zilongwang/ReadingBank huggingface dataset:
The following submissions have been published on the Engage website (www.engage.dss.gov.au) with author permission: ACE WA ACT Mental Health Consumer Network ADACAS Advocacy Alanna APM Australian Dual Diagnosis Recovery Network Inc. Australian Federation of Disability Organisations Australian Resources Institute Autistic Self Advocacy Network AUNZ Autism Asperger’s Advocacy Australia Bennycox Beyond Blue Bravo Consulting Break Thru People Solutions Campbell Page Carers NSW CHESS Chogy Comcare Deaf Accessible Business Network Deakin University, Professor Jane den Hollander, Disability Employment Australia Disability Network Forum Disability Services Commission DVJS Employment Solutions Federation of Ethnic Communities’ Councils of Australia Fiona The Flagstaff Group Bill Gye Holroyd City Council Inclusion Australia (2 submissions) janeartist.js JFA Purple Orange Jobs Australia Jobsupport Karingal Lucridate Maccess Monash University, Stephen Elliott Multiple Solutions National Disability Services Northcott NOVA Employment Ostara Australia Ltd Outlook Employment ParaQuad Assoc. Tas. Inc. People with Disability Australia Physical Disability Council of New Wales Praxis Disability Consulting Queensland Advocacy Incorp. Queenslanders with Disability Network LTD Ray Rehab Solutions Rehabilitation Counselling Association of Australasia (RCAA) Cate Rose Spectrum Square Swinburne University of Technology, Alex Maritz Carol Syer Phil T University of Southern Queensland, Shalene Werth Victorian Deaf Society (SensWide Employment) VisAbility Vision Australia Watcher Wellspect HealthCare
Day 8 Tuesday O8.28.18 Derivatives of Natural Logs & Exponentials: How do you take a derivative of a natural log function and Exponential functions? Standards: M.CALC.1.5 ,M.CALC.3.5 Integration: Natural Log The learner will be able to interpret the natural log ( ln x ) as the area under the curve of the function f(x) = 1/x. Instruction: Go over homework, Discussion, & Group Practice Differentiation: Individual pacing/questions D.Q. Chain Rule Supplement: D8 Day 9 Wednesday O8.29.18 How do you solve any kind of derivative? Standard: M.CALC.1.21 M.CALC.1.5 , M.CALC.1.6 , M.CALC.3.5 Instruction: Go over homework, Discussion, & Group Practice Differentiation: Individual pacing/questions. Activity Review for test Day 10 Thursday O8.3O.18 How do you solve any kind of derivative? Standard: M.CALC.1.21 M.CALC.1.5 , M.CALC.1.6 , M.CALC.3.5 Instruction: Go over homework, Discussion, & Group Practice Differentiation: Individual pacing/questions. Review for Test Day 11 Friday O8.31.17 How do you solve any kind of derivative? Standard: M.CALC.1.21 M.CALC.1.5 , M.CALC.1.6 , M.CALC.3.5 Instruction: Go over homework, Discussion, & Group Practice Differentiation: Individual pacing/questions. Test: Derivatives Day 3 1. Find 2. Find 3. Find an equation of the tangent line to the curve at the given point. , Day 4 1. Find and .
evidence obtained Evidence that the job seeker was receiving DSP at the time of Registration and in DES as an ESL. Acceptable evidence is: a letter from Centrelink confirming the job seekers was receiving DSP, or a screen print out the “Allowance History” screen in DES which shows the job seeker was receiving DSP. Section 4: Documentary Evidence Participant’s work capacity Type of Evidence Minimum requirements for Documentary Evidence that must be obtained and kept on file Tick if box if evidence obtained Evidence that the job seeker has the capacity to work hours per week. DES Providers must assess that a job seeker can work a minimum of eight hours per week. This requirement is included in the DES Direct Registration Form at ‘Declaration by DES Provider’. Section 5: Documentary Evidence – ASBAT Documentary Evidence to support the Registration and Commencement of full-time student who is not in final year of school and who will be participating in an ASBAT Type of Evidence Minimum requirements for Documentary Evidence that must be obtained and kept on file Tick if box if evidence obtained Evidence to show that the ASBAT has been modified to the job seeker’s disability. Acceptable evidence is: a signed and letter on letterhead (or email) from the training organisation setting out the specific modifications that have been made to the training component to accommodate the job seeker’s disability; and/or relevant paperwork confirming DAAWS approval. Evidence obtained from the training provider must be on letterhead and include the: name
The ways we to see which kind of service is the best for people with disability looking for a job might not be working very well. We want to review the ways in which we make a call on which kind of service is the best for people with disability looking for a job. Some people with disability who need help to keep their job aren't getting help if they need it. We help people stay in their job with better support arrangements. Employers don’t know a lot about: DES giving jobs to people with disability. Employers find out more about the good things that can happen when they give jobs to people with disability. Some employers don’t want to give jobs to people with disability. There is new funding to support new ways for employers to give jobs to people with disability.
