zilongwang/ReadingBank huggingface dataset:
nsw local government daps Rockdale Shire Council 2012 Shoalhaven Shire Council 2012 Blacktown City Council 2012-2015 City of Sydney Inclusion (Disability) Plan 2014-2017 other public sector daps Commonwealth Prime Minister and Cabinet (Workplace Diversity Strategy) 2011-2014 Commonwealth Department of Foreign Affairs and Trade 2011-2015 Commonwealth Attorney General & Justice 2013-2015 Western Australia - Public Transport Authority 2012-2017 Australia Post 2012-2015 privater sector Plans University of Sydney Disability Action Plan 2013-2018 Westpac Accessibility Action Plan 2013 ANZ Accessibility and Inclusion Plan 2013-2015 Australian Chamber Orchestra Disability Action Plan 2012 McDonald's Australia Disability Discrimination Act Action Plan 2004 Qantas Airways Limited Disability Access Facilitation Plan 2013 Commonwealth Bank of Australia Disability Action Plan 2012 guidelines or similar documents NSW – Disability Action Planning Guidelines 2008 VIC – aDAPting to Disability, a guide to disability action plans WA - Disability Access and Inclusion Plans - Resource Manual for State Government Commonwealth Disability Strategy Implementation Plan 2000 ACT – Policy Management Framework 2012 England – Planning and access for disabled people, a good practice guide 2003 Scotland – Disability Equity Scheme 2008-2011
Wales –Best practice guide for arts providers on disability issues 2008 other resources Australia - Australian Human Rights Commission – Guide to disability action plans Australia - Community Relations Commission – Multicultural Planning, a resource for practitioners United Kingdom – Office of Disability Issues, Delivery Inclusive Policy United Kingdom – Equality and Human Rights Commission, Meeting the equality duty in policy and decision-making
Sydney Tower 2, Level 23, Darling Park 201 Sussex Street Sydney, NSW 2000 t +02 8233 9900 f +02 8233 9966 Brisbane Level 7, 123 Albert Street Brisbane, QLD 4000 t +07 3007 3800 f +07 3007 3811 Melbourne 12, 120 Collins Street Melbourne, VIC 3000 t +03 8663 4888 f +03 8663 4999 Perth Level 1, 55 St Georges Terrace Perth, WA 6000 t +08 9346 0500 f +08 9221 1779 Australia • Asia • Middle East e info@urbis.com.au
On-Grounds Recruiting Reservation Request Form Please complete this form and submit to your employer relations manager via e-mail. COMPANY INFORMATION Company Name Corporate Address Contact Name City, State and Zip Title E-Mail Address Telephone Company Website INTERVIEW RESERVATIONS Dates Requested Position Title Second Year*/ First Year Number/Type of Schedules 1st choice 2nd choice 3rd choice 1. 30 min. Rotating 45 min. Rotating 60 min. Rotating 2. 30 min. Rotating 45 min. Rotating 60 min. Rotating *SY job opportunities are open to students in the fulltime MBA, MBA for Executives and Global MBA for Executives programs unless otherwise requested. EVENT RESERVATIONS Dates Requested Events Dates Target Audience Fee 1st choice 2nd choice 3rd choice Company Briefings 14-17, 21-24, 28-29 September available to companies with briefing attendance of 75+ in 2014) First Year Students Company provides catering Dedicated Recruiting Days 30 September – 2 October 21-23 October First Year Students $200 Group networking luncheon included 5-8, 12-14, 26-29 October 2-5, 9-12 November First Year Students Company provides catering Second Year Networking Nights 8, 15, 22, 29, 30 September 1 October Second Year Students $400 First Year Networking Nights 20-22 October First Year Students $400 ADDITIONAL BRAND BUILDING OPPORTUNITIES (Ctrl + click on the event links to learn more.) CDC Facilitated Events Target Audience Dates Requested
4 Vegetative and/or C&D Debris Removal from Debris Management Sites (DMS/TDSRS) and Hauling to Final Disposal Site (NOTES 2, 3 & 6) /CY /TON 5 Management of DMS/TDSRS (NOTE 4) /CY 6 Processing (Grinding/Chipping) of Vegetative Debris at DMS/TDSRS or Final Disposal /CY 7 Grinding or consolidation of C&D debris at DMS/TSDSRS /CY 8 Processing (Open Burning) of Vegetative Debris at or Final Disposal /CY 9 Processing Burning of Vegetative debris using air curtain incinerators at DMS/TDSRS or final disposal /CY 10 Pick Up and Haul of White Goods to Site within Dare County. /LB 11 Pick Up and Disposal of Hazardous Material /LB 12 Management and Recycling /UNIT 13 Dead Animal Collection, Transportation and Disposal /LB Extraction of hazardous stumps resulting from trees growing on the right of way & Hauling to Final Disposal Site (NOTE 5) 14 24 inch diameter to 47.99 inch diameter measured 24” above ground /STUMP 15 48 inch diameter and greater /STUMP Debris from leaners and hangers will be piled on right of ways and will be hauled and disposed of under items 1 – 9 16 Removal of hazardous hanging 2 inches or more at point of break /TREE 17 Removal of hazardous standing 6” – 12.99” in diameter (NOTE 7) EACH 18 Removal of hazardous standing trees 13” – 24.99” in diameter (NOTE 7) EACH 19 Removal of hazardous standing trees 25” – 36.99” in diameter (NOTE 7) EACH 20 Removal of hazardous standing trees 37” – 48.99” in diameter (NOTE 7) EACH 21 Removal of hazardous standing trees more than 49” in diameter (NOTE 7) EACH Marine Debris Removal 22 bayou and ditch clearing /LF 23 Bays and open waters /ACRE 24 Marine vessel and other land vehicle removal /LF The following items shall be billed on a time and material basis. 25 Emergency Road Clearance /Attachment II NOTES: This price assumes that DMS/TDSRS’s , final disposal site or other approved disposal sites are within 45 miles. For distances, over 45 miles but less than 150 miles add __________ per cubic yard.
