zilongwang/ReadingBank huggingface dataset:
[Start at 00:00:00] StevensonA: Hey, Eric, what time do you got? Jaynes: 3:07. StevensonA: 3:07? Morris: Yeah, it’s seven after. StevensonA: Okay, well… okay. In order to make sure we get to take advantage of everything we’ve got here, until Randy gets here I’ll go ahead, as the Vice Chair, and… and start this meeting. So, of course, we’ll start off with roll call first. We know Randy’s not here, yet. Hopefully, he’s gonna be here in a second. And we’ll see what members of the Elected Committee are here. Jerry’s here; I hear him on the line. How about Steve Jackson? [Silence.] Steve Jackson, are you here? [Silence.] Okay. Derrick Stevenson. StevensonD: Here. Jackson: Steve Jackson’s here. Sorry, guys. StevensonA: Okay. Steve Jackson’s here, Derrick’s here. Steve Gordon? [Silence.] Steve Gordon? [Silence.] Nope, he’s not here yet. Okay. Well, we do have a quorum. Now we’ll go through the blind licensed managers. Salvador Barraza, are you here? [Silence.] No Salvador. Celyn Brown. BrownC: Yes, I’m here. StevensonA: Okay, thank you. Tessa Brown? [Silence.] Tessa Brown? No Tessa. Cathy [Silence.] Cathy Colley-Dominique? No Cathy Colley-Dominique. Okay. So, Carole Kinney? Kinney: I’m here. StevensonA: Okay, we’ve got Carole. Then, let’s see, went through this last night. Carole Kinney. So… StevensonD: Lin Jaynes. StevensonA: Lin Jaynes. Jaynes: Present. StevensonA: Are you here? Jaynes: Present.
Morris: Yeah. Hauth: And from your position it’s, you know, the agency’s going to go ahead and go forward with the RFP, regardless of what you guys’ position is. And maybe that’s not exactly what you’re saying, but that’s kind of what I’m hearing. So is there… StevensonA: Chair? Hauth: … a way for us to find some middle ground on this or put some parameters around it that people have the right to use their own, you know, VMS? I mean, I’m trying to figure out a winnable situation here for us and I don’t know if you have given any thought to middle ground on this, or…? Morris: Well… StevensonA: Chair Hauth? Morris: Sorry, Art. Hauth: Eric, go ahead. StevensonA: Well, I… Morris: Yeah, let… Hauth: Let me hear from Eric first and then you, please. Eric, go ahead. Morris: So, Randy, I think the… and, obviously, you’ve been to a lot of these national shows and stuff as we talk about the vending industry. And I have yet to meet any vending operator at any… any of those shows that I’ve went to, or the one big show that I went to, and then talking to the other vending operators that isn’t using some kind of a VMS system. So, I understand when people are reluctant to change. And so, as I’ve thought about it and heard from the Committee and stuff is, if… if we don’t do an RFP, if we don’t get it started, then I think what’s gonna happen six, eight months from now I’m gonna have managers coming to me saying, “Eric, we want… we want the VMS system.” So I want to have that available, to let managers use it, 'cause that… that’s definitely the trend in the industry. So… StevensonA: Chair Hauth? Hauth: Yes. Eric, if you’re done, I’ll… Morris: Yeah, that’s fine. Hauth: Okay, Eric, uh, Art. StevensonA: Am I off mute?
