zilongwang/ReadingBank huggingface dataset:
EMIS data feed rules Consent/dissent codes The EMIS extract honours the consent/dissent codes: Readcode Description Meaning 93C1 Refused consent for upload to local shared electronic record Opt Out 9Nd1 No consent for electronic record sharing Opt Out 93C0 Consent given for upload to local shared electronic record Opt In Where the data controller has recorded 93C1 and/or 9Nd1 against a patient, no patient data will be sent to Apollo. Confidential patients and items The extract does not contain any patients or items that have been marked with a confidentiality flag in the clinical system. Apollo will not be informed which patient or items have been marked as confidential. Data marked as confidential will override the opt out read codes, i.e. for a patient who is marked as opting out of data studies only, a null (blank) record indicating that the patient has opted out will be sent (with opt out code). However if the patient is marked as confidential also, no data will be sent. Data feed fields Patient demographic data Patient ID - Globally unique identifier (GUID) Birthdate Sex Full name (including title) Full postal address Contact info – email, mobile, home phone NHS number GP ID Registered GP Usual GP Confidentiality policy ID Patient type (e.g. Regular) Patient status and status history Additional registration properties EMIS patient number Patient record data Encounters Time Date User Location Duration Clinical events Type (e.g. observations, diary, referrals, allergies) Time User Values, ranges, abnormalities Medication Date of commencement Date of all issues Dosage, quantity, additional notes for patient and pharmacy Problems Status Significance Expected duration Documents Date, time and user who created. Note: Document content not included. User data ID Sex Full name (including title) Mnemonic Contact info Professional registration number(s) Role Contract Contractual relationship Start date End date Organisation data For the practice, as well as any organisations (such as hospitals) referenced in the message: ID Contact Organisation Name Type Speciality National code Practice code Address and contact information Dates in operation Title: QT002 External Form Template 0 Controlled document page 2 of 2 Saved as: Emis PDES consent form template Version 6 for project 1387.docx Version 6: 30 Sept 2013
Emissions and Energy Reporting System (EERS) - How to report the importation or production of LPG/LNG for non-transport use user guide This user guide is based on the EERS interactive presentations available on the . Welcome to this series of interactive presentations on the Emissions and Energy Reporting System (EERS). This presentation will show you how to report the Provisional Emissions Number (PEN) associated with the importation and/or production of Liquid Petroleum Gas (LPG) and/or Liquid Natural Gas (LNG) for non-transport use. The importation and/or production of LPG and/or LNG for non-transport use is reported under sections 36B and 36C of the Clean Energy Act 2011. Make sure you are familiar with the requirements of the legislation prior to reporting.
Aspects impacting on assurance engagement Contraventions of NGER legislation Matters corrected during the course of the Issue A Issue B C matters Audit findings and conclusions table Risk area investigated [as outlined in the audit plan] Testing conducted Findings Conclusion Issue A [Provide a description of the procedures carried out to audit this item of the scope] [Provide a description of the audit finding. The auditor may include a summary of the process/figures audited and whether any material misstatements were identified] [Insert conclusions against the issue/risk area] Issue B Issue C
project in accordance with this draft Determination. The user manual provides detailed guidance on how to use SavBAT 3 to upload and confirm a vegetation map and to create offsets reports and hypothetical abatement forecasts. 6 Meaning of high rainfall zone and low rainfall zone The meaning of the high rainfall zone is land indicated as being within the high rainfall zone on the Savanna Fire Management High Rainfall Zone spatial data layer. This draft Determination refers to the use of the Savanna Fire Management High Rainfall Zone spatial data layer, as published on the Department’s website at the date of commencement of this draft Determination. It is incorporated in accordance with paragraph 106(8)(a) of the Act and subsection 14(2) of the Legislation Act 2003. It is available at . The meaning of the low rainfall zone is land indicated as being within the low rainfall zone on the Savanna Fire Management Low Rainfall Zone spatial data layer. This draft Determination refers to the use of the Savanna Fire Management Low Rainfall Zone spatial data layer, as published on the Department’s website at the date of commencement of this draft Determination. It is incorporated in accordance with paragraph 106(8)(a) of the Act and subsection 14(2) of the Legislation Act 2003. It is available at . These maps determine whether the land covered by the project is in an eligible area under this draft Determination.