What should the basic criteria be for joining the Panel? How much time do providers need before entering into a market to set up their operations? In order to supply DES in a specific ESA what should the requirements be for: a minimum caseload? ESA coverage? A single DES contract for providers Presently, are 573 DES sites that deliver both DES-DMS and DES-ESS services. Providers at these sites were required to tender for each service separately and therefore currently have separate contracts for each service type. In practice, these services are delivered side-by-side by the same staff at the same locations. With a view to reducing the administrative burden for providers, it is proposed that DES providers do so under a single contract covering both current DES-DMS and DES-ESS , with Ongoing Support in the workplace provided to participants who need it. In practice, all providers would need the capacity to supply the current equivalent of DES-DMS, DES-ESS and Ongoing Support. Discussion 7: A Single DES Contract Would all providers have the capacity to deliver DES-DMS, DES-ESS and Ongoing Support under the proposed simplified contract arrangements? Regulation: Reduced A requirement to have only a single contract for a provider delivering DES under both the DES-DMS and DES-ESS services would reduce the regulatory burden on providers. Removing market restrictions The current highly regulated market share allocations mean that providers are guaranteed a proportion of job seeker referrals from Centrelink regardless of their performance. It also means that even high performing providers do not receive new referrals from Centrelink (and participants cannot choose to attend that provider) where the provider’s share of referrals is 30 per cent above their allocated market share. Market share arrangements protect underperforming providers and limit the growth of high performing providers. With the aim of improving the overall performance of DES, one option is to remove market share restrictions in most or all ESAs so that DES providers have more freedom to attract new participants and grow their businesses. Providers would no longer be guaranteed referrals from Centrelink and would need to attract and retain DES participants through the quality and effectiveness of their service delivery. Increasing the strength of the DES market should help drive innovation, competition and choice in DES.
Variables used: cm010_1 – cm010_10, cm011_1 – cm011_10, cm012_1-cm012_10, SOCchildren14 Description: Number of children in the household aged under 14 or under. Variables used: cm010_1 – cm010_10, cm011_1 – cm011_10, cm012_1-cm012_10, cm016_1-cm016_10 SOChomeChild Description: Number of children living at home. Notes: Top coded at 5. Variables used: cm010_1 – cm010_10, cm011_1 – cm011_10, cm012_1-cm012_10, cm016_1-cm016_10 SOCminorChildren Description: Total number of children of respondent aged under 18. Notes: Top coded at 4. Variables used: cm010_1 – cm010_10, cm011_1 – cm011_10, cm012_1-cm012_10, cm016_1-cm016_10 SOCawayChild Description: Number of children living away from home. Notes: Top coded at 11. Variables used: cm010_1 – cm010_10, cm011_1 – cm011_10, cm012_1-cm012_10, cm016_1-cm016_10 SOCtotalChild Description: Total number of living children.
This ensures that people with disability receive assistance to gain local employment where it is possible and provided with information about where employment prospects, based on individual skills and capability, are more likely. Other arrangements to support choice, such as permitting remote servicing of clients via technology, and providing greater choice to consumers to select non-DES providers for employment support, such as generalist recruitment agencies, should be explored and encouraged. AFDO Recommendation 9: AFDO supports the principles that jobseekers should have the capacity to change providers as per the outline of a maximum of three providers in year 1 and two providers in year 2. While AFDO does not generally support an arbitrary limit on choice, we recognise that building a mutual understanding and trusted relationship between a jobseeker and provider requires time. It is important that a balance is struck between the capacity for a jobseeker to move between providers who are under-performing and creating enough leeway for a provider to be able to demonstrate that they understand the jobseeker’s need and can match appropriately with a business. AFDO Recommendation 10: AFDO agrees with the recommendation that current market share allocations should not be used to determine the range of providers that are offered to jobseekers with disability who are referred by Centrelink. AFDO recommends that jobseekers are provided with a list of provider options taking into account the performance of providers; the industry or the jobseeker is interesting in pursuing; where the person is seeking employment (which may be well outside of nearby ESAs) and factors relating to their disability (i.e. ongoing support, whether the person would prefer a specialist or mainstream provider). Jobseekers should have the choice to utilise available funding to pursue other employment supports that sit outside of the program, such as recruitment specialists. The quality of information and access to independent support is critical, outlined further in this submission. Discussion Point 2: Provider/Participant Contacts Should face-to-face requirements remain as part of the DES service delivery? How should participants and providers be required to meet, either face-to-face or by other means? AFDO Recommendation 11:
Disability Employment National Panel of Assessors Deed of Standing Offer Clauses: Clause 4 – Formation of Contracts Clause 7 – Conduct of Assessments Clause 9 – Provider’s Personnel Clause 50 – Conflict of Interest Clause 62 – The SWS Services Clause 63 – SWS Assessments Clause 64 – SWS Assessment Reports Clause 65 – SWS Fees Reference documents relevant to these Guidelines: Supported Wage System Handbook Supported Wage System Supporting Document Version 1.0 Explanatory Note: All capitalised have the same meaning as in the Disability Employment National Panel of Assessors Deed of Standing Offer. In this document, “must” that compliance is mandatory and “should” means that compliance represents best practice. Supported Wage System Assessment Guidelines: Who is Responsible: What is Required: 1. SWS provider Receives a Work Order requesting a SWS Assessment be undertaken. Disability Employment National Panel of Assessors Deed of Standing Offer Clause References: Clause 4 Clause 13 Clause 50 SWS providers may receive a Work Order on the Department’s IT System which will request the provider to complete a SWS Assessment. The provider: Regularly checks the Department’s IT System for any new Work Orders Accepts or rejects Work Orders within one Business Day of receiving a Work Order Records reasons for rejecting a Work Order, and Takes action to resolve any Conflict of interest that arises in connection with any Work Order. DSS may have regard to previous rejections of Work Orders when deciding whether to allocate further Work Orders to the provider. 2. Assessor Prepares for and arranges the SWS Assessment. Disability Employment National of Assessors Deed of Standing Offer Clause References: Clause 7 After accepting the Work Order on the Department’s IT System, the provider may allocate the Assessment to one of its Specified Personnel who has been approved as an Assessor by DSS and has completed the SWS online training modules. The Assessor will be able to determine from the Department’s IT system whether the SWS Assessment is an initial or a review assessment, and view the relevant background.
