zilongwang/ReadingBank huggingface dataset:
"Now-" said Harrison, taking her hand, we show the people the meaning of the word dance? Music!" he commanded. The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps, too. "Play your best," he told them, "and I'll make you barons and dukes and earls." The music began. It was normal at first-cheap, silly, false. But Harrison snatched two musicians from their chairs, waved them like batons as he sang the music as he wanted it played. He slammed them back into their chairs. The music began again and was much improved. Harrison and his Empress merely listened to the music for a while-listened gravely, as though synchronizing their heartbeats with it. They shifted weights to their toes. Harrison placed his big hands on the girls tiny waist, letting her sense the weightlessness that would soon be hers. And then, in an explosion of joy and grace, into the air they sprang! Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. They leaped like deer on the moon. The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it. It became their obvious intention to kiss the ceiling. They kissed it. And then, neutraling gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time . It was then that Diana Moon Clampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor. Moon Clampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on. It was then that the Bergerons' television tube burned out. Hazel turned to comment about the blackout to George. But George had gone out into the kitchen for a can of beer. George came back in with the beer, paused a handicap signal shook him up. And then he sat down again. "You been crying" he said to Hazel. "Yup, " she said.
CBE Area III – Assistant Principal Learning Series Website – AGENDA March 18, 2014 8:30 – 11:30 am Leading for Knowledge-Building Inclusive Learning Environments Inquiry Focus: How can leadership practices improve teaching practices, student engagement and student achievement? Learning Outcomes Deepen understanding about the role of the school leadership team in leading teacher learning and development Develop processes for providing teachers with timely, specific and constructive feedback about teaching and learning Time Process Expected Outcomes 8:30 Large Group – Welcome and learning overview Personal reflection – Looking in your leadership mirror As we are moving to the end of another school year, think about how you have developed as a leader of learning. Think back to September and what you’ve come to understand about leading learning over the course of this year? Now take a longer look back through the mirror to 2011-12, the year we began this work in Area III. What have you come to understand about student-centered leadership through your monthly work with colleagues and the work within your school? What are some of the “aha” moments and/or key lessons you’ve experienced? Awareness of leadership growth and your impact on the learning environment at your school. 9:00 Homework Discussion #1 – Sponsoring a Growth Mindset Work with a colleague who you haven’t worked with before, to analyze your evidence demonstrating that teachers and students are adopting more of a growth mindset towards learning. Take turns asking questions of one another that sponsor a growth mindset and that will enable you to become more reflective about leadership practices. Deepen understanding of practices in relation to growth mindsets 9:30 Table Group Discussion - Analysis of Evidence using TEF Examine the example of teacher work through the lens of the Teaching Effectiveness Framework Rubric What questions could you pose to this teacher to further develop her thinking in relation to the principles of the TEF? Examine effective mindset practices in school settings
Monday Tuesday Wednesday Thursday Friday 9.00 to 1.00pm Orthodontic Treatment JB Clinics/ Record Collection/ Digitalising JB New Patient Clinic/ History/ Taking Records JB Orthodontic Treatment JB Self-directed learning/ eLearning/ Case Presentations/ Course Project 2.00 to 5.00pm Orthodontic Treatment JD Orthodontic Treatment JB NON-WORKING Orthodontic Treatment JD Self-directed learning/ Case Presentations/ Course Project Totals Clinical 7.5 7.5 3.75 3.75 0 0 0 0 0 7.5 0 0 3.75 0 0 7.5 7.5 7.5 7.5 7.5 A 15-minute break should be scheduled within each session. JB – Joe Bloggs JD – John Doe
Name: Isabelle Devylder, UNV Programme Officer, Cambodia Date: 22/05/2015 United Nations Volunteers is an equal opportunity programme which welcomes applications from qualified professionals. We are committed to achieving diversity in terms of gender, nationality and culture.
As teachers we are cultural workers, whether we are aware of it or not. Darder (2002) in Mac Naughton (2003), p. 184 Values and attitudes Changing attitudes and beliefs takes time. Remember that each individual needs…to change at their own pace…The overall message is one of valuing each individual for the skills and background they have. This includes their family background, ‘race’, beliefs, language and so on. Each individual sees the world through their own perspectives and with assistance through the perspectives of others. Arthur, L. (1993) Why do we need to explore values and attitudes? As adults we are affected by our own values and attitudes, by our social conditions and by our identities. Our life conditions inform everything we do and inform what we think is important. Meaningful engagement with diversity concepts and terminology, multiple identities and funds of knowledge will be informed by our knowledge base, but most importantly by critically reflecting on our attitudes. This is a vital component in becoming a reflective and inclusive early childhood practitioner. Research reveals that children are from age three or four years – and sometimes earlier than this age – of ethnic, race, gender, class, language and physical differences (Connolly, Smith and Kelly, 2002, Ausdale and Feagin, 2001). They notice differences and similarities as part of their natural developmental process, and assimilate positive and negative, spoken and unspoken messages about difference. These influences are part of the child’s development of self and group identity, as well as self-esteem. Children learn and have their views reinforced by attitudes they experience primarily through relationships with adults and the broader community.
