zilongwang/ReadingBank huggingface dataset:
New Application: Cytopathology Review Committee for Pathology ACGME Program Personnel and Resources Other Program Personnel Briefly describe the program coordinator and qualified laboratory technical personnel that will provide support for the clinical, teaching, educational, and research activities of the fellowship. [PR II.C.1.] Resources Describe the office space, meeting rooms, and laboratory space available to support patient teaching, educational, research activities, and clinical service work. [PR II.D.1.] 2. Provide the following data for each participating site for the most recent 12-month period available. [PR II.D.2.] Site #1 Site #2 Site #3 Total # of Cytology Accessions Total GYN Total # with correlating biopsy % thin layer preparation % abnormal pap smears Non-GYN (specify categories) FNAs Total # % Superficial/palpable lesions % Deep, non-palpable lesions Outside Consultations Total # Total cytopathology FNA Other cytopathology related
List the planned conference schedule for fellows. Add additional rows as necessary. [PR IV.A.3.b)] Name of Conference Frequency Responsible Department Required? (Yes/No) Attendance Taken? (Yes/No) Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Describe fellow participation in these conferences. How much responsibility will they have for their preparation and presentation? [PR IV.A.3.b).(1)] Will fellows participate in laboratory inspections? [PR IV.A.3.c)] YES NO If “NO,” explain. Briefly describe how the fellow will work in interprofessional teams. [PR VI.E.2]
polyethylene (PEX) pipe (32 inches) Cross-linked polyethylene/ aluminum/cross-linked polyethylene (PEX-AL- PEX) pipe 2.67 (32 inches) 4 CPVC pipe or tubing, 1 inch and smaller 3 10b CPVC pipe or tubing, 11/4 inches and larger 4 10b Steel pipe 12 15 Lead pipe Continuous 4 Polyethylene/aluminum/ polyethylene pipe 2.67 (32 inches) 4 Polyethylene of raised temperature (PE-RT) pipe 2.67 (32 inches) 10b Polypropylene (PP) pipe or tubing 1 inch and smaller 2.67 (32 inches) 10b Polypropylene (PP) pipe or tubing, 11/4 inches and larger 4 10b PVC pipe 4 10b Stainless steel drainage systems 10 10b For SI: 1 inch = 25.4 mm, 1 foot = 304.8 mm. a. The maximum horizontal spacing of cast-iron pipe hangers shall be increased to 10 feet where 10-foot lengths of pipe are installed. b. Midstory guide for sizes 2 inches and smaller. 308.6 Sway bracing. Rigid support sway bracing shall be provided at changes in direction greater than 45 degrees (0.79 rad) for pipe sizes 4 inches (102 mm) and larger.
E. Completers who passed a credentialing test plus Completers who earned an Advanced Studies Diploma and did not pass a credentialing test** 99.15% (117 of 118) 91.60% (109 of 119) 82.08% (87 of 106) Information Indicator – Completers who earned an Advanced Studies Diploma and passed a credentialing test 11.02% (13 of 118) 21.01% (25 of 119) 15.09% (16 of 106) PERFORMANCE STANDARD 2016-2017 2015-2016 2014-2015 A. Student Competency Rate* 98.36% (60 of 61) 100.00% (60 of 60) 100.00% (56 of 56) B. Completers Participating in a Credentialing Test Rate 100.00% (61 of 61) 98.33% (59 of 60) 94.64% (53 of 56) C. Test Takers (Completers) Passing Credentialing Test Rate 98.36% (60 of 61) 84.75% (50 of 59) 84.91% (45 of 53) D. Completers Passing Credentialing Test Rate** 98.36% (60 of 61) 83.33% (50 of 60) 80.36% (45 of 56) E. Completers who passed a credentialing test plus Completers who earned an Advanced Studies Diploma and did not pass a credentialing test** 98.36% (60 of 61) 83.33% (50 of 60) 80.36% (45 of 56) Information Indicator – Completers who earned an Advanced Studies Diploma and passed a credentialing test 4.92% (3 of 61) 11.67% (7 of 60) 7.14% (4 of 56) ALL SPECIAL POPULATIONS PERFORMANCE (3S1) Secondary School Completion Secondary School Completion – Students (based on responsible school division) who completed programs and graduated from secondary education. Performance Standard: 3S1 Secondary School Completion = 96.00%. 2016-2017 2015-2016 2014-2015 N/A N/A N/A
SAC Meeting Silver Ridge Elementary School Tuesday, March 28, 2017 2:15 pm, Ms. Long’s Office Attendance: Administration- Wendy Borowski Staff- Maria Henao, Linda West, Jen Adkins, Margret O’Connor, Lucille Duchinsky Parents- Lizzette Abel-Ruffin, Natasha Grando Business Partners- Absent- Greg Weinbrum, Lajoice O’Neal, Dawn Aufenanger, Lisa Campolo, Celia Martini, Angela Villegas Guests- Nancy Long Welcome: Ms. Henao called the meeting to order at 2:22 pm Student Council: None Approval of February 2017 Minutes: Ms. Adkins made a motion to approve the February minutes. Ms. O’Connor second the motion. All in favor. Principal’s Report: FSA started today. October 27, our Boosterthon for next year. Kindergarten roundup went well. A good amount of people showed up. Shamrock Shuffle went well. Mr. Valentine resigned as of March 1st. The position is posted about a week ago. From the list of applicants 6 will be interviewed. Schoolwide Positive Behavior Plan: Based on referrals in the database we came up with 3 positive replacement characteristic. Responsible, respectful, resourceful. 3 areas in the school where expectations should be reinforce, cafeteria, hallways, and bus area. There are lessons plans that go with each areas. Teachers are responsible for reviewing the expectations and rules with the students. Stakeholders will look it over and next meeting report on it. This should be available with the School Improvement plan