Examples from the Level 4 Schools in 2010-2011 Schools with early rapid achievement gains … In contrast, schools showing little or no gains… Ensured that coaches provided teachers with ongoing, differentiated coaching that was informed by classroom observations, student assessments, and teacher need. Job-embedded professional development, such as instructional coaching, modeling of instruction in the classroom, and peer-review (e.g., instructional rounds), was directly linked to teacher and classroom-specific observations and teachers’ instructional goals. Instructional leaders and coaches grounded their ongoing support and assistance to teachers’ classroom-specific practices based on teacher-specific goals, observations, and student assessments. Provided teachers with professional development opportunities, however: Professional development was not specific to teachers’ instructional goals, or based upon teachers’ observed teaching practice observations and informal classroom visits conducted by instructional leaders. Used weekly and sometimes daily common planning time and other teaming structures for ongoing teacher collaboration focused on attending to students’ academic and social-emotional needs through ongoing analysis of data and the provision of instructional strategies in direct response to these needs. Formal common planning time was used to assess student’s instructional and socio-emotional needs, grounded in assessments and teacher experience. Common planning time and other teaming opportunities (e.g., whole school meetings, data meetings) were used to plan for specific student needs and instructional responses at the whole group, small group, and individual level. Data used during teaming included standard formative and summative assessments, such as DIBELS, but also included a variety of computer- or web-based assessments and classroom assessments. These assessments were given and analyzed frequently, as often as weekly, for the explicit purpose of immediately informing instruction (whole class, small group, and individual.) Typically had access to data and meeting structures that could be used to analyze data, however: Data was not collected frequently enough to inform the revision or refinement of group, small group, and individual instruction on a weekly or daily basis. Common planning time was not used for the specific identification of individual student needs based on relevant and applicable student data. Revisions and refinement of whole-class instruction and small group and individual interventions was not made through a careful and deliberate analysis of individual student need via a careful examination of student work and multiple assessments.
Relevant SH & FH: Date Smoking status Alcohol Occupation Ethnicity Veteran? Detail which might assist timely discharge: ${Todays_date} ${RC_137..} ${RC_136..} ${RC_0....} ${RC_9i...} ${RC_13Ji.} Medication – ${Todays_date} ${Current_Acute_Issues} Allergies – ${Todays_date} ${Allergies} Useful values: BP ${RC_246..} Systolic BP ${RC_2469.} Diastolic BP ${RC_246A.} ${Todays_date} Pulse rate ${RC_242..} Height ${RC_229..} Weight ${RC_22A..} BMI ${RC_22K..} HbA1C ${RC_42W..} ${Todays_date} Please embed any attached items here.
Reason for referral: Salutations: Preamble/context: Dear colleague, ${Current_Consultation} Thank you, ${Referring_doctor} Problems ${Major_Active_Problems} ${Minor_Active_Problems} Relevant SH & FH: Date Smoking status Alcohol Occupation Ethnicity Veteran? Detail which might assist timely discharge: ${Todays_date} ${RC_137..} ${RC_136..} ${RC_0....} ${RC_9i...} ${RC_13Ji.} Medication – ${Todays_date} ${Current_Acute_Issues} Allergies – ${Todays_date} ${Allergies} Useful values: BP ${RC_246..} Systolic BP ${RC_2469.} Diastolic BP ${RC_246A.} ${Todays_date} Pulse rate ${RC_242..} Height ${RC_229..} Weight ${RC_22A..} BMI ${RC_22K..} HbA1C ${RC_42W..} ${Todays_date} Please any attached items here.
Table of Contents Executive Summary i Introduction 1 Purposed, Methods, and Organization 2 Achievement Trends in Level 4 Schools 3 Emerging Practices for Sustained Turnaround Sustaining Practice #1: Building a Community of Practice through Leadership, Shared Responsibility, and Professional Collaboration Sustaining Practice #2: Improving Instruction and Interventions through Teacher- and Student-specific Data Sustaining Practice #3: Providing Data-driven Tiered Instruction for All Students 4 District Systems and Practices District Actions Supporting School Turnaround District Actions Identified as Hindering Turnaround Efforts 13 Trends in District and School Use of SRG and Bridge Grant Funds Staffing, Time, and Resources: How and where did schools allocate funds? Improvement Focus: What was the focus and target of SRG funds? 17 Use of Turnaround Approaches and Flexibilities: Federal Intervention Models and Teacher Turnover Rates 23 Appendix A: List of Indicators of Measurable Annual Goals A Appendix B: Description of Data Sources and Methodology B Appendix C: Listing of Achievement Gain and Non-Gain schools C This page intentionally left blank
B1: Matrix of Analytic Frames used to code SRG Budgets. Direct Staffing Stipends Consultants Materials Other (Incentives, Travel, Misc) Stipends for professional development Stipends for Instruction Stipends Extended Day Textbooks and Materials: Generic Targeted: Textbooks and Materials: Targeted Instructional Technology including Software Implementation and Oversight X X X Redesign Team Planning X X X Direct Instructional Support to Students X X X Formal professional development X X X Job-embedded professional development X X X Data (primarily new assessments) X X X Materials, including technology X X X X Social-emotional programs and services X X X Parent and community engagement X X X Other/Misc SRG X An “X” represents areas in which budget items could be coded. For instance, a budget item could be coded as “Formal Professional Development” and Direct Staffing, Stipends, or Consultants.
