zilongwang/ReadingBank huggingface dataset:
Pearls Forster Regatta 19th Nov 2017 RESULTS PAGE 1 Race 1 – Sports Mixed / Heat 1 Race Time 8:12 Actual Start Time 8:23 Time Results posted 8:45 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Coffs/Bei Loon Kempsey Flamin Dragons Marina Deepwater PLACE 3 1 2 TIME 1.05.84 1.04.51 1.04.56 Chief Official Comment: Race 2 – Sports Mixed / Heat 2 Race Time 8:24 Actual Start Time 8:35 Time Results posted 8:45 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Grafton Hunter River Dragons Newcastle Marlins Manning River PLACE 4 3 1 2 TIME 1.07.26 1.05.19 1.00.57 1.02.52 Chief Official Comment: Race 3 – Sports Mixed / Heat 3 Race Time 8:36 Actual Start Time 8:52 Time Results posted 9:14 Signature
LANE 1 LANE 2 LANE 3 LANE 4 TEAM Nambucca / Wallis Spirit Camden Haven Newcastle Redfins Dragons on the Rocks PLACE 4 2 3 1 TIME 1.05.45 1.04.81 1.05.28 1.03.62 Chief Official Comment: Race 4– Sports Mixed / Heat 4 Race Time 8:48 Actual Start Time 9:06 Time Results posted 9:14 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Titivators Illawarra Newcastle Barracudas Flamin Dragons Settlement PLACE 4 3 2 1 TIME 1.06.83 1.04.78 1.03.39 58.59 Chief Official Comment: Race 5 – Sports Men / Heat 1 Race Time 9:00 Actual Start Time 9:17 Time Results posted Signature
Time Results posted 10:46 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Bei Loon Newcastle Marlins Deepwater PLACE 3 1 2 TIME 1.05.71 1.01.72 1.03.70 Chief Official Comment: Race 12 – Sports Mixed / Heat 5 Race Time 10:24 Actual Start Time 10:? (not recorded) Time Results posted 10:46 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Illawarra Grafton Flamin Dragons Settlement Dragons On The Rocks PLACE 4 3 1 2 TIME 1.03.50 1.01.46 58.87 1.00.68 Chief Official Comment: Race 13 – Sports Mixed / Heat 6 Race Time 10:36 Actual Start Time 10:56
Time Results posted 12:12 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Kempsey /Manning Illawarra PLACE 1 3 2 TIME 1.00.43 1.03.23 1.00.76 Chief Official Comment: Race 18 – Sports Men / Heat 6 Race Time 11:36 Actual Start Time 12:06 Time Results posted 12:12 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Flamin Dragons Camden Haven/Dragons On The Rocks Newcastle Barracudas PLACE 2 1 3 TIME 1.00.75 1.00.40 1.01.59 Chief Official Comment: Race 19 – Sports Women / Heat 5 Race Time 11:48 Actual Start Time 12:18
Race Time 13:15 Actual Start Time 13:11 Time Results posted 13:39 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Camden Haven / Dragons OTR Newcastle Marlins Kempsey/ Manning Flamin Dragons PLACE 4 3 2 1 TIME 1.00.65 59.37 58.59 57.65 Chief Official Comment: Race 24 – Sports Women Final Race Time 13:30 Actual Start Time 13:31 Time Results posted 13:39 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Great Lakes Pearl Dragons Illawarra/Kempsey Flamin Dragons Camden haven PLACE 2 3 4 1 TIME 1.02.62 1.03.12 1.03.30 1.02.56 Chief Official Comment: Race 25 – Sports Mixed Final Race Time 13:45 Actual Start Time 13:47
Time Results posted 13:52 Signature LANE 1 LANE 2 LANE 3 LANE 4 TEAM Dragons on the Rocks Flamin Dragons Settlement Newcastle Marlins Camden Haven PLACE 4 3 1 2 TIME 1.03.59 59.92 58.19 58.92 Chief Official Comment:
5 Ways to Wellbeing Did you know that following some simple daily actions can help you feel good and enjoy your day to day life? Each of these actions or ways to wellbeing makes a positive difference to how we feel Connect – with family, friends, neighbours, people at work and school. Have a conversation, pass the time of day, make time for a chat Be active – find a physical activity that you enjoy, step outside, go for a walk, garden Take notice – take time to look at the day, the weather and seasons, things around you Keep learning – try something new whether it is trying a new recipe, fixing a bike or even taking up a new course Give – do something nice for a friend or neighbour, make some time for others Key Facts: • Happier people can add 7½ years to their life. Each of these Five Ways to Wellbeing has been shown to make a positive difference to how we feel • People with high levels of mental wellbeing are more likely to be in work or in full-time education • 1 in 4 people will experience mental distress during their lifetime To find out more follow the below link.