understanding of needs (20%) and ease of locating supports (20%) and sourcing information (23%), were identified as being particularly poor. The final question in the support section asked students to indicate their engagement with a range of technological and academic supports available through DS (Table 1). Frequently Often Sometimes Rarely Never Assistive Technology (Texthelp / Dictaphone etc.) 2 4 1 4 20 Disability Service (ATIC) room in libraries 5 6 2 4 14 Learning support 1 4 7 4 16 Skills4Study Campus 0 1 6 4 20 Photocopy cards 7 3 5 3 13 Unilink 4 2 5 4 15 Extended library borrowing 4 2 3 4 18 1 Engagement with academic supports For the purposes of this analysis, results for ‘Never’ and ‘Do not use’ options were combined. Although 60% of students indicated that they never used Assistive
SCHEDULE (continued) ORDER TO BE AMENDED NAME OF ORDER EXTENT OF AMENDMENT The Strathclyde Regional Council (Oban Town Centre)(On-Road Parking and Charges) Order 1995 as amended In Schedule 1, item 38 Tweedale Street, for the words “100 metres” there shall be substituted the words “89 metres” and for the words “11 metres” there shall be substituted the words “23 metres”. Schedule 3 shall be deleted and a new Schedule 3 shall be inserted as follows:- SCHEDULE 3 PARKING CHARGES INNER ZONES Road Name Parking Charges Max.stay Albany Street (part) Argyll Street Campbell Street Combie Street Craigard Road High Street Rockfield Road(School Brae) Shore Street (part) Stafford Street Stevenson Street Tweedale Street Airds Crescent Airds Palce 20 per 10 minutes Up to 2 Hours Argyll Square Queens Park Place William Street Corran Esplanade George Street First 30 minutes FREE Thereafter:- 20 per 10 minutes Up to 2 Hours
30 pence This is the Schedule referred to in the foregoing Order the “Argyll and Bute Council (On-Street Parking Places and Charges) (Oban) Order 201_” SCHEDULE (continued) ORDER TO BE AMENDED NAME OF ORDER EXTENT OF AMENDMENT The Strathclyde Regional Council (Oban Town Centre)(On-Road Parking and Charges) Order 1995 as amended OUTER ZONES Road Name Parking Charges Max.stay Albany Street (part) Breadalbane Street Drimvargie Road Glenshellach Terrace Lochside Street Shore Street (part) Dunollie Road 20 pence per 10 minutes Up to 4 Hours Gallanach Road (part) Ganavan Road (part) 20 pence per 10 minutes All day Penalty Charges Penalty Charge Notice (paid within 14 days) £30.00 Penalty Charge Notice (paid after 14 days) £60.00
This is the Schedule referred to in the foregoing Order the “Argyll and Bute Council (On-Street Parking Places and Charges) (Oban) Order 201_” SCHEDULE (continued) ORDER TO BE AMENDED NAME OF ORDER EXTENT OF AMENDMENT The Strathclyde Regional Council (Oban Town Centre)(On-Road Parking and Charges) Order 1995 as amended There shall be added, new Schedules as follows:- Schedule 10 Outer Parking Zone Residents Zone E Length of Road in Argyll and Bute within the Town of Oban Side of Road included in the Zone 1. Gallanach Road Between the Sailing Club and Brandy Rock Northwest Schedule 11 Outer Parking Zone Residents Zone F Length of Road in Argyll and Bute within the Town of Oban Side of Road included in the Zone 1. Ganavan Road Between Glenrigh Hotel and the War Memorial Southwest The Strathclyde Regional Council (Oban Town Centre)(Traffic Management) 1995 as amended In Schedule 7, the item Gallanach Road, 24. c and 24 d. shall be deleted and replaced with the following:- This is the Schedule referred to in the foregoing Order the “Argyll and Bute Council (On-Street Parking Places and Charges) (Oban) Order 201_”
TITLE Contracts are made and orders accepted only upon and subject to these terms and conditions of sale. No variations of these terms and conditions will be binding upon DEL unless agreed to in writing and signed by an officer of DEL. Any conditions of the buyer, shall be disregarded and are excluded unless expressly accepted in writing by DEL . Acceptance of the goods by the buyer shall be construed as an unqualified acceptance of these terms and conditions of sale. ( a copy of which is available on our website) Title for goods shall remain vested in DEL and shall not pass to the buyer until the purchase price for the goods has been paid in full and received ( cleared funds) by DEL, along with the payment in full or all other goods agreed to be sold by DEL to the buyer for which payment is then due. Until title for the goods passes: 1. DEL shall have authority to retake, sell or otherwise deal with and/or dispose of all or any part of the goods. 2. DEL and its agents and employees shall be entitled at anytime to require the buyer to deliver up the goods to DEL and if the buyer fails to do so, without the need to give notice DEL may enter upon any property upon which the goods, or any part of them are stored, or upon which DEL reasonably believes them to be kept and if necessary detach goods from other goods or equipment, and repossess the goods 3. The buyer shall store or mark/ identify the goods in a manner reasonably satisfactory to DEL, indicating that title to the goods remains vested in DEL and 4. The buyer shall insure the goods to their full replacement value, and arrange for DEL to be noted on the policy of insurance as the loss payee. Irrespective of whether to the goods remains vested in DEL, risk in the goods shall pass to the buyer upon delivery. The buyer shall not be entitled to pledge or in anyway charge title of the goods to any third party, until such time as the purchase price of the goods has been received ( cleared funds) by DEL. For account holding customers, payment for goods must be made on or before the last day of the month following the month of the invoice- unless other specific arrangements have been agreed and confirmed in writing by DEL Any possible controversy/ dispute will fall within the jurisdiction of the English courts system.
