plan for any delay to the programme and liaise with project team on construction progress 3 Issues arising with the delivery or commissioning of new equipment prior to migration Identify suitable person to manage deliveries and storage on site 4 Staff are not ready for the new facility, e.g. domestics, estates Assess need and develop recruitment and training programme 5 Staff unavailable to support migration over the weekend Prepare register of staff availability and appropriate communication strategy 6 Loss of key staff Identify key staff and identify their availability at key stages. Also develop contingency plan for any unavailability 7 Issue arising from disposal of surplus equipment prior to building closure Develop disposal strategy and ongoing monitoring process
COMMON STUDENT QUESTIONS Q: What type of envelope do I need to put my admission packet in? A: You will need to enclose your admission work in a yellow manila envelope. Q: How many references do I need to include in my packet? A: You need to enclose at two references in your packet. Q: Does the person providing the reference need to sign the back of sealed envelope? A: Yes, they need to place the reference in an envelope, they need to seal the envelope and then sign over the seal with their signature and return to the student. Q: When do I sign up for my admissions interview? A: You will sign up for your interview when you turn in your packet to 204 Waters Hall. Q: How long are the admission interviews? A: 45 minutes
Suffix Definition Example Suffix Definition Example -rrhage -rrhagia to burst forth (usually blood hemorrhage-to burst forth blood -rrhexis rupture hepatorrhexis-rupture of the -centesis puncture for aspiration abdominocentesis- puncture for aspiration of the abdomen -desis binding arthrodesis-binding together of a joint -ectomy excision or removal nephrectomy-excision or removal of a kidney -pexy suspension or fixation gastropexy-fixation of the stomach to the abdominal wall -plasty surgical repair or reconstruction rhinoplasty-surgical repair of the nose -rrhaphy suture osteorrhaphy-suture of bone -tomy incision laparotomy-incision into the abdomen -stomy creation of an opening gastrostomy-creation of an opening in the stomach -tripsy crushing lithotripsy-crushing of stone -e noun marker erythrocyte-a red blood cell -ia -ism condition of phobia-condition of an exaggerated fear or sensitivity alcoholism-condition of alcohol abuse -ium structure or tissue epigastrium-structure upon the stomach pericardium-tissue around the heart -icle -ole -ula -ule small ventricle-small belly or pouch bronchiole-small airway macula-small spot pustule-small pimple -gram record sonogram-record of sound -graph instrument sonograph-instrument for recording -graphy process of recording sonography-process of recording sound Suffix Definition Example Suffix Definition Example
instrument for measuring spirometer-instrument for measuring breathing -metry process of measuring spirometry-process of measuring breathing -poiesis formation hemopoiesis-formation of blood -scope instrument for examination endoscope-instrument for examination within -scopy examination endoscopy-examination within -stasis stop or stand hemostasis-stop bleeding orthostasis-stand straight
COMMON TYPES OF INCONTINENCE Refer to Assessment Form to assist with Care Plan TYPE RESULTING SYMPTOMS NURSE REFER TO G.P. Stress Urinary Incontinence (SUI) Complaint of involuntary leakage (urine) on effort or exertion or on sneezing or coughing (I.C.S. 2002) Due to:- Childbirth Menopause Overweight Chronic cough Post Prostate Surgery Loss of urine with cough, sneeze, exercise – usually a dribble or squirt Standing up from sitting without feeling the need to go to the toilet Complete Assessment Form Complete Frequency Volume Chart Urinalysis/treat if UTI Fluid intake (1500-1800mls daily) Avoid caffeinated fluids (reduce these slowly) Double voiding Avoid constipation – treat if appropriate Review side effects of medication Discourage Smoking Advice on weight loss Avoid heavy lifting Pelvic Floor Exercises Bladder Re-training TO EXCLUDE/TREAT Cough Vaginal Atrophy (Oestrogen treatment patches/cream) Urinary Tract Infection Vaginal/Bladder/Bowel Prolapse Post Prostatectomy Dribble Pelvic Floor Exercise Sheet Medication for SUI in combination with P.F.E. REFERRAL/ADVICE Urology Gynaecology Physiotherapy Urge Incontinence Complaint of involuntary leakage accompanied by or immediately preceded by urgency (I.C.S. 2002) Due to:- Infection Obstruction Detrusor Instability Neurological Lesion Frequency Urgency Nocturia Urinary incontinence Complete Assessment Form Complete Frequency Volume Chart ALL OF THE ABOVE PLUS Check urine volumes to exclude retention – bladder scan Double voiding Monitor diabetic blood sugar levels Individualised toileting program Urinals – Male/Female Urinary Sheaths Anticholinergic medication Enlarged Prostate REFERRAL/ADVICE Urology Gynaecology Bladder & Bowel Clinics