14-15 April, 2016 UNTT discussions on the New Urban Agenda New York 15 April, 2016 Urban Breakfast on Integrated territorial development in the New Urban Agenda 8:30-10:00 am at Ford Foundation Headquarters, New York 18-20 April, 2016 Habitat III Regional Meeting: America and the Caribbean Toluca, Mexico 21 2016 Urban Thursday Breakfast: Europe: urban challenges and sustainable development New York 25-29 April Intersessional Process: informal consultative meetings New York 2 May, 2016 Deadline for pre-registration or submitting accreditations applications for Habitat III Online 6 May, 2016 Submission of the zero draft of the New Urban Agenda Online 16-17 May 2016 Informal hearings with representatives of local authorities’ associations on the zero draft of the outcome document of Habitat III New York 18-20 May 2016 Informal intergovernmental negotiations New York 19 May, 2016 Thursday Breakfast: North America: urban challenges and sustainable development New York 6-7 June 2016 Informal hearing with representatives of major groups and other stakeholders on the zero draft of the outcome document of Habitat III New York 8-10 June 2016 Three-day informal intergovernmental negotiations New York 16 June, 2016 Urban Thursday Breakfast: West Asia: urban challenges and sustainable development New York 29 June – 1 July 2016 Informal intergovernmental negotiations New York 25 to 27 July, 2016 The third session of the Preparatory Committee Surabaya, Indonesia
for sustained economic growth Promoting employment and decent work for persons with disabilities Economic empowerment through increased access to financial resources and services Entrepreneurs with disabilities Accessible tourism Ecology and Environment Disability sensitive and responsive disaster risk reduction strategies and actions Persons with disability as major stakeholders and agents of change in building the resilience of cities and communities and in the implementation of the Sendai Framework on disaster reduction and the Paris Agreement on Climate change Issue Paper: Issue Paper: Issue Paper: Policy Paper: Housing and Basic Services Accessible buildings Accessible transport Accessible public services Issue Paper: Issue Paper: Issue Paper: Issue Paper: Issue Paper: Policy Paper: Policy
Convenience, quality, and accessibility are key features patients look for when staying with a healthcare system. If a system is lacking particular services or specialties, it is important that the organization takes steps to develop a comprehensive network or at least partnerships with providers that can provide the needed care (Huang, 2012). The comprehensiveness of the network reduces the need for the patient to seek care elsewhere and potentially be permanently lost from the system. According to a study conducted by the Health Service and Research Trust, consumers that are part of a larger healthcare system are less likely to leave the system for another (Carlin, 2012). Most, if not all, of the services needed exist within their healthcare network increasing ease of accessibility and convenience. In addition to possessing an extensive service line, health organization must proactively make consumers of these services. Aggressive marketing must continuously occur so that both consumer and referring physicians are aware of the specialties and services available within the system. In their article, “Perceptual Market Orientation Gap and Its Impact on Relationship Quality and Patient Loyalty: The Role of Internal Quality”, the authors suggest a triangular relationship of service marketing be employed by organizations. This approach to marketing the organization’s services includes: 1) external marketing- relations between customers and the organization, 2) interactive marketing: relations between customers and employees, and 3) internal marketing: the relations between organizations and employees (Huang, 2012). Creating awareness among all points of access to the system is a fundamental step in bringing in and retaining patient volume. Figure 2 below shows this three-pronged approach to marketing. Figure 2: Three-pronged approach to marketing services
(date: dd/mm/yy) Signature and name of counselor: APPENDIX 9: MAP 1. Overview of Gab APPENDIX 10: IPMS (Integrated Patient Management System) IPMS is the electronic medical record/labwork ordering system that they are trying to launch at PMH. It was used previously but fell out of favor because of systems issues. The government is now trying to implement an electronic medical record, and this is the first phase. USING IPMS: To access IPMS, click on the desktop icon. For ordering Tests Choose “Live screen” (not training) Click on Applications Choose Order Entry Use the patients PA number (can type PA followed by the number directly without zeros) or PM number as #UPM then the number without the zeros (If it says PM00123456/98765 you would type #UPM123456 , the other numbers after the slash are the patient’s ID or “Omang” number which is not relevant to the IMPS system) Under “order doctor” enter your user name (WILVIC for Dr. Williams) Click category and choose the appropriate category: For microbiology (urinalysis, bacterial culture), use MIC For hematology or chemical pathology use LAB To navigate around the screen, use the button Once in category, navigate to the procedure box and enter the code of the test you’d like to order. Here are some commonly used derm tests: MIC (for urinalysis) Under LAB: HFBC (For CBC) CLFT (Liver function test) CRFT function test) SRPR (For syphilis) SAG6PD (For G6PD) SAANA (For ANA) SCHCV (For HepC) HCHCB (For HepB) HESR (For ESR) SCHIVR (For rapid HIV test….note, this test requires that you input more patient info) anti-ds dna = SAANTIDSDN ANTI-SM = SAASMAB ANA = SAANA C1 ESTERASE INH = SA COMPLEMENT PATHWAY = SA ENA = SAENA FECAL PORPHYRINS = SAFPORPH HEMA PORPHYRINS = SAHPORPH URO PORPHYRINS = SAUPORPH G6PD= SAG6PD