those sensations that exist beyond the rational and quantifiable realm of visual representation, such as the ineffable sensation of love. Utilizing a different line of inquiry, A Childhood Memory by Piero della Francesca (2007), Hubert Damisch’s astute account of Piero della Francesca’s Madonna del Parto, advocated an anti-biographical (and anti-Vasarian) mode of interpretation, instead foregrounding the “operation of painting” itself, set within the framework of the connections between image and viewer, rather than between image and textual source (or image as a manifestation of cultural practice). For Damisch, Piero’s fresco is as much about progeny, birth, and creation as about the fundamental conceits of art historical analysis itself. In Private Lives in Renaissance Venice (2004), Patricia Fortini Brown (2004) wove together architectural and art historical analysis to reconstruct the domestic environment. Jacqueline Musacchio, The Art and Ritual of Childbirth in Renaissance Italy (1999) addressed works of art depicting childbirth as well as those created for and in its commemoration, by positioning them within the larger context of a mother’s pregnancy, labor, and confinement. Geraldine Johnson’s essay, “Family Values: Sculpture and the Family in Fifteenth-Century Florence” (2000), on the emergence of the portrait bust as a type, is another important contribution, examining the elision of portraits of children and images of a very young Saint John the Baptist. Two exhibitions at the Metropolitan Museum of Art in recent years addressed the topic, albeit obliquely—The Renaissance Portrait from Donatello to Bellini (2011) and Art and Love in Renaissance Italy (2008)—as did the 2013 exhibition, The Springtime of the Renaissance: Sculpture and the Arts in Florence, 1400-1460, organized by the Louvre and the Palazzo Strozzi. And, fundamental to any treatment of children’s bodies is Leo Steinberg’s inimitable The Sexuality of Christ in Renaissance Art and Modern Oblivion (1983). `
children and illustrated visually by them, was reflected in the prominence of the Ospedale degli Innocenti and a new public awareness of the plight of unwanted and orphaned children. Perhaps the visual identification of charity with children should be understood as a way of pulling on the heart (and purse) strings of donors and patrons. In 1487, Andrea della Robbia inserted several glazed terracotta roundels along the façade of Brunelleschi’s building, showing infants in various states of swaddling. The babies, almost all with their arms outstretched, echo in their poses both Christ on the cross and supplicants begging for alms. The frieze, highlighting the child’s vulnerability, seems intended to elicit sympathy from the observer. Today, organizations such as UNICEF and the Red Cross use similar images of the very young in their fundraising efforts. A novella by Albergati Capacelli, which although written in the eighteenth century was based on Renaissance prototypes, illustrates this sentiment—a miserable and miserly man, upon encountering four young boys in tattered clothes who wept and wrung “their hands as if their little hearts would break,” was so “deeply touched” that “a new soul” seemed “to inspire him; he is no more the same being; beneficence now guides his steps.” The Ospedale degli Innocenti commissioned or was bequeathed an impressive collection of art, including works by major Florentine artists, among them Luca della Robbia, Sandro Botticelli, Domenico Ghirlandaio, and Piero di Cosimo. These paintings and sculptures intended for display at the Ospedale incorporate children and elicit sympathy for them in striking ways. In the background of Domenico Ghirlandaio’s Adoration of the Magi (1488, Istituto degli Innocenti), the artist included a depiction of the Massacre of the Innocents (not the more frequent Flight into Egypt, as in the Sassetti altarpiece in Santa Trinita). Fra Dominici argued that images should allow children to see themselves “mirrored” in youthful depictions of Christ and John the Baptist and in “the slaughtered Innocents.” Ghirlandaio moved beyond this by including four
پایان تِرم دری 6 (School letterhead/logo) (Date) پدر/مادر/سرپرست عزیز، مکتب در روز ................................................. (day) و تاریخ ...................................................................... (date) در ..................................... (time) برای رخصت پایان ترم Term/سال Year بسته می شود. مکتب دوباره در روز ......................................... ( day) مورخ ................................. ( date) در ساعت .......... (time) صبح باز می شود امضاء:……………………………………… تاریخ: ...............................................................
HEALTH PATHWAYS: EXPRESSIONS OF INTEREST PROJECT PARTICIPATION OPPORTUNITIES The time is now for you to be able to help your patients even more: Darling Downs HealthPathways have a way for you to get involved and invest in our local healthcare initiative. We are on the lookout for a: GP CLINICAL EDITOR Darling Downs and West Moreton PHN (DDWMPHN) is working with the Darling Downs Hospital and Health Service (DDHHS), to improve the patient journey and coordination of care between the hospital and primary health care systems. To do this, DDWMPHN and DDHHS are collaborating in developing the Darling Downs HealthPathways (DDHP) web portal. The HealthPathways web portal empowers clinicians with locally agreed information to make the right decisions together with patients, at the point of care. Developed by local GPs, hospital clinicians, and a wide range of other health professionals, HealthPathways provides clear and concise guidance for assessing and managing a patient with a specific symptom or condition, as well as information about making requests and referrals to services in the local health system. Darling Downs HealthPathways will go live in June 2018. The role of the HealthPathways Clinical Editor is to provide expert clinical advice and input into the localisation of HealthPathways to ensure the information is correct, useful and relevant to the Darling Downs Primary Care setting. A pathway on average can take between 4-8 hours to localise depending on complexity, and this on average would take 2-4 hours per week. LOCATION: West Moreton or Darling Downs FLAT HOURLY RATE: $165 inc GST KEY REQUIREMENTS Current registration with the Australian Health Practitioner Regulation Agency (AHPRA) as a medical practitioner undergoing GP training or with Specialist GP qualification Current clinical work in South East Queensland. Knowledge of the health care systems in the Darling Downs Hospital and Health Service region including key service providers and individuals. Commitment to evidence-based practice. High level communication and negotiation skills together with the ability to exercise sound judgement. Strong analytical skills with an ability to logically distil simple information from a complex range of sources. Strong understanding of the primary health care sector including rural and remote services, Aboriginal health, cross-cultural health service delivery and a keen interest in mental health. A knowledge of the Queensland health system and associated priority health needs. Understanding of a population health approach and ability to manage resources rationally.
