zilongwang/ReadingBank huggingface dataset:
that all the course learning outcomes are met. This section is not obligatory and you may prefer to provide this more detailed information through module guides. Document Management This information does not need to be finalised at or before approval, but can be agreed at College or School level and the information passed to Banner. 16 Module Title: The full approved title 17 Module Code: Code from Banner; to be confirmed if not yet generated 18 Subject (JACS) Code School Administration Manager to confirm 19 Cost Centre Subject Administration Manager to confirm 20 School: Full School title, not abbreviated 21 Academic Team Subject Administration Manager to confirm 22 Campus State the campus where the module is to be delivered- this may be more than one 23 Other institutions providing teaching Please indicate - is any other educational institution or private/public organisation providing teaching delivery in this module? This information is required by HESA to monitor patterns of collaborative study 24 Date this version was formally approved by SASQC/DAG: The actual date of the SASQC or DAG when this version was approved
Next Steps: Actions = Results Content Focus Collaborative Teams Common Formative Assessment Data-Based Decision Making Developing Assessment Capable Learners School: _________________________ Date Next Steps Form Written:_______________________________ Teams (e.g. grade level or content): _________________________________________________________________________________ Action Planned What? Responsible Person(s) Who? Timeline When? Resources/Support Needed Results So What?
Frequency Scheduled meetings At least annually Quarterly When Quarter 1 Quarter 2 Quarter 3 Quarter 4 Corporate reporting Hold in camera session with management 3 Review both corrected and uncorrected audit differences 3 Review new accounting and reporting developments 3 Review critical accounting policies and alternative accounting treatments 3 Review significant accounting judgements and estimates 3 Review large, unusual and complex transactions 3 Review and recommend approval of annual financial statements 3 Review the narrative sections of the annual report 3 Review and recommend approval of half year financial statements 3 Review and recommend approval of any earnings releases 3
Frequency Scheduled meetings At least annually Quarterly When Quarter 1 Quarter 2 Quarter 3 Quarter 4 Review and recommend approval of any analyst briefings or investor presentations 3 Risk management and controls Evaluate the corporate culture and the 'tone from the top' 3 Review the process by which risk strategy and appetite are determined 3 Review and assess the risk management and internal control systems 3 Review weaknesses in internal control and management's remediation plan 3 Review anti-fraud and bribery programmes and the risk of management override 3 Review whistle- blowing arrangements 3 Assess crisis management and business continuity plans 3
Frequency Scheduled meetings At least annually Quarterly When Quarter 1 Quarter 2 Quarter 3 Quarter 4 Discuss appropriateness of accounting policies, estimates and judgements 3 Discuss external auditors views on control environment 3 Discuss issues with auditor in absence of executives and management 3 Ongoing communication (written/oral) of external auditor with audit committee 3 Internal auditors Where no internal audit function, consider the need for an internal audit function 3 Recommend appointment and review performance 3 Review internal audit plan 3 Review significant internal audit reports and findings 3 Review progress on actions taken in response to the committee’s representations 3
Frequency Scheduled meetings At least annually Quarterly When Quarter 1 Quarter 2 Quarter 3 Quarter 4 Discuss issues with auditor in absence of executives and management 3 Other responsibilities Review progress on actions taken in response to the representations of the auditors 3 Review legal and compliance developments 3 Review report to shareholders on role and responsibilities of the committee 3 Perform self assessment of audit committee performance 3 Assess the CFO and finance function 3 Review CFO and financial personnel succession planning 3 Work with the nomination committee to develop an audit committee succession plan 3 Conduct special investigations and perform other activities as appropriate 3 Provide appropriate induction for new members 3 Maintain minutes and report to board 3
£50k - 170k Hours Normal Hours 8am – 4.30pm Monday – Friday Emergency Normal day Hours 8am – 4.30pm (within 2 working hours) Monday – Friday Emergency Out of Hours 4.30pm – 8am and weekends Quotations and Tenders only and not Reactive/Emergency Day Work *Please see enclosed Shropshire Area Map on the next page.
The following list of symptoms is not comprehensive, and you may experience other symptoms. Symptoms Action Medications I am well today: Usual activity Usual amount of coughing Sleep well Good appetite Lifestyle tips: Take all medications Use oxygen as prescribed Continue breathing exercises Avoid smoky places Limit salt Report any weight gain of more than 3 lbs in a day Continue taking: XXXX AAAAA BBB CCCCCCCCCCC DDDDDD I do not feel well: More breathless More/colored mucus Tired/not hungry Ankles swollen Gained 3 or more lbs What to do: Call your care coordinator: Jane Hands Phone: 111-555-9876 Continue usual medications Start the following medications: Use inhaler every n hours Take EEEEE Use pursed lip breathing Emergency: Severe shortness of breath Fever or shaking chills Confused, unsteady, drowsy Coughing up blood Tightness in chest at rest Gained more than 5 lbs Get help now: Call your doctor immediately: Dr. Beaver Phone: 111-555-3737 Call 911 if individual is unresponsive Provide this plan to responders and describe symptoms Action Steps for COPD Symptoms Action Medications I am doing well today: Usual activity and exercise Lifestyle tips: Use oxygen as prescribed Continue taking: ______________________
Aggregated Report on All Variances for Each Patient Patient Name: _______________________________ Pt ID: ___________ Date Start CCC: _________ Date D/C: _________ Var # Description by Report Date Event Date Intervention Date to F/U Y/N Date Resolved / Outcome Aggregated Report on All Variances for All Patients Var # Description Pt ID Report by Report Date Event Date Intervention Date to F/U Escalate? Y/N Date Resolved / Outcome A12 Will not take Rx as claims drowsiness Yes CC 2/4 2/4 Ask PCP for alternative medication 2/6 No 2/7 new Rx Call Pt to check on response 2/11 No No more drowsiness
Public Consultation of Good & Services Tax (“GST”) (Amendment) Bill 2018 – Template for Submission of Comments Date Submitted: Name: For non-individuals, please identify the company, institution or association and provide the name of a contact person. Contact Details: E.g. DID, fax, email address Summary of feedback: Details: No. Tax Change (Amendment to GST Act)a Commentsb Proposed change to draft GST (Amendment) Bill a To quote the title of the tax change as well as the relevant section(s) of the draft GST (Amendment) Bill 2018. Please refer to the Summary Table for reference. b Illustrations and diagrams could be attached as Annexes.