Less Likely To Occur: (refer to 1b, 2b, 3b on the PTR assessment) FUNCTIONAL BEHAVIOR ASSESSMENT INITIAL LINE OF INQUIRY (Continued) -(Form D) FBA Meeting Date: Student: Revision/Revisit Date: Specific Hypothesis (targeted behavior to decrease): When this happens … Student does this … In order to …
ORAL & MAXILLOFACIAL SURGERY MPE’s (# required) axiUm Form Name axiUm Code Extraction/Head and Neck Cancer Risk Screening (10) MOMFS Exodontia/Cancer Screen MO7140* CCE’s (# required) axiUm Form Name Code Exodontia/Head and Neck Cancer Risk Screening (2) COMFS Exodontia/Cancer Screen CO7140 Anesthesia – Maxillary Anes/Pain Control Maxi COLAMX Local Anesthesia - Mandibular Anes/Pain Control Mand COLAMN Soft Tissue Clinical Suturing COMFS Clinical Suturing CO7SUT Soft Tissue Clinical Flap Management COMFS Flap Management CO7FLP Soft Tissue Clinical Competency Examination- (A) Suture Workshop Tracked in TUSK Oral Exam Simulated Clinical Competency Examination Tracked in TUSK Written Exam Simulated Clinical Competency Examination Tracked in TUSK Sedation Workshop Tracked in TUSK *Department specific guidelines: The number of Extractions in Oral Surgery needs to be noted and entered by Faculty. ORTHODONTICS MPE’s Ortho Consult Tracked in TUSK CCE’s Simulated Clinical Competency, Scheduled Tracked in TUSK Hands-on Patient Checkoff, Scheduled Tracked in TUSK PEDIATRIC DENTISTRY MPE’s (# required) axiUm Form Name axiUm Code Diagnosis and Treatment Planning (5) MPedo DxTx Planning MPD015 Fluoride Treatment (5) MPedo Fluoride Treatment MPD120 Infant Oral Health/Perinatal Oral Health Care MPedo Inf/Perionatal Oral Care MPD145 Prophylaxis (5) MPedo Prophy MPD112 Pulpotomy Assist MPedo Pulpotomy Assist MPD322
Complete Denture Part 2 (1) CPros Complete Denture 2 CPr51B Complete Denture Part 3 (1) CPros Complete Denture 3 CPr51C Complete Denture Part 4 (1) CPros Complete Denture 4 CPr51D Complete Denture Part 5 (1) CPros Complete Denture 5 CPr51E Removable Partial Denture Part 1 (1) CPros Partial Denture 1 CPr52A Removable Partial Denture Part 2 (1) CPros Partial Denture 2 CPr52B Removable Partial Denture Part 3 (1) CPros Partial Denture 3 CPr52C Removable Partial Denture Part 4 (1) Partial Denture 4 CPr52D Removable Partial Denture Part 5 (1) Partial Denture 5 CPr52E Removable Partial Denture Part 3 MODEL TRACK (Prep) CPros Partial Model 3 CPr52X Removable Partial Denture Park 4 MODEL TRACK (Online Exam) CPros Partial Model 4 CPr52Y** Simulated Patient Parapost Workshop Tracked in TUSK Submit forms to Pros Dept Simulated Patient Parapost CE Tracked in TUSK Submit forms to Pros Dept Simulated Patient Endo/FP (2) Tracked in TUSK Submit forms to Pros Dept Simulated Patient Wax-Up Tracked in TUSK Submit forms to Pros Dept **Department specific guidelines: When the Pros online exam is completed the faculty member will enter the final grade (P/F) into axiUm. PUBLIC HEALTH AND COMMUNITY SERVICE MPE’s Geriatric Consult Tracked in TUSK CCE’s Community Service Learning Externship (CSLE) Tracked in TUSK Special Care Rotation Tracked in TUSK *Department specific guidelines: Evaluations for all PHCS MPE and CCE’s will be recorded on paper forms and final grades will be entered into TUSK by the Faculty member or Staff after completion.
Section 2 Relevant NICE standards NICE CG 103: Delirium. Priority ii. Give a tailored multi-component intervention package to prevent delirium. NICE QS 7: People with dementia who develop non-cognitive symptoms that them significant distress, or who develop behaviour that challenges, are offered an assessment at an early opportunity to establish generating and aggravating factors. Interventions to improve such behaviour or distress should be recorded in their care plan. Banerjee Recommendation 4: People with dementia should receive antipsychotic medication only when they really need it. Counting the cost recommendation 6: Reduce the use of antipsychotic drugs to treat people with dementia on a general ward. NICE CG 103. Delirium. Priority vi.If a person with delirium is distressed or considered a risk to themselves or others and verbal and non-verbal de-escalation techniques are ineffective or inappropriate, consider giving short-term (usually for 1 week or less) haloperidol or olanzapine. Counting the cost recommendation 7.1 Having an individual care plan is essential for good quality care and it must be ensured that every person with dementia has one. Government quality outcome 9: I am confident my end of life wishes will be respected. I can expect a good death. NICE QS 5: People with dementia, while they have capacity, have the opportunity to discuss and make decisions, together with their carer/s, about the use of : advance statements, ADRs, LPAs, PPCs. Counting the cost recommendation 8: Make sure that people with dementia have enough to eat and drink. Counting the cost 8.3 Carers, family and friends must always be allowed to assist at mealtimes if they wish. Counting the cost 8.1 The patient profile and individual care plan as discussed in recommendation 7 should be used to understand an individual’s needs and Counting the cost 8.4 Hospitals should encourage volunteers to support people with dementia at mealtimes. NICE QS3: People newly diagnosed with dementia and/or their carers receive written and verbal information about their condition, treatment and the support options in their local area.