CLMH Project Darlington Learning and Skills Learner feedback and praxis as at 10/3/17 We’ve collated evaluation feedback from 11 learners who have taken part in Phase 2 between January 2017 and the beginning of March 2017 and would like to share these, and the lessons we’ve learned, with colleagues. Learner feedback Evaluation question % positive feedback Feedback – verbatim comments Do you feel the aims of the course were clearly communicated? 100% “I liked the structure of programmed activities” “Very well presented” Were the activities well organised? 100% “Yes- Brilliant!” “Yes, each session was clear and well organised” Did the tutors create a professional and supportive learning environment? 100% “very friendly and felt comfortable” “Very supportive, made me feel I was able to do the tasks” “xxx was the best teacher ever- inspirational” Did you feel able to talk mental health? 100% “It really helped to release the thoughts to someone” “Being in a small group of people who have same problems” “Very easily” “I could not talk about it before the course” What do you think we could improve? 75% said it could not be improved. “Better promotion of the course beforehand as to time” “A longer course” “Further extension courses” “it can’t be improved” “Someone more experienced to talk with – a MH specialist” “10 week course and add Photoshop” “More talking about feelings”
11. Peer Assessment findings shared with Participating Organisation, Lead Organisation and MAS Case files moved to Recognising Excellence The following activities start from the day on which RE share findings with Participant: Step 13 – Participant signs and returns Assessment report Step 14 – urgent remedial actions completed and report returned to RE Step 16 – non-urgent remedial actions and reporting completed with Lead Organisation RE 5 days 33 12. Post-assessment discussion (optional) RE Participant Peer Assessor 10 days 38 13. Peer Assessment report signed and returned to RE Signed report shared with MAS Commissioning Manager Participant RE 10 days 38 (74 challenge made) 14. Urgent Remedial Action response to RE (Steps 12 and 13 combined) Participant 20 days 38 (74 challenge made) 15. Arrangements for next assessment confirmed with Participant Case Files destroyed by RE RE 3 days 48 16. Action plan and response to recommendations (Non-Urgent Action) reported directly to MAS/Lead Organisation Participant/Lead Organisation 65 days 38 (74 where challenge made) Representations Process (where applicable) RE activity relating to Representations Process will conclude on Day 99 12 (a) Participant to notify RE of intention to appeal assessment findings Participant 10 days 38 12 (b) Peer Assessor, Moderator and MAS notified of intention to challenge Cases shared electronically with Moderator and Peer Assessor RE 1 day 48 12 (c) Participant to submit written representations Participant 10 days 48 12 (d) Representations considered by Peer Assessor and Moderator Formal written response prepared *Technical Expert involved as appropriate Peer Assessor Moderator *Technical Expert 10 days 58 12 (e) Moderation of Representations Outcome Report addendum shared with Participant, Lead Organisation and MAS RE 5 days 68
11. Peer Assessment findings shared with Participating Organisation, Lead Organisation and MAS Case files moved to Recognising Excellence RE 5 days 33 12. Post-assessment discussion (optional) RE Participant Peer Assessor 10 days 38 13. Peer Assessment report signed and returned to RE Signed report shared with MAS Commissioning Manager Participant RE 20 days 38 (74 where challenge made) 14. Participant to report Urgent Remedial Actions to RE (Steps 12 and 13 combined) Participant 20 days 38 15. Arrangements for next scheduled Peer Assessment confirmed to Participant Case Files destroyed by RE RE 3 days 58 16. Action plan and response to recommendations Action) reported directly to MAS/Lead Organisation Participant/Lead Organisation 65 days 38 (74 challenge made) Representations Process (where applicable) RE activity relating to Representations Process will conclude on Day 99 12 (a) Written Representations submitted. If neither representation made nor signed final report returned to RE within 20 working days of receipt of assessment report this will constitute a breach of SLA Participant 20 days 38 12 (b) Peer Assessor, Moderator, Lead Organisation and MAS notified of intention to appeal RE 1 day 58 12 (c) Representations considered by Peer Assessor and Moderator Formal written response prepared Peer Assessor Moderator Technical Expert 10 days 59 12 (d) Moderation of Representations response Final report and assessment findings (amended as appropriate) shared with Participant, MAS and Lead Organisation RE 5 days 69 Steps 13-16 then apply The assessment process will not exceed a maximum of 91 days reflecting steps 2 – 15. If Representations are made, the assessment process will not exceed a maximum total of 127 days including steps 12(a) – 12(d)
Organizing Committee, 1986 International Scientific Committee, 2004 INTERNATIONAL COMMITTEES (cont’d) International Susac’s Syndrome Foundation (ISSF) Member at Large, Board of Directors, 2012- Neuromuscular Disease Association of Romania International Scientific Committee, 1991-1993 “Neuro-Ophthalmology Congress, 1988” Organizational Committee, 1983-1988 Saudi Alzheimer’s Disease Association Advisory Board, 2011-2016 Chair, International Advisory Committee, 2010-2016 Selection Prince Sultan Abdulaziz Alzheimer’s Disease Prize, 2012. Member of the Consultative Council of Saudi Alzheimer’s Disease Association 2017- World Federation of Neurology Finance Committee, 1985-2001 Chairman, 1990-2001 Publications and Website Committee, 1987–2001 Chairman, 1987-2001 Management Committee Liaison Member 1997-2001 Chairman, Ad Hoc Contract Committee for World Congress 2005, 1999-2001 Fund-raising Committee, 2004-2008 XIVth World Congress of Neurology (India) Trust of Trustees, 1997-1999 Research Groups and Neuro-otology, 1987- Executive Committee, 1987-1995 Migraine and Headache, 1988-2000 Nominating Committee, 2000 Organization and Delivery of Neurological Services, Founding Member, 1990 Neurotoxicology and Occupational Medicine, 1992-2000 History of the Neurosciences, 1995-2001 World Congress of Neurology Organizing Committee, 1998-2001 World Neurology Foundation of Directors, 2007-2008 LOCAL COMMITTEES Academy of Medicine, Cleveland Ad Hoc Committee on Tort Reform, 1995-1996 Biomedical Research Cleveland Executive Committee, 1994-1999 Cleveland Biotechnology Park, Inc. Advisor, 2001 Cleveland Tomorrow, Technology District Visioning Group, 1997-1999 Edison BioTechnology Center, State of Ohio, 1994-2001 Technology Commercialization Committee, 1996-1998 Human Rights Campaign (HRC) Cleveland Steering Committee, 1999-2009 Federal Club, 1998-2006 University Circle, Inc. Cleveland Technology District Committee, 1994-1996