Figure 2: A photograph showing an engineer pulling the left MLG down………………. 6 Figure 3: Google map showing Wajir aerodrome and its environs……………………. 8 Figure 4: A photograph showing a flock of birds feeding at Wajir slaughterhouse…….. 9 Figure 5: A photograph showing the Cockpit Voice Recorder………………………… 12 Figure 6: A photograph showing the Flight Data Recorder…………………………… 13 Figure 7: A photograph showing the wreckage of the aircraft on the runway………….. 14 Figure 8: A photograph showing an engineer removing bird carcass from the left MLG. 15 Figure 9: A photograph showing the damage on the door to the left MLG……………… 16 Figure 10: A photograph showing the left MLG with the broken strut………………….. 17 Figure 11: A photograph showing the right MLG with all the struts in position………… 17 TABLES Table 1: Injury chart……………………………………………………………………… 3 ABBREVIATIONS AAID - Air Accident Investigation Department AD - Aerodrome AIP - Aeronautical Information Publication ARP - Aerodrome Reference Point ATC - Air Traffic Services ATPL - Airline Transport Pilot License CPL - Commercial Pilot License CVR - Cockpit Voice Recorder FDR - Flight Data Recorder GFS - Ground Flight Safety
{Print on institution letterhead} {Date} Linda Eno Acting Deputy Chief Division of Teaching, Leading, and Learning New Jersey Department of Education P.O. Box 500 Trenton, NJ 08625 Dear Ms. Eno, As required in the Perkins 2019 {Secondary or Postsecondary (choose one)} Grant application, I have reviewed my institution’s Five-Year/Multi-Year Plan goals and objectives and request an extension of the plan: Please select Option 1 or Option 2. without revisions. (Option 1) with revisions. I understand that the revisions must be provided before my institution’s Perkins application can be approved. (Option 2) Sincerely, {Signature} {Name} {Chief School Administrator/Superintendent/College President}
(Goal 2, continued) Hampshire’s rural communities. Objective 3. The NH Council on Developmental Disabilities will collaborate and support local and statewide initiatives that offer choice for the education and support of individuals and their families regarding relationship building and retention of those relationships. Including but not limited to friendships, relationships and family dynamics. Activities: Develop and support systems to educate individuals and families on social opportunities and relationships Collaborate with key partners on creating opportunities for inclusive social events that promote acceptance and awareness. The Council will assure that at least 1000 self-advocates, families, guardians and caregivers can access information, training, and resources through a user-friendly web site, personal education and training opportunities and materials disseminated through multiple forms of media. Goal – What does the Council want to accomplish for people with developmental disabilities over the next five years? Goal 3. Personal Choice: Promote and improve self-determination activities for people with developmental disabilities to lead meaningful lives through an increased level of personal choice and greater control over their lives including access to: medical, dental and behavioral support and services in home and community service delivery Objectives – How will the Council achieve its goals? Objective 1. The Council will collaborate with key partners to promote and strengthen independent advocacy by individuals with developmental disabilities through: supporting the formation and strengthening of self-advocacy organizations and activities led by people with disabilities, including cross-disability advocacy initiatives. providing opportunities for individuals with developmental disabilities considered leaders to provide training to other individuals with developmental disabilities who may become leaders. assure that at least 100 self-advocates can access information, training, and resources through a user-friendly web site, personal education and training opportunities and materials disseminated through multiple forms of media. Activities: Continued support of self-advocacy groups in New Hampshire local, statewide, and regional In collaboration with key partners to educate and support individuals with developmental disabilities in advocacy and support leaders in self-advocacy to train other potential leaders experiencing developmental disabilities.
Program Plan Signed Cover Sheet PDF Homeroom Executive County Superintendent Upload via Homeroom Standard Mail District Statement of Assurances Signed PDF Homeroom Executive County Superintendent Upload via Homeroom Standard Mail Budget Planning Workbook Excel Homeroom Executive County Superintendent Upload via Homeroom Standard Mail If you have any questions, please direct them to DECEFE at (609) 777-2074. Program Plan Components Please complete the information requested for the following components: DISTRICT INFORMATION DISTRICT STATEMENT OF ASSURANCES OUTREACH/PROGRAM DELIVERY CHRONIC ABSENTEEISM ADMINISTRATIVE OVERSIGHT MASTER TEACHERS INTERVENTION AND SUPPORT SERVICES: Special Education and Inclusion INTERVENTION AND SUPPORT SERVICES: Preschool Intervention and Referral Team (PIRT) HEALTH AND NUTRITION FAMILY AND COMMUNITY INVOLVEMENT CURRICULUM AND ASSESSMENT
Constitution Reading Guide Answer Key Questions Look here for the answer My answers 1 How many sections, or articles, does the Constitution have? Throughout the document 7 2 List three of the six purposes of the Constitution. First paragraph, also known as the Preamble (Answers can be any three of the following) 1. to form a more perfect union 2. establish justice 3. insure domestic tranquility 4. provide for the common defense 5. promote the general welfare 6. secure the blessings of liberty 3 All legislative Powers were given to whom? Article I, section 1 Congress 4 The legislative consists of which two groups? Article I, section 1 1. Senate 2. House of Representatives 5 How old do you have to be to be a Representative? Article I, section 2, paragraph 1 at least 25 6 How old do you have to be to be a Senator? Article I, section 3, paragraph 3 at least 30 7 Who proposes bills that can become laws if approved? Article I, section 7, paragraph 1 Senate and the House of Representatives 8 Who has the power in the Executive branch of government? Article II, section 1 President of the United States
9 How many years can the president hold office? Article II, section 1 4 years 10 What are the qualifications to be president? Article II, section 1, paragraph 5 1. Must be a natural born citizen 2. At least 35 years old 3. Must be a resident of the U.S. for 14 years 11 What does the president promise to defend? Article II, section 1, paragraph 8 Constitution of the United States 12 Fill in the blanks indicating some of the duties of the president. Article II, section 2, paragraph 1 Paragraph 2 1. He shall serve as Commander in Chief 2. Make treaties, appoint ambassadors and Supreme Court judges 13 How does the president approve laws? Article I, section7, paragraph 2 by signing the bill 14 Who has the judicial power of the United States? Article III, section1 1. Supreme Court 2. Other federal courts 15 Fill in the blank. Article III, section 2, paragraph 3 A criminal is guaranteed a trial by jury.
