zilongwang/ReadingBank huggingface dataset:
Nitric acid with Copper Oxide Word equation ………………………. + ………………….. ……………… +…………….. Symbol equation Hydrochloric acid with Copper Carbonate Word equation ………………………. + ………………….. ……………… +…………….. Symbol equation Sulphuric acid with Copper Oxide Word equation ………………………. + ………………….. ……………… +…………….. Symbol equation Nitric acid with Copper Oxide Word equation ………………………. + ………………….. ……………… +…………….. Symbol equation Sulphuric acid with Copper carbonate Word equation ………………………. + ………………….. ……………… +…………….. Symbol equation
Topics and Assessments Edexcel (9-1) - Single Sciences GCSE The specification can be found here: This documents explains how Edexcel writes the question papers: There are six papers in total and this will gain you 3 separate GCSEs (Biology, Chemistry, Physics). 2 papers each for biology, chemistry and physics these will all be taken at the end of Year 11 in the Summer exams. Each paper is 1hr 45mins – 100 marks (50% of the GCSE) Biology Topics Paper 1: topics 1-5 Key concepts in biology Cells and control Genetics Natural selection and genetic modification Health, disease and the development of medicines Paper 2: topic 1 + topics 6-9 Key concepts in biology Plant structures and their functions Animal coordination, control and homeostasis Exchange and transport in animals Ecosystems and material cycles Chemistry Topics Paper 1: topics 1-5 Key concepts in chemistry States of matter and mixtures Chemical changes Extracting metals and equilibria Separate chemistry 1 Paper 2: topic 1 + topics 6-8 Key concepts in chemistry Groups in the periodic table Rates of reaction and energy changes Fuels and Earth science Separate chemistry 2 Physics Topics Paper 5: Physics 1 – topics 1-7 Key concepts of physics Motion and forces Conservation of energy Waves Light and the electromagnetic spectrum Radioactivity Astronomy Paper 6: Physics 2 - topic 1 + topics 8-15 Key concepts of physics Energy - Forces doing work Forces and their effects Electricity and circuits Magnetism and the motor effect Electromagnetic induction Particle model Forces and matter
covariates, cumulative days with abnormal platelet counts, cumulative days spent relapse-free, and cumulative days with GvHD. Step 3) From our original sample of N=137, we re-sampled with replacement M=137,000 pseudo-patients, retaining only baseline covariates V0. The large sample reduces Monte Carlo error, and should be as large as is practical. Resampling can be done, for example, using the SAS procedure SURVEYSELECT. Step 4) Using model coefficients generated in Step 2 and the baseline covariates from our 137,000 pseudo-patients, we generated follow-up data for each of the M pseudo-patients by imputing values for platelet levels, relapse, and graph-versus host disease. Time-varying covariates at baseline were set to A0=0, and L0=(0,0). We also imputed the outcome variable Y1, using observed baseline covariates and the imputed values for A1 and L1. Similar to the dataset created in step one, we retained a record for each of the 137,000 pseudo-patients for each For example, the value of (the indicator of GvHD on day k) for individuals who were previously GvHD-free and not yet censored or dead was generated from a binomial distribution with Step 2 can be performed in SAS with a single DATA step using DO loops to cycle through days 1 to 1825 (or until or ), and the GvHD values can be imputed for each person day by drawing a value from a Bernoulli distribution with the probability of GvHD onset () given above. As was observed in our example data, we set this probability to 1 if the pseudo-patient developed GvHD on a previous day.
All assignments must be uploaded in PDF or Word format to Blackboard by 11:59 p.m. EDT on Saturday of each week Week Reading Topics Assignments Due Dates Week 1 1/9-1/14 Chapter 1: Ways of Thinking about Children Chapter 2: Physical Development and Health Purchase Course Materials Syllabus Quiz Read assigned chapters Discussion Board #1 & #2 Reflection Assignment #1 1/14 Week 2 1/16-1/22 (Monday – MLK, Jr. holiday, deadline extended to Sunday) Chapter 3: Classic Theories of Learning and Cognition Chapter 4: Information Processing, Memory and Problem Solving Read assigned chapters Discussion Board #3 Reflection Assignment #2 Quiz #1 1/22 Week 3 1/23 – 1/28 Chapter 5: Cognitive Ability, Intelligence, Talent, & Achievement Chapter 7: Self-Control & Discipline Classroom Management & Discipline Read assigned chapters Discussion #4 & #5 LD Assignment Due! 1/28 Week 4 1/30 – 2/4 Chapters 9, 10, 11: The Social Child Read assigned chapters Reflection Assignment #3 Quiz #2 2/3 Week 5 2/6-2/11 Chapter 12: Language and Literacy Chapter 13: The Self-System and Motivation Video: Building Literacy Competencies in Early Childhood Read assigned chapters Reflection Assignment # 4 2/11 Week 6 2/13-2/18 *Withdrawal Deadline 2/17 Chapter 14: Universal Design Read assigned chapters Discussion # 6 Quiz #3 2/18