Provider Resources Directory for <CCC program name> How to Use: Replicate the table of information below for each provider participating in or supporting the CCC program. Add additional information as appropriate for the program. Consider using a spreadsheet or formatted database for easy access, sorting and reporting of the information. <Name of Provider> Specialty <Name of specialty(ies)> Organization <Primary organization> Location <Street, City, Zip code> <Phone number> <Fax number) <website address> Mailing Address (if different) Process to Obtain Services <Forms or referral requirements> <Lead time> Other Requirements (if any) Additional Information <Expectations for data sharing, service follow up, reports, issue management, etc.> <Name of Provider> Specialty <Name of specialty(ies)> Organization <Primary organization> Location <Street, City, Zip code> <Phone number> <Fax number) <website address> Mailing Address (if different) Process to Obtain Services <Forms or referral requirements> <Lead time> Other Requirements (if any) Additional Information <Expectations for data sharing, service follow up, reports, issue management, etc.> <Name of Provider> Specialty <Name of specialty(ies)> Organization <Primary organization> Location <Street, City, Zip code> <Phone number> <Fax number) <website address> Mailing Address (if different) Process to Obtain Services <Forms or referral requirements> <Lead time> Other Requirements (if any) Additional Information <Expectations for data sharing, service follow up, reports, issue management, etc.>
children pointProperty complexType GenericBuoy diagram type extension of children gml:boundedBy featureObjectIdentifier informationAssociation featureAssociation invFeatureAssociation used by annotation element GenericBuoy/buoyShape diagram type facets
element Topmark/verticalLength diagram type facets annotation complexType VerticalDatum diagram type extension of children gml:boundedBy featureObjectIdentifier informationAssociation featureAssociation invFeatureAssociation used by annotation element VerticalDatum/verticalDatum diagram type facets
No. Appliance No. of units Total units WC 14 basin 3 bath 7 shower 4 sink 6 washing machine 4 dish washer 4 Size section from pipe manufacturers’ graphs. An example of a pipe-sizing graph is shown below. Example Size the foul water pipework for 12 houses from the DATA below in the table. 1. Use a minimum gradient of 1:80 for all pipes. 2. Discharge units from each house: No. Appliance No. of units Total units 2 WC 14 28 2 basin 3 6 1 bath 7 7 1 shower 4 4 1 sink 6 6 0 washing machine 4 0 0 dish washer 4 0 Total 51
Forth Semester (Regular) S.No. Course Code Course Contact Hours Total Contact Total credits Marks L – T - P CIE SEE Total 1. Partial Differential Equations Sampling Techniques and Transforms BS 3– 1 - 0 4 3 50 50 100 2. 16EE42 Electrical Power Generation Transmission and Distribution PC1 4– 0 - 0 4 4 50 50 100 3. 16EE43 Synchronous & Induction Machines PC2 4 –0 - 0 4 4 50 50 100 4. 16EE44 Control Systems PC3 4– 0 - 0 4 4 50 50 100 5. 16EE45 Signals System and Processing PC5 3 –1 - 0 4 4 50 50 100 6. 16EEL46 Linear IC's & Applications lab L1 0 – 0 – 3 3 2 25 25 50 7. 16EEL47 Electrical Machines Lab L2 0 – 0 – 3 3 2 25 25 50 8. 16EEL48 Signal Processing lab L3 0 – 0 – 2 2 2 25 25 50 Total 28 25 325 325 650 * SEE: SEE (Theory exam) will be conducted for 100marks of 3 hours duration. It is reduced to 50 marks for the calculation Forth Semester (Diploma) S.No. Course Code Course Contact Hours Total Contact Total credits Marks L – T - P CIE SEE Total 1. 16DIPMATM41 Vector Calculus, Laplace Transforms and Probability (Mech,Civ, E&C, E&E) BS 3– 1 - 0 4 3 50 50 100 2. 16EE42 Electrical Power Generation Transmission and Distribution PC1 4– 0 - 0 4 4 50 50 100 3. 16EE43 Synchronous & Induction Machines PC2 4 –0 - 0 4 4 50 50 100 4. 16EE44 Control Systems PC3 4– 0 - 0 4 4 50 50 100 5. 16EE45 Signals System and Processing PC5 3 –1 - 0 4 4 50 50 100 6. 16EEL46 Linear IC's & Applications lab L1 0 – 0 – 3 3 2 25 25 50 7. 16EEL47 Electrical Machines Lab L2 0 – 0 – 3 3 2 25 25 50 8. 16EEL48 Signal Processing lab L3 0 – 0 – 2 2 2 25 25 50 Total 28 25 325 325 650 * SEE: SEE (Theory exam) will be conducted for 100marks of 3 hours duration. It is reduced to 50 marks for the calculation
Cabin Surname First Name Title Passenger Type Adult/Child (DOB n/a for School Students) Passengers with Mobility Impairment *Refer above Please provide details ie; uses walking frame, mobility scooter etc Private Cabin Forward Cabin Type Return Cabin Type 22 23 24 25 26 27 28 29
Oral Presentation Rubric Name: __________________________________ Date: ____________ CATEGORY 4 3 2 1 Speaks Clearly I spoke clearly all the time and did not mispronounce any words. I spoke clearly all the time but mispronounced one word. I spoke clearly some of the time or I mispronounced some words. I often mumbled or could not be understood, or I mispronounced many words. Volume My volume was loud enough to be heard by all audience members throughout the presentation. My volume was loud enough to be heard by all audience members most of the time. My volume was loud enough to be heard by all audience members some of the time. My volume was often too soft to be heard by all audience members. Posture and Eye Contact I stood up straight, looked relaxed and confident. I established eye contact with everyone in the room during the presentation. I stood up straight and established eye contact with everyone in the room during the presentation. I sometimes stood up straight and established eye contact. I slouched and/or did not look at people during the presentation. Stays on Topic I stayed on topic all of the time. I stayed on topic most of the time. I stayed on topic some of the time. I did not stay on the topic. It was hard for the audience to determine the topic.