Warm-Up: A. The height, h, in metres, of a golf ball t seconds after Billy Bob hits it with a club is described by h = -5t2 + 30t. How long is the ball in the air? B. The height, h, in metres, of a football t seconds after Billy Bob throws it off the roof of a building is described by h = -5t2 + 20t + 25. How long is the ball in the air? C. The height, h, in metres, of a baseball t seconds after Billy Bob hits it with a bat is described by h = -5t2 + 18t+1. For how long is the ball in the air? To find the zeros of ax2 + bx + c = 0, you can use this Quadratic Formula: Example B from above: a = ________ b = ________ c = ________ substitute the values of a, b, and c into the formula (use brackets!) use your calculator to determine the value under the square root sign take the square root (round to 1 decimal if required) split the equation into 2 equations – one with the ‘+’ and one with the ‘–’ or calculate the numerators or divide to get your zeros t = ________ or t = ________ Discriminant
2.5 ASPHALT PAVING 1-1/2 INCH OR 2 INCH ASPHALT SURFACE OVERLAY 10 INCH ASPHALT BASE COURSE A. All work in this section shall conform to the APWA Section 2200 Paving. B. The asphalt surface pavement mix shall be Type 5-01 and shall conform to the requirements of Section titled “Asphalt Materials”, of these documents. C. The asphalt base pavement mix shall be Type 1-01 and shall conform to the requirements of Section titled “Asphalt Materials”, of these documents. D. Asphalt materials will be measured and paid at the contract unit price as listed in the bidding documents. Such payment and price shall constitute full compensation for all labor, materials and equipment necessary to complete the item. E. One and one half inch or two inch asphalt surface Type 5-01 will be paid at the contract unit price as shown on the bid form for asphalt in place and shall cover the entire cost of labor, materials and equipment. F. Ten inch asphalt base Type 1-01 will be paid at the contract unit price as shown on the bid form for asphalt in place and shall cover the entire cost of labor, materials and equipment.
How can you tell by looking at the equations that there will be multiple solutions to the linear system? Predict the equation of another line which would have multiple solutions with . ________________________ Verify your answer by graphing it on the Desmos. SUMMARY same _______ different ________ same _________ different _______ same _________ Task 4: Practice Determine the number of solutions each linear system has. Justify your decision. b. c. d. e. f. g. h. Sarah and Shannon mow lawns during the summer to earn money. They both calculated their expenses, operating expenses, and income per hour of mowing. They wrote these equations for their income, I, after h hours of mowing. What are Shannon’s start-up costs? What does Sarah charge per hour? Will Sarah ever earn as much money as Shannon? Justify your decision. Sketch what these two graphs would look like.
Task 3: Using the Fundamental Theorem of Algebra, complete the following: Determine how many, what type, and find the roots for f(x) = x4 + 21x2 − 100. Determine how many, what type, and find the roots for f(x) = x3 − 5x2 − 25x + 125. The following graph shows a seventh-degree polynomial: Part 1: List the polynomial’s zeroes with possible multiplicities. Part 2: Write a possible factored form of the seventh-degree function. Without plotting any points other than intercepts, draw a possible graph of the following polynomial: f(x) = (x + 8)3(x + 6)2(x + 2)(x − 1)3(x − 3)4(x − 6). Paste Graph Here Task 4: Perform the following operations and prove closure. 5. Compare and contrast division of integers to division of rational expressions. Task 5:
Burn Concussion Crush / Internal Injury Cuts/ Laceration / Open Wound Hearing Loss / Deafness Dislocation Electric Shock Foreign Body under Skin Fracture Foreign Body in Eye Infectious Disease Hernia Heat Related Illness Occupational Illness / Disease Musculoskeletal Disorder - Chronic / RSI Nerve / Spinal Cord Injury Psychological (Stress) Poisoning / Toxic Effect - Ingestion Poisoning / Toxic Effect – Inhalation Strain / Sprain Respiratory Disease Skin Irritation / Disease Other ________________ Other _____________ Mechanism of Injury / Illness: Bite / Sting Biological Factors Cave-In or Collapse Chemicals / Substances / Radiation Drowning / Submersion Dust / Fumes / Gases Equipment / Property Damage Extreme Temperature / Fire Electricity Fall from Height Hit by Moving Object / Crush / Vehicle Manual Handling Mental Stress Occupational Violence Penetrating Injury (needle stick, puncture wound) Repetitive Motion Slip, Trip and Fall Sound / Pressure Struck by Falling Object Other Unspecified Mechanism: Agency / Source of Injury / Illness: Animal / Human Confined Space Environmental Conditions Fixed Machinery / Plant Infectious Agent Materials or Chemical Substances Mobile Plant / Equipment Non-Powered Equipment / Tools / Appliances Powered Equipment / Tools / Appliances Road Transport / Vehicles Scaffolding or Ladders Sharps / Scalpels / Needles / etc. Trench or Excavations Other Bodily Location: Head / Neck Cervical Spine Ear Eye Face (excluding eye) Forehead Mouth Neck Nose Scalp / Skull Trunk Abdomen Back Genitals Pelvis Spine Thorax Upper Extremity Clavicle (Collar Bone) Elbow Fingers (other than Thumbs) Forearm Hand Shoulder Thumb Upper Arm Wrist Lower Extremity Ankle Buttocks Foot Hip / Groin Knee Lower Leg Thigh Toes Internal Organs Arteries Brain Heart Intestines Kidney Liver Lungs Spleen Stomach General Heat Related Occupational Illness Other: 3. Additional Information: (additional information to complete the investigation as required by clause 5.4 of OSHAD-SF Mechanism 11.0 - to include information not already covered by Form G1.)