Abbreviation Full word A abr. abt. alt. amt. app. abridged about alternative amount appendix B b4 b/c b/g before because background C c. c. cf. ch(s) cld c/o col(s) concl. cp circa century to chapter(s) could care of columns conclusion compare D dev. development E ea ed(s). edn. educ. esp. et al. et seq. each editor(s) edition education especially and others (4 authors or more) and the following (refers to page numbers) F f. fig(s) fn. frq following figure(s) footnote frequent G govt. government I impt. incl. inf. IRT important including (referring to a section further on) in relation to J jn. journal K k thousand L lang loc. cit. language at the place quoted M mat mgt. ms(s) material management manuscripts Abbreviation Full word N nb. nec. no(s) please note – important necessary numbers O op. cit the work quoted
P p. para(s) pol pop. poss ppl pt page paragraph politics population possible/possibility people point Q qty quantity R re: ref. rel regarding reference relative S s/o sect. shld sic. st std. sts sub subj someone section should informs that exact words are used something standard students substitute subject T tog. tho thro trans. together though through translated by/translator V v viz. vol. vs very in other words volume versus W w/ w/o w/i wld WRT with without within with respect to Some suggested symbols + - < > with/plus/and minus less than more than
Data sharing method No. Push data from TVEC to other systems Pull data to TVEC from other systems 01 Registered training centre information Registered number Valid period Course information Infrastructure facility and Human resources information for centre registration Course information Number of student enrolled Number of Student pass out 02 Accredited course information Accredited number Qualification packages Level Validity period Information regarding course Accreditation 03 Information on NVQ standard Industry sector information Course codes Standard name Units Qualification Packages Revision number 04 NVQ Assessors Assessor register number Sector Field of Assessment Contact information Status (Active or not) Medium 05 Student information Qualified student information Status of the certificate Student registration information Student course information Student Assessment information Certificate printing approval
R. B. Stewart Middle School COMMON ASSESSMENT DATA REFLECTION PLEASE BRING THIS COMPLETED FORM ALONG WITH A COPY OF YOUR ASSESSMENT TO YOUR DATA PLC MEETING. Data Meeting Part 1: Complete prior to Data Department Meeting Common Assessment skill or concept:_________________________________________________________________ Common Assessment Cycle (Circle 1): Cycle 1 Cycle2 Cycle 3 Cycle 4 Cycle 5 Cycle 6 Common Assessment Data * Items marked (Opt) are not required Period Average Class Performance Average (Opt) Average Post Test (Opt) Average Gains (Opt) Final Result (Opt) 1 2 3 4 5 6 7 Subgroup (Department will choose one of the following) Overall Average Performance Students With Disabilities Economically Disadvantaged Lowest 25% Strengths Challenges Student Performance (specific items/concepts) Teaching Strategies used during instruction Data Meeting Part 2: During your discussion of the data collected, determine what new strategies or ideas you will incorporate to address any challenges and list them on the back of this form.
Intentional disregard of the FHOG, FHOD, SPCC or PPRR requirements 75% 15% 60% Concealment or hindering an investigation or assessment 75% n/a n/a Intentional disregard of the FHOG, FHOD, SPCC or PPRR requirements and concealment or hindering an investigation or assessment 95% n/a n/a Commissioner’s Guidelines Commissioner’s Guideline , which sets out information on the revenue publication system, is incorporated into and is to be read as one with this Guideline. All Circulars and Guidelines are available from the TRO website. Date of effect This version of the Guideline takes effect from 24 May 2016 . Grant Parsons COMMISSIONER OF TERRITORY REVENUE Date of Issue 24 May 2016 For further information please contact the Territory Revenue Office: GPO 0801 Email: Phone: 1300 305 353 Website:
CSPN 1023, 1024 Elementary Spanish II (3-4 Cr Hrs) Continuation of the study of Spanish on the elementary level. CSPN 1026 Elementary Spanish I + II (6 Cr Hrs) A course that combines Elementary Spanish I and Elementary Spanish II (see course descriptors above for specifics). CSPN 2013, 2014 Intermediate Spanish I Intermediate level study of structures and lexicon of Spanish; additional emphasis on the four basic skills and culture. CSPN 2023 Intermediate Spanish II Continuation of the of Spanish on the intermediate level. CSPN 2026 Intermediate Spanish I + II (6 Cr Hrs) A course that combines Intermediate Spanish I and Intermediate Spanish II (see course descriptors above for specifics). CTHE THEATRE CTHE 1013 Introduction to Theatre Basic aspects, theatre arts, and vocabulary of theatre and dramatic arts, past and present; appreciation and understanding of diverse traditions. Includes opportunities for experiencing live or recorded theatrical performance. CTHE 2103 Acting I Introduction to acting through improvisation, thought, emotion, intention, body awareness and movement. Develops a firm foundation in basic acting techniques. CTHE 2113 Acting II Further development and exploration of skills introduced in Acting I. CTHE 2203 Voice for the Stage Stage voice. Basic techniques for development of the speaking voice through physical awareness, breath release, phonation, resonance and articulation to meet performance standards. CTHE 2303 Stagecraft Introduction to technical areas of live production: study of construction, painting and manipulation of stage settings and properties.