Section 4 Resources to help you All the resources below can also be found at Kings Fund EHE Assessment tool RCN Commitment to care: How to Guide (pages 26- 28) SCIE Dementia Gateway The South – West Dementia Partnership Competency Framework: (Standard 4 page 26 - 44) Stirling University – Dementia Design Tool The wander some patient – case Yorkshire Outdoors (RCN PowerPoint presentations)
Skilled staff who are informed and have time to care Section 1 Self assessment statements from National Audit-Royal College of Psychiatrists Measures used (see examples section 3) RAG Evidence for improvement People with dementia are cared for by staff who are supported to identify and respond to individual needs: Training: There is a named dignity lead to provide guidance, advice and consultation to staff. is a training and knowledge framework or strategy that identifies necessary skill development in working with and caring for people with dementia. Training in development for dementia is available to staff and includes: • principles of person centred care communication including non-verbal communication • the role of other services and referral processes
Afternoon Session. Facilitator Miss Sudha Sundar, Senior Lecturer in Gynaecological Oncology 13.45 – 14.10: Birmingham and its Gynaecological Cancer Research Professor Sean Kehoe, University of Birmingham. 14.10 – 14.30: The current status of vulval research and its future. Dr Jason Yap, SpR/Clinical Research Fellow, SWBH. 14.30 – 14.50: Multidisciplinary teamwork out with an Oncology Service. Dr Deva Situnayake, Consultant Physician, SWBH. 14.50 – 15.10: Coffee/ Tea Break The bit before the end session: Facilitator: Mr Janos Balega, Consultant Gynaecological Oncologist 15.10 – 15.25: Professor David Luesley as a clinical leader. Dr Roger Stedman, Medical Director, SWBH 15.25 – 15.45 “Prof” The Multidisciplinary Team who keep the service going. Close of Session by Dr Roger Stedman and Miss Gabrielle Downey Evening Reception with Guest Speaker Professor James Dornan, Professor of Obstetrics and Gynaecology, The Royal Victoria Hospital, Belfast. The Botanical Gardens, Woodbourne Rd, Edgbaston, B15 3TR Drinks Reception: 19.00 – 20.00 Meal: 20.00 till late with a presentation by Alice and Megan Luesley “Our Dad” Hopefully some music and dancing to finish!
Language Training/ESL Research different options for language training (i.e. courses, workshops, seminars, etc.) Help newcomers register for the most appropriate course (e.g., some ESL courses focus on language in the workplace related to a specific job; others are more general) One of the most important responsibilities for the newcomer(s) during the sponsorship period is to improve their English through classes and conversations It is important that before the newcomer(s) looking for a job they need to have a strong knowledge in the English language. The sponsorship year is a great opportunity for the newcomer(s) to take advantage of English classes as well as social events to practice Language classes are available through various types of organizations (educational institutions, non-profit organizations, local school boards, government organizations), and in various formats (community- based, workplace-focused) Newcomers may even want to consider distance education courses in English or tutoring with a private volunteer Your sponsorship budget should allow newcomers to take language classes when they first arrive rather than requiring them to begin working immediately TIP: the language assessment will make a recommendation of appropriate ESL classes for the newcomer(s) which may limit the options available to them for formal training. Name In Progress Legal Services Preparation Steps Key Considerations Assigned To Status Assist newcomers in researching different options for legal aid, if required during the year of settlement Review rights and freedoms as a Canadian citizen Encourage police to offer a workshop on how the Canadian legal system works are various options when it comes to free or low-cost legal aid services; examples include If newcomer(s) has questions about their rights, suggest they look over the Canadian Charter of Rights and Freedoms The Charter can help them review certain political rights of Canadian citizens and civil rights of everyone in Canada Knowing their rights can also help newcomer(s) feel comfortable in our country by reminding them of the freedom that each citizen has the right to A list of all Canadian citizen rights and responsibilities can found at this site. Additional Lethbridge legal aid resources and links Name In Progress Recreation Preparation Steps Key Considerations Assigned To Status
[60] The relevant test is not whether the evidence led by the plaintiff established what would finally be required to be established, but whether there is evidence upon which a court, applying its mind reasonably to such evidence, could or might (not should or ought to) find for the plaintiff. [61] Consequently reasoning at this is to be distinguished from the reasoning which the court applies at the end of the [62] In Dannecker v Leopard Car & Camping Hire CC Damaseb JP articulated the considerations relevant to absolution at closing of the plaintiff’s case as follows: ‘ The following considerations are in my view relevant and find application in the case before me: Absolution at the end of plaintiff’s case ought only to be granted in a very clear case where the plaintiff has not made out any case at all, in fact and law; The plaintiff is not to be lightly shut out where the defence relied on by the defendant is peculiarly within the latter’s knowledge while the plaintiff has made out a case calling for an answer (or rebuttal) on oath; The trier of fact should be on the guard for a defendant who attempts to invoke the absolution procedure to avoid coming into the witness box to answer uncomfortable facts having a bearing on both credibility and the weight of probabilities in the case; the plaintiff’s evidence gives rise to more than one plausible inference, anyone of which is in his or her favour in the sense of supporting his or her cause of action and destructive of the version of the defence, absolution is an inappropriate remedy; Perhaps most importantly, in adjudicating an application of absolution at the end of plaintiff’s case, the of fact is bound to accept as true the evidence led by and on behalf of the plaintiff, unless the plaintiff’s evidence is incurably and inherently so improbable and unsatisfactory as to be rejected out of hand.’ [63] The test which the court applies for such applications has been authoritatively stated in various judgments and adopted by this court and our Supreme Court. The leading case normally referred to in this regard is Claude Neon Lights (SA) Ltd v Daniel where Miller AJA propound the applicable test in the following terms —
PHYS 202 HWK on E-field Name:______________________________ PHYS 201 Equations of kinematics & Newton’s 2nd law are below: 1. 2. 3. 4. Newton’s 2nd Law: 1. When v is constant (v = v0), the acceleration is ________. For this case, simplify equations 2 and 3. 2. Define electric field, identify it as a vector or scalar, and state its SI unit. 3. [P52, Chap 18] The right drawing shows an electron entering the lower left side of a parallel plate capacitor and exiting at the upper right side. The initial speed of the electron is 5.71 × 106 m/s. The capacitor is 2.00 cm long, and its plates are separated y 0.150 cm. a. When the capacitor plates are not charged, as in the left drawing, draw the subsequent motion of the electron, and determine how long the electron takes to cross the plates. b. Assume that the electric field between the plates is uniform everywhere in the right drawing, and find its magnitude.