submission is May 30th. Thank you to all the folks who came together for the LAUNCH strategic planning workgroup and who provided feedback about the plan. Andrea provided information about the WFYI production “Little Children, Big Returns” that highlights the return on investment for states that invest money in early education. IAEYC Dr. Hanan Osman Dr. Osman provided everyone in the group with the Early Childhood Fiscal Scan that was created by the Indiana Association for the Education of Young Children (IAEYC). The fiscal scan includes federal funds and state appropriations to early childhood programming. If you find any mistakes or omissions on the scan, please contact Dianna Wallace at dwallace@iaeyc.org
Solve each quadratic equation using the quadratic formula equation. Quadratic Equation: 7. 8. 9. Level 2 Define a Perpendicular bisector and Cicumcenter A perpendicular bisector of a side of a triangle is a line, segment, or ray that is perpendicular to the side and passes through its midpoint. P is the circumcenter of ∆ABC then AP=BP=CP Label the triangle When three or more lines intersect at one point, the lines are said to be concurrent. When three perpendicular bisectors of a triangle are concurrent this point of concurrency is the circumcenter of the triangle. The circumcenter can be inside the triangle, outside the triangle, or on the triangle. The circumcenter of ΔABC is equidistant from the vertices of the triangle. Define Angle Bisectors and Incenter Assignment 5.1 Level 2 Special Segments of triangles Worksheet
Specify the type(s) of bean or pulse: Does the product/range contain any added: Sugar Fat Salt If you have answered yes to any of the above the product cannot carry the government 5 A Day logo Is the product: Dried Canned (Tick one box only) Is the product to be sold: Loose Pre-packed (Tick one box only) If pre-packed state the net weight of the pack: g If canned also state the drained weight: g Do you wish to use the government 5 A Day logo? Yes No If yes, complete the following details: (Tick the relevant box(es)) On the pack On promotional material/point of sale If applicable, specify details of promotional material/point of sale: Do you wish to use the ‘1 of your 5’ logo? Yes No (Note that beans and pulses can only contribute one portion) If yes, complete the following details: Specify the typical serving size (as cooked): g Detail the portion explanation you propose to use: Forward a copy of the product specification with this application Target market: APPLICATION FORM FOR A LICENCE TO USE THE GOVERNMENT 5 A Day LOGO Fruit and vegetables (dried)
Experiments show that if a bar is lengthened by axial tension, there is a reduction in the transverse dimensions. Simeon D. Poisson showed in 1811 that the ratio ϑ the unit dimensions or strain in these directions is constant for stresses within the proportional limit. V= - = …………. (6) Where: V: Poisson ratio ϵx = strain in x-direction ϵy = strain in y-direction ϵz = strain in z-direction Note; minus sign indicates a decrease in transverse dimension positive as in the case ϑ tensile elongation. Tensile stress in x and y direction thus; (biaxial) ϵx = – V ……... (7) ϵy = – V ……… (8) or σx = ; σy = ; ……(9) Tensile stress in x, y, and z (triaxial tension stress); ϵx = [σx – V (σy+σz)] ϵy = [σy – V (σz+σx)] ϵz = [σz – V (σx+σy)] ……… (10) G = …… (11) for a given material Where:
σmax = = = 10.24 MPa Note: σmax = can be put in this way: σmax = Where S is the section modulus = Example 7.2: A beam 100 mm wide by 300 mm height and 8 m long carries the loading show in fig. if the maximum flexural stress is 9 MPa , for what maximum value ϑ w will the shear be zero under P. and what is the value ϑP? Solution: ↱+∑ MR2 =0 R1 *8-P*2-8w*4=0 R1 = 4w+ The maximum value ϑ w to reduce the shear to zero is: 4w+ = 6 w
The stress acting at a point is represented by the stresses acting on the faces ϑ the element enclosing the point, the stresses on the faces ϑ the element vary as the regular position ϑ the element changes. From the figure ϑ variation ϑ stress components, applying the conditions ϑ equilibrium to axis chosen as in figure (d) we obtain: A σ = (σx A cosθ)cosθ + (σy A sinθ)sinθ - (τxy A cosθ)sinθ - (τyx A sinθ)cosθ ......(a) A τ = (σx A cosθ)sinθ - (σy A sinθ)cosθ + (τxy A cosθ)cosθ - (τyx A sinθ)sinθ .....(b) since the common term A can be canceled and since τyx is numerically equal to , we use the relations cos2 θ = , sin2 θ = also sinθ cosθ = sin2θ sub. the above into equations a&b σ = cos2θ - τxy sin2θ .......(5) and τ = sin2θ + τxy cos2θ ......(6) the planes defining max. or min. normal stresses:
1 2 3 4 21 Days 5 Days in May After the Goldrush Alcohol and Pills Archie, Marry Me Attitude of Gratitude Autumn's Here Ballad of Springhill Barrett's Privateers Big Hair Big Joe Mufferaw Big Yellow Taxi Black Day in July Blackfly Song Born to be Wild Both Sides Now Breakfast in Hell By the Glow of the Kerosene Light Call of Angels Canada Day Up Canada Way Canadian Pacific Canadian Railroad Trilogy Canoeing My Troubles Away Citadel Hill Come Rain or Come Shine Comes A Time Complicated Cousin Mary Dance Me to the End of Love Devotion Diana Don't Forget Me When I'm Gone - Glass Tiger (1986) Down By The Henry Moore Elgin Avenue Evangeline Everything You've Done Wrong Farewell to Nova Scotia Farmer's Song First We Take Manhattan Forty-Five Years Four Strong Winds Freight Train - Fred Eaglesmith FRENCH - A la Claire Fontaine (FRENCH - Au chant de l'alouette FRENCH - Besoin Pour Vivre FRENCH - C'est L'aviron FRENCH - Heureux d'un printemps FRENCH - La rue principale FRENCH - Le Picbois FRENCH - Le train FRENCH - The French Song FRENCH - Un Canadien Errant FRENCH - V'la l'bon vent (Gonna) Shine Up My Boots Good Old Hockey Game Gracefield Great Lakes Song Hallelujah Harvest Moon Hasn't Hit Me Yet Having My Baby Heart of Gold Helpless Home For A Rest I Am Cow I Like Trains I Make the Dough, You Get the Glory I Wanna Be In The Cavalry If I Had A Million Dollars If You Could Read My Mind Now I'm Glad I Live In Canada In Canada In Hell I’ll Be In Good Company I'se the b'y Jack Was Every Inch a Sailor Johnny Cash Is a Good Dog Kelligrew's Soiree Kokanee Canary Canoe Land of the Silver Birch - My Paddle's Keen and Bright Medley Last Will & Testament Lean on Your Peers Little Buffalo Littlest Hobo Theme (Maybe Tomorrow) Long Long Road Long May You Run Lost Boy Lovers in a Dangerous Time Lucille Lukey's Boat Magpie Meadow Muffin Blues Moose On The Highway Morning Train Navajo Rug No Sugar Tonight/New Mother Nature