Unanimous Resolution: Copy of signed unanimous resolution enclosed. Please provide copy of unanimous resolution approving the amendment of articles of association. Resolution Date: Court Order: Copy of signed unanimous resolution enclosed. Please provide copy of Court Order approving the amendment of articles of association. Order Date: Statement of Compliance: Copy of Statement of Compliance enclosed. Please provide copy of Statement of Compliance I confirm that the amendments in the proposed articles comply with the relevant provisions in the Companies Regulations. Bespoke Articles Does the Company’s articles contain entrenched provisions?* Yes No Bespoke Articles of Association* Copy of signed Bespoke Articles of Association enclosed. Articles of association must be signed by its shareholders or authorized individual and must be witnessed by the company’s director or secretary or by ADGM Registration Authority. If the answer to the above question is ‘No’ Special Resolution: Copy of signed special resolution enclosed. Please provide copy of special resolution approving the amendment of articles of association. Resolution Date: If the answer to the above question is ‘Yes’ Unanimous Resolution: Copy of signed unanimous resolution enclosed. Please provide copy of unanimous resolution approving the amendment of articles of association. Resolution Date: Court Order: Copy of signed unanimous resolution enclosed. Please provide copy of Court Order approving the amendment of articles of association. Court Order Date: Statement Compliance: Copy of Statement of Compliance enclosed. Please provide copy of Statement of Compliance
11/01 Module 10 Meetings 11/07 &11/09 Read Chapter 10: Standards, Curriculum, and Accountability Module 10 Assignments Due 11/08, Noon Online Discussion: CPALMS Lesson Idea 20 VAM and Merit Pay Debate 20 Chapter Quiz 10 20 Module 11 Meetings 11/14 &11/16 Read Chapter 11: Managing the Classroom and Student Behavior Module 11 Assignments Due 11/15, Noon Online Discussion: Educator Alternatives 20 Chapter Quiz 11 20 No Meeting 11/21 Due 11/21 Noon No Meeting Focus: GK Prep Verification Tutoring in Module 11 20 Field Experience No Meeting 11/28 Complete Field Experience Activities 0 Due 11/30Noon No Meeting Field Experience Journal (Field Experience Folder) 30 Due 11/30 Noon No Meeting Teacher Signature Sheet (Field Experience Folder) 10 Due 12/05 Noon Final Project: What I Learned - Iterated through Art 20 Points 812 Uniform Core Curriculum Assignments Not applicable in lower division courses
Module 1 January 16 Chapter 1 Becoming a Teacher Read Chapter 1 Do Discussion: What do Teachers Make? 10 Module 1 January 18 Focus Questions: Ethics of the Teaching Profession Chapter 1 Quiz – due after class but before next class 20 20 Module 2 January 23 Chapter 2 Today's Students Read Chapter 2 pp 43-60 Discussion: English Language Learners IN CLASS 10 Module 2 January 25 ONLINE CLASS Read Chapter 2 pp 43-60 Read Gender Articles Focus Questions Chapter 2 Quiz - due after class but before next class 20 20 Module 3 January 30 Chapter 3 Addressing Learners' Individual Needs Read Chapter 3 Focus videos and questions: Cultural Diversity and Inclusion 20 Module 3 February 1 Discussion: Differentiated Instruction Chapter 3 Quiz - due after class but before next class 10 20 Module 4 February 6 The Social Context of Schools Read Chapter 4 Discussion: Social Constructs Facing Teachers 10 Module 4 February 8 Focus: Practice GK Tests Chapter 4 Quiz - due after class but before next class 20 20
Module 5 February 13 Chapter 5 Families and Communities Read Chapter 5 Focus: School Choice 10 Module 5 February 15 Discussion: Personal Culture Poem Chapter 5 Quiz - due after class but before next class 10 20 Midterm February 20 ONLINE CLASS Midterm Exam 30 Module 6 February 22 Chapter 6 History of Schools in the United States Read Chapter 6 Discussion: Who's Who in U.S. Education 10 Module 6 February 27 Focus: School Video 1770 – 1890 Chapter 6 Quiz - due class but before next class 20 20 Module 7 March 1 Chapter 7 Developing a Philosophy of Teaching and Learning Read Chapter 7 Discussion: Philosophical Discussions in 10 Module 7 March 13 ONLINE CLASS Relevant Philosophies Chapter 7 Quiz - due before next class 20 20 Module 8 March 15 Chapter 8 Organizing and Financing Schools for Learning Read Chapter 8 Discussion: School Funding 10
Module 8 March 20 ONLINE CLASS Focus: School Board Meeting Chapter Quiz 8 - due after class but before next class 20 20 Module 9 March 22 Chapter 9 The Law as it Relates to Teaching and Learning Read Chapter 9 Discussion: Education Court Decisions/Amendments 10 Module 9 March 27 Focus: Mis/Mal/Non-feasance Chapter Quiz 9 - due class but before next class 20 20 Module 10 March 29 Chapter 10 Standards, Curriculum,and Accountability Read Chapter 10 Focus:VAM and Merit Pay Pros and Cons 20 Module 10 April 3 Discussion: CPALMS Lesson Idea Chapter Quiz 10 - due after class but before next class 10 20 Module 11 April 5 ONLINE CLASS Chapter 11 Becoming an Effective Teacher Read Chapter 11 Discussion: Educator Alternatives 10 Module 11 April 10 ONLINE CLASS GKT Tutoring Verification Chapter Quiz 11 - due after class but before next class 20 20 Module 12 12 Finishing up! Project Planning When the Chips are Down Catch Up Module 12 April 17 ONLINE CLASS Field Experience Application & Disclosure (at beginning of semester) Submit Teacher Signature Sheet 10 10 30
Remember Understand Apply Analyse Evaluate Create Word intelligence Write a half page biography on the life of Lily Karadada then describe the totem she uses in her artwork (VAS2.3) Logic and Maths intelligence Make a timeline of the significant events that occurred in Lily Karadada’s life, including the release dates of her artworks (VAS2.3) Space and Vision intelligence Identify and define what a totem is (and involves) using a mind map (VAS2.3) Imagine you are a spirit of the land/sea or sky. Plan and design an artwork that will represent your power and presence (VAS2.3) Body intelligence Conduct a demonstration to display the paint techniques used and evaluate its effectiveness in conveying Wandjina (VAS2.4) Plan and perform a dance/mime to demonstrate the power and presence of a totem that could not speak (VAS2.3) Music intelligence Put the learnt facts about Wandjina and totems into a simple known song (VAS2.3) Naturalist intelligence Complete a nature walk around your school/home and collect a range of natural materials that can be categorized into bush food (VAS2.4) People intelligence In small groups discuss how the images of Wandjina are portrayed and what attributes reflect the totems powerful presence (VAS2.4)