Work Skills Rubric Name: __________________________________ Date: ____________ CATEGORY 4 3 2 1 Working with Others I almost always listen to, share with, and support the efforts of others. I try to keep people working well together. I usually listen to, share with, and support the efforts of others. I do not cause "waves" in the group. I often listen to, share with, and support the efforts of others, but sometimes I am not a good team member. I rarely listen to, share with, and support the efforts of others. I am not a good team player. Focus on the task I consistently stay focused on the task and what needs to be done. I am very self-directed. I focus on the task and what needs to be done most of the time. Other group members can count on me. I focus on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep me I rarely focus on the task and what needs to be done. I let others do the work. Attitude I am never publicly critical of the project or the work of others. I always have a positive attitude about the task(s). I am rarely publicly critical of the project or the work of others. I often have a positive attitude about the task(s). I am occasionally publicly critical of the project or the work of other members of the group. I usually have a positive attitude about the task(s). I often am publicly critical of the project or the work of other members of the group. I often have a negative attitude about the task(s). Pride My work reflects my best effort. My work reflects a strong effort from me. My work reflects some effort from me. My work reflects very little effort from me.
Speak Up For Asthma (SUFA) Program for school children in London Lead London Strategic Clinical network for Children and Young People Partners: Charity Asthma UK University College London Medical School The Royal Free NHS London Foundation Trust Background There are three children with asthma in every classroom in English secondary schools. Asthma UK charity data show that more than 75% of hospital visits are preventable by better recognition of symptoms and early management. Secondary school children in Denmark have demonstrated improved outcomes after being taught basic resuscitation for cardiac arrest. This project set up a sustainable university-based project aimed at improving asthma awareness school children Action A paediatric Consultant trained medical students in asthma recognition and paediatric management to complement Asthma UK’s lay person advocacy programme - Speak Up For Asthma (SUFA). The medical students delivered an interactive presentation to schoolchildren aged 8-14 years. The effectiveness of the programme was measured by comparing results of an asthma awareness test before and after interactive presentation. Outcomes 600+ children have gone through awareness training in schools 38% increase in pre and post-presentation test scores. Maximum increase noted in questions related to inhaler use and emergency procedure. A short term knowledge gain. More studies needed to assess long term application of acquired knowledge. Results of the pilot project were presented at the Paediatric Allergy and Asthma Meeting in Athens in October 2013. Gained permission to extend campaign to another 1000 children due to excellent feedback on pilot from children, school nurses and teachers.
TABLE OF CONTENTS SECTION 4 – STUDENTS 4.1 – RESIDENCE REQUIREMENTS 1 4.2 – ENTRANCE REQUIREMENTS 3 4.3 – COMPULSORY ATTENDANCE REQUIREMENTS 5 4.4 – STUDENT TRANSFERS 6 4.5 – SCHOOL CHOICE 8 4.6 – HOME SCHOOLING 10 4.7 – ABSENCES 11 4.8 – MAKE-UP WORK 14 4.9 – TARDIES 15 4.10 – CLOSED CAMPUS 16 4.11 – EQUAL EDUCATIONAL OPPORTUNITY 17 4.12 – STUDENT ORGANIZATIONS/EQUAL ACCESS 18 4.13 – PRIVACY OF STUDENTS’ RECORDS/DIRECTORY INFORMATION 19 4.13F – OBJECTION TO PUBLICATION OF DIRECTORY INFORMATION 21 4.14 – STUDENT PUBLICATIONS AND THE DISTRIBUTION OF LITERATURE 22 4.15 – CONTACT WITH STUDENTS WHILE AT SCHOOL 25 4.16 – STUDENT VISITORS 27 4.17 – STUDENT DISCIPLINE 28 4.18 – PROHIBITED CONDUCT 29 4.19 – CONDUCT TO AND FROM SCHOOL AND TRANSPORTATION ELIGIBILITY 31 4.20 – DISRUPTION OF SCHOOL 32 4.21 – STUDENT ASSAULT OR BATTERY 33 4.22 – WEAPONS AND DANGEROUS INSTRUMENTS 34 _____________________________ _________________________________________ ___________________________________________________ __________________________________________________________ ________________________________________________ _____
4.45 – SMART CORE CURRICULUM AND GRADUATION REQUIREMENTS FOR THE CLASSES OF 2010-11, 2011-12, 1-12-13 84 4.45.1 – SMART CORE CURRICULUM AND GRADUATION REQUIRMENTS FOR THE CLASS OF 2013-14 AND ALL CLASSES THEREAFTER 89 4.46 – PLEDGE OF ALLEGIANCE 91 4.47 – POSSESSION OF USE AND CELL PHONES AND OTHER ELECTRONIC DEVICES 95 4.48 – VIDEO SURVEILLANCE AND OTHER STUDENT MONITORING 97 4.49 – SPECIAL EDUCATION 99 4.50 – SCHOOL LUNCH SUBSTITUTIONS 100 4.51 – FOOD SERVICE PREPAYMENT 101 4.52 – CLASS DUES 102 4.53 – RANKING OF STUDENTS 104 4.54 – FUND RAISERS 105 4.55 – STUDENTS WHO ARE FOSTER CHILDREN 106 4.56 – PLACEMENT OF MULTIPLE BIRTH SIBLINGS 107 4.57 – EXTRACURRICULAR ACTIVITIES BEHAVIOR POLICY 108 __