Not applicable Invoicing Terms Invoice frequency: Invoiced annually in arrears Invoice delivery period : 365 days following receipt of signed contract Other invoicing terms: Not Applicable Payment Terms Due date for payment: 30 days after receipt of invoice Details of any early payment discounts None Any other payment terms None Discounts Details of any volume discounts, including details of the volume bands and the discounted price applying to each discount band
Service Name GP Web Solutions GPSoC Service ID EMGPWEBS Functionality/Service Overview Personalised, affordable websites for practices Service Elements GP Practice Website unlimited pages/storage easy-to-use editor and free content changes choice of modern, attractive designs – or choose a bespoke style integration with online transaction services such as Patient Access, SystmOnline, VisonOnline, YellowSchedule, Front Desk to provide online appointment booking and repeat prescription requests. seamless links to Patient.co.uk, a comprehensive online health resource seamless links to eConsult (WebGP) online appointments system patient survey, travel questionnaires, friend and family tests and QOF forms (includes templates and the ability to create your own) service signposting (NHS Choices) Catchment area checker visitor statistics – full analytics service included site language translation social media integration mobile friendly feedback and complaints forms equality act compliant managed customer on boarding bespoke visual design option More information can be found at Current Integrations with Principal Clinical Systems: Single Sign on to intranet from EMIS Web Support Detail warranties and/or service metrics and support arrangements provided. variants are available please refer and ensure pricing impact is elaborated in price response: Service Metrics Support arrangements Service Desk
Description of Variant Service (as elaborated in A of Schedule 4.1 (Supplier Solution) Price of Variant Service Service Variant description 1: Service Desk 17:00 to 08:00 Mon to Fri and 24 hours Sat and Sun Unit Price (£’s); £295.00 Per Practice Per annum Service Variant description 2: Not applicable Unit (£’s); Per annum Service Variant description 3: Not Applicable Unit Price (£’s); Unit of charge (e.g. per practice, per device, per patient etc.); Time period charge, per month, per quarter,
The below is an indication of the support services that the Managed Service delivers, these are intended to be high level and are tailored to each specific customers requirements shall provide the Customer with the following Services, which shall be performed by the Egton Engineer: the installation and configuration of new Equipment and upgrades to existing Equipment at the Sites; the replacement of old or failing Equipment at the Sites, and the configuration of such replacement Equipment; user support and training at the Sites in relation to the use of the equipment; scheduled maintenance of Equipment at the Sites; the repair of faults in the Equipment at the Sites, including where required by the Customer the requesting of necessary replacement parts form the Customer or applicable third party (which shall be paid for by the Customer); the configuration of the Sites local area network connection and email functionality, for the avoidance of doubt this does not include routers, communications links and/or WAN elements of the Customer’s infrastructure; where a fault in the Equipment at a Site is the responsibility of a third party supplier to the Site, the reporting of such faults to such third parties on behalf of the Site, and the project management of such third party suppliers through to resolution of such faults; and consultative services to develop ICT strategy, security strategies, DR and BC plans assistance with Project Management to roll out National Services and ICT projects management any other services agreed in writing between Egton and the Customer. Availability Standard: Engineer 0900 -1700 Monday to Friday. Excludes Public Holidays Availability Variant 1: Service Desk 0700-2200 Monday to Friday 0800-1300 Saturday. Excludes Public Holidays Incident Fix Times Standard: See above table in Standard Service Performance & Support Helpdesk Standard: Helpdesk Variant 1 Service Desk 24/7/365 Related Products or Services Where multiple products and services are offered by the Suppliers that have some form of interdependency e.g. one product or service needs to first be in place before this one can be provided or vice-versa then this should be identified here
In the unlikely our Network Consultants cannot repair the equipment on site, Loan Equipment of similar specification or higher, may be provided subject to availability as an interim measure. Availability Standard: Not Applicable - Dependent on infrastructure Incident Fix Times Standard: Please see above table in Standard Service Performance & Support Helpdesk Standard: 0800-1800 Monday to Friday 0800-1300 Saturday. Excludes Public Holidays Dependencies Service dependencies – The customer must have a Local Clinical Server Pricing Approach Standard (£’s) £1,401.54 (21-27 Unit Price (£’s); £1,401.54 Per Practice Per annum alternative prices are available for variant levels of service, these must be elaborated below. These variant services must be consistent with those identified within Annex A of Schedule 4.1 (Supplier Solution). Description of Variant Service (as elaborated in Annex A of Schedule 4.1 (Supplier Solution) of Variant Service Service Variant description 1: System Maintenance (1 - 4 lines) £906.35 Per Practice Per annum Service Variant description 2: System Maintenance (11 - 13 lines) £1,202.34 Per Practice Per annum Service Variant description 3: System Maintenance (14 - 19 lines) £1,235.06 Per Practice Per System Maintenance (20 lines) £1,317.59 Per Practice Per annum System Maintenance (28 - 30 £1,482.66 Per Practice Per annum
11 √ √ Attended lecture by John Powell at Local U. Wow. Where have I been? 12 √ √ New FB likes post amazing stuff. Feeling inspired! 13 √ √ √ Focused on whiteness in schools. So many orgs/resources. Who knew? 14 √ Called 5 friends for dinner + film. All psyched but John. Pissed me off! 15 √ √ Read up on ways to address people like John. Called. Good-ish talk. 16 √ Signed up to take class at Local Community College. 17 √ Attended Local Group MeetUp. Talking Guidelines super helpful. 18 √ Met MeetUp friends for a beer. Went to part of town I’d seen. 19 √ MeetUp friend loaned me Birth of a White Nation. Can’t put down. 20 √ √ Hosted dinner + White Man’s Image film. Shocking, bonding, motivating. 21 √ Asked boss how to get on diversity committee. Want to join.