Indications Unanticipated difficult intubation (Plan B) Known straightforward bag-mask ventilation but difficult laryngoscopy (anticipated difficult intubation) Contraindications Any possible difficulty with bag and mask ventilation (i.e can’t ventilate) High risk of aspiration airway abnormality Complications Failure Oesophageal intubation Desaturation Techniques you will Fibreoptic-assisted intubation via the Berman airway 1. The head and neck should be supported in the neutral position. Confirm adequate bag and mask ventilation then administer a muscle relaxant. 2. Insert the Berman airway as a conduit to aid ventilation and for the fibreoptic bronchoscope.
DART for Schools Selected indicators on curriculum and instruction, leadership and governance, human resources, professional development, student support Included: all schools and single school districts Compare two schools and the state 5 DART Detail: Staffing and Finance Overview reports—enrollment, performance, staff and finance highlights Staffing FTEs and student/staff ratios by category for all staff, by program area and by subject for teachers, by category for special education Finance data for per pupil expenditures, dollar expenditures, state aid, out-of-district, revolving funds, Chapter 70 program, tax levies Included: municipal and regional districts* One district Compare eight districts Compare four districts and the state One district Compare four districts and the state 5 1 year 3 years 5 3 years DART Detail: Success After High School Selected indicators on high school indicators, high school performance, programs of study, postsecondary education outcomes, and career development education. Included: all schools containing grades 9 to 12 Compare two schools and the state 5 years DART Detail: English Language Learners Selected indicators specific to English language learner students and programming, including enrollment and demographics, curriculum and assessment, English language proficiency (MEPA), staffing, and federal grants. Included: all districts, including single school districts Compare ten districts and the state, and all schools in one Most recent 5 * Because comparable financial data is not available for charter schools, this DART does not include these districts, and the DART state-wide finance comparisons do not include charter data. Using DART files Download DART files to your computer DART files work better if they are downloaded to your computer; however, DARTs are updated periodically, so check the website and download new versions. DART are very large and cannot be emailed. To share them, send a link to the website. Note for Mac users: DARTs for Districts and Schools and DART Detail: English Language Learners have separate files for the Mac that will function better. The DART Detail: Staffing and Finance file works for both PCs and Macs, but Mac users cannot open this file directly from the website. Download it before opening it. You can download the file two ways:
DART for Schools Selected indicators on curriculum and instruction, leadership and governance, human resources, professional development, student support Included: all schools and single school districts Compare two schools and the state 5 years DART Detail: Staffing and Finance Overview reports—enrollment, performance, staff and finance highlights Staffing FTEs and student/staff ratios by category for all staff, by program area and by subject for teachers, by category for special education Finance data for per pupil expenditures, dollar expenditures, state aid, out-of-district, revolving funds, Chapter 70 program, tax levies Included: municipal and regional districts* One district Compare eight districts Compare four districts and the state One district Compare four districts and the state 5 years 1 year 3 years 5 years 3 years DART Detail: Success After High School Selected indicators on high school indicators, high school performance, programs of study, postsecondary education outcomes, and career development education. Included: all schools containing grades 9 to 12 Compare two schools and the state 5 years DART Detail: English Language Learners Selected indicators specific to English language learner students and programming, including enrollment and demographics, curriculum and assessment, English language proficiency (MEPA), staffing, and federal grants. Included: all districts, including single school districts Compare ten districts and the state, and all schools in one Most recent 5 years * Because comparable financial data is not available for charter schools, this DART does not include districts, and the DART state-wide finance comparisons do not include charter data. How to access DART in School/District Profiles Step 1: School/District Profiles Go to to access School/District Profiles
Definitions Match the words with the meanings (use a dictionary to help): persuade to vow that you will do something grab to convince someone to do something promise to seize something with your hand Part 3: Verbs Put the right verb from the box below in the sentences. George does not want to spend very much money because he and Lennie are trying to save up for a house. Whit and George play cards. Curley promises to say he got his hand caught in a machine. Curley hits Lennie on the nose.