(CHO=135.7±13.9; C=109±12.5; min) Moseley et al 2003 8 75g Glucose 15 min (15G) 45 min (45G) 75 min (75G) 20 min at 65% VO2 max 40 min TT (Bike) RER = No difference TT Performance = No difference Neufer et al 1987 10 45g Liquid CHO (LCHO) 45g Solid CHO (SCHO) Placebo (P) 200g CHO meal + SCHO (M+SCHO) 5 mins 4hrs + 5 mins 45 min at 77% VO2 max 15min TT (Bike) RER (15 & 30 min) = M+SCHO > P TT RER = M+SCHO > LCHO, SCHO, P Rauch et al 1995 8 Control Diet (C) + standardised breakfast HCD (78% CHO) + standardised breakfast 3 days + 3hr 120min at 65% VO2 max (60sec sprint at 20, 40, 60,80, 100 min) 60min TT Power Output = HCD > C (HCD=233±15; C=219±17; W) Speed = HCD > C (HCD=38.02±1.1; C=36.74±1.29; km/hr) CHO, Carbohydrate; HGI, High Glycaemic Index; LGI, Low Glycaemic Index; HCM, High Carbohydrate Meal; HFM High Fat Meal; HCD, High Carbohydrate Diet; BM, Body Mass; Fat Oxi; Fat Oxidation; CHO Oxi, Carbohydrate Oxidation; TT, Time Trial; TTE, Time To Exhaustion
(HFM; 16.5±2.7; HCM; 4.8±2.1; P=17±3.2; µmol.kg.min) Whitley et al 1998 8 HCM (215g CHO, 3g fat) HFM (50g CHO, 80g fat) Control (fasted )(C) 4hrs 90 min at 70% VO2 max 10km TT (Bike) Start exercise RER = HCM > HFM & C Start exercise CHO Oxi = HCM > HFM & C (HCM=27.8±1.7; HFM=22.3±1.35; C=22.2±2.2; g ) Start exercise Fat Oxi = HCM < HFM & C (HCM=3.09±0.49; HFM=4.83±0.65; C=5.55±0.8; g) TT Performance = No difference Notes: CHO, Carbohydrate; HGI, High Glycaemic Index; LGI, Low Glycaemic Index; HCM, High Carbohydrate Meal; HFM High Fat Meal; HCD, High Carbohydrate Diet; HFD, High Fat Diet; BM, Body Mass; Fat Oxi; Fat Oxidation; CHO Oxi, Carbohydrate Oxidation;TT, Time Trial; TTE, Time To Exhaustion; FFA, Free Fatty Acids; LT, Lactate Threshold
Appendix D: Visual Analogue Scale Volunteer code: _______ Date:DD/MM/YYYY ___/____/_____ Please place a vertical mark on the horizontal line depending on how you feel now. It is important that you rate how you actually feel now, and not how you might think you should feel, or how someone else might expect you to feel. Please consider the extreme labels – for example, ‘not at all hungry’ and ‘as hungry as I have ever felt’ – as the least hungry and the most hungry you have ever felt, respectively. How hungry do you feel? Not at all hungry Extremely hungry 2. How full do you feel? Not at all full Extremely full 3. How nauseated do you feel? Not at all nauseated Extremely nauseated Appendix E: Rate of Perceived Exertion Scale
A short Documentary Film (19 & 20 Feb) Any Query from Students M.F.A.Fine Arts,(Applied Arts)Group-B (w.e.f. the academic session 2014-15) By Dr. Monica Gupta Examination: & Second Semester) Subject: Fine Arts (Applied Art) Paper-III(Practical) Visualization Title: Manual (Social Campaign) (In Campaign step done rough sketches in sketch book then selected one then apply on sheet) Time: 2.00 P.M. to 5.00 P.M. Daily ( Except Theory Class ) Date: 23 Feb to 27 Feb Topics: 1 Poster Design ( 23 Feb & 25 Feb) 2 Figure Study (26 Feb) 3 Submission of weekly end Assignments (27 Feb) Any Query from Students
Date: 23 Feb to 28 Feb Topics: 1 Poster Design 2 (23 Feb to 26 Feb) 2 Cutout Design (27 Feb to 28 Feb) Any Query from Students M.A.Fine Arts,(Applied Arts)Group-B (w.e.f. the academic session 2014-15) By Dr. Monica Examination: & Second Semester) Subject: Fine Arts (Applied Art) Paper-II( Advertising foundations and Dimensions) Title: Marketing,Advertising & Market Research(Unit-II) Time: 12.00 noon to 1.00 P.M. Date: 29 Jan to 31 Jan Topics: 1 Marketing Channel of distribution (29 Jan) 2 Brand image (30 Jan ) 3 Month End Written Test (31 Jan )
School of Health and Social Care E Portfolio – Briefing Volume 1 issue 1 July 2015 Hello Hello practice educators, mentors and PPFs welcome to the first edition of the quarterly Briefing in a Minute. This notice will provide you with update and information about the School of health and Social care, Teesside University e portfolio. E portfolio The purpose of the e portfolio is to facilitate students’ personal and professional development planning and capture achievement of competencies or assessment in the practice setting. A number of programmes have embedded the e portfolio into their programmes and others propose to start using it in the not too distant future. Foundations studies and Physiotherapy are just 2 examples. Programme teams will advise you whether they are going to be using the e portfolio. What do you need to do? As a practice educator and mentor you will need to register on the e portfolio system to be able to validate the students’ evidence or assessment or competencies. Registration requires you to access an on line form you will need to contact Donna Hay using your organisational email address. Once you have expressed an interest Donna will forward you the detailed guidance on how to complete this. Details of the programme specific requirements for validating evidence are available from the programme team and via the practice educator site IT requirements University systems require a minimum of Internet Explorer 10 (IE10) or later, Mozilla Firefox version 28.0 or newer or Google Chrome 34 or newer. Older browsers may experience compatibility issues. Please contact your local IT department to ensure that your organisation meets the minimum specification. Project team The main project team members are Barbara Wilford, E Learning coordinator, 01642 384908 Donna Hay, Senior Technician E Developments. 01642 382748 Mary Dunning, Senior Lecturer Foundation team. 01642 384944 The project team are also are supported by a Steering Group, Chaired by Angela Morgan Assistant Dean Learning and Teaching, with staff from across the school and wider University, including Pauline Yarker, Director of Placements. Thank you for taking the time to read this briefing. Next briefing Oct 2015.