Application for inclusion of sand mining in the Agenda of the Convention of Biodiversity, a new and emerging issue relating to the conservation and sustainable use of biodiversity Awaaz Foundation and Bombay Natural History Society. Information that, where possible, should accompany proposals for new and emerging issues (Decision IX/29, paragraph 11): Why the issue needs urgent attention by the Subsidiary Body on Scientific, Technical and Technological Advice (including how it impacts biodiversity); The issue needs urgent attention by the Subsidiary Body because sand mining is a largely unacknowledged but major threat to biodiversity in many parts of the world. While numerous scientific studies have been conducted of adverse effects to flora fauna and ecosystems through other types of human intervention such as building, pollution etc, there is, apparently, not a single scientific document on the effects of sand mining on biodiversity conducted by the UN or by the Governments of most countries or even by independent scientific researchers. When sand, the medium in which coastal fauna and flora thrive and the most common interface between terrestrial and marine biodiversity, is removed, the entire ecosystem is inevitably and irreversibly destroyed. This would have an effect on every type of flora or fauna which survives in the costal zone including wetlands, sand dunes and beaches and would affect all coastal marine and terrestrial life including migratory birds, turtles and almost every species which make up coastal biodiversity. Sand mining would also accelerate erosion and affect water security of adjoining lands through ingress of saline water. Sand is a necessary component to fuel the construction boom driving the
Eagle Mountain Middle PAC Agenda Tuesday, January 10th, 2017 7:00pm – Library Welcome & Introductions Approval of the agenda Adopt minutes from November 21st, 2016 Principal’s Report – Darren Macmillan/Jonathan Sclater Treasurer’s Report – Linda Fabio DPAC Report – Nancy Owens Events/Volunteer Opportunities - Pauline Nielsen Christmas Market Spring Staff Appreciation Lunch Grade 8 Leaving Other Business: Munch A Lunch update – Linda Fabio Lunches – Mil Leitch/Michelle Carniel Next Meeting – Monday, February 6th, 2017, 7:00pm Adjournment
This submission is on two correspondences and a pay voucher they tendered as exhibits attached to an affidavit in opposition to the Defendant’s motion at the High Court to dismiss the Plaintiffs action on the grounds that the action was statute barred. The application was dismissed. The Defendant unsuccessfully tried to have the issue considered by the High Court in its judgment. The Defendant submits before us that the exhibits or evidence relied on by the Plaintiff were not helpful to Plaintiffs’ case. We have considered the evidence on record and we find no evidence to support the findings by the of Appeal that the Defendant was willing to settle with Plaintiffs for payment under the scheme. Payments made so far were made to employees whose right to payment accrued before 1990; and also ex-gratia awards to those who were affected by retrenchment or redundancy of some employees in the Bank. These negotiations on the redundancy were done with the labour union as the labour laws required. Also the correspondence between the Plaintiffs and the Defendant before the issue of these two suits did not in any way indicate the Defendant accepted liability. Accordingly we hold that the Court of Appeal erred in concluding that the Defendant by its conduct waived its rights under the Limitation Act. We set this aside. From the foregoing we hold that the judgment of the Court of Appeal was against the weight of evidence. Accordingly the appeal succeeds and the judgment of the Court of Appeal is set aside. The Plaintiffs’ action in both suits is dismissed. (SGD) S. O. A. ADINYIRA (MRS) JUSTICE OF THE SUPREME COURT (SGD) R. C. OWUSU (MS) JUSTICE OF THE SUPREME COURT (SGD) J. V. M. DOTSE JUSTICE OF THE SUPREME COURT
(SGD) ANIN YEBOAH JUSTICE OF THE SUPREME COURT (SGD) J. B. AKAMBA JUSTICE OF THE SUPREME COURT COUNSEL THADEUS SORY ESQ. WITH HIM NANA SEKYIWAA FOR THE DEFENDANT /APPELLANT/APPELLANT. KWEKU PAINTSIL ESQ. WITH HIM MANDY KWAWUKUME FOR THE PLAINTIFFS/RESPONDENTS/ RESPONDENTS.