Have the ability to playback recorded video on the main screen by simply clicking the middle mouse scroll button. Have the ability to automatically adjust for Daylight Savings Time changes, with no loss of video when the hour jumps forward or back. Allow an operator to flag video clips distributed across multiple cameras. This feature will allow the operator to back up all clips from multiple cameras in one operation from the backup menu screen. The feature will allow the operator to add a memo to each video clip for review at a later date. Provide dynamic abilities to record images including continuous, motion detection, alarms/events and according to a use defined time schedule. Provide a schedule from which the operator may choose whether the system will record based upon motion detection or continuously 24 hours a day, seven days a week. Accept special day preprogramming so recording schedules may be adjusted around holidays and/or special day events. Have intensive recording. This will allow the digital recorder to begin recording or boost recording speed based on sensor or motion detection. Be capable of automatically adjusting its recording resolutions and recording rates upon the activation of sensor input and/or motion detection. Have the ability to instant record any camera by simply double left clicking on the camera from the main screen. Include an Administrator privilege level, which allows the user to create, edit, and delete user accounts. Each account can be assigned different permissions that limit the usage of the system including: Search Set up Pan/Tilt Backup Forbidden Cameras Shut down The ability to enable or disable access by the Web Viewer Software, allowing a user to view live video using an Internet browser. The ability to adjust the resolution setting when sending video to remote clients. The ability to throttle the bandwidth of the digital recorder to ensure that images and system messages are delivered as quickly as possible within the capabilities of the network’s available bandwidth. Include a User Management Console, which allows the user to create, edit, and delete user accounts. Each account can be assigned different privileges that limit the usage of the system. Privileges shall include, but not be limited to, the following functions: Search Setup Pan/Tilt
Offer the following on-board hard drive capacity options with eight removable hard drive bays that include exceptional fan cooling, 3.0 Gbps and large capacity HDD (3 Terabyte drives) support: 2.0 Terabytes 6.0 Terabytes 12.0 Terabytes 18.0 Terabytes 24.0 Terabytes Only use high performance AV (Audio/Video Surveillance) rated hard drives engineered for reliability and 24x7 “always on” environments. Be housed in a high performance 2U metal chassis. The chassis shall be designed to fit into a 19” EIA rack. The front panel shall come with the ability to be locked by a key. Provide exceptional internal cooling through three high output 80mm fans mounted in the center of the chassis and front cooling intakes for maximum in/out cooling. Have the ability to easily backup important video to an external media location, CD/DVD disk, or a USB Drive. The recorder must not stop recording during the backup process. To ensure the integrity of data, the digital recorder shall use a proprietary viewer that can detect image tampering. Allow the inclusion of backup viewer software during the backup of media to allow viewing of the proprietary video from any location. Include a standard DVDRW drive capable of Read/Write/Burn at the following speeds: 24x DVD±R Burn, 18x DVD±R Read, 8x DVD+RW, 6x DVD-RW, 8x DVD±R9, 12x DVD-RAM, 48x32x CD-R/RW to which the operator may backup video in its proprietary format or in AVI format. Have the ability to span backed up recorded video over multiple DVDs. Include a minimum of the following front panel controls and LEDs: DVD-RW drive Hard drive activity LED Power LED Two 2.0 USB ports Power switch Include a minimum of the following rear-panel connectors: Power input Two high-speed USB 3.0 inputs Six USB 2.0 inputs HDMI 10/100/1000 RJ-45 Network Jack eSATA
Offeror must describe any exceptions (on the Agreement Exceptions form in Part B of this Solicitation) to the technical requirements and other terms and conditions of the Model Subcontract in Part C on which the proposal is based. WRPS considers compliance with the technical requirements and terms and conditions of the Subcontract to be essential. In case of doubt, Offeror should request clarification from the Procurement Specialist. If any exceptions are taken to the requirements of the Solicitation, the pricing shall be based on the requirements of the Solicitation and the exception(s) priced as alternates. If the proposal is based only on the proposed exceptions, WRPS may determine the proposal to be non-responsive. Proposal Validity Period Offeror’s proposal shall remain firm for 120 days after the proposal due date. Document Transmittal – Master Submittal Register The Subcontract will contain a Master Submittal Register (MSR) comparable to the exhibit document contained herein. The MSR identifies the required Subcontractor submittals. Offerors shall review the MSR exhibit, assure that the document submittal requirements are clear and understandable, identify any additional submittals on the MSR exhibit, and provide the Buyer with applicable transmittal dates for all planned submittals. The MSR with added Offeror information shall be returned with Offeror’s proposal. Notices Identification of Proprietary Data If the Offeror submits any data which it considers proprietary data as part of its proposal, the document transmitting the data or which contains the data, shall be boldly marked indicating that the data included is considered to be proprietary. Financial Capability Determination Information WRPS reserves the right, prior to award, to require Offeror to submit information which WRPS will use to make a determination whether Offeror has the financial capability to perform the contemplated subcontract. Such information may include, but not be limited to: annual reports; lines of credit with financial institutions and suppliers; and any other information that may be required to make the appropriate determination. Submit annual report, line of credit, etc. indicating Offeror has appropriate financial resources to support the anticipated equipment rental subcontract.