Part C Section Two: Self-Assessment Rubric Criteria Writing 3 sentences I wrote one sentence I wrote two sentences I wrote three sentences Description of key points in sentences I included only a few of the relevant and important details about my totem or family story I included most of the relevant and important details about my totem or family story I included nearly all of the most important details about my totem or family story Verbal participation in small group I spoke about only a few of the relevant and important details about my totem I spoke about most of the relevant and important details about my totem I spoke about nearly all of the relevant and important details about my totem
reproduction Autotrophic or heterotrophic Both Both Both Hetero Auto Hetero Aerobic or anaerobic AN AE AE AE AE AE Cell walls or no cell walls Yes Yes Maybe Yes Yes No Use the following key to identify the tree branch to the left. 1. a. leaf is needle-like….go to 2 b. leaf is broad……… go to 5 2. a. needles are short ....go to 3 b. needles are long…...go to 4 3. a. underside of needles green…hemlock b. underside of needles silver ..balsam 12. What am I? 4. a. 3 needles in bundle….pitch pine pitch pine b. 5 needles in bundle….white pine 5. a. edge of leaf to 6 b. edge of leaf serrated…go to 7 6. a. minty odor…… wintergreen b. no minty odor…..laurel 4.02 Analyze the processes by which organisms representative of the following groups accomplish essential life functions including… 13, 14, 15. Fill in the charts below showing how various groups of organisms accomplish the life functions listed. Annelid worms, Insects , Amphibians, Mammals, Gymnosperms , Angiosperms , Non-vascular Plants Protists Annelids Insects Transport of materials diffusion CLOSED CIRCULATORYTrue coelom Open circulatoryTRUE COELOM Excretion Digestive-anus Nitrogen-nephridia Malphighian tubules Respiration Gas exchange through moist skin Tracheal tubes Regulation Brain and nerve cords ganglia Brain and nerve cords ganglia Nutrition Heterotrophic-filter feeder to predators Heterotrophic Reproduction External fertilization and seperate Sexual INTERNAL FERTALIZATION Growth and development Metamorphosis Amphibians Mammals Transport of materials Cardiovascular system Cardiovascular system Excretion Cloaca, KIDNEY Kidneys,anus,cloaca Respiration Occurs through skin and gills lungs Regulation ectothermic endothermic Nutrition Filter feeders,herbivores. carnivores heterotrophic Reproduction External ferti INTERNAL FERT. Growth and development metamorphosis Placental FOR MOST SPECIES
Quiz must be completed by 3/19/17 by 11:59pm Lab is due by 11:59pm on 3/26/2017 (chalk and wire integrated dropbox in My Courses) Module 5: Performance Assessments Read: Chapter 9 Module Five Quiz Module Five Lab – Creating a Performance Assessment & Rubric Discussion post due 3/31/17 by 11:59pm with feedback due by 11:59pm on 4/2/2017 Lab is due by 11:59pm on 4/9/2017 (chalk and wire integrated dropbox in My Courses) Module 6 ESOL & ESE Student Assessments Read: Info in MyCourses Module Six Discussion Posts & Responses Module Six Lab – ESOL & ESE Modifications/Accommodations Letter to parents due 4/16/17 by 11:59pm Data lab is due by 11:59pm on 4/23/2017 (chalk and wire integrated dropbox in My Courses) Module 7: Using Data to Make Decisions Read: Info in MyCourses Letter Home to Parents/Caregivers Module Seven Lab – Data Analysis Mod 8 Lab is due by 11:59pm on 4/30/2017 Module 8: Analyzing & Interpreting Data Read: Chapter 12 Module Eight Quiz
Module Eight Lab – Using school-wide, district, and state data Uniform Core Curriculum Assignments Assignment Title C & W Required FEAP ESOL EDF 4430 Module 7 Data Analysis Lab Yes 4.a EDF 4430 Module 4 Item Writing Lab Yes 4.b EDF 4430 Module 5 Performance Assessment Lab Yes 4.c EDF 4430 Module 6 ELL & ESE Lab Yes 4.d 5.3
The European Mobility Card – Situation in 2014 ................................................................................................................... List of contents
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policies and programmes as well as finding opportunities to collaborate with and support the Disability Movement globally Historically, EDF has played a strong role in successfully promoting the adoption of the CRPD. Through our engagement with the International Disability Alliance (IDA), we have also been actively engaged in the adoption of the disability inclusive aspects of the 2030 Agenda for Sustainable Development. In our globally connected world, where new international frameworks are disability- inclusive on paper but not yet in practice, there are more opportunities for EDF to promote both the CRPD and the 2030 Agenda through international cooperation, strengthening the implementation of the CRPD and the Sustainable Development Goals (SDGs) in Europe and around the world. There are also opportunities to share the learning of the disability movement in Europe with sister regional DPO. In this four year period, EDF will focus on: Ensuring that the EU and its Member States incorporate the rights of persons with disabilities in their approach to the Sustainable Development Goals (SDGs) and International Cooperation including the engagement of organisations of persons with disabilities at all levels Engaging in the Economic Commission for Europe (UN ECE) regional mechanism on Sustainable Development to ensure persons with disabilities are systematically included for strong SDGs in Europe, in the UN ECE region and worldwide Cooperating with the regional DPO networks of