applicant subsequently does not enroll in the District, the provisionally rejected applicant could be provisionally approved and would have to meet the acceptance requirements to be eligible to enroll in the district. Rejection of applications shall be in writing and shall state the reason(s) for the rejection. A student whose application was rejected may request a hearing before the State Board of Education to reconsider the application which must be done, in writing to the State Board within ten (10) days of receiving the rejection letter from the District. Any applications that are denied due to the student’s resident district reaching the three percent (3%) limitation cap shall be given priority for a choice transfer the following year in the order that the District received the original applications. Transfers Out of the District All Standard School Choice applications shall be granted unless the approval would cause the District to have a net enrollment loss (students transferring out minus those transferring in) of more than three percent (3%) of the average daily membership on October 15 of the immediately preceding year. By December 15 of each year, ADE shall determine and notify the District of the net number of allowable choice transfers. For the purpose of determining the three percent (3%) cap, siblings are counted as one student, and students are not counted if the student transfers from a school or district in: Academic Distress under either A.C.A. § 6-15-430(c)(1) or A.C.A. § 6-18-227; or Facilities Distress under A.C.A. § 6-21-812. If, prior to July 1, the District receives sufficient copies of requests from other districts for its students to transfer to other districts to trigger the three percent (3%) cap, it shall notify each district the District received Standard School Choice applications from that it has tentatively reached the limitation cap. The District will use confirmations of approved choice applications from receiving districts to make a final determination of which applications it received that exceeded the limitation cap and notify each district that was the recipient of an application to that effect.1 Facilities Distress School Choice Applications
Module Theme Form Class Hour Remarks Chinese Language Spoken Chinese & Conversation Classroom Teaching 36 Delivered by leading Chinese language teacher Chinese Language Communication &Techniques Out classroom Practice 6 Accompanied by Chinese students in groups Culture- Chinese Culture under the background of Globalization Globalization Lecture 3 Delivered by senior professor of Shanghai University Chinese Culture Lecture 3 Delivered by senior professor of Shanghai University Chinese Tea Culture Lecture 3 On-site explanations by tea house lecturer Chinese Calligraphy Culture Lecture 3 Delivered by expert from Academy of Fine Arts Chinese History Visit & Experience --- Visit Shanghai Museum Chinese Martial Arts Visit & Experience --- Visit the Museum of Chinese Martial Arts Traditional Chinese Medicine Culture Visit & Experience --- Visit Shanghai Museum OF TCM Chinese Costume Visit & Experience --- Visit Textile and Costume Museum Chinese Folk Culture Visit & Experience --- Visit Folk Culture Museum Confucius Culture Visit & Experience --- Visit Confucius Temple in Jiading District Traditional Culture of south of the Yangtze River Field investigation --- Zhujiajiao Ancient Town --- Two-day trip to Suzhou and Hangzhou Cross Culture Exchange: China Door – Topic 1 International Metropolis -- Shanghai Lecture 3 Delivered by senior professor of Shanghai University Visit & Experience --- Shanghai Urban Planning Exhibition Hall Visit & Experience --- Oriental Pearl TV Tower,
Open Shanghai Lujiazui Visit & Experience --- Huangpu River Cruise Exchange & Experience --- Cross Culture Exchange Meeting Topic 2 International Economic Center -- Shanghai Lecture 3 Delivered by senior professor of Shanghai University Visit & Experience --- Yu Garden Visit & Experience --- Bao Steel Visit & Experience --- Coca Cola Exchange & Experience --- Cross Culture Exchange Meeting Topic 3 International Cultural Center -- Shanghai Lecture 3 Delivered by senior professor of Shanghai University Visit & Experience --- Acrobatic Show Visit & Experience --- Tianzifang, Xintiandi Exchange & Experience --- Visiting top universities Exchange & Experience --- Cross culture exchange activity in Daning International Community Summarize & Report Summarize and Report Achievements Achievement Exhibition --- Photography, paintings, essays, videos, reports and so on The project content is subject to change according to the actual arrangements. 1.3 Schedule （The schedule is subject to change according to the actual arrangements. ） Date Time Event Remark July 17 Sunday Arrival July 18 Monday 9:00-11:00 Registration, Orientation 11:30-12:30 Opening ceremony, welcome lunch School Canteen
Data Conversion Requirements This section identifies the requirements, if any, needed to convert data from old systems to the new system being developed and/or deployed. <Project #>-DC-1. <Project #>-DC-2. Etc. Backup & Recovery Requirements This section identifies details of back up and recovery requirements. If software is identified as mission essential a continuity of operations plan must be developed. <Project #>-BR-1. <Project #>-BR-2. Etc. Failover & Redundancy Requirements This section identifies details of failover and redundancy requirements. <Project #>-FR-1. <Project #>-FR-2. Etc. Archival Requirements This section identifies the requirements, if any, related to length of time data needs to be retained within the application; level of difficulty to retrieve archived data, etc. <Project #>-AC-1. <Project #>-AC-2. Etc. Availability Requirements This section identifies the requirements, if any, related to support (e.g., 24x7 ) and up-time (e.g., 99.9%). These requirements tie into how critical the solution is to the business. Requirements may also include a manual backup process in case the application fails. <Project #>-AV-1. <Project #>-AV-2. Etc.