(b) For the purpose of accomplishing music therapy goals, music therapy services include, but are not limited to: (i) conducting an individualized assessment for the purpose of collecting systematic, comprehensive, and accurate data necessary to determine the course of action of a subsequent individualized treatment plan; (ii) planning and developing the individualized music therapy treatment plan that identifies an individual’s goals, objectives, and potential treatment intervention strategies; (iii) implementing the individualized music therapy treatment plan consistent with the individual’s overall treatment program; (iv) systematically evaluating and comparing the individual’s response to the individualized music therapy treatment plan and suggesting modifications as appropriate; (v) developing a discharge plan in collaboration with the individual and his family, treatment team, and other identified support networks where appropriate and available; (vi) minimizing the impact of environmental constraints as a barrier to participation in least restrictive environments for individuals engaging in music therapy; (vii) collaborating with and educating the individual and his family, caregiver, and others to foster an environment responsive to the developmental needs of the individual as addressed in music therapy; and (viii) consulting with groups, programs, organizations, or communities to improve accessibility to music therapy services. Section 408540. (A)(1) There is created the South Carolina Board of Music Therapy to assist the department on all matters pertaining to the education, examination, licensure, and continuing education of licensed, board certified music therapists and the practice of music therapy. (2)(a) The board must be composed of five members appointed as follows: (i) two members appointed by the Speaker of the House of Representatives; (ii) two members appointed by the President Pro Tempore of the Senate; and (iii) one member appointed by the Governor. (b) Two of the board members may not be licensed, board certified music therapists and the remaining three members must be licensed, board certified music therapists as follows:
parking and other similar purposes directly related to the building’s income producing use. (3) ‘Local taxing entities’ means a county, municipality, school district, special purpose district, and other entity or district with the power to levy ad valorem property taxes against the building site. (4) ‘Local taxing entity ratio’ means that percentage computed by dividing the millage rate of each local taxing entity by the total millage rate for the building site. (5) ‘Placed in service’ means the date upon which the building site is completed and ready for its intended use. If the building site is completed and ready for use in phases or portions, each phase or portion is considered to be placed in service when it is completed and ready for its intended use. (6) ‘Rehabilitation expenses’ means the expenses or capital expenditures incurred in the rehabilitation, renovation, or redevelopment of the building site, including without limitations, the demolition, renovation, or redevelopment of existing buildings, environmental remediation, site improvements, and the construction of new buildings and other improvements on the building site, but excluding the cost of acquiring the building site or the cost of personal property located at the building site. For expenses associated with a building site to qualify for the tax credit, the abandoned buildings on the building site must be either renovated or redeveloped. Rehabilitation expenses associated with a building site that increases the amount of square footage on the building site in excess of one hundred fifty percent of the amount of square footage of the buildings that existed on the building site as of the filing of the notice of intent to rehabilitate shall not be considered a rehabilitation expense for purposes of calculating the amount of the credit. (7) ‘Notice of Intent to Rehabilitate’ means a letter submitted by the taxpayer to the department or the municipality or county as specified in this chapter, indicating the taxpayer’s intent to rehabilitate the building site, the location of the building site, the amount of acreage involved in the building site, the amount of square footage of existing buildings involved in the building site, and the estimated expenses to be incurred in connection with rehabilitation of the building site. The notice also must set forth information as to which buildings the taxpayer intends to renovate and whether new construction is to be involved.
2. Trip Generation Trip Generation Rate(s) Source: ITE Trip Generation I – Institute of Transportation Engineers; S – San Diego Traffic Generators; C – County; O – Other: Land Use Description (Code) Trip Generation Source *AVTE vs. Quantity Daily Trips Generated Weekday a.m. peak Weekday p.m. peak Weekend peak hour In Out In Out In Out * - Average Vehicle Trip Ends.
44. Which of the following stores energy? 45. Which of the following hypotheses could be tested by an experiment? 46. What are the meaningful digits called in a measurement? 47. Which of the following is NOT a unit of measurement in the metric system? 48. Speed that does not change is called:
Results Force (N) Acceleration 1 (m/s2) Acceleration 2 (m/s2) Acceleration 3 (m/s2) Mean acceleration (m/s2) Evaluation What does the graph show? What type of mathematical relationship does this graph suggest exists between force and acceleration?