Name: Date: Biology 11E: Evolution, Descent with Modification (Chapter 22) Big Ideas: Big Idea Chapters Illustrative Examples 1. The process of evolution drives the diversity and unity of life. 1.a.1 Natural selection is a mechanism of evolution 22.2, 23.2 • Graphical analysis of allele frequencies in a population • Application of the Hardy-Weinberg equilibrium equation 1.a.2 Natural selection acts on phenotypic variations in populations 23.1, 23.4 • Flowering time in relation to global climate change • Peppered moth • Sickle-Cell Anemia • DDT resistance in insects • Artificial selection • Loss of genetic diversity within a crop species • Overuse of antibiotics 1.a.3 Evolutionary change is also driven by random processes 23.3 1.a.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics 22.3, 25.2 • Graphical analysis of allele frequencies in a population • Analysis of sequence data sets • Analysis of phylogenetic trees • Construction of pylogenetic trees based on sequence data 1.b.1: Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. 25.1, 25.3 • Cytoskeleton (a network of structural proteins that facilitate cell movement, morphological integrity and organelle transport) • Membrane-bound organelles (mitochondria and/or chloroplasts) • Linear chromosomes •Endomembrane systems, including the nuclear envelope 1.b.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary histories can be tested. 26.1, 26.2, 26.3 • Number of heart chambers in animals • Opposable thumbs • Absence of legs in some sea mammals
02 Distribution Development project, Chittagong Zone 2013-14 1088.00 Construction the distribution lines , substations and renovation works 03 Power Distribution Development project, Cumilla Zone 2013-14 756.00 Construction the distribution lines , substations and renovation works 04 Power Distribution Development project, Sylhet Zone 2013-14 410.00 Construction the distribution lines , substations and renovation works 05 Power Distribution Development project, Rangpur Zone 2013-14 710.00 Construction the distribution lines , substations and renovation works 06 Distribution Development project, Rajshahi Zone 2013-14 693.00 Construction the distribution lines , substations and renovation works Source: Keystone Database 2011 In the rural areas of Bangladesh, there are another six projects which are to be completed within These projects will connect one million new consumers in the rural areas with the distribution network through the construction of 14500 KM of new distribution lines in the Dhaka, Chittagong, Sylhet, Khulna, Barisal and Rajshahi division. These will cost approximately USD 4.75 billion. Table 7.19: Upcoming Projects in the Rural Areas under REB Sl No Name of the Project Date Project Cost (Tk Crore) Objective of the projects 01 One million new connections project 2012-13 34800.00 To connect one million new consumers 02 Electrification extension project (Rajshahi, Rangpur, Khulna and Barishal area) 2012-13 1322.00 Substation and distribution lines extension 03 Rural Electrification extension project (Dhaka Division-1) 2012-13 498.00 Construction of 4100 km distribution 04 Rural Electrification extension project (Chittagong-Sylhet Division-1) 2012-13 498.00 Construction of 4500 km distribution lines 05 Rural Electrification extension project (Rajshahi-Rangpur Division-1) 2012-13 407.00 Construction of 3400 km distribution lines 06 Electrification extension project (Barishal Division-1) 2012-13 268.00 Construction of 2500 km distribution lines Source: Keystone Database 2011
UWMankato United Way Of Gtr Mankato After-Tax UWMcLeod United Way Of McLeod County After-Tax UWMorrison United Way Of Morrison County After-Tax UWMowerCty United Way Of Mower County After-Tax UWNobles United Way Of Nobles County After-Tax UWNorthfld United Way Of Northfield Area After-Tax UWOlmsted United Way Of Olmsted Co. After-Tax UWOttrtail United Way Of Ottertail/Wadena After-Tax UWPipeston United Way Of Pipestone After-Tax UWSherburn United Way Of Sherburne County After-Tax UWSouthWst United Way Of Southwest MN After-Tax UWStCroixV United Way Of St. Croix Valley After-Tax UWSteele United Way Of Steele County After-Tax UWTwinCity United Way Of Gtr Twin Cities After-Tax UWWashCtyE United Way Of Washington Co. E After-Tax UWWestCent United Way Of West Central MN After-Tax UWWinona United Way Of Gtr Winona Area WomenFdMN Women's Foundation MN After-Tax
FLSA Adj FLSA Adjustment Flt Payoff Floating Hol Payoff-Deceased Flt Payoff Floating Holiday Payoff FML FltHol Fam Med Lve Floating Holiday FML InjDty Fam Med Lve Injured On Duty Fml-No Pay Fam Med Lve - LWO/Workers Comp FMLA Hol Fam Med Lve Holiday FMLA NoPay Fam Med Lv Refuse Mandatory OT FMLA NoPay Fam Med Lve No Pay FMLA PPL Fam Med Paid Parental Leave FMLA Sick Fam Med Lve Sick FMLA Fam Med Lve Vacation FMLA-Comp Fam Med Lve Comp Taken FMS/CT1.0 FF FMS Used/Comp Ernd 1.0-P01 FMS/CT1.5 FF FMS Used/Comp Ernd 1.5-P01 FMV/CT1.0 FF FMV Used/Comp Ernd 1.0-P01 FMV/CT1.5 FF FMV Used/Comp Ernd 1.5-P01 FosterCare Foster Care - Biweekly Salary FTO x 1.0 Field Training Officer x 1.0 FTO x 1.5 Field Training Officer x 1.5 Gift/Cert Gift/Gift Certificate Griev HCSP Grievance-Hlth Care Svng Plan Grievance Grievance - No FWT Withholding Grievance Grievance No Retirement Grievance Grievance Settlement GrievReimb Grievance - Reimbursement GrvPersInj Grievance-Personal Injury HEO @ .55 Equipment Pay .55 HEO @ .55 Equipment Pay .55 @ 1.5 HEO @ .95 Equipment Pay .95 HEO @ .95 Equipment Pay .95 @ 1.5 HEO @ 1.15 Equipment Pay 1.15 HEO @ 1.15 Equipment Pay 1.15 @ 1.5