Name: ____________________________________________________________________________________
Minutes of 25.04.2016 were agreed as a true record Proposed PM Seconded PI 4. Matters Arising from Last Meeting. None LQ handed over the meeting to JO’B to conduct a welcome and induction of new members. Park View & Whitwick TARA, St Marys TARA, Kegworth TARA Castle Donington TARA and residents Caroline Argent, Sue Gage, Rose Kennedy, and Colin Statham. JO’B invited all too officially become members of the Forum. Proposed LQ Seconded PM JO’B Thanked BD for his contribution as Chair of the Forum, and thanked LQ and PMG for their work as Vice Chair and Treasurer over the last year. JO’B announced nominations for the positions of : Chair: Bob Dawe and Laura Quinton Vice Chair: Bob Dawe and Claire Boden Treasurer: Claire Boden Voting commenced for elected positions 5. Nominations for Elected positions Votes were cast for the above vacancies, and results were as follows Chair: Laura Quinton Vice Chair: Bob Dawe Treasurer: Claire Boden JO’B returned the meeting to Appointed Chair LQ LQ thanked everyone for their support for her and said that she hoped the year would be as interesting as the last in relation to TLCF. 6. Treasurers Report Budget Outturn May 2016 Budget for 15/16 was £21,000, actual spend was £21,990 The overspend this year was notified to the TLCF during the year and was due to the increase in the TARAs, and the associated tasks involved in setting these up. Budget 2016/2017
Mand (SECTION F) Visual Performance (SECTION B) Receptive (SECTION C) Imitation (SECTION D) Echoics (SECTION E) Tacts (SECTION G) Intraverbals (SECTION H) Advanced Learner * Mand for Information: What, Where, Who/whose, Which, When and How * Mands for information using can, do does, and will. * Mands for Information using why * Mands using adjectives, prepositions, adverbs and pronouns * Acquires novel requests w/o intensive training * Spontaneous requests Advanced Learner * When given irregularly shaped, non-interlocking pieces; student will correctly juxtapose the pieces to form a picture. Thru… * Complete simple mazes. Advanced Learner * Locate pictures of objects within a larger, complex picture. * Locate objects from parts in complex picture * Select common environments sounds * Selects adjectives * Selects items with 2 Characteristics * Selects set of items with 2 characteristics * Selects associated pictures * Selects same and different * Selects * selects * Selects pictures representing emotions/ social interactions. Advanced Learner * Imitate a gross motor action modeled by a person, for social recognition of being able to match the actions. Thru… *Demonstrate actions which he observed several hours earlier in the day. Advanced Learner * Repeat short message to another * Spontaneous imitation of words and phrases of 6 or more words Advanced Learner * Labels features of items which are missing or incorrect. * Labels exclusion from a category * Identifies obvious problems * Labels 2 component with objects/pictures * Labels community helpers * Labels common environmental sounds * Labels * Labels 3 component G36 Labels and describes events G38 Labels Adverbs * Labels internal events (emotions) * Labels social interactions * Spontaneous labeling Advanced Learner * Answer WH questions * Makes related statements w/a visual display * Describes steps in a sequence * States an activity when told a sequence * Intraverbal Yes/no * Answers questions containing 3 critical stimuli * Answers questions concerning past and upcoming events * Answers questions in their immediate community * Answers questions concerning current events. * Answers questions regarding academic material * Maintains conversation with an adult or peer * Spontaneous conversation * Tells stories
Litmus tells us if a substance is acidic or basic but not how acidic or basic the substance actually is. The pH scale allows to quantify (put a number) on the acid or base. The pH of a solution can be found using: (i) A pH meter (ii) Universal indicator solution (iii) pH paper (paper soaked in universal indicator solution) pH greater than 7: the substance is alkaline pH less than 7: the substance is acidic pH 7: the substance is neutral Experiment: To investigate the pH of a variety of materials Apparatus: rack of test tubes Chemicals: variety of substances – see ‘Examples of everyday acids and bases’ above Procedure: Put substances in test tubes (they must be dissolved in water if they are not a liquid). Pour in a few drops of universal indicator and shake well (the colour will change according to how acidic or basic the substance is). Use the pH scale to write up results. Universal Indicator pH Scale Acids and Bases part (ii) Common strong acids and bases Acids Bases hydrochloric acid HCl sodium hydroxide NaOH sulfuric acid calcium hydroxide Ca(OH)2 calcium carbonate CaCO3 Sodium hydroxide (caustic soda) is an example of an alkaline substance.
Would you describe yourself as: Male Female Prefer not to say Age monitoring To which age band do you belong? 16 – 19 20 – 24 25 – 29 30 – 34 35 – 39 40 – 44 45 – 49 50 – 54 55 – 59 60 – 64 65 – 70 71 – 74 75 + Prefer not to say Disability monitoring The Equality Act 2010 (Disability Discrimination Act 1995) has defined disability as follows; “A physical or mental impairment which has a substantial and long-term adverse effect on your ability to carry out normal day-to-day activities” Do you consider yourself to have a disability or a long-term health condition? Yes No If yes, what is the effect or impact of your disability or health condition? Prefer not to say
2014-15 2013-14 3 List the vehicles owned /to be owned by the Bidder Brief details of the Make, Type and other details of the vehicles to be provided. Should also confirm that the vehicles owned/to be owned conform to the Standards & Specifications as detailed in the Tender. (Contd...) Details of Experience: The Bidder should furnish the details of eligible experience as set out in the Table below: Qualification Criteria Details of the Work Executed Documentary Proofs Such as Work Orders, Agreements, Work Completion Certificates, etc. As mentioned in the Eligibility Criteria and that related to Handling Sanitation and Solid Waste Management Works (Bidder needs to write the details) (Mention the names of documents attached