2 (1hr for separate and combined) P4.1c describe the characteristics of the magnetic field of a magnet, showing how strength and direction change from one point to another Starter options: Magnetic fields A clip, which illustrates and explain the magnetic field. Magnetic field lines, 3D A video of a simple experiment with a suspension of iron filings to show magnetic field lines in three dimensions. Main: Investigating with magnets – pupils use magnets and compasses to plot field lines of one and two magnets, showing attraction and repulsion. Plenary: SAM J249-01 Question 17 Link to delivery guide Link to SAM 3 (1hr for separate and combined) P4.1d explain how the behaviour of a magnetic (dipping) compass is related to evidence that the core of the Earth must be magnetic Starter: Why earth’s magnetic shield matters A short video about Earth’s magnetosphere. Main: Compass A step-by-step guide on how to make a compass. Plenary: How does a compass work? Pupils discuss and write a paragraph to explain. Link to delivery guide
employees and the administrative costs associated with these employees, whichever is greater; (7) the payment of reasonable costs of restoring property so as to assure public health and safety, as determined by the department. (C) The fund may not be used to: (1) restore sites which are contaminated by solvents normally used in drycleaning operations if the activities at a site are not related to the operation of a drycleaning facility or wholesale supply facility; (2) restore sites that are contaminated by drycleaning solvents being transported to or from a drycleaning facility or wholesale supply facility or that are contaminated as a result of the delivery of drycleaning solvents to a drycleaning facility or wholesale supply facility on or after July 1, 1995, if the contamination resulted from gross negligence; (3) fund any costs related to the restoration of a site that is proposed for listing or is listed on the State Priority List or on the National Priority List pursuant to the Comprehensive Environmental Response, Compensation, and Liability Act of 1980, as amended by the Superfund Amendments and Reauthorization Act of 1986, or any site that is required to obtain a permit pursuant to the Resource Conservation and Recovery Act, as amended; (4) pay any costs associated with a fine, penalty, or action brought against the owner or operator of a drycleaning facility or wholesale supply facility or a property owner under local, state, or federal law; (5) pay any costs incurred before July 1, 1995, for the remediation of a contaminated site; (6) pay any costs to landscape or otherwise artificially improve a contaminated site; (7) pay any contamination assessment or costs restoration before the actual date of the first payment of registration fees for the site pursuant to Section 4456470(B); (8) pay any costs related to contamination assessment where no contamination from drycleaning solvents is discovered; (9) pay any costs for work not approved by the department in accordance with this article or regulations promulgated pursuant to this article; (10) restore sites that are uniform rental and linen supply facilities unless the site was operated on or after July 1, 1995, as a drycleaning facility for garments or fabrics belonging to the public and has participated in the fund;
IHS – Research Grants 2018 The IHS Board of Trustees and IHS Education Committee welcome applications for Research Grants for any accredited academic Headache Master programme. Applications are welcomed from physicians, psychologists, scientists and nurses with a special interest in headache/pain. The value of the grants is US$ 5,000 per year. Applications will be accepted for a 2-year course, offering a total of US$ 10,000 over 2 years. To apply, please complete the form below, and return to . Please attach a short academic CV. Applications will be reviewed on a first come-first served basis. Deadline for applications: 1 May 2018 Personal details First name Last (family) name Date of birth Nationality Telephone Email address Current affiliation (if applicable) Name of institution Department Address Current head of department Headache Masters Course Title of course Location of course Length of course Course organiser Resume Maximum 2 paragraphs detailing experience, interest, and personal aims in headache medicine
Ability to influence, persuade and interact effectively at all levels E X X Ability to respond and communicate sensitively to supporters. E X X Collaborative team player who is able to be and self-directing E X X Competent to a high standard in MS Office, able to use the internet, appropriate databases and other research sources to find appropriate market intelligence and partner information. E X X A willingness and ability to work un-sociable hours where required in order to attend events or other work associated with the post. E X X A= Application Form R-References T/P=Test/Presentation I= Interview
A BILL TO AMEND SECTION 1261140, AS AMENDED, CODE OF LAWS OF SOUTH CAROLINA, 1976, RELATING TO DEDUCTIONS ALLOWED FROM SOUTH CAROLINA TAXABLE INCOME OF AN INDIVIDUAL FOR PURPOSES OF THE SOUTH CAROLINA INCOME TAX ACT, SO AS TO ALLOW A MAXIMUM THREE THOUSAND DOLLAR A YEAR DEDUCTION FOR VOLUNTEER STATE CONSTABLES DESIGNATED BY THE STATE LAW ENFORCEMENT DIVISION AS STATE CONSTABLES AND TO PROVIDE THE ELIGIBILITY REQUIREMENTS FOR THIS DEDUCTION. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. A. Section 1261140(10)(a) of the 1976 Code, as last amended by Act 116 of 2007, is further amended to read: “(a) A deduction calculated as provided in this item for a volunteer firefighter, rescue squad member, volunteer member of a Hazardous Materials (HAZMAT) Response Team, reserve police officer, Department of Natural Resources deputy enforcement officer, or a member of the State Guard, or a volunteer state constable appointed pursuant to Section 23160 for the purpose of assisting named law enforcement agencies and who has been designated by the State Law Enforcement Division as a state constable not otherwise eligible for this exemption.” B. Section 1261140(10)(c) of the 1976 Code, as last amended by Act 116 of 2007, is further amended by adding at the end:
may Mania Chapter Meeting: Friday, May 11, 2018 11:30am – 4:00pm St. Elizabeth Technology Education Center (SETEC) 3861 Olympic Blvd. ` Erlanger, KY 41018 11:30am – 12:00pm Lunch / Visit with Vendors 12:00pm – 12:15pm Welcome Acknowledgements: Guests First time newly certified coders Treasurer Report Announcements 12:15pm – 1:15pm Sick and Well Same Date – Really? 1:15pm – 1:30pm Break / Visit with Vendors 1:30pm – 2:30pm Family Feud 2:30pm – 3:30pm Colorectal Conundrums 3:30pm – 4:00pm Door prizes / Closing statements / Visit Vendors
Figure 17 is based on a sample size of 2,352 respondents providing information about their child’s ethnicity. In following the trend of the child’ age responses 2,162 respondents (92%), said they would either be fairly likely, likely or definitely would use the additional free childcare hours. The respondents’ children number 2,165 White (92%), with other ethnic backgrounds numbering 187 (8%). Of those children with a White background, 154 respondents (7%) did not say they were likely to use the additional free childcare hours. Where the respondents’ children are from other ethnic backgrounds this totalled 16 (8.6%), whose parents indicated that they would not take up the offer. Figure 17 Children with additional needs Of the 90 respondents who identified they had a child with additional needs 68 (76%) of this group would definitely use some or all of the additional 15 hours as shown in figure 18. Figure 18 6.3 How likely will some or all of the additional 15 hours free childcare be used - by annual household income Figure 19 shows that of the 2,173 who provided details of their annual household income, all of the 13 respondents whose household income was up to £5,199 would either definitely, or would be likely to use the additional childcare hours. 165 respondents reported that their household income was more than £5,200 and less than £20,799, of which 157 (95%) said they would either definitely, or would be likely to use the additional childcare hours. 1,004 respondent’s reported household income was between £20,800 and £51,999, of which 932 (93%) said they would either definitely, or would be likely to use the additional childcare hours. 846 respondents reported household income of £52,000 - £99,999, of which 797 (94%) said they would either definitely, or would be likely to use the additional childcare hours. 145 respondents reported household income of £100,000 or more, of which 110 (76%) said they would either definitely, or would be likely to use the additional childcare hours. Figure 19
Chapter 5 The Human Body – Staying Alive 5.1 How do substances get into, out of and around our bodies? 7 / 6 5.2 How does the nervous system help us respond to changes? 5 / 2 PAG6 Describe practical investigations into reflex actions 5.3 How do hormones control responses in the human body? 2 / 2 5.4 Why do we need to maintain a constant internal environment? 5 / 1 PAG6 Describe practical investigations into temperature control in the body 5.5 What role do hormones play in human reproduction? 5 / 5 5.6 What can happen when organs and control systems stop working? 7 / 2 PAG6 Describe practical investigations into the response of the pupil in different light conditions Total 31 / 18 Chapter 6 Life on Earth – Past and Present 6.1 How was the theory of evolution developed? 8 / 5 6.2 How do sexual and asexual reproduction affect evolution? 1 / 0 6.3 How does our understanding of biology help us classify the diversity of organisms on Earth? 1 / 1 6.4 How is biodiversity threatened and how can we protect it? 8 / 3 Total 18 / 9 Total teaching hours = 132 / 90 hours
metals. PAG C1, C7, C8: Reaction of metals with water, dilute hydrochloric acid. PAG C1, C7, C8: Displacement reactions involving metals and metal salts. C4.2 – Identifying the products of chemical reactions 8 / 1 PAG C5: Flame tests. PAG C5: Testing unknown solutions for cations and anions. PAG C5: Tests for anions using silver nitrate and barium sulfate. PAG C5: Tests for cations using sodium hydroxide. Total 16 / 7 Topics Suggested teaching hours Separate / Combined Comments and PAG opportunities Topic C5: Monitoring and controlling chemical reactions C5.1 – Monitoring chemical reactions 12 / 1 PAG C6: Acid/alkali titrations. PAG C8: Measurement of gas volumes and calculating amount in moles. C5.2 – Controlling reactions 10 / 10 PAG C1, C7, C8: Marble chip and acid or magnesium and acid experiments either measuring reaction time or the volume of gas over time. PAG C1, C8: Catalysis of hydrogen peroxide with various black powders including MnO2. PAG C1, C8: Catalysis of reaction of zinc with sulfuric acid using copper powder. PAG C1, C8: Magnesium and acid, marble chip and acid. PAG C1, C8: Rate of reaction experiments. PAG C1, C8: Reaction of magnesium and acid with different temperatures of acid – measure reaction times. PAG C1, C8: Varying surface area with marble chips and hydrochloric acid. PAG C8: Disappearing cross experiment. C5.3 – Equilibria 3 / 3 Total 25 / 14 Topic C6: Global challenges C6.1 – Improving processes and products 16 / 7 PAG C1: Extraction of copper by heating copper oxide with carbon. PAG C2: Electrolysis of aqueous copper sulfate solution. PAG C2: Electrolysis of aqueous sodium chloride solution. PAG C6: Preparation of potassium sulfate or ammonium sulfate using a titration method. C6.2 – Organic chemistry 12 / 4 C6.3 – Interpreting and interacting with earth systems 8 / 7 Total 36 / 18 GRAND TOTAL SUGGESTED HOURS – 140 / 98 hours This symbol indicates content that is found only in the chemistry separate science qualification.