Homework assignment: Worksheets ‘Life in Jane Austen’s time’. + Reading the novel ‘Emma’. Next time we will focus on the characters in Emma. Read as far as you can. Try to find out about the characters: Male / female What do you know about them? Session 2: Show this clip: Emma (1996) Official Trailer 1.52 min Recap worksheets ‘Life in Jane Austen’s time’. Focussing on: Life in in Jane Austen’s time. Gender disparity (inequality). Gap between rich and poor. How did life change from 1817 till 2017. (science – daily life) Show this clip: Emma’s men (Austen’s men)… There are lots of clips on youtube to be found, i.e. ‘It’s raining men…’ Teacher discusses with pupils what characters they have encountered while reading ‘Emma’. Teacher writes the names on the smartboard / whiteboard. FEMALE - MALE Then focussing on the male characters and exploring what we know about them. Teacher reads excerpt about the character Mr. Woodhouse. Exploring together what this tells us about Mr. Woodhouse. Teacher gives information about the social classes in England in the time of Austen. Teacher instructs pupils. Pupils work together in pairs on worksheets – Life in Jane Austen’s time / Emma’s men Instructions: Work in pairs or if you prefer alone. Do worksheets. Take approximately 30 min. When finished: read the novel. Discuss your answers. Homework assignment. Next class - Recap in group. Teacher closes off the lesson, making sure pupils can ask questions if necessary and giving tips on where to find information or how to proceed. Homework assignment: Worksheets ‘Life in Jane Austen’s time’ / Emma’s men
Emmaus Bristol Equal Opportunities Monitoring Form Emmaus is committed to equal opportunities in employment and volunteering and will assess for roles fairly without regard to sex, age, marital status, sexual orientation, race, colour, nationality, ethnic or national origins. People with disabilities will be assessed on the needs of the role they have applied for. We would therefore be grateful if you could complete and return this form. The information you supply will be separated from your application before the short-listing and interview process begins, and will be kept confidentially and will only be used so that we can monitor the implementation of our equal opportunities policy. Please choose one option from each of the sections listed below, checking the relevant box with an X, by double clicking on the appropriate box. Ethnic Group: Age: Religion: White: British English Irish Scottish Welsh Other White background Asian or Asian British: Bangladeshi Indian Pakistani Other Asian background Mixed: White and Asian African Caribbean White and Chinese Other Mixed background Black or Black British: African Caribbean Other Black background Chinese or Chinese British or other ethnic group: Chinese Other ethnic group Prefer not to say 16 – 24 25 – 34 35 – 44 45 – 54 55 – 64 65+ No religion Baha’i Christian Hindu Jewish Muslim Buddhist Jain Sikh Other Marital Status: Single Married/Civil Partnership Living with partner Other Disability: The Equality Act 2010 defines a disability as a ‘physical or mental impairment which has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities’. An effect is long-term if it has lasted, or is likely to last, more than 12 months. Do you consider that you have a disability under the Equality Act (please tick)? Yes No Prefer not to say Declaration: This information will be treated in the strictest confidence. It will be used to meet any requirements you have for statistical equal opportunities monitoring. Under GDPR we need your agreement to retain this information for these purposes. Please tick this box if you agree to this: Signature __________________________________________ Date ____________________ Thank you for completing this form. Please forward this together with your completed application form
is well connected to other parts of the urban fabric and planned future development; supports walkable neighbourhoods that are well connected to employment nodes, centres, open space and recreation areas, community services and educational opportunities; encourages public transport accessibility and use; and maximises the efficient extension and safe operation of infrastructure. Integration and connectivity of development PO10 New development is effectively integrated with existing development by:- connecting and extending movement and open space networks; making provision for future linkages; and enhancing linkages between disconnected areas. AO10 No acceptable outcome provided. and provide your representations. Land use conflicts PO11 Development in the zone ensures that conflicts with the existing or potential productive use of adjoining or nearby rural lands and economic resource areas, or with other potentially conflicting land uses including industry and enterprise areas, rural activities, and infrastructure, are avoided or appropriately managed. AO11 No acceptable outcome provided. Click and provide your representations. Transport networks PO12 Development provides for pedestrian, bicycle and vehicular movement networks that maximise connectivity, permeability and ease of movement within emerging community and to existing urban areas. AO12 No acceptable outcome provided. and provide your representations. Development sequencing PO13 Development occurs in a logical sequence and facilitates the efficient and timely provision of AO13 No acceptable outcome provided. Click and provide your representations.