TASK TITLE: Describe London 1348 TASK OBJECTIVE: Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries TASK DETAIL: You are required to describe a typical London Street in the Medieval Period at the time of the Black Death. Your description needs to describe; The types of houses and their building material(what they are made of) The cleanliness of the street the common folk lived How many people lived in the house What people slept on, ate from, cooked on What the street was made of. TASK SCORE: 10 points** **this task may be completed on its own or together with the London a Drawing Task RESOURCES: ASSESSMENT CRITERIA: SECTION VH H M L NS Describe London 1348 The student has answered all questions in full descriptive sentences using sophisticated historical language. The student has demonstrated their understanding of the types of houses and buildings and the materials they were made of. The student has demonstrated clearly how streets were places where refuse/filth was commonplace. The students has indicated the numbers of people in a typical house and how they lived. The student has answered all questions in full descriptive sentences appropriate historical language. The student has included some evidence to support their argument. The student has demonstrated their understanding of the types of houses and buildings and the materials they were made of. The student has demonstrated how streets were filthy. The students has indicated the numbers of people in a typical house and how they lived. The student has answered all questions in full descriptive sentences. The student has shown types of houses and buildings and the materials they were made of. The student has demonstrated how streets were filthy. The students has indicated the numbers of people in a typical house and how they lived. The student has written all of the questions in full sentences although there is a lack of detail in their answers. The student has shown how buildings were made and made from but has not demonstrated how the way of live contributed to the environment very well. Some indication has been given to how families lived. The student has not answered all questions. Some answers are too brief or one word answers. The student has not demonstrated any understanding of the lives of ordinary London folk lived.
Name Number Incorrect Correct Enrichment Discipline Issues Exit Ticket Student 1 (Eng Spn) Gets Up Often Student 1 (Spn Eng) Gets Up Often Student 3 (Jpn Eng) Student 4 (Eng Spn) Student 5 (Spn Eng) (CDC) Focusing issues Student 6 (Spn Eng) Different Fish Color vocabulary (May be pulled due to overstimulation) in which case, colors Kahoot
TASK 6: now have a little look at how you talk about another facility in your school…the teachers!! Read the text and complete the following exercises (write down new vocab in your exercise book) List the words used to describe the teachers she talks about (7 words) Find these words in the text: TOO – VERY – QUITE – A BIT – NOT VERY (they come before the describing words) What comparisons does she make? Here are some phrases to help you. (copy them into your book if you don’t know them) Más …que = more… than Menos… que = less… than Lo major = the best Lo peor = the worst Tan…como = as … as (e.g la historia es tan dificil como las matemáticas) TASK 7: In your exercise book, write a similar paragraph to Mónica in response to the question ‘¿Cómo es tu instituto? (What is your school like?) Use the information from today’s lesson and the guide below to help you. You will also be given a photocopy of the vocabulary section from the end of this chapter in the GCSE Mira textbook
Person wa Part of the body ga adjective desu. e.g. Dad has blue eyes. Otoosan wa me ga aoi desu. Dad has black hair. Dad has big Mum has small hands. Mum has big ears. Dad has a big nose. Mum has brown hair. Grandpa has gray hair. Grandma is short. Grandpa is tall. Adjectives blue Hair/straight red Hair/curly yellow Interesting funny black fun white boring brown strict gray cute green scary purple cool pink long orange short Height/short small Height/tall big Person/pet wa Part of the body ga adjective desu. e.g. Dad has blue eyes. Otoosan wa me ga aoi desu. My cat has brown eyes. My younger sister has a big mouth. My older sister has small hands.
My dog has long ears. Your dog has white body. My dog has a long tail. (tail = shippo) Grandpa has small ears. Grandma is Baby has small foot. (baby= akachan) Body parts head shoulder eyes ears nose mouth neck legs arms hair face teeth
Future working conditions. Future necessary changes in training. Department of Health (2013) A mandate from the government to Health Education England. Which are levers and actions that planners can manage to reach the goals? barriers to university (basic degree); barriers to barriers to and/or specific authorizations to work; other levers or actions. There are a wide range of levers and actions outside of numerus clausus that can be taken, see the Mandate for further examples to the below: Do How are the plans realized and who is involved? Please see the above example to understand that there are numerous plans and stakeholders involved in realizing them.