EDUCATIONAL QUALIFICATIONS (ATTACH ADDITIONAL PAGES, IF REQUIRED) NAME OF THE COURSE NAME OF THE BOARD / UNIVERSITY MONTH & YEAR PASSED DIVISION % OF MARKS CGPA (IF GRADING IS APPLICABLE) SUBJECTS STUDIED S.NO. OF PROOF ENCLOSED (A) (B) (C) (D) (E) (F) (G) (H) 10TH CLASS/ EQUIVALENT 10 + 2 / EQUIVALENT BACHELOR’S DEGREE P.G. DIPLOMA MASTER’S DEGREE OTHERS CHRONOLOGICAL LIST OF EXPERIENCE (INCLUDING CURRENT POSITION/ EMPLOYMENT) DESIGNATION AND SCALE OF PAY NAME AND ADDRESS OF EMPLOYERS PERIOD OF EXPERIENCE NATURE OF WORK/DUTIES S.NO. OF PROOF ENCLOSED FROM DATE TO DATE NO. OF YEARS /MONTHS (AS ON DATE OF ADVERTISEMENT) (A) (B) (C) (D) (E) (F) (G)
4. EDUCATIONAL QUALIFICATIONS (ATTACH ADDITIONAL PAGES, IF REQUIRED) CLASS 10TH / EQUIVALENT EXAM PASSED YEAR SUBJECTS STUDIES MARKS (%) / CGPA INSTITUTION / SCHOOL BOARD / COUNCIL / UNIVERSITY 10+2 / EQUIVALENT EXAM PASSED YEAR SUBJECTS STUDIES MARKS (%) / CGPA INSTITUTION (SCHOOL / COLLEGE ) BOARD / COUNCIL / UNIVERSITY BACHELOR’S DEGREE LL.B. B.A., LL.B.(Hons.) B.Sc., LL.B.(Hons.) B.Com., LL.B.(Hons.) B.A., / B.Sc. / B.Com. EXAM PASSED YEAR SUBJECTS STUDIES MARKS (%) / CGPA INSTITUTION (COLLEGE / UNIVERSITY) UNIVERSITY
MASTER’S DEGREE (LL.M. / M.A.) EXAM PASSED YEAR SUBJECTS STUDIES AREA OF SPECIALIZATION MARKS (%) / CGPA INSTITUTION UNIVERSITY Ph. D. / EQUIVALENT AWARDED (YES/NO) OR SUBMITTED AREA OF SPECIALIZATION TOPIC UNIVERSITY YEAR OF AWARD JRF / NET / SLET FOR LECTURESHIP, IF ANY SUBJECT ROLL NO YEAR POSITION ANY OTHER EXAMS PASSED
7. PUBLICATIONS, IF ANY (MENTION HERE ONLY NUMBERS OF THE DETAILS) PUBLICATIONS PUBLISHED (NO.) ACCEPTED / IN PRINT (NO.) SELF ASSESSMENT API SCORE VERIFIED API SCORE BOOKS RESEARCH PUBLICATIONS RESEARCH PUBLICATIONS (JOURNALS) NATIONAL INTERNATIONAL MONOGRAPHS OTHER PUBLICATIONS 8. SEMINARS / CONFERENCES / WORKSHOPS / TRAINING PROGRAMMES, ATTENDED / ORGANIZED ETC. (ATTACH ADDITIONAL PAGES OR C.V., IF REQUIRED) IN INDIA (NO.) ABROAD (NO.) TOTAL (NO.) SELF ASSESSMENT API SCORE VERIFIED API SCORE (I) (II)
Banding Descriptors Matrix Summary Form Pupil’s name:………………………………………DoB:…………. Age: ……Yrs …… Months Completed by:………………………………………….. Date:…………………. Please use the matrix to identify a best fit level for each column – please indicate below which cell in each column best represents the child. The excel spreadsheet has a Summary Page which can be printed and used instead of this WORD version. Please indicate below any specific comments about the grid that you would like to share (write the comment in the corresponding box below) Sensory and or physical Communication and interaction Social, Emotional and Mental Health Cognition and Learning PD and PNI and Independence Hearing Vision Speech and Language (S&L) Social Communication /Autism Spectrum Emotional Wellbeing Social Behaviour Learning Behaviour and Attitude Learning Difficulties Level 0 1 2 3 4 5 6 Overall band as identified by the electronic version of the matrix when known Notes:
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PRVIDES DEFINITION not enough contextual clues provided in the text Page 111- Platform, Satchel, Homestead, Flurry Page 112-Craned Page 122-Bristly, Callused Page 126-Shanties Bobs, Suspected, Depot, Jolts STUDENTS FIGURE OUT THE MEANING Sufficient context clues are provided in the text Page 111-Homestead Page 119-Conductor Page 124-Lurching car Page 111- Severly,
Sender: Sender's name Committee/Cabinet: Committee Name Meeting Date: 00th Month 2018 Author: Author’s name Report Date: 00nd Month 2018 Report Time 00:00 Appendices Yes/No How many? Number If confidential paragraph number N/A If confidential has the Public Interest Test been applied? Yes If the test has been applied reasons for maintaining the exemption? N/A Have any Health & Safety or Environmental Protection Act issues or Sustainability Implications been addressed Yes Is a risk assessment appropriate? No If Yes, has this been carried out? N/A Is an equalities and cohesion impact assessment appropriate? No If Yes, has this been carried out? N/A Cabinet member consulted Cllr Name Officers consulted CEO/MD, FD, HR Director, Comms Director. Officers agreed report Yes
Language barriers: incorrect interpreters provided, incorrect bills charged to patients, difficulty in engaging parents, not enough interpreters Children, Bangladeshi Arabic GP lack of knowledge of referral pathways for free/bulk billing services, tests, bilingual workers, etc. Rohingya / Refugee, Arabic Dissatisfaction with GPs, low ownership of GPs of their patients (Note: Many were satisfied with their GPs) Bangladeshi, Women Low follow up attendance for child health Bangladeshi Poor health service identification of/response to delayed child development (especially GPs) Children Limited child developmental and screening advice provided to parents (especially by GPs) Suspected high level of autism in children Children, Chinese, Bangladeshi Table : Service needs according to ability to access What is the problem? Who does it affect? Ability to perceive (Health literacy; Health beliefs; Trust and expectations) Health service navigation – lack of knowledge of how availability of and how to use health services; “too early” and “too late” paediatric presentations at ED Rohingya, Children/ Families Mistrust of government and institutions (including health authorities) Rohingya Disability and associated stigma/fear of losing children if seeking help Children/ General Ability to seek (Personal and social values, culture, gender, autonomy) Reports of some mothers presenting at ED with sick child only once husband home. Arabic, Rohingya, Women, Families Cost and lack of support services e.g. child care, extra-curricular activities, empowerment, stress management Children (school-aged), Women, Arabic Ability to reach (Living environments; Transport; Mobility; Social support) Reports of some mothers presenting at ED with sick child only once husband home. Arabic, Rohingya, Women, Families Transportation to health services (particularly for sicker patients e.g. renal) Women, People with a disability Housing: High rent, Loss of social connections shifting for cheaper rent. Families, Chinese Ability to pay (Income; Assets; Social capital; Health insurance) Cost of accessing health services e.g. specialists Women, Chinese, Arabic Ability to engage (Empowerment; Information; Adherence; Caregiver support) Limited health knowledge and education; desire to learn health information. Rohingya, Chinese, Women, Arabic Urban rental accommodation does not support positive parenting and child development Children, Bangladeshi