Please give details of any driving offences including and penalties: Please give details of current/previous probation orders including dates: Please give details of any outstanding/pending charges, warrant and court appearances: Have you ever committed a violent offence (which may or may not have resulted in a conviction?): Please give details: Have you ever committed arson (which may or may not have resulted in a conviction?): Please give details: Have you ever committed a schedule one offence (rape, sexual assault, etc?) (which may or may not have resulted in a conviction): If Yes, are you on the sex offenders register? Please give details: Have you ever been issued with an ASBO or an exclusion order? Please give details:
Tables 1. Demographic information in healthy controls and combined patient group HC Patient M(SD) t/X2 p N 41 57 Age 38.22 39.21 0.47 0.64 Gender (Male/Female) 23/18 37/20 0.45 0.50 Illness Duration - 17.95 (11.81) Range: 0-45 - - Age of Onset - 21.96 (9.17) Range: 7-53 - - CPZ equivalent (ENIGMA) - 252.55 - - Total 31.54 54.38 -9.02 6.136e-13 Positive 7.17 12.45 -7.44 5.572e-10 PANSS Negative 7.29 13.38 -6.40 2.48e-08 PANSS General 17.07 28.55 -8.59 8.217e-13 SES 29.71 1.683e-05 Unemployed/Retired 1/5 26/8 Manual/non-manual 8/28 7/15 Young Mania Rating Scale 0.14 2.75 -4.96 6.385e-06 Hamilton Depression Rating Scale 0.87 9.98 -7.50 1.434e-10 Paternal Age - 31.05 (6.68) - - NART IQ 111.2 110.5 0.44 0.66 PGRS -0.33 0.25 -2.62 0.01 ERS 1.292 1.684 -2.311 0.02
ANNEX 2 Anonymous copy of Masters diploma issued 3 Cost declaration for "students with special needs" (if more than one recipient, please use a separate declaration form for each recipient) Name and Acronym of the EMMC: FPA number: SGA number: Name of "special needs" recipient: Type of cost as listed in the of SGA (e.g. therapy/ medication/equipment/etc.) Real cost incurred by recipient/ project for special needs Maximum amount covered by the special needs grant (75% of eligible real costs incurred) EU funding for special needs Signature of the beneficiary's legal representative* Name and position (in capital letters): Date: Signature and stamp of institution:
Table of Contents Page 1 – Page Page 2 - Table of Contents Page 3 – School Discipline Philosophy & Role of School Stakeholders Page 4 – Campus Expectations, Schoolwide standards (academic & behavioral) Page 5 – School Procedures Page 6 – Celebrations and Rewards Page 7 – Campus Tardy Policy Page 8 – Campus Disciplinary steps, Referral Process, Completing the teacher disciplinary process Page 9 – Behavioral Intervention Programs Page 10-12 – Campus Discipline Compact
Early Modern Military Identity, A One-Day Symposium, August 28th, 2pm-6pm Location: University College Cork, ORB G27 14.00-14.15 Opening Remarks 14.15-15.45 Andrew Hadfield, ‘Dulce Bellum Inexpertis: The defence of Lord Grey’ David Edwards, ‘Campaign Journals of the Elizabethan Irish Wars’ Matthew Woodcock, ‘"I speak to thee plain soldier": Constructing and Defending Identity in Tudor Military Autobiography’ 15.45-16.20 Refreshments Provided PANEL TWO 16.30-18.00 Clodagh Tait, ‘“A print on my body of this day’s service”: Experiences of ‘wounds and hurts’ in early modern Irish warfare’ Cian O’ Mahony, ‘Souldiers, or Clarkes, or Both’: Literary and Military Identity in Pre-Civil War Norfolk’ James O’ Neill, ‘Scythians, cannibals and werewolves? The Nine Years War and the myth of the Irish primitive’ PUBLIC EVENT: Elizabeth Fort, Barrack Street 19.30-20.30 ‘Edmund Spenser on the Munster Plantation’ Public lecture in Elizabeth Fort, Barrack Street, by Professor Andrew Hadfield Kindly supported by the Society for Renaissance Studies, UCC’s School of History and School of English.
6c. Describe 3 impacts that computer aided translation can have on everyday life. 7a. Explain what ‘3D Imaging’ is. 7b. Describe 3 impacts that 3D imaging can have on everyday life. 8a. Explain what ‘Virtual Reality’ is:
Concept Title: Oregon DOT SWARM Updates Category: Operations, Software, Ramp Metering Keywords: Adaptive Ramp Metering Agency: Oregon Department of Transportation Contact Info: Denis Condon Title: Project Manager T: 503 986 5359 E: Description including Location and Date of Operation: The latest version of the SWARM Ramp Metering Algorithm was installed as a part of Oregon’s statewide ATM deployment. Currently the system is running in Eugene and portions of the Portland. The latest version of SWARM includes: Dynamic Bottleneck Location Dynamic Minimum Rate Computations A revised apportionment algorithm A totally new suite of interactive user interfaces. In addition, a new data acquisition module was created to allow distribution of traffic data between all the new ATM modules including travel times, variable speed limits, and lane control signs. Benefits Realized or Expected: An older version of SWARM has been running in Portland for several years. This revised version will be evaluated in the near future Categories include: Operations, Software, Hardware, Innovation, etc. Under Contact please include organization, title, email and phone number.
instructors and teachers. It is they who have to be methodically and expertly skilled, so that they can pass on their knowledge to the newly recruited staff, and assure fit-for-purpose training. In line with a long-standing tradition, the VDW’s Youth Foundation, renamed as the “Mechanical Engineering Youth Foundation” at the beginning of 2017, is organising the special stand for young people at the EMO Hannover 2017. Under the motto of “Do something with a future! Your opportunities in mechanical engineering”, it is aimed at instructors, teachers and schoolchildren alike. The goal is to heighten awareness among these groupings that they will have to keep pace with the increasing speed of innovation in the field of production technology, by means of individualised advice and specific assistance. Future specialists need to be properly prepared both at school and in the companies involved to cope with the new requirements concerned. For this purpose, all those participating in the training process, including ministries, schools, teachers and sectoral associations, should work fruitfully together. “Recruitment initiatives are a traditional element at the EMO Hannover,” reports Christoph Miller. They concentrate on awakening interest among future skilled recruits. Since 2001, schoolchildren seeking to choose a career have been invited to the EMO Hannover. At the special stand for young people, they can learn everything they need to know about metal-related professions, training contents, and opportunities for advanced training, career-building and earnings. Since then, more than 40,000 young people have gained the information they wanted at the EMO Hannover. “Start-ups for intelligent production” at the EMO Hannover 2017 The rapid pace of technical change means that new firms are being set up. Young entrepreneurs, for example, are developing software for networking machines and processes, or are building 3D printers for metal components.