ATO – Authority to Operate B&P - Bid and Proposal BAA - Broad Agency Announcement BAFO - Best and Final Offer BD - Business Development BDO - Blanket Delivery Order BOA - Basic Ordering Agreement BPA - Blanket Purchase Agreement CA - Cooperative Agreement CAC – Common Access Card CAS - Cost Accounting Standards CDRL – Contract Data Requirements List CFR - Code of Federal Regulations CLIN - Contract Line Item Number CO - Contracting Officer CONUS - Continental United States COR - Contracting Officer Representative COTR - Contracting Officer’s Technical Representative COTS - Commercial Off-the-Shelf CPAF - Cost Plus Award Fee CPFF - Cost Plus Fixed Fee CPIF - Cost Plus Incentive Fee CRADA – Co-operative Research & Dev’t Agreement DFARS - Defense FAR Supplement DLH - Direct Labor Hour EDI - Electronic Data Interchange EDWOSB – Economically Disadv. Women Owned Small Biz FAR - Federal Acquisition Regulation FAS - Federal Acquisition Service FFP - Firm Fixed Price FOIA - Freedom of Information Act FOUO – For Official Use Only GFE - Government Furnished Equipment GFM - Government Furnished Materials FFP – Firm Fixed Price GFP - Government-Furnished Property GOCO - Government Owned, Contractor Operated GWAC - Government-wide Acquisition Contract IDIQ - Indefinite Delivery Indefinite Quantity IFB - Invitation for Bids IG - Inspector General LOE - Level of Effort LPTA – Lowest Price, Technically Acceptable MATOC – Multiple Award Task Order Contract MILSPEC - Military Specification MOA - Memorandum of Agreement MOU - Memorandum of Understanding OCONUS - Outside the Continental US ODC – Other Direct Costs OIG – Office of Inspector General OSDBU – Office of Small & Disadv. Business Utilization PCO - Procuring Contracting Officer PEO - Program Executive Officer PII – Personally Identifiable Information POAM – Plan of Action and Milestones RFI - Request for Information RFP - Request for Proposal RFQ - Request for Quotation SAP - Simplified Acquisition Process SBLO – Small Business Liaison Officer SBU – Sensitive but Unclassified SCIF – Sensitive Compartmented Information Facility SDLC – Software Development Lifecycle SDVOSB – Service-Disabled Veteran Owned Business SIC - Standard Industrial Classification Codes SIN - Special Item Number SOW - Statement of Work SSN - Sources Sought Notice TS – Top Secret TS/SCI – Top Secret, Sensitive Compartmented Information T&M - Time and Materials WOSB – Women Owned Small Business
Abe 104 104 Betty 54 54 Chia 69 69 Dale 61 61 Eric 148 148 Flo 122 122 Gloria 90 90 Han 50 50 Ian 108 108 Juju 118 118 Kara 96 96 Li 92 92 43 43 Ned 180 180 Oz 133 133 Pedro 126 126 Qing 94 94 Rolf 81 81 87 87 Truth 91 91
information to help you through that process. So I want to share with you all some tools and resources the federal government can offer you. So a lot of information and I want to thank my colleagues. I see them typing away, answering all of your questions. A lot of information on the process can be found at our studentaid.gov homepage, okay? This is a great homepage that has the financial aid journey from start to finish preparing for college, types of aid, who gets aid, the FAFSA, and then even retainment. So I would encourage you all in - at your leisure to go to this page and simply just search and look for different information about the FAFSA form. What is FSA ID? What type of aid is available? So all these things are available on this wonderful page, again, studentaid.gov is a wonderful Web site to go to for information. And also when we have Webinars -- additional Webinars -- our information can be found on this Web site as well. And then social media -- we all know social media is extremely important so we want to make sure that we provide you all with some social media tools. So we have a Facebook page we list a lot of our events and answer questions that are current regarding what is the FAFSA? When do we fill it out? What if we want to use 2017’s information versus 2016’s information? And I think just to kind of speak to that, because I don't think I talked about that earlier with tax information. So we said for current seniors right now, for the '18,'19 FAFSA, you're going to use 2016 tax information. But let's say, as a parent, you were working in 2016 but you're not working - but you weren't working in 2017. So people think, oh, well, I wasn't working last year so I'm going to put in last year's information. The FAFSA application still needs 2016 information. So even if you were working in 2016 but you weren't working in 2017, you can speak to the financial aid office. So still put