their/your (Vds) D Possessive adjectives: Remember, these words all have to agree! Practise: Mi/Mis madre se llama Isabel y mi/mis padre se llama Paco. ¿Cómo se llaman tu/tus hermanos? En mi familia tenemos muchos animales. Su/Nuestros/Nuestro perro se llama Héctor. Sara y Felipe, ¿vuestro/vuestra/vuestros padres E ¿Te llevas bien con tu familia? Inglés Masculino Femenino Plural masculino Plural femenino annoying molesto molesta molestos molestas Put your favourite words from this list in the grid, changing the endings where necessary: alegre antipático atrevido cortés desobediente extrovertido generoso goloso honesto impaciente insolente introvertido mal educado mentiroso orgulloso severo sensible simpático
Half-and-half nail (and also terry’s nails) in CRF Calciphylaxis in CRF Can be preceded by livedo reticularis Metastatic calcification of vessels near the skin surface results in damage and ischemia necrotic ulcers form Fatal condition Sarcoidosis: Chronic systemic granulomatous disease characterized by granulomas (with lungs almost always involved) The condition is most frequently seen in women, particularly in African Americans Age group 20 – 40 Skin manifestations (25%): Lupus pernio (chronic, raised/indurated purplish skin lesion on nose, ears, lips, cheeks and forehead) Associated with a poorer prognosis Another is pernio (chilblains) Erythema nosodum Don’t forget about other manifestations and notes: Cardiovascular involvement (arrhythmias, RCM, HTN) CNS involvement (neurosarcoidosis facial palsy, hypopituitarism, meningism?) Arthritis and eye manifestations Most patients get complete recovery, some of them progress Wilson’s disease: AR disorder in copper metabolism in the body, resulting in copper accumulation in various organs Signs: Kayser Flescher rings (also seen in PBC) Best visualized with slit lamp Does NOT interfere with vision Copper in lunula of resulting in BLUE NAILS (AZURA LUNULA) Primary biliary cirrhosis Autoimmune condition that primarily affects the intrahepatic bile ducts resulting in cholestatic liver disease and eventually cirrhosis Skin findings? Jaundice, xanthomas, pruritis (bile salts) and skin findings relevant to fat-soluble vitamin deficiencies (ADEK)
Inflammatory bowel disease Dermatologic manifestations: Erythema nodosum (CD>UC) Pyoderma gangrenosum (UC > CD) Oral ulcers (CD > UC) Hemachromatosis: Inherited (AR) disorder of iron metabolism, resulting in decreased excretion of iron as well as its deposition in various tissues, mainly the (but also the pancreas, brain, testis, and heart) Bronze skin color (“Bronze DM”) Cirrhosis: Skin manifestations: Nail findings ~ Terry’s nails (distal nail has an arc of darkened color – note that if this was half way through the nail, it would called half and half nails or Lindsay’s nails ~ seen in CRF); leukonychia and clubbing Duputyren’s contracture Palmar erythema Petechia Gynecomastia Spider angioma Tuberous sclerosis Key = hamartomas, AD disease Dermatological manifestations: Angiofibromas (adenoma sebaceum) Look like acne Much smaller than neurofibromas Subungual fibromas Phakomas in the eyes Shagreen patches Roughened patches of skin Ash leaf spots (seen with Wood’s lamp) Depigmented patches manifestations: Seizures (West Syndrome) – cortical tumors (subependymal astrocytomas are common) Rhabdomyoma PKD
MELANOCYTES Derived from neural crest cells Network in basal and suprabasal position Epidermal melanin unit = 1 melanocyte for 36 keratinocytes Melaninocyte injects the pigment to the keratinocytes: the latter hold most of the melanin but do not make the melanosome organelles from which it is dervied Divide under stimuli Produce and transfer melanosomes A melanosome is an organelle in animal cells, and is the cellular site of synthesis, storage and transport of melanin MELANIN Eumelanin Black, insoluble Phaeomelanin Red. red hair. Feathers of red hens Both Derived from tyrosine by tyrosinase Share initial steps of synthesis SYNTHESIS OF EUMELANIN: SYNTHESIS OF PHAEOMELANIN: Use sunscreen every day to prevent aging effects FUNCTIONS OF MELANIN Avoids damage to DNA of keratinocytes Decreases cutaneous carcinogenesis Eliminates genetically damaged cells Prevents ageing of the skin TANNING Immediate Oxidation of pre-formed melanin
Did not complete high school in four years and is still in school Did not achieve proficiency on the English Language Arts (ELA), mathematics, science, or social studies State summative assessments At risk of not meeting the LEA's core academic curricular objectives in ELA or mathematics based on local assessments Funds allocated through Section 31a At-Risk are limited to instructional services and direct non-instructional services to pupils. They are intended to be spent in the current State fiscal year and may not be used for administration or other related costs. Section 41 – Bilingual Program The purpose of Section 41 funding is to support bilingual/English as a Second Language (ESL) instruction for pupils of “limited English proficiency in speaking, reading, writing, or comprehension.” The instruction must be conducted by a teacher with a Michigan bilingual or ESL endorsement. If LEAs do not currently employ endorsed teachers, a description of a five-year plan for employing endorsed teachers can suffice. Section 41 funds are intended to support students currently performing at the WIDA ELP levels of 0-2.9 only. Allowable expenditures include, in priority order, direct instruction by bilingually- or staff, professional development, computer-assisted instruction, parent engagement, the purchase of English language development instructional materials, transportation to support extended learning, and community activities. All expenditures are to be directed to the support of English language development and academic content attainment for the eligible students. Indirect costs, administrative costs, pupil support services, health and social needs, capital outlays, and school bus transportation services are not allowed.