Outline Scheme of Work: C3 – Chemicals of the natural environment Total suggested teaching time – 23.5 / 19.5 hours (separate / combined) C3.3 – What are electrolytes and what happens during electrolysis? (6.5 hours – separate and combined) Links to KS3 Subject content chemical reactions as the rearrangement of atoms conservation of mass changes of state and chemical reactions. representing chemical reactions using formulae and using equations the varying physical and chemical properties of different elements Links to Mathematical Skills N/A Links to Practical Activity Groups (PAGs) PAG2: investigate what type of substances are electrolytes PAG2: investigate the effects of concentration of aqueous solution, current, voltage on the electrolysis of sodium chloride
Ref: Dear VISITING MODERATION: (insert Qualification Code and Title) Further to our discussion I would like to confirm the following date(s) have been agreed for visiting moderation of the above qualification. Day Date Full/half day visit Time of arrival I (.) On the day of the moderation visit, you must ensure that: a quiet room is available in which all candidate work to be sampled is accessible, including (where possible) facilities for accessing Interchange and equipment for accessing electronic portfolios or replaying any audio and/or video recordings.
1.30 - 2.00pm Lunch Event 3A Room D1,D2 30 mins Resources - what’s new in science Commercial providers (Keepad, Pasco, Serratta) Session 3 2.00 - 2.45 Event 4A Room – D7 Year 7 and 8 Teachers Depth of Content , Assessments and Grade descriptors. Discussion/Question session Please bring programs and examples of assessments Facilitator: Athena Hawkins Event 4B Room –D6 Year 9 and 10 Teachers Depth of Content Assessments and Grade descriptors. Discussion/Question session Please bring programs and examples of assessments Facilitator: Jacky Brown Event 4C Room – D4 ATAR Physics Teachers Networking, share ideas, clarification. Discussion/Question session Please bring programs and examples of assessments Facilitator: Kevin Lloyd Event 3B Meet outside D3 20 mins Aquaponics/ Aquaculture Tour of aquaculture facilities Presenter: Lorraine Ellis Event 3A Room D1 20 mins Resources - what’s new in science Commercial providers (Keepad, Pasco, Serratta) Please complete and hand in Evaluation/ Feedback sheets before leaving Thank you for sharing this Science Teachers School Development Day
resources Extension homework 4 Use as starter and use exp(y) = … to lead in Find derivative of ln x Use chain rule to find derivative of functions involving ln e.g. ln (x2+x) Links back to integration of 1/x 5 Differentiate simple functions and relations defined implicitly Considering chain rule to find d/dx f(y) Using product rule (then chain) to find d/dx f(x,y) Students can get confused when x and y are on the same side of the equation. e.g. x2+y2=4x dy/dx = 2x+2y +4 Using these derivatives to solve problems , , , , and solutions , , , ,
1.30 to 3.30pm 2 March 2.00 – 4.00pm KS2 Lilla Huset Centre, Hammersmith 7 March 1:30-3:30pm KS2 St Joseph’s Primary, SW3 NEW DATE 14 March 1.30-4.00pm KS2 All Souls Primary School 21 March 1.30-3.30pm KS2 St Joseph’s Primary, SW3
In the diagram above, when the planet is in position D where is the star? Position 1 Position 2 Position 3 Position 4 In the diagram above, an observer on Earth would notice the greatest redshift in the star’s light while the planet is at which position in orbit? A B C D Using the radial velocity graphs for Stars A-D (which all have one planet orbiting them), which of the stars would you expect to be located on the opposite side of its orbit compared to its companion planet? Star A Star B Star C
5. (1) An entity established in the United Kingdom may obtain a certificate to the effect that it is to be treated as a UCITS authorised in accordance with the UCITS Directive for the purposes of the Savings Directive in accordance with this regulation. (2) A notice requesting the issue of a certificate shall be given to Revenue and Customs by or on behalf of the entity. (3) The notice shall include the following information – (a) the name and address of the entity; (b) where the notice is given on behalf of the entity, the name, address and position of the person giving notice; (c) a statement that – (i) the entity is established in the United Kingdom; (ii) the entity is not a person; (iii) the entity‘s profits are not under the general arrangements for business taxation; (iv) the entity is not a UCITS authorised in accordance with the UCITS Directive; and (v) the entity elects to be treated as if it were a UCITS authorised in accordance with the UCITS Directive for the purposes of the Savings Directive; and (d) a signed and dated declaration by the person giving notice to the effect that it is to the best of his knowledge correct and complete. (4) Revenue and Customs will issue a certificate to that entity confirming that it is to be treated as if it were a UCITS authorised in accordance with the UCITS Directive for the purposes of the Savings Directive and that certificate shall have effect from the date specified in that certificate. Meaning of receiving agent 6. A receiving agent is an entity – (a) which is a residual entity; (b) is established in the United Kingdom; and (c) to a savings income payment is made for the benefit of a relevant payee by a person established in a member State or in a territory with which arrangements have been made in the course of his business or profession. Meaning of relevant 7. (1) The agent shall regard a person as a relevant payee if he is an individual – (a) resident in a prescribed territory; and (b) who has received a savings income payment or for whom a savings income payment has been secured, unless he provides evidence to the agent that the payment is not received or secured for his own benefit because of one of the reasons listed in paragraph (2). (2) The reasons referred to in paragraph (1) are that the individual –