Africa, ASEAN (Association of Southeast Asian Nations), Pacific, Latin American and Arab regions to strengthen their work and promote the CRPD and the SDGs both at the regional and international levels Contributing to the work of IDA to promote the CRPD within the UN system and supporting IDA in its efforts to ensure that the rights of persons with disabilities are effectively promoted through the entire UN treaty body system Taking advantage of opportunities to promote disability inclusive disaster risk reduction through the Sendai Framework for action and the Charter on Inclusion of Persons with Disability in Humanitarian Action. Cooperating with DPOs in the wider European region and seeking opportunities to build our capacity to engage in promoting the CRPD together with DPOs in this region as well as the SDGs Promoting the recognition by the Council of Europe of the role of DPOs in policy dialogue and the active involvement of EDF and its members in Council of Europe policies and decisions related to disability, in respect of article 4.3 of the CRPD. The implementation of the Council of Europe Disability Strategy should promote the human rights of persons with disabilities as enshrined in the CRPD
imparted to her by some third person who had spoken to Ms Edgar. This impression is reinforced by the following passage of evidence given in cross-examination by Mr Swan: 'Q. Christina Petridis was working for you at the time of these events, was a very careful employee, wasn't she. A. Yes. Q. And you say that she reported to you that she'd had a conversation the day after the surgery, that she'd had a conversation with Lauren. A. Yes. Q. And that Lauren had said she was okay. A. Yes. Q. I suggest to you that Christina Petridis did not say anything like that to you, and did not tell you that she'd had a telephone conversation with Lauren Edgar, that's correct isn't it. A. No.' In cross-examination by counsel assisting Mr Lindsay, Dr Kerry reiterated that it was his belief that Ms Petridis had informed him of the outcome of the inquiry made of Ms Edgar that day but stated that if it had not been Ms Petridis, then it either would have been his daughter Madeline who from time to time worked in the practice, or possibly Dr Kerry’s wife, who also worked in the practice as its manager. In any event Dr Kerry stated in cross-examination by Mr Lindsay that he did not on the Thursday, or at all, tell Ms Edgar to take the stockings off. Dr Kerry in this context acknowledged that if a patient was asking to take stockings off it would be an unusual matter that required investigation, and that if the patient was asking to take the stockings off because of pain, there would be an even greater need for that to be investigated. He told the Court that he never had any conversation with Ms Edgar about whether or not she should take the stockings off and no member of his staff reported any such conversation to him, acknowledging that he would have expected his staff to report such a conversation if it had taken place. There is no note within Ms Edgar’s clinical record at Dr Kerry’s practice of any telephone enquiry, attempted or otherwise, being made of her on 6 March 2008 at any time by any person. There was a procedure in place for the documenting of such enquiries, but I was not satisfied that the procedure was universally and constantly adhered to. Despite agreeing earlier that Ms Pertridis was a very careful employee,
8. Montressor toasts to Fortunato’s long life. This is an example of a) situational irony b) dramatic irony c) verbal irony d) satire 9. Fortunato believes that they are going to taste the amontillado. This is an example of a) situational irony b) dramatic irony c) verbal irony d) satire 10. Fortunato is dressed as a jester. This is an example of a) situational irony b) dramatic irony c) verbal irony d) satire Section Three: “The Raven” by Edgar Allan Poe Answer the following questions by choosing the best answer from the options below. 1. “The Raven” is what type of poem? a) a lyrical poem b) a ballad c) a sonnet d) a narrative poem 1 “Once upon a midnight dreary, while I pondered weak and weary, 2 Over many a quaint and curious volume of forgotten lore, 3 While I nodded, nearly napping, suddenly there came a tapping, 4 As of some one gently rapping, rapping at my chamber door. 5 `'Tis some visitor,' I muttered, `tapping at my chamber door - 6 Only this, and nothing more.” 2. Lines one and two of this stanza are examples of which part of the plot? a) exposition b) rising action c) initial incident d) falling action 3. Lines three and four are examples of which part of the plot? a) exposition b) rising action c) initial incident d) falling action 1 Presently my soul grew stronger; hesitating then no longer, 2 `Sir,' said I, `or Madam, truly your forgiveness I implore; 3 But the fact is I was napping, and so gently you came rapping, 4 And so faintly you came tapping, tapping at my chamber door, 5 That I scarce was sure I heard you' - here I opened wide the door; - 6 Darkness there, and nothing more. 4. The above stanza is an example of which part of the plot? a) exposition b) climax c) falling action d) rising action 5. The “napping,” “rapping,” and “tapping” in this stanza are examples of a) internal rhyme b) end