2. Young growth 60 years Angle = 52.7° Distance = 66’ DBH = 35.2“ 3. Young growth 60 years Angle = 54.9° Distance = 66’ DBH = 38.0” 4. Old growth Angle = 63.1° Distance = 66’ DBH = 51.8” 5. Old growth Angle = 65.9° Distance = 66’ DBH = 58.5”
When does a simple pendulum execute simple harmonic motion? When it is oscillating at a small angle. is the relationship between the period and the length of a simple pendulum? The period squared is proportional to the length. Calculate the spring constant = 7.39 k = = (7.39)2(0.06) = 3.28 N m-1 Calculate the length of the spring when the mass is at rest. F = -k (extension) mg = -k (extension) {we can ignore the minus sign – it exists merely to signify that the restoring force and the extension are opposite in direction} (0.06)(9.8) = 3.28(extension) Extension = 0.18 m Length of string = 0.5 + 0.18 = 0.68 m 2018 Question 6 (a) Derive an expression to show the relationship between the radius, velocity and angular velocity of an object moving in uniform circular motion. {divided both sides by t} but = ω and = v ω =  v = rω Calculate the angular velocity of the discus immediately prior to its release. = 17 rads s-1 the centripetal force acting on the discus just before Ashton releases it. F = mrω2 = (2)(1.2)(17)2 = 693.6 N In what direction does this force apply? Towards the centre 2017 Question 6 State the principle of conservation of energy. Energy cannot be created or destroyed but only converted from one form to another Derive the expression v2=u2+2as for uniform accelerated motion. v = u + at {multiply out both sides} (v)2 = (u + at)2 v2 = u2 + 2uat + (at)2 v2 = u2 + 2a(ut + ½ at2) v2 = u2 + 2as {because s =ut + ½ at2} 
Student Research – as Guide for Undergraduate Students 2015-2016 Delhi University-Innovation Project 2015-16 titled “Assessment of packaged foods for toxins” IIIrd Year Zoology Honours Jyoti Goyal Shehzadi Aakriti Bansal Diksha Dhiman Gargi Vats IInd Year Life Sciences Disha Shandiliya Kopal Singh Abhijita CS Prachi Jasleen Kaur Publication (Peer Reviewed/Indexed Journals) Year of Publication Title Journal (Name of the journal. Vol Issue ISSN) Co-Author 1993. Response of iron induced experimental epilepsy to anti per oxidant treatment. .Indian Journal of Physiology and Pharmacology. 37 (5), Shanuja Bhalla and Rameshwar Singh 2000. Electroencephalographic mapping of iron-induced cortical seizures in an experimental model of epilepsy Annals of Neurosciences. 7, 20ISSN: 09727531, 09763260 Varsha Sharma, Shanuja Bhalla and Rameshwar Singh. 2009 Biochemical characterization of CMCC germplasm, Mycorrhiza News 21(2) :15-18 Shanuja Beri, S. Mahendran,
(2009) ISSN: 0970-695X Reena Singh, Alok Adholeya 2010 Functional analysis of mycorrhizal inoculation and leaf compost on different host plant. Mycorrhiza News 21 (4): (2010).ISSN: 0970-695X Mohan Kumar S, Ajay Bhokta, H.S.Uppal, Shanuja Beri, Reena Singh and Alok Adholeya. 2011 Biofertilizers regulation: the need of the hour Mycorrhiza News 23(1): (2011)ISSN: 0970-695X Shanuja Beri and Alok Adholeya. 2011 Co-composting of physic nut (Jatropha curcas) deoiled cake with rice straw and different animal dung. Bioresource Technology 102 (2011) Manab Das, H.S. Uppal, Reena Singh, Shanuja Beri, K.S. Mohan, Vikas C. Gupta, Alok Adholeya. 2011 Eco-restoration of a commercially important and endangered Indian orchid Vanda coeruleaGriff ExLindl. through in vitro symbiotic seed germination and seedling development. European Journal of Environmental Sciences July 2011 ISSN1805-0174 Simmi Aggarwal, C. Nirmala, Shanuja Beri, Sachin Rastogi and Alok Adholeya. (2013) Congruence of ribosomal DNA sequencing, fatty acid methyl ester profiles and morphology for characterization of genera Rhizophagus (arbuscular mycorrhiza fungus) Ann Microbial, Annals of Microbiology (2013) 63: , December 01, 2013ISSN: Kumar, S., Beri, S., Adholeya A. Seminar/Workshop/Conferences Presentation/Organisation Conference Attended the International Conference on Mycorrhiza (ICOM 6) in Belo Horizonte, Brazil, August 2009
Provider to specify Functional Status or QoL instrument during RHP plan submission. Instrument must be externally validated and tested for reliability. Approvable instruments include (not exhaustive): - AQoL-4D, 6D, 7D, and 8D - PedsQL, including disease specific modules - SF-12, SF-36 - Palliative Care Outcome Scale - Fact G - BDI-2 - PAID Excluded instruments include: - ANSA - CANS - HRQoL - ABC
Name of program: ESOL Program Standards Report any courses, assessments, teacher performance assessment and/or clinical practices that align to the required standards for the ESOL Program Courses Assessments For example: licensing tests, edTPA, work samples, evaluations, course exams Clinical Practices ESOL: Program Standards/Subject Test The program requires candidates to complete the test for ESOL. Courses Assessments Clinical Practices ESOL: Program Standards/Clinical Practices The program requires candidates to complete field experiences that include supervised teaching or internships in ESOL classrooms. Courses Assessments Clinical Practices ESOL: Program Standards/Cultural Competency and Equitable Practice The program integrates principles of cultural competency and equitable practice in each competency standard through the entire ESOL endorsement program. Please provide a narrative section for this item.