(R2) between models. A separate regression was conducted for each dimension that resulted from the Multidimensional scaling of sorting data. * = p ≤ .05, ** = p ≤ .01, *** = p ≤ .001.
c) execution of credit transfers, standing orders 4. Execution of payment transactions where the funds are covered by a credit line for a payment service user: a) execution of direct debits, inclu-ding one-off debits b) execution of payment transactions through a card or a similar device c) execution of credit transfers, standing orders Including granting of credit in with Article 18(4) of Directive (EU) 2015/2366: yes no 5. Issuing of payment instruments Acquiring of payment transactions Including granting of credit in with Article 18(4) of Directive (EU) 2015/2366: yes no 6. Money remittance 7. Payment initiation services 8. Account information services 17) Electronic money services to be provided (applicable only to e-money institutions) Issuing of electronic money Distribution and/or Redemption o electronic money 18) In case of outsourcing of operational functions of payment/e-money services: a. Name and address of the entity to which operational functions are to be outsourced; b. Contact details (email and telephone number) of a contact person within the entity to which operational functions are to be outsourced; c. Type and exhaustive description of the operational functions outsourced.
*served as faculty sponsor for students’ Chancellor’s Undergraduate Teaching Fellowship Awards STUDENT MENTORING Graduate Students (AuD) Research Projects AuD Student Research Mentor, 2013- present. Organized mentoring of AuD student independent study or research projects across a variety of topics and questions. Students are listed below: Year Student Topic Product 2014-15 Anna Bixler Contributions to Hearing Aid Disconfirmation Poster Presentation AudiologyNow 2015 2014-15 Kelsi Bubb Identification of Hearing Loss in Older Hospitalized Inpatients Poster Presentation Veteran’s Administration NCRAR biennial meeting 2015* 2014-16 Sarah Brand Relationship of Hearing Loss Degree and Hearing Aid Satisfaction Project Completed 2014-16 Diana Clayburgh Communication Ability of Older Adults when Aided vs. Minimal Hearing Loss Poster completed, for submission to AudiologyNow 2017 2014-16 Sarah Kelly Prevalence of Hearing Loss in Older Hospitalized Inpatients Poster presented at AudiologyNow 2016 2014-16 Amanda Shepard Self-report vs. Measured Audiometric Results in Older Hospitalized Inpatients Project Completed 2015-16 Rachel Fryatt Characterizing Hearing Loss in Hospital Patients: A Quality Improvement Project Poster presented at ASHA 2016** 2015-16 Alicia Hutchison Healthy Hearing for College Students Spreading Healthy Hearing Practices Across a College Campus Poster presented at ASHA 2016*** trial
(Emory University) (i) (v) (iv) ______________________________________________ ___________________________ ______________________________________________ ___________________________
(Emory University) (i) (ii) (iii) (iv) (v) (i) (ii) (iii) (iv) (v) (vi) (vii) ____________________ IRB ______________________________ __________________ ______________________________ __________________
Emory University Consent Form Checklist Please use this checklist to create your WIRB-ready consent/HIPAA form Language below must be inserted into master consent template Contact to determine if WIRB can provide their approved master consent for this study. If not, use master consent provided by Sponsor. Please check if any of these are site locations for this submission. Children’s Healthcare of Atlanta Grady Health System Saint Joseph’s Hospital Emory Johns Creek Hospital None of the above Procedures Is this an investigational drug study requiring IDS, for which you HAVE NOT received an IDS waiver? Yes (if yes, include this language at the end of the procedures section) No How will my medicine be provided? The medicine that you will take will be dispensed by the pharmacy and delivered to the principal investigator or study team member. The principal investigator or health care providers on his/her research team will provide the medicine to you. If you have questions about the medicine, you should ask the principal investigator or study nurse. You may also call the pharmacy if you have questions about the medicine. The number for the pharmacy is included on your medicine package, if given one. FOR ST JOSEPH’S AND JOHNS CREEK (Catholic sites) ONLY: Risk Language related to pregnancy + contraception Is either Saint Joseph’s If you are a woman of childbearing ability, you and the study doctor must agree on an adequate method of birth control or abstinence for the duration of the study. If you are a man: You and the study doctor should agree on an adequate method of birth control or abstinence for the duration of the study.