c) slant rhyme d) approximate rhyme 1 `Be that word our sign of parting, bird or fiend!' I shrieked upstarting - 2 `Get thee back into the tempest and the Night's Plutonian shore! 3 Leave no black plume as a token of that lie thy soul hath spoken! 4 Leave my loneliness unbroken! - quit the bust above my door! 5 Take thy beak from out my heart, and take thy form from off my door!' 6 Quoth the raven, `Nevermore.' 6. The above stanza is an example of which part of the plot? a) resolution b) climax c) falling action d) rising action 1 And the raven, never flitting, still is sitting, still is sitting 2 On the pallid bust of Pallas just above my chamber door; 3 And his eyes have all the seeming of a demon's that is dreaming, 4 And the lamp-light o'er him streaming throws his shadow on the floor; 5 And my soul from out that shadow that lies floating on the floor 6 Shall be lifted - nevermore! 7. The above stanza is an example of which part of the plot? a) resolution b) climax c) falling action d) rising action 8. Line four is an example of a) irony b) tone c) imagery d) alliteration 9. The bust of Pallas in this poem symbolizes a) mythology b) wisdom and knowledge c) torture d) the raven 10. The mood of “The can best be described as a) romantic b) melancholy c) optimistic d) gruesome
JPS Health Network External Data Request Form REQUEST DATE: JPS TICKET #: REQUESTOR IDENTIFICATION AND CONTACT INFORMATION SECTION ○ JPS or Acclaim Staff ○ UNT or TCU Faculty, Staff, or Student ○ External to JPS (contractor, vendor, non-UNT or -TCU researcher, etc.) DATA NEEDS SECTION ○ PHI IS NEEDED. ○ LIMITED DATA SET IS NEEDED. ○ DE-IDENTIFIED DATA IS NEEDED (following HIPAA regulations). DATA USE SECTION ○ TPO * USE ○ MARKETING USE ○ FUND RAISING USE ○ GOVT/PUBLIC HEALTH REQUIRED REPORTING ○ CLINICAL RESEARCH USE: JPS IRB number: JPS IRB approval date: Please attach approval letter, protocol and data collection form ○ DSRIP/1115 Waiver Project: ○ OTHER (PLEASE EXPLAIN): ○ Limited Data Use Agreement currently in place (if so, please attach copy) DISCLOSURE INTENT SECTION HOW DO YOU PLAN TO USE THIS DATA? ○ JPS or Acclaim etc. ○ CLINICIANS EXTERNAL TO JPS ○ PUBLIC PRESENTATION OR PUBLICATION (Attach Limited Use Data Agreement) ○ VENDOR OR BUSINESS PARTNER ○ RESEARCHERS FROM OTHER INSTITUTIONS ○ GOVT. OR PUBLIC AGENCY TO BE COMPLETED BY REQUESTOR NAME: TITLE: ORGANIZATION: ADDRESS: ZIP: OFFICE CELL: EMAIL: CONTACT IF NOT SAME AS ABOVE NAME: TITLE: ORGANIZATION: ADDRESS: ZIP: OFFICE PHONE: CELL: EMAIL: PURPOSE OF REQUEST: * TPO: Treatment, Payment and Healthcare Operations
Qualitative and quantitative research methods were both used, and 45 interviews were conducted, transcribed and thematic analysis was done and online survey was designed to reach out and engage with local people. Loneliness and isolation were both completely different things but are put together all the time. Youngest person interviewed was 30 and oldest was 89, which shows that this is not just an old age thing. Mainly loneliness they are dealing with rather than isolation. University data is viable. Results will be seen by Director of Public Health first and then results can be shared. CL asked JN what are the contributing factors to loneliness. JN said that Mental health and disability were big factors. Outcomes showed that it was a collaborative approach and was a cost effective method of research. Research fully engaged local community stakeholders in identifying the problem and finding the solution. 15 people interviewed were asked if they wanted to be connected with, and they did. JN is hoping that method will result in more solution, so that people know how to improve own health. The researchers gave feedback and they would all be willing to do more work because they enjoyed it and learnt a lot. It has helped to increase their skills and own wellbeing. Other outcomes are contributed to building social networks as they are associated with reducing illness and death rates. Out of 10 community researchers – 2 gained employments, 1 signed up for a masters and another 1 signed up for a PHD. The other 6 are still engaged in the research. JN ensured the interviewees were signposted to the correct organisation such as Sunderland Mind, Counselling, and Age UK etc.
Toxicity Data LD50 (oral, rat) 1,034 mg/kg Dermal No data available Inhalation No data available Skin Corrosion/Irritation No data available Serious Eye Damage/Eye Irritation No data available Respiratory or Skin Sensitization No data available Carcinogenicity Data No components have been listed as carcinogenic. Reproductive Effects No data available Mutagenicity Data No data available Teratogenicity Data No data available Potential Health Effects Eyes Eye contact may cause irritation with discomfort, tearing or blurry vision, eye corrosion with corneal or conjuctival ulceration. Skin Can cause irritation due to caustic nature of material. Prolonged exposure can cause blistering and sloughing of the skin. Absorption of large amounts may cause symptoms similar to those of ingestion. Inhalation Causes irritation to the respiratory Symptoms may include coughing, shortness of breath. May be caustic to nasal and lung tissues; causing severe burning. Ingestion May irritate GI tract. Abdominal pain, nausea, vomiting, diarrhea of mucous and blood, lethargy, twitching of facial muscles and extremities, convulsions, fever, yellow discoloration of the skin, a fall in blood pressure, collapse, or coma may occur. Section 12. Ecological Information Environmental Toxicity No data available Persistence and Biodegradability No data available Bio accumulative Potential Not expected to be bio accumulative. Mobility in Soil No data available Other Adverse Effects No data available Section 13. Disposal Considerations Information: Whatever cannot be saved for recovery or recycling should be managed in an appropriate and approved waste disposal facility. Processing, use, or contamination of this product may change the waste management options. State and local disposal regulations may differ from federal disposal regulations. Dispose of container and unused contents in accordance with federal, state, and local requirements.