$8,000, do they just flat out sue for 8K? 2) In every case, the attorney seeks $3,500 for attorney fees. In a default judgment situation, don't I have a duty to swear in an attorney and have him testify concerning what seems to be a hefty legal bill? You would rule: The apartment complex is entitled to the balance of the rent under the lease (for example, $8,000 for the remaining 8 months). The apartment complex has to mitigate their damages and get a new tenant in; they can only recover for rent currently due. SCENARIO 13 This is a question concerning whether the right to a jury trial in an eviction case can be waived by a residential tenant in a written lease agreement. In a recent case, the plaintiff sued the tenant for both a non- payment of rent and a lease violation for other than non-payment. The lease was entered into on April 1, 2016. The lease contained a provision for the waiver of a jury trial for any matters under the lease. (Assume the provision was adequate in terms of its conspicuousness. ) Tenant timely asked and paid for jury trial; Plaintiff moved to Quash the demand for jury trial per R.510(b). I questioned the enforcement of the provision waiving jury trial under the 2016 amendment to Section 92.006(h) of the Property Code. Plaintiff responded that the eviction was being pursued under Chapter 24 of the Property Code, so the effect of the Chapter 92 restriction did not apply because none of the so-called "Chapter 92 issues" were being distinguishing FED actions (Chapter 24) from the Chapter 92 matters. But 92.0081 refers to the fact that a landlord is not prevented "by this section [92.0081]" from pursuing "other available remedies, including the remedies provided by Chapter 24." QUESTION: What is the proper way to evaluate whether a jury trial properly requested may be waived, if waiver is permitted at all for a residential tenant?
KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text stern plaque loomed expedition steward fixtures STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text bow survived (survivor) voyage wreckage (wreck; shipwreck) monument floating palace great distress signal wealthy third class grand damage drenched submarine hull distance drifted bursts
………………will ensure that these policies and procedures are implemented and adhered to in their area of operational responsibility. ……………..will ensure that an appropriate system for carrying out fire risk assessments and developing emergency plans is in place and that suitable arrangements are implemented in all premises and for all activities within the premises. …………………will ensure that action plans, fire precautions and evacuation procedures, resulting from fire risk assessments, are implemented and control measures for controlling the risk from fire are maintained. ………………..will ensure that regular inspections are carried out on control measures to ensure their continued effectiveness. …………..will ensure that audits are carried out periodically to ensure the effectiveness of control measures. Employees, visitors, contractors and others will ensure they participate as requested in the fire risk assessment process and will ensure they comply with the arrangements made to control risks from fire hazards. Arrangements Fire Detection and Alarm System Automatic fire detection and alarm systems and break-glass call points shall be installed, maintained and tested in accordance with BS 5839. A maintenance contract is in place with……………………..that provides a full check and service of the entire system in accordance with BS5839. Fire alarms will be tested weekly by …………………..and any defects should be reported immediately to……………………….. Provision and Maintenance of Fire-fighting Equipment Fire fighting equipment will be sited as recommended by the Fire Risk Assessment. ………….will have a responsibility to ensure that the equipment is accessible at all times. An annual service contract is in force with ………………..for maintaining the fire extinguishers. Provision and Maintenance of Fire Escape Routes Emergency lighting, fire exit route directional signage (and other fire safety related signage), fire doors, fire lobbies and other parts of exit routes shall be available. Emergency lighting shall be installed in all premises to the current British Standard. The emergency lighting is under a maintenance contract with…………………………
HIGHER EDUCATION GOVERNANCE COMMITTEE Ref. Achieved By Frequency 5.5; 6.2; 6.7 Learning and Teaching report (update on developments, effectiveness, technology enhanced learning and analysis of actions/impact). March meeting 5.3; 5.8; 6.5 5.3; 7.7; 6.5 Applications update Enrolment / student numbers reports March and June meeting November meeting 5.1; 7.1 5.3; 6.3; 6.5 5.4; 7.4; 6.5 5.3; 6.5 5.3; 6.3; 6.5; 7.4; 6.7 Review and analysis of data Risk Register Previous year student achievement, continuation and destination report NSS report “In-year” retention data Key external data Each meeting November meeting November meeting March and June meeting Each relevant meeting 5.2; 5.7; 6.1; 6.7 5.8; 7.3; 6.7 5.6; 5.8 Reporting and review of key strategy and other documents including: Higher Education Strategy Consideration and approval of HE Academic Standards and Quality Report Consideration and approval of the Annual Quality Assessment Return March meeting November meeting November meeting 6.4; 6.6; 7.5; 7.8 7.6; 7.10 Student engagement effectiveness and impact on the student experience. Student Engagement Report HE Complaints and Appeals Report Each meeting December meeting 7.6 Information on compliance activities with external bodies, including due diligence reports. Each appropriate meeting