employer except the State and all political subdivisions or institutions thereof, shall secure the payment of compensation in one or more of the following ways: By being insured against liability to pay compensation in one or more insurers duly authorized to write compensation insurance in this State. By securing from the Director of Industrial Relations a certificate of consent to self-insure, may be given upon furnishing proof satisfactory to the Director of Industrial Relations of ability to self-insure and to pay any compensation that may become due to his or her employees?” I am aware of the provisions of Section 3700 of the Labor Code which require every employer to be insured against liability for workers’ compensation or to undertake self-insurance in accordance with the provisions of that code, and I will comply with such provisions before commencing the performance of the work of this contract. Signature: ______________________________ ______________________________ ______________________________ (In accordance with Article 5 (commencing at Section 1860), Chapter 1, Part 7, Division 2 of the Labor Code, the above certificate must be signed and filed with the awarding body prior to performing any work under this contract.) DESIGNATION OF SUBCONTRACTORS In compliance with the Subletting and Subcontracting Fair Practices Act (Chapter 2, commencing at Section 41007), Division 5, Title 1 of the Government Code of the State of California, and any amendments thereof, each proposer shall set forth below: (a) the name and the location of the place of business of each subcontractor who will perform work or labor or render service to the prime contractor in
8 country-specific plug inserts (US, EU, UK, Australia, China, Korea, Argentina, Brazil), covering all Aruba core countries 4 PC-AC-NA AC Power Cord (North America Version) 2 5 LIC-CP-OB-1K Onboard License for Aruba ClearPass Policy Manager - 1,000 devices 1 6 Onboard License for Aruba ClearPass Policy Manager - 500 devices 1 7 Guest License for Aruba ClearPass Policy Manager - 500 endpoints 1 8 LIC-K12-1 Aruba AP, PEF and RFP Bundle. Adds one each of LIC-AP, LIC-PEF and LIC-RFP license to any K-12 bundle. Includes one year of ArubaCare support. 125 9 EDU-CREDIT Training Credit - used to purchase training classes from Aruba or Aruba Authorized Training Centers - see below for credits required for various courses 18 10 NBD SUPPORT FOR CP-HW-5K (1 YEAR) 2 11 SUPPORT FOR (1 YEAR) 1 12 SUPPORT FOR (1 YEAR) 1 13 SUPPORT FOR (1 YEAR) 1 14 Year 1 STANDARD SPPT FOR LICK12- 1 (1 YR) 125 Sub Total: Taxes:
Journal January 2017 Vol. 1 No. 5 3251 The Credit Woodlands, Mississauga, ON L5C 2J7 Telephone: (905) 279-7950 ● Fax: (905) 279-8098 ● Safe Arrival: 1 (855) 209-6155 Principal: Robert Stancu ● Vice-Principal: Kim Daries ● Office Manager: Cindy Knebel Superintendent: Jamie Robertson ● Trustees: Robert Crocker & Janet McDougald
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 New Year’s Day 2 (No School) 3 (No School) 4 (No School) 5 (No School) 6 (No School) 7 Orthodox Christmas 8 9 Day 6 10 Day 7 11 Day 8 12 Day 9 13 Day 10 Dinosaur Club Gr 1 – 6 Book Swap 14 15 16 Day 1 Day LEGO Club (Gr 4 – 6) Book Swap 17 Day 2 Book Swap School Council Meeting 6:30 pm 18 Day 3 LEGO Club (Gr 4 – 6) 19 Day 4 20 Day 5 Dinosaur Club Gr 1 - 6 21 22 23 Day 0 PD Day (No School) 24 Day 6 Grade 5 & 6 Hockey Tournament (Iceland) 25 Day 7 LEGO Club (Gr 4 – 6) 26 Day 8 27 Day 9 Dinosaur Club Gr 1 – 6 Gr. 1 FI / Gr. 7 Extended French Application Deadline Today 4:00 pm 28 New Year 29 30 Day 10 Pizza Day LEGO Club (Gr 4 – 6) 31 Day 1 Awards Assembly 9:15 am Feb 1 Day 2 Mansfield Trip (Gr. 5/6) Feb 2 Day 3 Mansfield Trip (Gr. 5/6) Feb 3 Day 4 Mansfield Trip (Gr. 5/6) Feb 4
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 New Year’s Day (No School) 2 (No School) 3 (No School) 4 (No School) 5 (No School) 6 7 Orthodox Christmas 8 Day 1 9 Day 2 10 Day 3 LEGO Club (Gr 1-6) 11 Day 4 12 Day 5 Dinosaur Club Gr 1 – 6 Pizza Day 13 14 15 Day 1 Book Swap 16 Day 2 Book Swap 17 Day 3 Book Swap LEGO Club (Gr 1-6) 18 Day 4 Scientists in the School (Gr. 1) 19 Day 5 Dinosaur Club Gr 1 - 6 Day Scientists in the School (Gr. 1) 20 21 22 Day 0 PD Day (No School) 23 Day 1 24 Day 2 LEGO Club (Gr 1-6) 25 Day 3 School Council Meeting 6:30 pm 26 Day 4 Dinosaur Club Gr 1 – 6 Pizza Day 27 Family Literacy Day 28 29 Day 5 30 Day 1 31 Day 2 Awards Assembly 9:15 am LEGO Club (Gr 1-6) Be a Reader-a-saurus! Read EVERY night for at least 15 to 25 minutes!