LA mentioned how she was still investigating how people can claim mileage for attendance at these meetings. ACTION: LA to investigate mileage claims and bring an update to the next meeting The group discussed the need for paper copies of large documents. LA and AS agreed to post these out if requested, one week before the meetings. Both DE & LH requested paper copies of documents to be posted out. ACTION (rolling): AS to post out paper documents to DE & LH one week prior to the next meeting The group discussed how executive summaries should also be provided for large documents, to make it more accessible to read and digest. ACTION (rolling): LA to ask for executive summaries for large documents, and circulate to the group accordingly LA mentioned to the group how she was trying to update the attendance list to ensure she had up-to-date contact details for everyone attending the group, including phone numbers, and where relevant (to post paperwork), addresses. LA and AS collected updated information on people, and will keep this up-to-date. ACTION (rolling): LA & AS to keep up-to-date records CL also discussed how there was a need to map and gap membership at the group, and reach out proactively. The start of keeping up-to-date information on attendees will help with this. The group were also asked to be proactive in terms of identifying people who could potentially attend. ACTION (rolling): ALL to think about potential members to the E&D group in particular those from protected characteristics groups ACTION (rolling): AS to be proactive in reaching out to potential attendees LA AS LA LA / AS ALL AS Update from partners UPDATE1: ML provided an update on All Together Better (A2B) from an Age UK perspective. ATB has brought multi-disciplinary (MD) teams together in five geographical locations across the city. The MD teams
dreadnought and super-dreadnought battleships, combining heavy guns and armour plate with analogue computers, elaborate range-finders, radio, oil-burning boilers, steam turbines, and much else, were the creation of the Royal Navy and private arms industry, which was clearly investing in research before the Great War. In industry more generally, there were many examples of laboratories being established for the development of new products and processes. Sheffield steel provides a clear example of the development of research before 1914 in a field usually condemned for technical backwardness. In political discussions, technical experts were heard at the highest levels, and some political-intellectual movements, for example the Fabian Society, embraced a notably scientistic form of politics. Party leaders with an interest in science included R. B. Haldane, the noted liberal lawyer (and brother of the physiologist J. S. Haldane), who was a leading figure in university reform, army reform, and the law; and on the conservative side was Arthur Balfour, who was closely connected to Cambridge science. Moreover, a strongly nationalistic/imperialistic, technocratic, and anti-democratic scientific lobby existed in the Edwardian years: national efficiency was the watchword for many reform campaigns, including the eugenics movement which sought to limit the reproduction of the lowest classes, attributing their plight to biological, transmissible inferiority. Unlike the United States, British eugenics was mostly about class rather than race – though Jewish immigration was an issue. Many public health doctors regarded talk of national degeneration as mythical, and British eugenicists preferred to segregate
National Merit Scholars 2012 2013 2014 2015 2016 2017 2018 Commended 9 1 4 3 2 6 8 Semifinalists 0 0 4 3 2 3 3 Finalists 2 3 4 3 2 3 TBA Scholars 1 2 0 3 2 1 TBA College Matriculation (2010-2017) Art Institute of Fort Lauderdale Auburn University Ballwin-Wallace College Bates College College Brigham Young University Clemson University Cornell University Davidson College Daytona State University Delft University (the Netherlands) Duke University Earlham College Eastern Florida State College Embry-Riddle Aeronautical University Embry-Riddle University Emory University Flagler College Florida Atlantic University Florida Gulf Coast University Florida Institute of Technology Florida International University Florida Polytechnic University Florida School of the Arts Florida Southern College Florida State University Grinnell College Hollins University Indiana University Jacksonville University Johnson & Wales University Kansas State University Keiser University Kent State University Kettering University Liberty University Massachusetts Institute of Technology Moorehead State University New College of Florida New York University Norwich University Notre Dame University Oberlin College Ohio University Parsons School of Design Pratt Institute Purdue University Rice University Ringling College of Art and Design Roanoke College Rollins College Saint Leo University Salem College Savannah College of Art and Design School of Art Institute of Chicago School of Visual Arts (N.Y.) Southeastern University Southern Illinois University of Edwardsville Stetson University Syracuse University The City College of New York The King’s College, NY The University of Kansas The University of Tennessee Thomas University United States Coast Guard Academy United States Merchant Marine Academy University of Arkansas University of Central Florida University of Denver University of Florida University of Miami University of Nebraska University of Florida University of South Carolina University of South Florida University of West Florida Vanderbilt University Virginia Tech University Webber International University Wesleyan College Williams College Yale University