Instructions for Employment Discrimination Claims Under Title VII Numbering of Title VII Instructions 5.0 Title VII Introductory Instruction 5.1 Elements of a Title VII Claim 5.1.1 Disparate Treatment — Mixed-Motive 5.1.2 Disparate Treatment — Pretext 5.1.3 Harassment — Quid Pro Quo 5.1.4 Harassment — Hostile Work Environment — Tangible Employment Action 5.1.5 Harassment — Hostile Work Environment — No Tangible Employment Action 5.1.6 Disparate Impact 5.1.7 Retaliation 5.2 Title VII Definitions 5.2.1 Hostile or Abusive Work Environment 5.2.2 Constructive Discharge 5.3 Title VII Defenses 5.3.1 Bona Fide Occupational Qualification 5.3.2 Bona Fide Seniority System 5.4 Title VII Damages 5.4.1 Compensatory Damages — General Instruction 5.4.2 Punitive Damages 5.4.3 Back Pay — For Advisory or Stipulated Jury 5.4.4 Front Pay — For Advisory or Stipulated Jury 5.4.5 Nominal Damages
if a hostile work environment does not rise to the level where one is forced to abandon the job, loss of pay is not an issue.” As ADA damages are coextensive with Title VII damages — see the Comment to Instruction 9.4.1 — the ruling from Spencer appears to be applicable to Title VII hostile work environment cases. Thus, back pay will not be available in an action in which Instruction 5.1.5 is given, because the plaintiff has not raised a jury question on a tangible employment action.
9. Managing a Quality Service Effectiveness in this area is about being organised to deliver service objectives and striving to improve the quality of service, taking account of diverse customer needs and requirements. People who are effective plan, organise and manage their time and activities to deliver a high quality and efficient service, applying programme and project management approaches to support service delivery. At senior levels, it is about creating an environment to deliver operational excellence and creating the most appropriate and cost effective delivery models for public services. 10. Delivering at Pace Effectiveness in this area means focusing on delivering timely performance with energy and taking responsibility and accountability for quality outcomes. For all staff, it’s about working to agreed goals and activities and dealing with challenges in a responsive and constructive way. At senior levels, it is about building a performance culture to deliver outcomes with a firm focus on prioritisation and addressing performance issues resolutely, fairly and promptly. It is also about leaders providing the focus and energy to drive activities forward through others and encourage staff to perform effectively during challenging and changing times.
about service provided evolving Promote a culture that tackles fraud and deception, keeping others informed of outcomes Not give sufficient priority and attention to ensuring that fraud and deception is being tackled. Develop proposals to improve the quality of service with involvement from a diverse range of staff, stakeholders or delivery partners Generate limited proposals to create service improvements and do so with little involvement of staff 10. Delivering at Pace Successfully manage, support and stretch self and team to deliver agreed goals and objectives Give people work to do without supporting them to develop the skills and knowledge they need for the job Show a positive approach in keeping their own and the team’s efforts focused on the goals that really matter Allow work flow to lose momentum or drift away from priorities Take responsibility for delivering expected outcomes on time and to standard, giving credit to teams and individuals as appropriate Give little or no support to others in managing poor performance, allow others’ problems and obstacles to hamper progress Plan ahead but reassess workloads and priorities if situations change or people are facing conflicting demands Show no consideration for diversity-related needs of the team when organising the workload Regularly monitor own and team’s work against milestones or targets and act promptly to keep work on track and maintain performance Allow poor performance to go unchallenged, causing workload issues for other team members Coach and support others to set and achieve challenging goals for themselves Allow organisational and other obstacles, including a lack of support, to stand in the way of own and others’ aspirations
Design a Treehouse! Doesn’t every child want a treehouse? What would your dream treehouse include? How would you enter and exit it? What would be inside it? Think of the materials needed, how it would stay secure and how to make it waterproof. Design your
Providers and Community-Based Organizations Organization Point of Contact Email Date Contacted Interview Date Notes Red Hook Initiative First Last Name name@email.com 5/26/2016 6/3/2016 Contact provided by NYCHA Jacob A. Riis Neighborhood Settlement First Last Name name@email.com 5/26/2016 6/7/2016 Ask about various programs Queens Library First Last Name name@email.com 5/26/2016 6/9/2016 Note that we have contacted through other projects Queens Library at LIC First Last Name name@email.com 5/27/2016 6/7/2016 Connect through main branch Community Mediation Services First Last Name name@email.com 6/12/16 6/16/2016 Meets Mondays and Wednesdays