Ajay Sheoran D-144,Nawada Housing Complex Uttam Nagar 110059 9899988639,28033185 Urmila Tyagi A-3,Main Market,Opposite Of Plaas 659 Uttam Nagar 110059 093502558,01165869955 Rajni puri S-75,Vijay Vihar Uttam Nagar 110059 9868571001 Triloki Nath Gola W2-I-33A,A.S Road Uttam Nagar 110059 9891236941,9210494325 Gopal Anand RZ-127 F F Santosh Park Uttam Nagar 110059 9211123056 Rajni puri S-75,Vijay Vihar Uttam Nagar 110059 9868571001 Arun Tyagi 259-A,Hastsal Village Uttam Nagar 110059 9868668811/25358892 Praveen Kumar Rastogi Rz-97, Khushi Ram park, nagar Uttam Nagar 110059 9810986643 Sunita Elwadi T-120E Shuker Bazar Uttam Nagar 9899195919 Naresh Tyagi Property No. – B 18 A,Rama Park Uttam Nagar 9213520244/9899354905 Documentations Center Shop No-81/1 F/F,Gulab Bagh,Opp. Metro Pillar-758 Uttam Nagar 110059 Nitin Sharma Sonu Photostate Vasant Kunj 110070 9818404527/26122319 Anita Verma shop no 5 GF main kirari chowk opp r c plaza vijay nagar delhi vijay nagar 110086 9250040580 Rachita Sharma S-80 Vijay Vihar, Delhi Vijay Vihar 110059 9211489089 Vishwa Ranjan Kumar HNO 13,Ground Floor Gali No 22,A-2 Block West Sant Ngr 110084 9811136731/27619307 Ramesh Gupta Chambers Building Delhi Gate 110002 8811765169 Rajbir 173, Chirag, Delhi 110017 9899998096 Rukmani Devi WzZ-27, Naraina Village, New Delhi 110028 8285850741
Watts, Duncan J. “The ‘New’ Science of Networks,” Annual Review of Sociology 30 (2004), 243-70. Chapters Crouzet, Francois. “America and the Crisis of the British Imperial Economy, 1803-1807,” in The Early Modern Atlantic Economy, eds. John J. McCusker and Kenneth Morgan, Cambridge: Cambridge University Press, 2000, 278-315. J. Langton. “Liverpool and Its Hinterland in the Eighteenth Century,” in Commerce, Industry and Transport: Studies in Economic Change on Merseyside, eds. B. L. Anderson and P. J. M. Stoney, Liverpool: Liverpool University Press, 1983, 1-25. Mancke, Elizabeth. “Chartered Enterprises and the Evolution of the British Atlantic World”, in The Creation of the British Atlantic World, eds. Elizabeth Mancke and Carole Shammas, Baltimore: John Hopkins University Press, 2005, 237-62. Mathias, Peter. “Risk, Credit and Kinship in Early Modern Enterprise,” in The Early Modern Atlantic Economy, eds. John J. McCusker and Kenneth Morgan, Cambridge: Cambridge University Press, 2000, 15-35. Morgan, Kenneth. “Business Networks in the British Export Trade to North America, in The Early Modern Atlantic Economy, eds. John J. McCusker and Kenneth Morgan, Cambridge: Cambridge University Press, 2000, 36-64. Nash , R. C. “The Organization of Trade and Finance in the British-Atlantic Economy, in The Atlantic Economy during the Seventeenth and Eighteenth Centuries: Organisation,
Eye and Ear on the Park Car Parking For Patients and Visitors Eye and Ear patients and visitors can now benefit from discounted car parking rates at our Eye and Ear on the Park site at St Andrews Place, East Melbourne. The car park has 120 spaces available and is open 5 days a week from 7am to 10 pm. Entry is via Lansdowne Street between St Andrews Place and Cathedral Place. The car parking pay machine is located on the ground floor of Eye and Ear on the Park. Car parking rates First 15 mins Free 15 mins – 1 hr $4.00 1 – 2 hours $8.00 2 – 3 hours $12.00 3 – 4 hours $16.00 4 – 5 $20.00 >5 hrs (daily) $24.00
LEARNING AGREEMENT FOR STUDIES The Student Last name name Date of birth Nationality Sex [M/F] Academic year 20../20.. Study cycle Subject area, Code Phone E-mail The Sending Institution Name Faculty Erasmus code (if applicable) Department Address Country, Country code Contact person name Contact person e-mail / phone The Receiving Institution Name Faculty Erasmus code (if applicable) Department Address Country, Country code Contact person4 name Contact person e-mail / phone Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME Planned of the start and the end of the study period: from [day/month/year] ……………. till [day/month/year] …………… This Learning Agreement includes all the educational components to be carried out by the student at the receiving institution. [The student is expected to take educational components totalling a minimum of 30 ECTS credits per semester or 15 ECTS credits per trimester.]