Arkansas History Unit 6 Vocabulary Vocabulary People Places secede arsenal tenacious martial law militia Bushwhacker Jayhawker Contraband Discrimination Skirmish Emancipation Proclamation Contrabands Trans Mississippi Region David O. Dodd Robert E. Lee Thomas Hindman Sterling Price Patrick Cleburne Frederick Steele Henry Rector Jefferson Davis Ulysses Grant Abraham Lincoln Earl Van Dorn Stand Waite Fort Sumter, SC Battle of Pea Ridge Battle of Prairie Grove Battle of Poison Springs Red River Campaign Gettysburg, Vicksburg, MS
Assembly of Councillors Report July 2017 A planned or scheduled meeting that includes at least half the Councillors and a member of Council staff, and the matter/s considered are intended or likely to be subject of a future decision of the Council; or subject to the exercise of a function, duty or power of the Council that has been delegated to a person or committee; An Advisory Committee of the Council where one or more Councillors are present – eg:-on-site inspections/meetings; planning or other consultative meetings; Date of Meeting Meeting name Ward Councillors Attendance Officers Attendance Conflict of Interest disclosures and if left meeting Matter/s Discussed Councillors Officers 5/7/17 Planning Consultative Meeting East Cr Atwell Cr Klisaris Austin Cram Hannah Nil Nil Planning Application – 1289/16 – 117 Stanhope Street Malvern 11/7/17 Planning Consultative Meeting North Cr Koce Cr Chandler Cr Griffin Peter Stewart Nathan Rooke Nil Nil Planning Application – 1325/16 – 7 Somers Avenue Malvern 11/7/17 Planning Consultative Meeting North Cr Griffin Cr Koce Cr Chandler Austin Cram Nathan Rooke Nil Nil Planning Application – 1242/16 – 5 Evelina Road Toorak 19/7/17 Planning Consultative Meeting North Cr Chandler Cr Griffin Cr Koce Tammy Laughren Jun Yu Nil Nil Planning Application – 0124/17 – 58 Hawksburn Road South Yarra 25/7/17 Planning Consultative Meeting North Cr Griffin Georgia Kay Nil Nil Planning Application – 0011/17 – 62 Surrey Road South Yarra 27/7/17 Planning Consultative Meeting South Cr Hindle Cr Stefanopoulos Sheridan Harley Nil Nil Planning Application – 0243/17 – 43-45 Victoria Street Windsor
Annexure 7/3 Individual Work Planning Form Administrative and Technical Staff Section A: Staff Details APPRAISAL PERIOD: SID NUMBER: NAME OF THE STAFF: POSITION TITLE: POSITION LEVEL: DIVISION: COLLEGE/DEPARTMENT: SECTION B: Performance Assessment (80%) Outputs Activities Target Value Target Achieved specified by individual Staff’s Feedback/ comment/ justification Final Score by Supervisor Outstanding (4) Very Good (3) Good (2) Need Improvement (1) 1. ……. 1. 1……… 1.2. …….. 2. ………. 2.1……… 2.2……… Total Final Score Total/No. of activities =…………
As an extension, the question “Would the remaining area change if I increased the size of the square and the circle?” Students could, on their own or in small groups, create their own Pie Area Square problem, using different measurements, and see if the remaining area of the square changes. A discussion of any connections or discoveries/realizations should be had following the completion of these experimentations. Other adjustments can be made to this problem as well, such as changing the size of the circle but maintaining the size of the square, etc. This can be adapted for students as fits their needs. Assessment Can students illustrate and explain that the diameter is twice the radius in a given circle? Can students illustrate and explain that the circumference is approximately three times the diameter in a given circle Can students explain that, for all circles, pi is the ratio of the circumference to the diameter (C/d) and its value is approximately 3.14? Can students solve a given contextual problem involving circles? Can students generalize a rule to create a formula for determining the area of parallelograms? Can students solve a given problem involving the area of triangles, parallelograms and/or circles? Can students apply a formula for determining the area of a given circle? Units This activity can be used in the following unit: Unit 4: Circles and Area
TABLE OF CONTENTS SECTION 7 – BUSINESS AND FINANCIAL MANAGEMENT 7.1 – FISCAL YEAR 1 7.2 – ANNUAL OPERATING BUDGET 2 7.3 – MILLAGE RATE 3 7.4 – GRANTS AND SPECIAL FUNDING 4 7.5 – PURCHASES OF COMMODITIES 5 7.5F2 – COMMODITIES BIDDER AFFIDAVIT 8 7.6 – ACTIVITY ACCOUNT 9 7.7 – CASH IN CLASSROOMS 10 7.8 – PERSONAL PROPERTY 11 7.9 – PROPERTY INSURANCE 12 7.10 – PUBLIC USE OF SCHOOL BUILDINGS 13 7.11 – USE OF SCHOOL FUNDS FOR NON-SCHOOL RELATED PURPOSES 14 7.12 – EXPENSE REIMBURSEMENT 15 7.13 – MANAGEMENT AND DISPOSAL OF DISTRICT PROPERTY 18 7.14 – USE OF DISTRICT CELL PHONES AND COMPUTERS 22 7.15 – RECORD RETENTION AND DESTRUCTION 24 7.16 – INFORMATION TECHNOLOGY SECURITY 28 7.17 – FOOD SERVICE PREPAYMENT 29 7.18 – DISPOSAL OF NON-NEGOTIATED CHECKS OR UNCLAIMED PROPERTY 30 7.19—SERVICE ANIMALS IN DISTRICT FACILITIES 31 7.20 – ELECTRONIC FUND TRANSFERS 33 7.21 – DIRECT DEPOSITING 3 ________________________________