DETAILS OF MOBILITY ACTIVITIES Please fill in the following table with the Mobility activities that are foreseen in your Capacity Building project. If your project foresees only one kind of activity please fill in only the required sheet of the table. MOBILITY OF YOUTH WORKERS Type of Mobility (training, job shadowing,…) Name of the Sending Organisation (SO) Country SO Name of the Hosting Organisation (HO) Country HO Number of youth workers Mobility start date (dd/mm/yyyy) Mobility end date (dd/mm/yyyy) Mobility duration in days/months
concepts and principles to Public Health problems. Select meaningful indicators and rates. 2 READINGS There are three readings in this Study Session. You will use them mainly as references for clarifying your understanding of key concepts. Author/s Publication Details Bonita, R., Beaglehole, R. & Kjellstrom, T. (2006). Ch 2 – Measuring Health and Disease In Basic Epidemiology. 2nd Ed.Geneva: WHO: 17-32. Joubert, G., Ehrlich R., Katzenellenbogen, J. M. & Abdool Karim, S. S. (2007). Ch 2 – Key Concepts in Epidemiology. In Epidemiology: A Manual for South Africa. 2nd Ed. Cape Town: Oxford University Press: 12–29. Centers for Disease Control and Prevention (U.S.). (2006) Lesson Three: Measures of Risk. Principles of epidemiology in public health practice; an introduction to applied epidemiology and biostatistics. Atlanta: U.S. Department of Health and Human Services: 3-1 – 3-8, 3-9 – 3.38. 3 DEFINE KEY TERMS Earlier when you looked at a district health problem (Unit 1 Study Session 2), you encountered several questions about how many people are affected by a health condition and how often a condition occurs in the population. To arrive at answers to these questions and to enable us to compare settings and measure change or progress, several forms of health measurement are required. Before embarking on this session read the following section about frequency measures, this will be a reminder about the differences between the primary measurements that you will calculate in this module. READING Centers for Disease Control and Prevention (U.S.). (2006) Lesson Measures of Risk. Principles of epidemiology in public health practice; an introduction to applied epidemiology and biostatistics. Atlanta: U.S. Department of Health and Human Services: 3-1 – 3-8. Some examples of indicators include various types of mortality rates, disease frequency measures, immunisation coverage, per capita income, literacy levels, birth rates and others. It is important to establish a set of precise definitions or descriptions
From tree diagram: there are two ways to get A, either after B has happen or after B has not happened: ▪ Extension of Bayes’ Theorem If there are more options than simply B occurs or B doesn’t occur, for example if there were three possible outcomes for the first event B1, B2, and B3
Age (Years) Calcium (mg) Vitamin D (IU) 8-Mar 800 200 17-Sep 1300 200 18-50 1000 400 51-70 1200 400 > 70 1200 600 Table 1: Table 2: Race/Ethnicity Sex (age ≥50 y) % Estimated to have osteoporosis % Estimated to have low bone mass Non-Hispanic white; Asian Women 20 52 Men 7 35 Non-Hispanic black Women 5 * Men 4 19 Hispanic Women 10 49 Men 3 23 Source: National Osteoporosis Foundation. Fast facts. Available at: http://www.nof.org/node/40. Accessed: February 16, 2012. * Low bone density is present in an additional 35% of women, increasing their risk of developing osteoporosis.
\ Table 3: Figure 4: Figure 5: Figure 6: References: Associations Between Age at Menarche and Menopause With Cardiovascular Disease, Diabetes, and Osteoporosis in Chinese WomenJ. Clin. Endocrinol. Metab. (2013) 98 (4): 1612-1621 Epidemiology | International Osteoporosis Foundation. (n.d.). International Osteoporosis Foundation | Bone Health. Retrieved September 24, 2013, from Epidemiology of Osteoporosis. (n.d.).MedScape. Retrieved September 24, 2013, from Marcus, R. (2001). Osteoporosis (2nd ed.). San Diego, CA: Academic Press. NIHSeniorHealth: Osteoporosis - What Is Osteoporosis?. (2013). NIHSeniorHealth Home Page. Retrieved September 24, 2013, from http://nihseniorhealth.gov/osteoporosis/whati OSTEOPOROSIS: BOTH HEALTH ORGANIZATIONS AND INDIVIDUALS MUST ACT NOW TO AVOID AN IMPENDING EPIDEMIC. (1999). World Health Organization. Retrieved September 24, 2013, from Osteoporosis . (n.d.). MedScape. Retrieved September 24, 2013, from Osteoporosis - overview - National Library of Medicine - PubMed Health. (n2012). National Center for Biotechnology Information. Retrieved September 24, 2013, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001400/ Osteoporosis: current trends in diagnos... [Bosn J Basic Med Sci. 2006] - PubMed - NCBI. (n.d.). National Center for Biotechnology Information. Retrieved September 25, 2013, from Osteoporosis | Doctor | Patient.co.uk. (n.d.). Symptom Checker, Health Information and Medicines Guide | Patient.co.uk. Retrieved September 25, 2013, from
Activities (courses, articles A, B, C…, lab-work, experiments, midterm evaluation, stays at other institutions, thesis submission, etc.) Year: Year: Year: Year: Year: I II I II I II I II I II
Appearance adorable adventurous aggressive alert attractive average beautiful blue-eyed bloody blushing bright clean clear cloudy colourful crowded cute dark drab distinct dull elegant excited fancy filthy glamorous gleaming gorgeous graceful grotesque handsome homely long magnificent misty motionless muddy old-fashioned plain poised precious quaint shiny smoggy sparkling spotless stormy strange ugly ugliest Condition alive annoying bad better beautiful brainy breakable busy careful cautious clever clumsy concerned crazy curious dead different difficult doubtful easy expensive famous fragile frail gifted helpful helpless horrible important impossible inexpensive innocent inquisitive modern mushy odd open outstanding poor powerful prickly puzzled real rich shy sleepy stupid super talented tame tender Feelings (Good) agreeable amused brave calm charming cheerful comfortable cooperative courageous delightful determined eager elated enchanting encouraging energetic enthusiastic excited exuberant fair faithful fantastic fine friendly gentle glorious good Feelings (Bad) angry annoyed anxious arrogant ashamed awful bad bewildered black blue bored clumsy combative condemned confused crazy, creepy cruel dangerous defeated defiant depressed disgusted disturbed dizzy dull embarrassed envious evil fierce foolish frantic frightened grieving grumpy helpless homeless hungry hurt ill itchy jealous jittery lazy lonely mysterious nasty naughty nervous nutty Taste/Touch bitter delicious fresh juicy ripe rotten salty sour spicy stale sticky strong sweet tart tasteless tasty thirsty fluttering greasy grubby hard hot icy loose Touch boiling breezy broken bumpy chilly cold cool creepy crooked cuddly curly damaged damp dirty dry dusty filthy flaky fluffy freezing hot warm wet