Excessive Calorie Intake Excessive caloric intake of 2,569 calories as related to lifestyle-diet choices as evidence by a BMI of 26.6 and weight history of 185 pounds. Excessive Fat Intake Excessive fat intake of 80.8g as related to lack of nutrition knowledge as evidence by diet history and laboratory results. (A Case Study Approach 49) For each of the PES statements you have written, establish an ideal goal (based on the signs and symptoms) and an appropriate intervention (based on the etiology). Ideal goal: reduce overall body weight by improving lifestyle choices. Examples for Mr. Klosterman would be to increase daily activity and decrease caloric intake. Ideal goal: choose healthy choices when eating by improve knowledge about healthy eating habits. Examples for Mr. Klosterman would include attending nutrition seminars and “classes” with Registered Dietitian to learn about basic nutrition that can be applied for his lifestyle. Mr. Klosterman and his wife ask about supplements. “My roommate here in the hospital told me I should be taking fish oil pills.” What does research say about omega-3-fatty acid supplementation for this patient? According to the University of Maryland Medical Center, cardiac patients can aid in the prevention of stroke, blood clots and atherosclerosis by adding more omega-3-fatty acids into their diet. It has shown that eating a diet low in saturated fats and high in monounsaturated fats can help a cardiac patient. Therefore, I would encourage the patient to eat more fish first – such as Pink Salmon, Cod and Flounder. If that doesn’t assist, then turn to supplements – 800mg to
Biotechnology Information. Retrieved September 2, 2013, from McCabe, Beverly J., Jonathan James Wolfe, and Eric H. Frankel. Handbook of food-drug interactions. Boca Raton, Fla.: CRC Press, 2003. Print. Metoprolol - National Library of Medicine - PubMed Health. National Center for Biotechnology Information. Retrieved September 3, 2013, from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMHT0001180/stolic. (n.d.). Nelms, Marcia. Medical nutrition therapy: a case study approach. 4th ed. Stamford, Connecticut: Cengage Learning, 2013. Print. Nelms, Marcia Nahikian. Nutrition therapy and pathophysiology. 2nd ed. Belmont, CA: Wadsworth, Cengage Learning, 2011. Print. Nitroglycerin: MedlinePlus Drug Information. (n.d.). National Library of Medicine - National Institutes of Health. Retrieved September 3, 2013, from http://www.nlm.nih.gov/medlineplus/druginfo/meds/a601086.html Omega-3 fatty acids | University of Maryland Medical Center. (n.d.). Home | University of Maryland Medical Center. Retrieved September 3, 2013, from http://umm.edu/health/medical/altmed/supplement/omega3-fatty-acids What Is Cardiac Rehabilitation? - NHLBI, NIH. (n.d.). NIH Heart, Lung and Blood Institute. Retrieved September 2, 2013, from (n.d.). "What Is Coronary Angioplasty? - NHLBI, NIH." NIH Heart, Lung and Blood Institute. N.p., n.d. Web. 13 Sept. 2013. <http://www.nhlbi.nih.gov/health/health- topics/topics/angioplasty/>.
the development of an open government barometer / benchmarks to assist assessment of a jurisdiction’s openness, enhancing promotion of open government activity not captured as formal Open Government Commitments, and the express articulation of the guiding principles and objectives for the Open Government Partnership (OGP). territories in the Open Government Partnership. An expansion of the application of open contracting principles, prioritising the defence and infrastructure sectors. Redo the open contracting commitment with full consultation with civil society prior to external consultants being engaged and setting the terms of reference. Possible NAP2 commitment relating to measures to enhance transparency in government procurement, noting the work done in NAP1 Commitment 4.3. Support for expansion of beneficial ownership transparency. Possible NAP2 commitment relating to beneficial ownership transparency, noting the work done in NAP1 Commitment 1.2. The need to reconsider the frameworks governing public servants to allow them to better tailor place-based approaches and make decisions with regards to a community’s specific needs, endowed with authority over local planning, engagement and service implementation. Those conversations have to be part of a legally mandated process of participation that admits to the possibility of real changes in policy and administration that make it locally relevant and effective. Changes to authority, delegations and accountability provisions are required to action the stated intentions of the Government in this regard. Work on place-based approaches is occurring across government, for example Empowered Communities within the PM&C portfolio. Possible NAP2 commitment relating to measures to better learn from these approaches. Greater protections for privacy and online user-tracking; this could include an easy-to-understand framework to help consumers make informed choices about collection and release of personal data, including the ability to refuse to provide personal data, with the ability to sue for breaches Possible NAP2 commitment relating to measures to assist consumers understand and make decisions around their personal data. The de-identification of datasets held by government (recognising that it is doubtful that data can be successfully de-identified while preserving its utility for scientific study, in which case these datasets should only be released to genuine researchers under carefully Consider what further information/advice can be publicly released.
1.2.2 MIMO and MU-MIMO 結果的にシグナルパワー比を上げる。 1.2.3 Beam-Forming →レシーバー受信機がシンプルかも？ ビームフォーム伝送は電波経路を調節する。 →sounding protocol と関係する。 これは、カラの電波パケットを起こり、レシーバーが空間の情報を測定して返信する。 1.2.4 Mo-MIMO ・マルチユーザーMIMO ・Space Division Multiple Access 信号 a spots ＆ beam spot も作れる。 80MHz
Public Services Education & Training Career Cluster Govt. & Public Administration Career Cluster Human Services Career Cluster Law, Public Safety, Correc. & Security Career Cluster Health Science Career Cluster JROTC Arts and Humanities Social Studies Courses Languages Other Than English American Sign Language Fine Arts (Art, Dance, Music, Theatre) Courses English Elective courses (as specified) Multidisciplinary Advanced courses from each or one endorsement area Foundation subject area courses (as specified) AP, IB, or dual credit courses (English, math, science, social studies, economics, LOTE, fine arts)