7.8--PERSONAL PROPERTY To avoid confusion the potential for misunderstandings, District staff who bring personal property to school to use in the performance of their jobs should label the items with their Any such items should be removed from the school at the close of school each year. The District no responsibility for damage to, or the loss of, personal property brought to District facilities by District staff. Date Adopted: June 14, 2010 Last Revised: an
© 2014 Arkansas School Boards Association 7.24—ADVERTISING ON SCHOOL BUSES Under the authority granted by A.C.A. § 6-19-129 and the Commission for Arkansas Public School Academic Facilities and Transportation Rules Governing Advertising on School Buses: The District has chosen NOT to permit the selling of advertising space on District owned school buses and shall NOT use the space provided by law for any purpose. Cross References: 6.9—MEDIA RELATIONS AND NEWS RELEASES 7.5—PURCHASES AND PROCUREMENT Legal References: A.C.A. § 6-19-129 A.C.A. § 7-1-111 Commission for Arkansas Public School Academic Facilities and Transportation Rules Governing Advertising on School Buses Date Adopted: June 13, 2016 Last Revised:
7.6--ACTIVITY ACCOUNT The District shall maintain an account of activity funds. The funds for the account are those revenues derived from the sale of tickets to athletic contests or other school sponsored activities; the sale of food other than that sold in the cafeteria; the sale of soft drinks, school supplies, and books; and fees charged by clubs and Activity funds are considered "school funds" and as such may be spent for school related purposes. The Superintendent shall be the custodian of all activity funds and be responsible and accountable for the funds. The Superintendent may a co-custodian for each school in the District who shall also be for the activity maintains. Legal Reference: A.c.A. § 6-13-701 (g) Date Adopted: June 13,2011 Last Revised: organization
7.8--PERSONAL PROPERTY To avoid confusion the potential for mislUlderstandings, District staff who bring personal property to school to use in the performance of their jobs should label the items with their Any such items should be removed from the school at the close of school each year. The District no responsibility for damage to, or the loss of, personal property brought to District facilities by District staff. Date Adopted: June 14,2010 Last Revised: . an
7.13—MANAGEMENT AND DISPOSAL OF DISTRICT PROPERTY Definitions For the purposes of this policy, the following definitions apply: “Commodities” are all supplies, goods, material, computers, software, machinery and other equipment purchased on behalf of the district having a useful life of more than one year and an acquisition cost of $1,000 or more per unit. “Surplus commodities” are those commodities that are no longer needed, obsolete, irreparable, or worn out. “Real property” is land and whatever is erected or affixed to land, such as structures or buildings. “Surplus real property” is real property that is not presently needed or foreseen to be needed by the District, and that has been authorized for sale as surplus real property by vote of the School Board. "Trash" are those items that would otherwise belong to another category of goods or property defined in this policy, but which, due to the property's age or an act of God, have less value than it would cost to repair the item. Examples could include, but are not limited to, fire damage, vehicle accidents, extreme age and/or decline in value of the item. The District’s purchases of commodities shall be in accordance with Policy 7.5—PURCHASE AND PROCUREMENT and, to the extent applicable, the procurement requirements of any granting source of funding used to purchase the commodity. The Superintendent shall develop procedures governing the use, management, and dispersal of commodities. At a minimum, the procedures will cover the following topics: labeling all commodities establishing adequate controls to account for their location, custody, and security; annually auditing the inventory of commodities and updating a listing of such commodities to reconcile the audit with the district’s inventory records. The audit will be documented and account for any transfer and/or disposal of a commodity.