unsightly unusual wide-eyed tough uninterested vast wandering wild obnoxious outrageous panicky repulsive scary selfish sore tense terrible testy thoughtless tired troubled upset uptight weary wicked worried Size big colossal fat gigantic great huge immense large little mammoth massive miniature petite puny scrawny small tall teeny teeny-tiny tiny Shape broad chubby crooked curved deep flat high hollow low narrow round shallow skinny square steep straight wide Quantity abundant empty few heavy light many numerous substantial Sound cooing deafening faint harsh high-pitched hissing hushed husky loud melodic moaning mute noisy purring quiet raspy resonant screeching shrill silent soft squealing thundering voiceless whispering Time ancient brief early fast late long modern old old-fashioned quick short slow swift young
Padlocked door. Man sitting in wheelchair, with wheelchair highlighted in red. Business woman in suit with guide dog on a harness highlighted in red. Man’s head, with hearing aid highlighted in red. Image of resume is then overlaid on other images. Voiceover: Who knows what great ideas could be lost because people see this [wheelchair highlighted], this [guide dog highlighted], or this [hearing aid highlighted], before this [image of CV]. Description: in casual clothes using a walking stick waving into a mirror at a woman in business attire also using a walking stick. The woman in business attire then sits down at office desk. Voiceover: A business that reflects the diversity of the community it serves, the loyalty and trust of both its customers and employees, as well as enhancing its reputation. Description: Silhouette of a group of business people, some using assistive devices including a white cane, wheelchair. Voiceover: And by making the recruitment process accessible and inclusive of people with disability, organisations have access to a wider talent pool of people with the right skills, qualifications, and experience. Description: A set of stairs smooths out to become a ramp, and a line of people walk up it, including a person using a wheelchair. Voiceover: What's more, when you build your business to be inclusive, you're making it safer, minimising injuries, avoiding breaching discrimination law, and improving access for everyone. Description: White square with the text ‘New talent’ and a tick, then ‘New ideas’ and a tick, then ‘New opportunities’, and a tick. Text: Access and inclusion is good for business. Web address . Voiceover: Disability confident businesses benefit from new talent, new ideas, new opportunities. Access and inclusion is good for business. For more information, .
Part C: INDIVIDUAL FUNDING REQUEST Only Complete if Patient DOES NOT MEET THE CRITERIA IN PART B Exceptionality Please note that not meeting the criteria is not in itself exceptional. The sections below must be completed, clearly outlining a comprehensive and thorough case for the exceptionality of your patient, to enable the IFR Panel to reach a funding decision. Explain why the patient is significantly different to the general population of patients with the condition in question Explain why the patient is likely to benefit more from the intervention than might normally be expected for patients with that condition Brief and relevant health history, including patient’s current health status and any other co-morbidities, health issues and current medication. Clinical History relevant to the case What treatments has the patient tried? Is this patient unable to tolerate the usual care? What services has the patient been referred to? The completed form should be sent in confidence with any other supporting documents to: North Somerset Area By email to: If for some reason you are unable to send your application via email, please contact the Referral Service for guidance. Bristol / South Gloucestershire Areas By email to: If for some reason you are unable to send your application via email, please contact the IFR Team for guidance. In order to comply with information governance standards, emails containing identifiable patient data should only be sent securely, i.e. from an nhs.net account.
Buds Public School, Dubai Grade5 SOCIAL STUDIES WORKSHEET Desert Climate ______________________________________________________________ The main Idea The hot desert climate prevails in the UAE because it lies in the Tropical Zone. CLIMATIC ZONES WEATHER: is the condition “of sunshine, temperature, rainfall and wind over a specific period of time; one day or several days”. Weather is the day-to-day conditions of a particular place. CLIMATE: is the above-mentioned condition over a longer period or time “a year or several years”. Q1. Fill in the blanks with the suitable words given in word box. Rain, meteorological, Tropical, Weather, humidity UAE lies in the ____________________________ Zone. ________________________ is the day to day conditions of a particular place regarding sunshine, temperature, rainfall and wind. __________________ Station give weather forecasts. The amount of water vapors in the atmosphere is called _____________________.
DESERT MASHIE 2018 DUES January – December 2018 FROM TO AMOUNT TOTAL Desert Mashie Golf Club Membership & 01/01/18 12/31/18 $50.00 Western States Golf Association & 01/01/18 12/31/18 $50.00 Arizona Golf Association (AGA) GHIN # 01/01/18 12/31/18 $35.00 $135.00 Desert Mashie Golf Club Membership & 01/01/18 12/31/18 $50.00 Arizona Golf Association (AGA) GHIN # 01/01/18 12/31/17 $35.00 $85.00 Desert Mashie Non-Golfer Membership 01/01/18 12/31/18 $50.00 WSGA Associate Mbr. (current member of another WSGA Club with a GHIN) 01/01/18 12/31/18 $50.00 Arizona Golf Association (AGA) GHIN # Only 01/01/18 12/31/17 $40.00 $40.00