• Logotypes: Text that is part of a logo or name has no minimum contrast requirement. 1.4.4 Resize text: Except for captions and images of text, text can be resized without assistive technology up to 200 percent without loss of content or functionality. Supported 1.4.5 Images of Text: If the technologies being used can achieve the visual presentation, text is used to convey information rather than images of text except for the following: • Customizable: The image of text can be visually customized to the user's requirements; • Essential: A particular presentation of text is essential to the information being conveyed. Supported With Exceptions The Web Note feature relies on the screen shot of a web page. have the ability to select text from the page and have that text incorporated into the note itself. Principle 2: Operable User interface components and navigation must be operable. Guideline 2.1 Keyboard Accessible Make all functionality available from a keyboard. Criteria Supporting Feature Remarks and Explanations 2.1.1 Keyboard: All functionality of the content is operable through a keyboard interface without requiring specific timings for individual keystrokes, except where the underlying function requires input that depends on the path of the user's movement and not just the endpoints. Supported
Adverse light tactical handling and shooting techniques. Flashlight techniques. "Unusual" shooting positions (Seated, Crouch, Gun Canted, etc.) Problem-solving and decision-making exercises. Failure to stop / drug & body armor drills. Tactical engagement of multiple threats and multiple threat levels. Movement Tactical handling and shooting techniques employing off-duty concealed equipment. Concealed draw from hip, cross-draw, ankle and shoulder holsters, fanny packs, etc. A variety of drills and exercises specifically designed to practice all of the elements of tactics, handling, speed and accuracy that have been presented during the week. Student instructor presentations and demonstrations. Student instructor-controlled tactical range exercises. Student Equipment: Duty Handgun with Duty Belt Concealment Holster & Concealment Garment (Jacket, Sweatshirt, etc) 3 magazines or speed loaders for Duty Handgun 1000 rounds of Handgun Ammunition Police flashlight Hat Note taking material Eye & Ear protection (Electronic Hearing Protection Recommended) & knee pads (optional) Rain Gear Cost: 2 days (16 MN POST Credit hours) - $275 To Register: Complete the Course Registration Form at LiveFireShoothouse.com at this link: http://livefireshoothouse.com/courseregform.html or call (320) 274-3278.
If you are REMOVING funds completely from a line, delete the funding amount and make sure to clear out the fields that were associated with the line. If you do not clear out the fields, you will get a submission error when you try to submit. For example, the have been removed, but other fields have not been cleared; user must also flip the category and Primary Function fields back to “Select.” Do not enter $0 in a line that you are removing as the system will see $ there and you will get submission errors. Simply delete the entry from Amount and roll everything back to select / delete info as explained above. Click Save & Next at the bottom of the Budget Entry formlet to save changes as well as to navigate to the next formlet, the Project Expenditures to review the changes. Hint: Users can also click calculate as changes are entered to make sure full allocation is budgeted / not exceeding the allocation amount as funds are moved around between the lines. Calculate does NOT save your changes. You must hit Save or Save & Next to make sure your changes are retained. Review changes made on the Project Expenditures formlet. At the bottom of the Project Expenditures formlet, you can also review the Total Allocation Amount, Total Funds Requested (budgeted) MTRS Applicable Amount and Balance Remaining (remains to budget).
COE SYLLABUS STATEMENTS SPC Syllabus Statements Each student must read all topics within this syllabus and the content of the If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor. If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum. CALENDAR AND TOPICAL OUTLINE Module Dates Assignments Points Module 1 8/13-9/3 Discussion Post/Responses Module One Assignment Record of Hours 10 points 15 points 5 points Module 2 9/4-9/30 Module Two Assignment Journal Reflection (Chalk & Wire) Record of Hours 10 points 50 points 5 points Module 3 10/1-10/28 Discussion Post/Responses Research Proposal Record of Hours 10 points 50 points 5 points Module 4 10/29-12/2 Discussion Post/Responses Internship Research Paper (Chalk & Wire) Record of Hours 10 points 100 points 5 points TOTAL 275 points
Note: Add additional rows as needed. summary of STAFF SKILLS Directions: Based on the results of your staff skills survey, list individuals on your staff who possess the following emergency-related skills. You may or may not have any staff members with some of the skills listed. The survey and summary serve as a tool for your staff to know, prior to an emergency, which individuals might best perform specific emergency functions. Name Location Radio/Cell # School Ext. Home # FIRST AID 1. Ida Lugo 2. Patrick Solis 3. Nurse Locker Rm. Radio Channel 1 Radio Channel 1 73211 CPR 1. Ida Lugo 2. Ramona Garcia 3. Patrick Solis Nurse Nurse Locker Rm. Radio Channel 1 channel 1 Radio Channel 1 73211 73250 Heimlich 1. Ida Lugo 2. Patrick Solis 3. Locker Radio Channel 1 Radio Channel 1 73211 73211 Triage 1. 2. 3. Fire Suppression 1. Reggie Olivares 2. Jose Gomez 3. Radio Channel 1 73427 Evacuation Chair Training 1. Ramona Garcia 2. 3. Nurse Radio Channel 1 Incident Command System 1. Nora 2. Edgar Rincon 3. Enrique Herrera Office Office Office Radio Channel 1 Radio Channel 1 Channel 1 73202 73246 73303 Search & Rescue 1. 2. 3. Running/Jogging 1. Evan 2. Patrick Solis 3. Locker Rm. Locker Rm. Radio Channel 1 Radio Channel 1 73250 73250
Law Enforcement 1. Jason Durden 2. Angel Sanchez 3. Security Office 73203 Note: A Skills Survey” is in your Campus Emergency Planning Toolkit. Summary of STAFF SKILLS (Continued) Name Location # School Ext. Home # Languages 1. Diana Acosta 2. Evelyn Ortiz 3. Office Office Radio Channel 1 Radio Channel 1 0 Survival Training 1. 2. 3. Ham Radio 1. 2. 3. CB Radio 1. 2. 3. Shelter Management 1. 2. 3. Journalism 1. Carlos Briano 2. 3. 73283 Mechanical Ability 1. Jose Gomez 2. 3. Custodian Custodian Emergency Management 1. 2. 3. Office Office Office Chaplain Training 1. 2. 3. Psychological/Social Services 1. 2. 3.