TIME TOPIC LOCATION 15 minutes Welcome, Introductions Speaker Name, title Location 30 minutes Icebreaker Speaker Name, title Location 90 minutes Guest speaker / call to action Speaker Name, title Location 15 minutes Instant Recess® / break 60 minutes Training, with activity Speaker Name, title Location 45 minutes Lunch and networking 90 minutes Training, with activity Speaker Name, title Location 15 minutes Instant Recess® / break 90 minutes Training, with activity Speaker Name, title Location 30 minutes Wrap up, review of action items, next meeting planning, plus-delta Location
3. Project title: 4. Project acronym: 5. Project coordinator (research partner 1 in the multinational research consortium): Name Country Position Institution/Department Address Phone + Fax E-mail address Type of entity (tick as appropriate) ☐Academia ☐Public ☐Clinical or Public Health ☐Private-for-profit ☐SME or Industry ☐Private-non-for-profit 6. Other research partners: No. Country Name of research partner (principal investigator) Institution, department & full address Phone & Fax Email address Type of entity Academia, Clinical/ Public Health or Industry/SME Public, or 2 3 4 5 6 Signature of the Principal Investigator Signature of the authorised legal represent Date
Teacher’s Suggested Answer Key for Activity Sheet 2-3 CRITERIA ALTERNATIVES 1. Cost & Ease Of Startup 2. Owner’s Liability 3. Ability to Raise Capital 4. Ease of Transferring Ownership 5. Ability to Grow Sole Proprietorship + Very Easy Little Cost Just Do It - 100% Liable for own actions - Most difficult; have to rely on savings, friends, etc. - Difficult, have to sell the entire business - Difficult, one owner can only do so much Partnership + Still easy, but need partnership agreement - 100% liable for own action and actions of partner - A little easier, can take in new partner who contributes - A little easier, can sell one partner’s ownership +/- Easier with several owners Corporation - Most difficult, need attorney to set up corporation, issue stock + + Corporation is liable for own actions, stockholder can only lose stock + + Easiest of all, just sell stock to raise financial capital + Very easy, just sell stock to transfer ownership + + Easiest of all, just hire more workers ©EconomicsAmerica in : ENTREPRENEURS IN , High School Lesson 5 Business Focus: Proprietorships and Partnerships
Calling All Graduates… and proud parents! Is someone in our church family graduating from high school or college this year? We want to them in our Summer Epistle! Please tell us the graduate’s name, along with the name of the school from which he or she is graduating. For high school grads, please also provide about where the student is headed next. For college grads, please let us know the subject in which they’re receiving their and any particular honors they’ve earned (dean’s list, cum laude, etc.). Call the church office, send us an email or put a note into the offering plate. Information must be received no later than May 10th ~~~~~~~~~~~~~~~~~~~~~~~~~~ Please keep in your prayers this month: Rebecca Spieker, Richard Collins, Bill Younger, Ed Geir, Rena Ackerman, Lee Schleicher, Ruth Lewis, Norbert Huber, and David Rickey. You may contact the church office for addresses for cards and well wishes For your plentiful donation of 6 copy paper boxes of soda tabs!!! I don’t think there is one soda tab left in Catasauqua. We are appreciative of your generosity. Ronald McDonald House of Danville.
1 2 LVCHS Spring Concert 3 8:00 Comm 9:00 Sun Sch. 10:30 Comm 4 7:00 Worship 7:00 Scouts 5 6:30 Girl Scouts 7:00 Property 6 6:30 Cadettes 7 7:00 Cub Pack 8 Cadettes Tea Party 9 10 8:00 Comm 9:00 Sun Sch. 10:30 Worship 11 7:00 Scouts 12 6:30 Girl Scouts 13 6:30 Cadettes 7:00 14 7:00 Cub Pack 7:00 Finance 15 Epistle Deadline 16 Tribute to Armed Forces 17 8:00 Comm 9:00 Sun Sch. 10:30 Comm 18 7:00 Council 7:00 Scouts 7:00 CYSA 19 6:30 Girl Scouts 7:00 Child Care 20 6:30 Cadettes 21 7:00 Cub Pack 22 9:00am Epistle Volunteers Family Fun Bingo Night 23 24 8:00 Comm 9:00 Breakfast 10:30 Comm 25 Memorial Day Office Closed 26 6:30 Girl Scouts 27 6:30 Cadettes 28 6:00 Child Care Spring Program 7:00 Cub Pack 29 Cub Pack Graduation 30 31 HOLY TRINITY 9:00 Comm PK’s Farewell & Godspeed service. Fellowship to follow Volunteers Serving at St. Paul's in May
Dedications May Date Flowers Bulletin Date Flowers Bulletin 05/03 Wehr Wehr 05/24 Dawkins open 05/10 Long open 05/31 Anonymous 05/17 Anonymous open May Worship Services May 3 5th Sunday of Easter 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. – Holy Communion May 10 6th Sunday of Easter Mother’s Day 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. –Worship May 17 7th Sunday of Easter 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. – Holy Communion May 24 Day of Pentecost 8:00 a.m. – Spoken Holy Communion 9:00 a.m. - Breakfast 10:30 a.m. – Communion May 31 Holy Trinity Sunday 9:00 a.m. Holy Communion Farewell & Godspeed Service for PK
Special Holiday Meal Sample Menu Thursday, February 9, 2017 Valentines Day Chicken Kiev w/Broccoli & Cheese Herb Flavored Potatoes Green Peas Tossed Salad w/Dressing Wheat Roll Red Velvet Cupcake with Frosting Thursday, October 26, 2017 Halloween Fried Chicken Scalloped Potatoes Mixed Greens Macaroni and Cheese Corn Bread Pumpkin Pie Friday, May 12, 2017 Older Americans Month Seasoned Chicken Breast Filet Baked Potatoes Broccoli Spears Salad w/dressing Wheat Roll Pound Cake w/ Strawberry Sauce Thursday, November 16, 2017 Thanksgiving Holiday Roasted Turkey Breast Corn Bread Dressing Peas and Pearl Onions Mashed Sweet Potatoes Wheat Roll Apple Pie Thursday, June 29, 2017 Independence Day Mini BBQ Ribs Au Gratin Potatoes Cole Slaw Tomatoes and Onions Roll Chocolate Cake Thursday, December 14, 2017 Christmas Holiday Chicken Cordon Bleu Wild Rice Pilaf Green Beans Almondine Chefs Salad/assorted dressings Roll Carrot Cake *Please note special holiday meals are only required for catered sites.