[If applicable, additional educational components that the student follows above the required number of ECTS credits needed for his/her degree curriculum are also listed below]. A Component code (if any) Component title (as indicated in the course catalogue) at the receiving institution Semester [autumn / spring] [or term] Number of ECTS credits to be awarded by the receiving institution upon successful completion of the component Example: Course 1 … 5 Module 2 … 10 Thesis research … 15 Total: 30 Web link to the course catalogue at the receiving institution: Web link(s) to be provided If successfully completed, these educational components will be recognised by the sending institution in the following way: Table B Component code (if any) Component title (as indicated in the course catalogue) at the sending institution Semester [autumn / spring] [or term] Number of ECTS credits Example 1: Mobility window … 30 Total: 30 Example 2: Course x … 10 Module y … 10 Laboratory work … 10
D – INVENTORY RECORD Club Inventory List Club: Purchase Information: Item Description Quantity Date Where Warranty Price Condition Model Serial/Item # Notes Tennis Racket Wilson 3 3-Mar Sport Check 1 year $89.99 Good Federer Limited 100 331750653
educational limitations. The services and accommodations may include, but need not be limited to: Access to and arrangements for adaptive educational equipment, materials, and supplies; Liaison with campus and/or community agencies including referral to campus or community agencies and follow-up services; Registration assistance relating to on-campus and off-campus college registration, including priority enrollment assistance, financial aid application assistance, and related college services; Accessible parking, including temporary parking, while an application for the state Disabled Person (DP) Parking Placard or License Plate is pending (in any case, students with disabilities are still required to pay the college student parking-fee for use of student parking lots); Supplemental specialized orientation to acquaint students with the DSPS Program; Supplemental specialized orientation to acquaint students with the DSPS Program and the college as a whole; Test-taking facilitation, including arrangement and proctoring; Assessment to determine functional, educational and/or vocational levels or to verify specific disabilities; Specialized academic, vocational, personal and peer counseling services specifically for students with disabilities, which are not duplicated by ongoing general counseling services available to all students; Interpreter services, for hearing-impaired students; On-campus mobility assistance, including manual or motorized transportation to and from classrooms and other related educational activities; Note-taker services in the classroom; Reader services, including the coordination and provision of services in the instructional setting; Alternate text formatting/transcription services, including, but not limited to, the provision of Braille and/or enlarged-print materials and/or E-text;
IR MEGAPIXEL VARIFOCAL DOME – 4 MP OUTDOOR NETWORK CAMERA – GENERAL SUMMARY Section Includes Video Surveillance – Surveillance Cameras – Camera Housings Section: Video Surveillance – Surveillance Cameras – Camera Mounts Section: Video Surveillance – Video Surveillance Sensors Related Sections [Section 28 33 15: Security Detection, Alarm and Monitoring – Security Monitoring and Control – Security Monitoring and Control Software]. HD standards Complies with the SMPTE 274M-2008 Standard in: Resolution: 1920x1080 Scan: Progressive Color representation: complies with ITU-R BT.709 Aspect 16:9 Frame rate: 25 and 30 frames/s Complies with the 296M-2001 Standard in: Resolution: 1280x720 Scan: Progressive representation: complies with ITU-R BT.709 Aspect ratio: 16:9 Frame rate: 25, 30, 50 and 60 frames/s Interference-Causing Equipment Standards
Purchaser’s Requirement 1. LIST OF GOODS & RELATED SERVICES AND DELIVERY PERIOD Line Item No. Description of Goods and Related Services Quantity Physical unit Final Destination (Project site) Desired Delivery Period for completion of supply from the date of the Contract Bidder’s offered Delivery Period [to be provided by the Bidder] 1 2 3 4 5 6 7 [insert item No] [insert description of [insert quantity of item to be supplied] [insert physical unit for the quantity] [insert place of Delivery] [insert the number of days from the date of the Contract] [insert the number of days from the date of the Contract] Note: 1. All details should be filled in by Purchaser except for Colum 7. 2. Delivery Period offered by the Bidder should be filled in Column 7 by the Bidder.