EDI 836 Functionality Changes for EProcurement Solicitations Notice to DLA Suppliers and Vendor and Value Added Networks (VAN) Community Vendors who conduct business with the Defense Logistics Agency (DLA) may be affected by changes in the use of Electronic Data Interchange (EDI) once Release 1.2 of EProcurement's single agency-wide contract writing and administration tool's goes live later this year. EProcurement is part of DLA's ongoing Enterprise Business System (EBS) projects, and will impact EDI. The EDI 836 transaction provides notification to unsuccessful offerors identified as EDI-capable. As part of the EProcurement testing effort, it was determined the EDI 836 notification had been changed. Action is underway to restore this transaction to its previous format, however this is not anticipated to be accomplished prior to later this year. In the interim, the altered version of the transaction will be provided. The updated format will not include the PO1, QTY and AMT segments. The BCO and N1 segments will be provided, but the award date will not be passed in the BCO6 segment. Vendors may obtain award information via the DIBBS Web site at https://www.dibbs.bsm.dla.mil/ .The DIBBS search results screen will have an icon in the award column to designate an award as EProcurement. For more information and/or to address any questions, please contact the EBS Supplier Communications Team at dscr.bsmsct@dla.mil.
The following persons are officially designated by the Responsible Authority as “Designees” to be in charge of individual files or systems containing government data and to receive and comply with the requests for government data. Scott Neal Heather Branigin MJ Lamon Lisa Schafer Jane Timm Bob Wilson Sandra Arciniega Wicklund Jennifer Bennerotte Kaylin Eidness Ryan Browning Chad Millner Sharon Allison Eric Roggeman Kyle Sawyer Kay McAloney Kelly Curtin McMayer Carri Person Terri Wilson Tom Schmitz Karen Bretson Ruth Schmoll Darrell Todd Fischer Judy Laufenburger Jackie Onichuk Ann Kattreh Joel Janet Canton Susan Faus Michael Frey Patty McGrath Susie Miller Tom Shirley Amy Smith Donna Tilsner Cary Teague Jackie Hoogenaaker Cindy Larsen Brian Olson Marge Bergman Dave Goergen Dave Nelson Lynn Olson Jeff Brown Solvei Wilmot EXHIBIT B CITY OF EDINA REQUEST FOR PUBLIC DATA MINNESOTA GOVERNMENT DATA PRACTICES ACT
EXHIBIT I SAMPLE CONTRACT PROVISION DATA PRACTICES ACT Data Practices Compliance. Contractor will have access to data collected or maintained by the City to the extent necessary to perform Contractor’s obligations under this contract. Contractor agrees to maintain all data obtained from the City in the same manner as the City is required under the Minnesota Government Data Practices Act, Minnesota Statutes Chapter 13. Contractor will not release or disclose the contents of data classified as not public to any person except at the written direction of the City. Contractor agrees to defend and indemnify the City, its elected officials and employees, from any claim, liability, damage or loss asserted against the City, its elected officials and employees, as a result of Contractor’s failure to comply with the requirements of the Act or this contract. Upon termination of this contract, Contractor agrees to return data to the City, as requested by the City.
2.00pm Rows A-E in the Dress Circle Full payment due as soon as tickets are confirmed No Group Discount. £3 discount for children only, please advise how many when booking Max 6 tickets Reference Panto 26 Wonderland Thursday 26 January 2017 7.30 pm Rows V to Z in the Stalls Edinburgh Playhouse Full payment due by 1 November Original price £36.50 Discount £28.50 Our Price £20.00 Max 6 tickets Available - closing date 5th November Reference Wonderland RENT Friday 17 February 2017 7.30pm stalls K & L Festival Theatre Full payment due by 1 December 2016 Original price £29.50 Group Discount £25.50 Our Price £18.00 Available - closing date 5th November Reference Rent The Curious incident of the dog in the night-time Thursday 23 February 2017 7.30pm Dress circle Rows E & F Festival Theatre Full payment due by 1 December 2016 Original price £36.00 Group Discount £32.00 Our Price £25.00 Max 2 tickets Available - closing date 1st December Reference Curious Danza Contemporanea De Cuba Tuesday 14 March 2017 7.30 pm Row D in the Stalls Festival Theatre Full payment due by 1 December 2016 Original price £26.50 Discount £22.50 Our Price £15 Max 2 tickets Available - closing date 1st December Reference Danza Sister Act Thursday 13 April 2017 7.30 pm Rows P to T in the Stalls Edinburgh Playhouse Full payment due by 1 December Original price £41.50 Group Discount £34.50 Our Price £24.00 Max 4 tickets Available - closing date 1st December Reference Sister Act