Scoring Information: No reverse scored items Calculating scores: Mean scores are computed for each subscale. No total score. Score ranges: Scores range from 1 to 5. High/low scores: High scores reflect a higher endorsement of a given emotion belief. Subscales are: Emotion Constraint (1, 2, 6, 7, 10, 11, 14, 18, 20) Regulation Worth (3, 5, 8, 12, 13, 16, 19) Hijack (4, 9, 15, 17, 21) (see below in table form) Item Subscale 1. Emotions operate like a floodgate that is either open or closed. In other words, emotions are either “on” or “off.” Emotion Constraint 2. Emotions can either be expressed entirely or hidden from isn’t possible to share only part of an emotional response. Emotion Constraint 3. People can learn to control/regulate their emotions. Regulation Worth 4. People are by their emotions. Hijack 5. Putting forth effort to alter emotional experience is valuable. Regulation Worth 6. When a person has a strong emotional reaction to another person, they will always feel that way about that other person. Emotion Constraint 7. When people are feeling down, they have to wait for a better mood to arrive before they can be productive. Emotion Constraint 8. People would be better off if they took time to figure out where their emotions come from. Regulation Worth 9. When strong emotions are present, they dictate what a person says or does. Hijack 10. When an emotion comes along, it will continue unless there is a change in the environment. Emotion Constraint 11. When people acknowledge their emotions, the emotions will completely take them over. Emotion Constraint 12. Learning how to alter strong emotions is a worthwhile pursuit. Regulation Worth 13. It is possible, with effort, to alter strong feelings in any situation. Regulation Worth 14. When a person really angry, it’s virtually impossible to not take the anger out on people or objects nearby. Emotion Constraint 15. People are slaves to their emotions. Hijack 16. When a person has a strong emotional reaction to another person, they will always feel that way about that other person. Regulation Worth 17. Strong emotions will make people do things they wouldn’t normally do. Hijack 18. When feelings of sadness take over, a person can’t really do anything but wallow in the misery. Emotion Constraint 19. People benefit from learning how to regulate feelings. Regulation Worth
Take deep breaths Use positive self-talk “It is helpful to have a reminder of these steps and to have something to share with out people (friends, family, etc.) that we would like to share these steps with. So today we are going to make our own pamphlets with our new calming steps. Share pre-made pamphlet with students, showing each side and what to include on each side of the pamphlet. “We will have today and next week’s lesson to work on these so today we will break it down and work on just the cover and the first page inside” “Today we will have about 15 minutes to work on our pamphlets. I will us all know when we have 5 minutes and then 2 minutes left so you can plan on a good stopping point for today.” Hand out blank pamphlets to each student to begin working Walk around room, check in with students for understanding if noticing a need Give notices at 5 and 2 minutes left. Ask students to pack up utensils. Collect pamphlets to bring to next lesson. Lesson Adaptations: Consider a variety of learning styles within a lesson plan – verbal instruction, visual, creative and activity for students to explore the lesson content. Frequent check ins and contact, helping learner remain on task. Share time for working and time cues when preparing to finish or for a transition – 5 and 2 minute notice before finishing and transitioning back to lesson with classroom teacher. up work or multi steps into smaller, attainable tasks – two lessons for completing pamphlets, start with just cover and first inside page. Lesson Reflection This lesson is an adaptation from the Second Steps curriculum which focuses on learning. I took the concept of the developed lesson and added the student created pamphlet idea in order to engage all students with the lesson content in a new and novel way. I also felt this allows students to take something physically from the lesson that they are proud to show and share. By sharing the lesson content with others, students can demonstrate their understanding of the material and the concepts can be shared with other members in our community where the emotion regulation method can be practiced and strengthened amongst everyone. I felt the addition of this activity was successful and engaged all learners. I noticed with AD/HD or other challenges with focus did well with the lesson. Where before there was more auditory learning happening as a whole class or in small groups, the visual and hands on
The Parent’s Guide to Eating Disorders Lion Oxford Jane A jargon free book that will be invaluable and reassuring to bewildered and frightened parents of children with eating disorders. 101 Days to Make a Change – Daily Strategies to move from knowing to being Crown House Publishing Carmarthen Wales Roy Leighton, Emma Kilbey and Kristina Bill A constructive and compassionate companion that will help get you back in the driving seat of your life. Its expansive ideology is grounded in an achievable process with a realistic timeframe to help progress and acknowledge results. Happy Families Continuum International Publishing London Steve Bowkett, Time Harding, Trisha Lee and Roy Leighton This book takes a focus on that most challenging of activities – parenting young children and adolescents. There is no manual for parenthood, but there are a lot of good ideas and pointers and this book contains many sources of inspiration. The Big Book of Independent Thinking Crown House Publishing Ian Gilbert This book will encourage you to ask searching questions rather than seek off the shelf answers. Independent Thinking Ltd is a network of educational innovators and practitioners who have compiled a thought provoking academically rigorous compendium of ideas to make creative leaps in your classroom and school. A Moon on Water Crown House Publishing Carmarthen Steve Bowkett, Time Harding, Trisha Lee and Roy Leighton A Work book of practical and activities that can be applied in a range of contexts across the curriculum as a basis for philosophical enquiry, exploring feelings and enhancing emotional resourcefulness. It shows children how to connect who they are with what they do and why they are here. Muddles, Puddles and Sunshine Winston’s Wish Diana Crossley & Kate Sheppard This book offers practical and sensitive support for bereaved children. of book Publisher Author Summary
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