Part 5: Happy or Sad? Put a or a in the column to show when the character is happy or sad: or Lennie has killed the puppy by mistake. Lennie is worried that George will be angry with him. Curley’s wife wishes she hadn’t married Curley. Lennie likes soft things. Curley’s wife tells Lennie to stroke her hair. Curley’s wife tells Lennie to stop. Lennie’s fingers get stuck in her hair. Lennie shakes her and breaks her neck. Part 5: Why? Answer the questions in full sentences ‘because’. The first one has partly been done for you. These answers are just examples Why is Lennie worried?
Events in part 5 to fit into the flow Lennie kills the puppy Candy finds the body Candy tells the other men He breaks her neck She lets him stroke her hair Lennie runs away She struggles and screams He fetches George Curley’s wife comes in They all go to kill Lennie His fingers get stuck in it George goes back to the bunk house Carson says Lennie has stolen his gun Lennie tells her he likes soft things She tells Lennie she is unhappy Part 5: Opposites Choose the correct word or phrase from the box to complete the sentences below:
DARTs ‘DARTs’ stands for Directed Activities Related to Text. DARTs provide an alternative to traditional comprehension questions. It is often possible to complete a comprehension task without fully understanding the text, but using DARTs encourages EAL learners to engage with texts in a way that promotes greater understanding. DARTs are appropriate for fiction or non-fiction texts, and can be used to check the learner has understood the main points of a specific topic. They can provide an opportunity to go beyond the literal, and look at meaning that is implied in the text rather than overtly stated, and support learners learning how to reconstruct and interrogate texts. As well as being useful for independent learning, DARTs can also be carried out by pairs or small groups of learners and this turns them into active, collaborative learning situations giving opportunities for exploratory talk. (Read more about collaborative learning) Types of DARTs There are two main types of DARTs: DARTs using modified texts (the teacher modifies the original text, e.g. taking out words, phrases or sentences, cutting the text into segments): Gap-filling - missing words, phrases or sentences Sequencing – words, sentences or short paragraphs Grouping segments of text according to categories Completing a table, grid, flow chart etc. Labelling a diagram Predicting – writing the next step or an end to the text DARTs using unmodified texts (the teacher photocopies the original text so the learner can annotate or manipulate the photocopy), e.g. Underline or highlight particular sections of text (descriptive language, nouns, connectives, topic sentences etc.) Break the text into chunks and devise a heading for each chunk Use the information in the text to draw a table, diagram, flow chart etc. Devise questions about the texts – pairs can devise questions for each other
Marine Iguanas Flightless Cormorant http://people.rit.edu/rhrsbi/GalapagosPages/Cormorant.html Blue Footed (and other) Boobies (birds) Tortoises Frigate Bird Finches (video from Animal Planet...although there aren’t really vampire finches!)
APPENDIX C: Representative photographs of biofouling communities on settlement plates collected at Frances Bay Mooring Darwin, from June 2012 to July 2013. Oct 11 – 2 (front) Oct 11 – Plate 2 (rear) Jan 13 – Plate 1 (front) Jan 13 – Plate 3 (rear) Apr 13 – Plate 3 (front) Apr 13 – Plate 1 (rear) Jul 13 – Plate 2 (front) Jul 13 – Plate 1 (rear) APPENDIX D: Representative photographs of biofouling communities on settlement plates collected at Tipperary Marina, Darwin, from June 2012 to July 2013. Oct 11 – Plate 3 (front) Oct 11 – Plate 2 (rear) Jan 13 – Plate 2 (front) Jan 13 – Plate 3 (rear) Apr 13 – Plate 3 (front) Apr 13 – Plate 2 (rear) Jul 13 – Plate 1 (front) Jul 13 – Plate 1 (rear) APPENDIX E: Representative photographs of biofouling communities on settlement plates collected at Cullen Bay Pontoon, Darwin, from June 2012 to July 2013. Oct 11 – Plate 2 (front) Oct 11 – Plate 1 (rear) Jan 13 – Plate 2 (front) Jan 13 – Plate 1 (rear) Apr 13 – Plate 2 (front) Apr 13 – Plate 3 (rear) Jul 13 – Plate 2 (front) Jul 13 – Plate 3 (rear) APPENDIX F: Representative photographs of biofouling communities on settlement plates collected at HMAS Coonawarra, Darwin, from June 2012 to July 2013. Oct 12 – Plate 3 (front) Oct 12 – Plate 3 (rear) Jan 13 – Plate 3 (front) Jan 13 – Plate 2 (rear) Apr 13 – 3 (front) Apr 13 – Plate 1 (rear) Jul 13 – Plate 3 (front) Jul 13 – Plate 3 (rear)
Time is required for good assembly strategies to be discovered through trial and error; and this asymmetric evolutionary quest puts living things in a kind of memory-defined, directional time that has no real parallel in the abiotic world. True diamonds are forever, but we living quasi-diamonds each have our day; we must wait for the baby or the blade of grass to arrive at their own proper point in cosmic history. Even after all that waiting, though, we should still expect, when first looking into the strange blue eyes of this new example just fallen from the moon, to be once again surprised by the newest twists and turns in Darwin’s evolving snowflake. Bibliography Albert, D. (2000) Time and Chance. Cambridge, Massachussetts: Harvard University Cairns Smith, A. G. (1990) Seven Clues to the Origin of Life. Cambridge: Canto Press. B. and Shepherd, G. (1987) Tilings and Patterns. New York: W. H. Freeman & Co. Janot, C. (1994) Quasicrystals: a Primer. Oxford: Oxford University Press. Kauffman, S. (1993) The Origins of Order. Oxford: Oxford University Press. Maynard Smith, J. (1982) Evolution and the Theory of Games. Cambridge: Cambridge University Press. Patthy, L. (1999) Protein Evolution. Hoboken: Wiley-Blackwell. Robinson, G, (1978) ‘Undecidability and Nonperiodicity for Tilings of the Inventiones Mathematicae 1978; 12: 177 – 209. Schrödinger, E. (1947) What is Life? The Physical Aspect of the Living Cell. New York: Macmillan. Van Ophuysen (1991) ‘Non-Locality and Aperiodicity of d-Dimensional Tilings.’ In Quasicrystals and Discrete Geometry. Jiri Patera, ed. Toronto: Fields Institute Monographs. Von Neumann, J. (1966) Theory of Self-Reproducing Automata. Edited and Compiled by Arthur W. Burks. Champaign: University of Illinois Press. Wang (1965) ‘Logic, Games, and Computers.’ Scientific American, November 1965, pp. 98 -106.