Counselling and Psychological Services (CAPS) UNSW CAPS offers students a confidential counselling service via one-on-one consultations with qualified a psychologist. CAPS also run a number of workshops for students including: Mindfulness Mediation; Sleep Smart – which highlights the benefits of healthy sleep patterns; Student Minds@UNSW – a mental health awareness initiative; the Phoenix Rising Workshop – which supports the academic goals of underachieving students and assists them back on the path to success; and a variety of wellbeing seminars during orientation and throughout semester. Educational Support Service The Educational Support Service provides one-on-one appointments to students with Educational Support Advisors (ESAs) (known as Student Participation Advisors prior to 2015) who offer personal and study support. Issues addressed by the service include: academic performance; goal setting; time management; support with settling-in; and navigating UNSW processes such as special consideration, grade appeals and course withdrawal. The Educational Support Service was established under HEPPP funding to provide targeted support to students from low SES backgrounds, students entering UNSW through alternative entry schemes and students identified as being at risk of attrition. However, the one-on-one appointments and workshops offered are open to all students. Methods An integrative methodology was utilised to address the aims of the project. This involved drawing from multiple methods in an iterative process of design, implementation and analysis in order to satisfy the project aims. The methods used in this project can be grouped into three main applications: a database study, a questionnaire, and an in-depth interview. These are discussed in the following sections. Database A quantitative-based research project with sufficient statistical power is identified in the literature as necessary to informing the role of support initiatives in contributing to student success, where small sample size has been referenced as an issue for a number of previous studies (for example McNaught and Beal, 2012; Denny et al., 2014; French et al., 2014). The use of large datasets to analyse student engagement with multiple university support initiatives has not yet been approached in this context at UNSW. Data Sources UNSW Student Information Management System A major source of information for this study was the UNSW Student Information Management System (SIMS). SIMS contains the demographic and academic information for all students to have ever enrolled at UNSW from 1960 through to the present day. Manipulating SIMS for use in the study effectively enabled population-level conclusions to
Any individual using a REFUGE POINT or similar must ensure their location is reported to the CAMPUS MANAGER at the designated assembly point, a FIRE MARSHAL or FIRE WARDEN to enable evacuation by Evac+ Chair if permissible or to instigate rescue by the Emergency Services at the earliest opportunity. PROCEDURE System testing The college will arrange the testing of the systems, materials and equipment to ensure controls are effective: fire risk assessment – regular review by competent person (maximum every 3 years) fire drills - termly drill to take place unless frequency of actual fire alarm and Evacuation invalidates the need for formal drill. Formal planned fire drill to take place at least once per year. fire safety awareness training – CYLIX ‘meeting the threat from fire’ every three years fire warden training - every three years fire Marshal training - every four years fire alarm – Tested once a month fire doors – Checked visually once a month as part of the extinguisher check fire exits – Checked daily as part of the security patrol emergency lights –annually – arranged through Estates. automatic roller shutters – Annually, but Estates should have a record fire/smoke detectors – Annually arranged by Estates vesda systems – please confirm all sites - What is this? manual call point – checked on security patrols daily fire extinguishers – annually by competent contractor
external metal fire escapes – please confirm all sites (recommend every 5 years by competent person) N/A to the halls protected stairwell communication panels – One panel in Security office automatic gas shut-off – Annually – Refectory passenger lifts - communication panels and automatic lift response during alarm – Annually – Estates fixed electrical installation – bi monthly visual, annual inspection. portable appliance testing/formal inspection – annually by competent contractor or competent STC staff RISK ASSESSMENT: Fire Risk Assessments: for each campus Inspection requirements: Formal Annual Inspections RESTRICTIONS: none TRAINING: Duty Manager / Campus Manager Fire Marshal Fire Warden FIRST AID AIM: It is the intention of Tyne Coast College to ensure all practicable steps will be taken to provide and maintain first aid arrangements and first aider numbers and competency in line with legal requirements. SCOPE: (including Definition) The provision of first aid and management of First Aiders for all staff, students, visitors and contractors (where their own provision is insufficient). “first-aid” means— in cases where a person will need help from a medical practitioner or nurse, treatment for the purpose of preserving life and minimising the consequences of injury and illness until such help is obtained, and treatment of minor injuries which would otherwise receive no treatment or which do not need treatment by a medical practitioner or nurse; LEGISLATION:
Basis of Payment: By the square meter (or square yard - as indicated in contract documents) installed. REFERENCES The following article assumes that the date of each reference standard will be the latest edition as of the date of the project specification. This provision must be defined in Division 1; coordinate with Division 1 statements. American Society for Testing and Materials (ASTM): D 4354 – Standard Practice for Sampling of Geosynthetics and Rolled Erosion Control Products (RECPs) for Testing. D 4355 – Standard Test Method for Deterioration of Geotextiles by Exposure to Light, Moisture and Heat in a Xenon Arc Type Apparatus. D 4439 - Standard Terminology for Geosynthetics. D 4759 – Standard Practice for Determining the Specification Conformance of Geosynthetics. D 4873 – Standard Guide for Identification, Storage, and Handling of Geosynthetic Rolls and Samples. D 6524 – Standard Test Method for Measuring the Resiliency of Turf Reinforcement Mats (TRMs). D 6525 – Standard Test Method for Measuring Nominal Thickness of Rolled Erosion Control Products. D 6567 – Standard Test Method for Measuring the Light Penetration of a Rolled Erosion Control Product (RECP). D 6575 – Standard Test Method for Determining Stiffness of Geosynthetics Used as Turf Reinforcement Mats (TRMs). D 6818 – Standard Test Method for Ultimate Tensile Properties of Rolled Erosion Control Products. Geosynthetic Accreditation Institute - Laboratory Accreditation Program (GAI-LAP). International Standards Organization (ISO) 9001:2008 - Quality System Certification. DEFINITIONS Certificate of Compliance (COC): An official document certified by an authorized representative within the manufacturer’s company that the manufactured synthetic turf reinforcement mat product(s) meet designated property values as manufactured in a facility having achieved ISO 9001:2008 certification, and tested in accordance with GAI-LAP procedures. High Performance Turf Reinforcement Mat (HPTRM): A long-term, non-degradable RECP composed of UV-stabilized, non-degradable, synthetic fibers, nettings and/or filaments processed into three-dimensional reinforcement matrices designed for permanent and critical hydraulic applications where design discharges exert velocities and shear stresses that exceed the limits of mature natural vegetation. HPTRMs provide sufficient thickness, strength and void space to permit soil filling and/or retention and the development of
2 The learner will understand legislation, ethical and business and organisational requirements relating to processing exposed films The learner must know: Assessment Requirements Evidence Location 2.a Key aspects of relevant current legislation, including guidelines on copyright, and obscenity Learners should identify key aspects of relevant current legislation, including guidelines on copyright, and obscenity. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Learner’s own products (i.e. work products and records) Professional discussion Learner log/reflective journal This list is not exhaustive and other appropriate assessment methods may be used. 2.b Any potential legal issues arising from the nature of the processed images Learners should identify any potential legal issues arising from the nature of the processed images. 2.c Key aspects of relevant codes of ethics, conduct and best practice Learners should identify key aspects of relevant codes of ethics, conduct and best practice. 2.d The importance of following business or organisational procedures in dealing with potential legal issues Learners should describe the importance of following business or organisational procedures in dealing with potential legal issues.
2.e The importance in maintaining the confidentiality of client material Learners should describe the importance of maintaining the confidentiality of client material. 2.f Best practice in handling enquiries, comments and complaints from clients Learners should identify best practice in handling enquiries, comments and complaints from clients. 2.g Business or organisational procedures for darkroom areas Learners should identify business or organisational procedures for darkroom areas. 2.h Relevant sources of information to update knowledge and skills relevant to own work Learners should identify relevant sources of information to update knowledge and skills relevant to own work.
The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Learner log/reflective journal Expert witness evidence Learner’s own products (i.e. work products and records) Professional discussion 6.c Detect any defects in the processed films, identifying the causes correctly 6.d Inform relevant personnel and, where appropriate, clients about any faulty processing, agreeing appropriate action 6.e Forward satisfactory films for delivery, collection or further production, as appropriate Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer
Attachment 1 – Certification Review Team [Function] Certification Review Team Table 1: [Function] Certification Review Team Name Position Organization Name:CRTL Position Organization Name Position Organization Name Position Organization Name Position Organization Name Position Organization Name Position Organization Name Position Organization [ENTITY ACRONYM] Personnel Table 2: Entity Personnel Participants Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position Name Position
VICTORIAN CIVIL AND ADMINISTRATIVE TRIBUNAL DIVISION LIST P476/2018 TPA/48088 CATCHWORDS Monash Planning Scheme; Section 77 of The Planning and Environment Act 1987; Proposal for the construction of 3 double storey dwellings; Council does not support proposal and review of this sought at the Tribunal; key issues of the degree of strategic support the proposal, the adequacy of the proposed private open space arrangements, the location advantages of the site and ‘neighbourhood character’ issues; oral decision made directing that a permit issue. APPLICANT Yu Lun Pai Monash City Council SUBJECT LAND 31 Belmont Road GLEN WAVERLEY VIC 3150 WHERE HELD Melbourne BEFORE Philip Martin, Member HEARING TYPE Hearing DATE OF HEARING 6 September 2018 DATE OF ORDER 18 September 2018 Pursuant to section 127 and clause 64 of Schedule 1 of the Victorian Civil & Administrative Tribunal Act 1998, the permit application is amended by substituting for the permit application plans, the following plans filed with the Tribunal: Prepared by: Koobo Design/Justin Hutchinson landscape design Drawing numbers: Architectual plans Revision E TP1 to TP9/Landscape plans Project No. 2499 Dated: July 2018/19 July 2018 2. The decision of the Responsible Authority is set aside. 3. In planning permit application number PTA/48088, a permit is granted and direct to be issued generally in accordance with the endorsed plans and