Special Event Meal Menu Options SPECIAL EVENT BREAKFAST MEAL SAMPLE MENU Cereal (hot or cold) w/ milk Scrambled eggs Chicken, turkey or pork sausage patties Fried Chicken or Ham Breakfast potatoes w/ peppers & onions Fresh Fruit Tray Waffles Wheat bagels w/ jelly, margarine and low fat cream cheese Tortillas Shredded cheese Assorted Yogurt Assorted juices Assorted muffins/pastries Coffee & Tea Condiments SPECIAL EVENT HOT or BOX MEALS SAMPLE MENU SPECIAL EVENT HOT Lemon Pepper Chicken or Roasted Potatoes Soup w/ crackers Tossed Salad w/ dressing Dinner roll w/ margarine Assorted Cookies or other dessert Coffee & Tea Condiments The above is a sample of the type of meal to be provided, but other options may be requested. SPECIAL EVENT HOT Baked Fish Rice Pilaf Asparagus Salad with dressing Dinner roll with margarine Assorted Cookies or other dessert Coffee & Tea Condiments The above is a sample of the type of meal to be provided, but other options may be requested. SPECIAL EVENT BOX #1 Sandwiches (including Club Options) or Wraps served with lettuce, tomato, mayo, & choice of: sliced turkey, ham, roasted vegetables, corned beef, salami, chicken salad, tuna salad or egg salad) Cheese (mozzarella, provolone or cheddar) Bacon (option to be combined with one meat for Club Option) Pickle Coleslaw, macaroni salad, or pasta salad Fresh fruit Potato chips Cookies 8 ounce can of soda 8 ounce bottled water Condiments (Bread: white, wheat, rye, croissant, or bun) (Wrap: wheat or flour) SPECIAL EVENT BOX #2 Salad Box choices of Caesar, Chef, Cobb, Chopped or Sante Fe Macaroni salad or Pasta salad Roll w/ margarine Fresh fruit Potato chips Salad dressing (variety) Cookies 8 ounce bottled water 8 ounce can of soda Condiments Note: Special Event Box #3 would be a combination of components between Special Event Box #1 and Box #2 (1/2 sandwich & ½ salad)
Conclude by displaying this prompt, “Wangari Maathai has been compared to a hummingbird as well as a tree. Which comparison do you feel best aligns to her commitment to protect the environment? Why?” Remind students to use evidence from the text to defend their response. Record your ideas in your Field Journal. After 15 minutes of working independently, collect journals for evaluation. Day 5 Introduction Begin by providing feedback in response to the prompt from the previous day. Now direct students to reread the Wangari quotes they pasted into their Field Journals. Explain that authors often include quotes to help prove or illustrate a point or engage the reader in deeper thought. Ask, “How did including the cause and effect relationships help readers better understand Wangari?” Writing Visually display the prompt and ask students to read it. Answer questions they may have. Allow approximately 20 minutes for students to draft. Provide individual or small group support as necessary. If computers are available, encourage students to use technology to draft. Revision Display the following to guide the peer revision process. Provide 6-8 minutes for students to peer revise. Provide an additional 5 minutes to edit and make necessary revisions. Allow approximately 20 minutes for students to write the final draft.
Milam’s Messages September 4-7, 2018 Math Test: Wednesday Reading, Grammar, and Spelling Tests: Friday Announcements: FRIDAY: Please send your child to school with a swimsuit and towel in a plastic bag. may be worn to the YMCA, but tennis shoes are required for P.E. Dates: September 6: Fall Pictures; Progress Reports Issued September 7: YMCA Water Safety Field Trip; Goal Setting Day September 11: Open House 6:30 September 13: Catalog Sale Ends Reading Story and Skills: Story: A Walk in the Desert, by Caroline Arnold Phonics/Fluency: inflected endings (-ed, -ing) Text Based Comprehension: Main Idea and Details, Important Ideas Language: Declarative and Interrogative Sentences Writing: personal narrative Selection Vocabulary: cactus – a plant with spines instead of leaves that grows in hot, dry places climate – the kind of weather a place has coyote – a small animal wolf desert – a part of land that is sandy and without much water harsh – very rough Amazing Words: arid – very dry landform – a shape on the surface of the land precipitation –rain, snow, hail, or other forms of water that come down from the clouds dunes – sand hills piled up by the wind ledge – a narrow shelf haven – a safe place extinct – no longer existing or living forbidding – scary or dangerous High Frequency Words: (identify these words, will be tested) animals, full, early, warm, eyes, water Math Topic 1: Understanding Addition and Subtraction Lesson 1: Writing Addition Number Sentences Lesson 2: Stories About Joining Lesson 3: Writing Subtraction Number Sentences Social Studies/Science We are going over what it means to be a scientist. We will also cover the tools they use, in particular the scientific method. Spelling Words: dropped dropping excited exciting lifted lifting hugged hugging smiled smiling talked talking
Northern Health Investigator Curriculum Vitae First & Surname: Present appointment (Job Title, Department) Address Full work address including postcode Qualifications Degree and other professional qualifications (relevant qualifications or PhD MBBS BN MSc BSc Other: Registration/licence number (if applicable) Previous appointments/experience (include only relevant therapeutic/ practical experience after gaining qualifications) Publications (Number of articles published) List up to 3 most recent publications 0 0-5 6-10 11-20 >20 1. 2. 3. Previous experience in clinical trials Protocol design Trial procedures Consent Recruitment Data collection Data management Other – please describe below Research Relevant Training (accredited courses) GCP year completed: Research Ethics: year completed Other – please describe below List all HREC projects that you currently hold the role of investigator (Principal and/or Associate) Signature:_ _________________________________________ Date: ___/_____/_______
MONDAY _____ out of 4 correct I need more help with… _____________________ _____________________ _____________________ TUESDAY _____ out of 4 correct I need more help with… _____________________ _____________________ _____________________ WEDNESDAY _____ out of 4 correct I need more help with… _____________________ _____________________ _____________________ THURSDAY _____ out of 4 correct I need more help with… _____________________ _____________________ _____________________