Actual word count: ___ words Role of the Fellow: Please outline how you think the Fellow could approach the problem. How will the Fellow fit within the structure of your team/department and what scope will they have to lead the project and influence the direction taken to implement solutions (100 words) Actual word count: ___ words Funding: Please indicate what level of funding you are seeking from HEE KSS and what other sources of funding you will be accessing (e.g. LWAB, CEPN, own organisation etc) HEE Contribution Organisational Contribution LWAB or CEPN Contribution Other Funding Nominated Sponsor Commitments I will… 1 … commit to mentoring and supporting the Fellow throughout their programme Yes/No 2 … work to ensure that a suitable Immersion week programme is in place before the Fellow starts Yes/No 3 … ensure that the Fellow is able to attend all days of leadership development programme. Yes/No 4 … attend events and activities for sponsors that are run in conjunction with the leadership development programme Yes/No 5 … ensure that my organisation provides the Fellow with resources and access to facilities such as desk space, computers, telephones etc as required to undertake the project Yes/No 6 … work with the Fellow, my organisation, London South Bank University & Health Education England to ensure that the Yes/No
HEE Contribution Organisational Contribution LWAB or CEPN Contribution Other Funding - - - £60k Scenario 5: The project focusses on a key strategic aim within primary care, fits with the 5YFV aims and will be based within a General Practice which cannot make any organisational contribution HEE Contribution Organisational Contribution LWAB or CEPN Contribution Other Funding £30k - £30k from CEPN - Scenario 6: The project is based in a Community Interest Company (with limited resources). The theme is really innovative & isn’t currently being looked into by anyone. HEE Contribution Organisational Contribution LWAB or CEPN Contribution Other Funding £60k - - -
RACQUET SPORTS PHYSICALLY OR HEALTH IMPAIRED 1. Use shorter and lighter racquets 2. Secure the racquet to hand and /or arm with Velcro 3. Have partner drop the ball 4. Pair with partner for backboard practice 5. Use Nerf balls, balloons, beach balls, wiffle balls, fleece balls or low-flight tennis balls 6. Allow two or more bounces if using any kind of ball that bounces 7. Allow extra serve attempts 8. the serve to come from a bounce 9. Allow the serve to be taken from anywhere inside the court boundaries 10. Allow the serve to land anywhere inside the court boundaries 11. Decrease height of net and/or modify court size 12. Increase the number of players on the team of the student who is impaired 13. Decrease distance of service 14. Play doubles 15. Have everyone play from sitting position 16. If the ball hits the chair, continue play from that spot with a hit or serve 17. Provide the student with a court that is close to the building 18. Provide an extra person to chase balls 19. Teach cross handed wheeling SENSORY IMPAIRED
Division of Acquisition Policy & Evaluation (DAPE) Raymond Dillon, Acting Director, DAPE Noel Prue-Johnson, Administrative Assistant John DeCenzo, Procurement Analyst Silver Jones, Procurement Analyst Derrick Montford, Procurement Analyst Maureen Turner-Cooper, Procurement Analyst Darlene Walls, Procurement Analyst
Information Request: Objective 6 – Accelerated to Market Respondents shall describe how the State would meet these requirements. Response: The State assumes that in the initial configuration of the RAN the Partner will provide roaming service on a compatible LTE network that will provide coverage and capacity on an interim basis until the OPSBN is deployed to an extent to provide reliable service in defined areas of Ohio. Information Request: Objective 6 – Accelerated Speed to Market Respondents shall identify the existing LTE network(s) proposed for the initial operational configuration, and ongoing roaming service for the proposed OPSBN. If roaming will require reverse compatibility with a 3G technology, the standard and version of that technology shall be specified. Response: Objective 7: User Service Availability Provide a broadband service with availability of 99.99% as measured in a rolling 12- month window within each reporting area. Offerors should consider areas that contain mission-critical infrastructure as needing enhanced hardening and increased availability. Service restoration activities shall be undertaken with the highest available priority but shall not exceed two hours for any impaired service. For restoration of service via temporary or secondary service capabilities, the temporary or secondary service must be transparent to the users and provide similar capability.