Canada Province of Nova Scotia IN THE ___________________________COURT Her Majesty the Queen v. NS Form 56.1(b) Revised: 08/14 (Name, DOB, & ID Number of Offender) NOTIFICATION BY PROSECUTOR OR OFFENDER (of proposed changes to optional conditions) (Section 742.4 C.C.) On _____________________________ (date) , 20 ____, ______________________________________ was sentenced in the (name of accused) _____________________________ Court at ___________________________ to a term of imprisonment to be served in the community under the following condition(s): (insert whichever conditions are applicable) TAKE NOTICE that a change to the optional condition(s) is being proposed as follows: Reasons for the proposed change(s): I ask that the Court fix a date and time for the hearing of this application. (A hearing must be held within thirty days after receipt by the Court of this notification.) DATED at _______________________________, Nova Scotia, on _________________________________, 20 ____ Signature Position Attachment: Conditional Sentence Order Distribution: Clerk, Supervisor, Crown Attorney, Offender
L31 79,081 86,238 82,087 80,130 L32 81,047 88,201 84,048 82,096 L33 83,061 90,216 86,066 84,110 L34 85,114 92,270 88,119 86,163 L35 87,229 94,386 90,231 88,279 L36 89,390 96,543 92,388 90,436 L37 91,612 98,771 94,616 92,658 L38 93,878 101,032 96,881 94,925 L39 96,166 103,319 99,167 97,209 L40 98,566 105,726 101,571 99,616 L41 101,029 108,190 104,034 102,076 L42 103,560 110,714 106,558 104,609 L43 106,148 113,303 109,151 107,199 Annual determination of salary for a Head of School or Vice-Principal The LGB will determine the salary of a Head of School/Vice Executive Principal/Principal in accordance with the following: save to the extent that movement up the pay is necessary to ensure that the salary of the Head of School/Vice Principal equals the minimum of the range determined for that person, there must not be any movement up the pay spine unless:- where the Head of School/Vice Principal is not subject to the 2011 or 2012 Regulations, a review of the Head of School/Vice Principal’s performance has been completed and there has been a sustained high quality of performance, having regard to the performance objectives agreed or set; the Head of School/Vice Principal is subject to the 2011 or 2012 Regulations, there has been a sustained high quality of performance, having regard to the results of the most recent performance review carried out in accordance with those Regulations. A Head of School/Vice Principal’s salary must not be less than the minimum of the relevant pay range and must not exceed the maximum of that range; Save to the extent that a movement up the pay spine is necessary to ensure that the salary of the Head of School/Vice Principal equals the minimum of the relevant pay range, salary must not be increased by more than two points in the course of one school year;
CURRENT (or most recent) EMPLOYMENT Name of Employer: Address: Post Code Telephone No: Date Started: Date Left (where applicable) Job Held: Grade/spine point: Current Salary: Notice Required: Reason for leaving / wishing to Brief description of main duties/responsibilities: REFERENCES Please supply the names and addresses of two referees; one should be your current or most recent employer and the other your previous employer (someone who knows you in a professional or training/education context). Please refer to Application Form Guidance before completing. Please note that under the DCSF Safeguarding Children and Safer Recruitment January 2007, references will be required prior to interview for all Academy Based posts, teaching and non-teaching . Referee No 1 Current/most recent Employer Referee No 2 Previous Employer Job Company Name: Address: Telephone Number: Fax Number Relationship: Job Title: Company Name: Address: Telephone Number: Fax Number: Email: Relationship: I hereby authorise you to take up references from my present Employer, my previous Employer(s) or the people that I have submitt as personal referees, once an invite for interview of employment has been confirmed. In addition, I hereby authorise you to take up other reference checks, as you may deem appropriate. Signed PREVIOUS EMPLOYMENT
Course Software Information You will use three different software programs in this course: MyITLab —a Pearson learning and assessment system. It is where all of your course material is located. Microsoft Access 2013 for PCs (this does not run on a MAC).Microsoft Office 365 is now available for free. A link is located at MyDTCC, College Resources, Educational Discounts. for further information. BlackBoard What You Will Learn in This Course You will learn to create business databases and to use the features of Microsoft Access 2013. Why You Should Take This Course Microsoft Access is used throughout the world as the standard business database program. E-Follett (DTCC Bookstore) search information is below:
It is displayed as “E-bot_xxxx”. To close the menu, press the Menu button. Tablet Viewer Gestures Functions Tablet Gesture Zoom In Move fingers away from each other Zoom Out Pinch fingers towards each other Control Menu Open One finger Tap on the right end of the screen and flick to left Control Menu Move the Focus to the Icon One-finger Tap on the screen and flick to up or down Execute the Option One finger double Tap on the screen when focus is on the icon Color Mode One finger Tap on the icon OCR On/Off Focus Lock On/Off
TTS Speed Decrease Increase OCR Execution Click Wheel Play / Pause - Next Sentence - Previous Sentence - Next Paragraph - Previous Paragraph - Exit - Open OCR Menu (In OCR mode) + (In OCR Mode) OCR Mode ↔ Preview Mode + - Menu Open + Right-Click Move to the Tab or Left-Click on the Item Move to the Item or Select Items / Save Settings Menu Cancel Settings / Menu Close or or+ Left-Click the Exit Button or Right-Click on the screen Exit Program + - Note: When E-bot ADV is connected to PC, Mac, iPad or Android tablet, the Wireless Controller is not able to bring up or control the menus.
Near View Mode + Move to the Preferred Position (in the Near View mode) + (in the Near View mode) Distance View Mode + Move to the Preferred Position (in the Distance View mode) + (in the Distance View mode) Auto Scroll On/Off + Pause/Play TTS Speed Decrease Increase OCR Execution Click Wheel Play / - OCR Next Sentence - Previous Sentence - Next paragraph - Previous Paragraph - Exit - Open OCR Menu (In OCR mode) + (In OCR Mode) OCR Mode ↔ Preview Mode + -
documents in English, French and Spanish, and we will also post them on the WBU website on the General Assembly page (link: ). We hope that you will take the time to review them in advance so that you can more effectively participate in the Assembly events. As was the case at the last two General Assemblies, we provide only a few of the documents in alternative formats at the Assembly event itself. These are documents that you would need to reference during the Assembly and include the program, financial statements, constitutional amendments, and the quadrennial budget. It has been our experience that these are the primary documents required at the Assembly and since all other reports are sent out in advance and are available in electronic formats that can be adapted into accessible formats at the local level, this presents a significant cost and time saving for us. We can of course also provide you with electronic copies of other documents that you might need at the Assembly itself. Summary of Important Dates January 12, 2016 – Online Registration opens March 31, 2016 – Deadline for receipt of 2016 membership fees April 18, 2016 – Deadline for submission of Constitutional Amendments May 19, 2016 – Deadline for submission of Table Officer nomination forms for prior circulation to members May 31, 2016 – Registration closes May 31, 2016 – Deadline for Visa requests June 17, 2016 – Confirmation of delegates by each member June 17, 2016 – Deadline for submission of Awards nomination for Honorary Life Membership and Louis Braille Medallion