NPSTC - National Public Safety Telecommunications Council NTIA - National Telecommunications and Information Administration OPSBN – Ohio Public Safety Broadband Network PPP – Public Private Partnership PSE – Public Safety Responder QoS – Quality of Service RAN - Radio Access Network RF – Frequency RFI – Request for Information - State and Local Implementation Grant Program SPOC – FirstNet Single Point of Contact UE - User Equipment VPN – Virtual Private Network WAN – Wireless Area Network
ACKNOWLEDGEMENT AND RECEIPT OF ODFW’S DRUG AND ALCOHOL POLICY I acknowledge that I have received copies of ODFW’s policy documents: Alcohol and Controlled Substances Testing of Employees Having A Commercial Drivers License (DAS 105-050-0003) and Questions and Answers About ODFW’S Drug And Alcohol Testing Program For Department Employees Required To Hold A Commercial Driver’s License. I understand that ODFW’s policy for drug and alcohol testing for CDL drivers is in effect. I will read (or have read to me) this information I have received this day. ________________________________ _____________________________ Print Name Signature ________________________________ Date ________________________________ _____________________________ Supervisor’s Name (please print) Supervisor’s Signature Attachments: Alcohol and Controlled Substances Testing of Employees Having A Commercial Drivers License (DAS 105-050-0003) Questions and Answers ODFW’S Drug And Alcohol Testing Program For Department Employees Required To Hold A Commercial Driver’s License. DISTRIBUTION: Employee Supervisor Human Resources ODFW DRUG &/OR ALCOHOL TEST REQUEST FORM
500 N Columbia Hwy Ste. 3 St Helens OR 97051 (503) 397-1802 ex FAX: (503) 366-3484 8-5, M-F No After Hours EBT? Saliva Alcohol Only, Adventist Tillamook Medical Center 1000 Third Tillamook, WA 97141 (503) 815-2380 FAX: (503) 815-2446 Hours: 8am to 5pm Mon-Fri EBT? Yes Coastal Health Services 216 Cedar Ave Tillamook, OR (503) 842-3661 FAX: (503) 842-5331 Hours: 9-4:30, M-Th; Closed 1-3; 9-1, FAX: (503) 842-5331 No After Hours EBT? Yes Revised 04/23/2018
APPENDIX F Laboratory Safety/Supply Checklist The presence/availability of items marked *** is required in all areas of laboratory use of hazardous chemicals. Supervisors must determine which of the others are required. ___ Fire extinguisher ___ Safety shower and eyewash ___ Fire blanket ___ Splash-proof goggles ___ Fire ___ Specialty goggles U.V., IR, Laser, etc.) ___ Dust pan and broom*** ___ Face shield (8" minimum) ___ Safety cans for chemical storage ___ Gloves appropriate for material(s) used (see Table 1)*** ___ Acid/corrosive storage cabinet ___ Lab coat*** ___ Bottle carrier(s) (rubber, polyethylene) ___ Dust ___ Hazard Assessments documented and posted ___ Other PPE (list) ___ Flammable storage cabinets ___ Respirators with appropriate cartridges* ___ Spill control trays ___ Hearing protection (i.e., ear plugs) ___ ___ ___ ___ ___ ___ Spill clean-up media for: Acid Base Solvent Oil Mercury Radioactivity ___ ___ ___ Emergency procedures for: spill or explosion*** ___ ___ ___ Biosafety supplies: a. Sharps containers b. Autoclave bags c. Biohazard warning labels ___ Laboratory hoods (fan operational, adequate face velocity, no broken glass, clean and orderly) ___ Chemical Hygiene Plan*** ___ Standard Operating Procedures*** ___ Material Safety Data Sheets ___ Labeled Containers*** * Cartridge respirators may only be worn by employees enrolled in the Purdue Respiratory Protection Program. Contact the REM Industrial Hygiene Section for more information.
P PEL 7, 8, 34, 52, 72, 73, 74 PELs 34 Perchloric acid 16, 22, 26, 49, 63 peroxides 29, 31, 48, 50, 51, 67 Peroxidizables 29, 50 personal protective equipment 6, 7, 9, 11, 15, 16, 19, 20, 65, 68, 81 physical hazard 3, 23 picrates 31 policy iii, 41 POLICY STATEMENT iii pressure 16 protective equipment 2, 5, 8, 9, 20, 21, 81 pyrophoric 3, 23, 68, 72 R RADIOACTIVE 18, 40 refrigerator 16, 22 reproductive 3, 5, 8, 9, 34, 36, 55, 66, 68, 73 respirator 2, 11, 15, 19, 20, 39, 42 respiratory protection program 20 responsibilities 4, 5, 47, 71 Restricted access 18 RIGHTS 2 RIGHTS AND RESPONSIBILITIES 2 S safe handling 3, 6, 27, 47 SCOPE AND APPLICATION 4 16, 22, 26, 31, 51 shower 15, 23, 42, 43, 56 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39 SPECIAL HAZARDS 9 SPECIAL PRECAUTIONS 23 standard operating procedures i, 4, 5, 8, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39, 80 students 5, 45, 47, 66 T teratogen 55 TERATOGEN 74 teratogenesis 55, 73 THRESHOLD LIMIT VALUE 74 TLV 8, 13, 34, 52, 64, 72, 73, 74, 88 toxic agent 34 toxic agents 54, 68 Toxicity 12, 37, 38, 39, 52, 53, 57 toxicological testing 8 TRANSPORTATION 40, 41 V vacuum 16, 38, 39, 44 vacuum line 44 VENTILATION 66, 68, 70 W DISPOSAL 41 22
Consultant details* (including signature or confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C92.1 – Chronic myeloid leukaemia (CML), BCR/ABL-positive HRG Code Completion of marked with * is mandatory. Failure to complete these items may mean that payment is not made.