Appoint a skilled Critical Incident Recovery Team member to respond to media enquiries. A written press release may be useful. If necessary, protect others from contact with the media. Advice regarding this may be obtained from the DET Emergency Communications Centre and the DET Media Unit. Establish an open line of contact with the family or families directly involved. Provide out of school hours contact if necessary. This could be as simple as circulating the Principal’s telephone number. In more complex situations it may mean maintaining telephone contact at the school. Continue contact with the family to identify their expectations of the school, e.g. student participation in funeral or memorial service. Try to identify those most likely to need help, e.g. classmates, teacher, special friends. Some students not directly affected may become distressed. Ensure that counselling help is available. Contact the Regional Office and/or DET if necessary. All emergency or criminal activity, in which the safety or well-being of staff or students is at risk, or where there is a threat to property, must be reported immediately to the Department’s 24 hour Emergency and Security Management Branch on (03) 9589 6266. Continue to keep staff, students and parents informed, especially about what has happened and what the school is doing about it. As soon as possible call students together and provide information about what has happened and what the school is doing about it. A follow up letter home may be important. Provide counselling services for all. Ensure that there are suitable places in which this can take place. Be prepared to modify the timetable and other arrangements so that people are free to make use of available help. The class teacher may be the person to whom students first turn for help. Children wishing to attend funerals should do so in the company of their parents. Provide meaningful participation for those not actually attending the service. Continue normal routines at school but acknowledge the effect of tragedy on the school community. Be flexible with those in need of help. Be aware that many people may be deeply affected, e.g. an event may cause a person to recall some traumatic event involving them in the past. The anniversary may also be a difficult time. Maintain links with the family. The school and family may wish to develop a memorial garden, erect a memorial plaque, or display a photo in a prominent position in the school. Be sensitive to staff and student’s needs over a period of time. Links and Appendices (including processes related to this policy)
Emergency Message Record Form Time: : am/pm Message from Action required? Yes ◻ No ◻ If ‘YES’, please detail: Completed ◻ Message taken by Emergency Message Record Time: : am/pm Message from Action required? Yes ◻ No ◻ If ‘YES’, please detail: Completed ◻ Message taken by
Day 1 Arrival in Moscow On arrival in Moscow you will be met by our friendly representative who will escort you by car or mini bus to your hotel. On the way to the hotel, you will have the opportunity to get your first glimpse of this truly unique city. Moscow is the capital and the largest city in Russia as well as the largest metropolitan area in Europe with a population well over 10 million. This amazing city has served as the capital of the Soviet Union, the Russian Empire and the Grand Duchy of Moscow. Moscow has had a tumultuous history dating back to medieval times when it was founded by Prince Yuri Dolgoruki (Yuri of the Long Arms, known for the length of his arms!) in the early 12th century. It has seen numerous invasions and sieges from the Mongols to the Poles and Lithuanians to the Crimean Tatars to Napoleon and finally the Nazi’s but it has persevered and today is a thriving metropolis. The city is filled with unique architecture from the Kremlin and Red Square to giant Stalin skyscrapers to new office blocks built during the economic boom of recent years and it contains a strikingly beautiful metro system. The city is the center of political as well as economic power in Russia and visitors can feel the energy in the streets. There is always something going on in Moscow and there is so much to see. Your tour will give you valuable insights into Russia’s history, its art and most importantly its culture and people. Welcome to Moscow, we are sure you will have an unforgettable stay with us! Day 2 Breakfast at the hotel Panoramic City Tour. This tour is a great start to your trip and the best way to get acquainted with many of the city´s major highlights. Our professional guide will escort you on a route that includes Vorobyevi Hills where you will get an incredible view of the city from an observation point, you will proceed to Moscow State University which is an example of architecture from the time of Stalin and one of Russia’s leading schools of higher education, then on to Novodevichiy Convent, the Diplomatic Village, Victory Park, the Triumphal Arch, Kutuzovsky Prospect, the Arbat and much more. Free time Day 3 Breakfast at the hotel
Acute Chest Pain: Assessment and Management Contents Introduction to Case studies Chest Wall Chest wall pain of non traumatic origin Diagnosis of nerve entrapment page Management Bomholms Disease Left Intramammary pain 3. Lungs 1 Management 4. Lungs 2 Management 5. Oesophagus Management 6. Oesophagus Management 7. Heart 1 Ischemic heart disease Pericarditis Management 8. Heart 2 First line treatment Once in the sickbay
Quarter 1 Performance 2015/16 (Key Decision No. 509) Cabinet Area: Policy, Strategy and Communications Future Development of Refuse Services (Key Decision No. 520) Cabinet Area: Neighbourhoods Devolution Arrangements (Key Decision No. 530) Cabinet Area: policy, Strategy and Communications Amendment to Housing Assistance Policy for Empty Homes (Key Decision No. 515) Cabinet Area: Neighbourhoods Approval for the District-wide Land Availability Assessment Call for Sites (Key Decision No. 521) Cabinet Area: Regeneration Health and Wellbeing Plan (Key Decision No. 516) Cabinet Area: Neighbourhoods Building Illumination/ (Key Decision No. 526) Cabinet Area: Regeneration Commencement of New Local Plan (including publication of the Local Development Scheme and Statement of Community Involvement) (Key Decision No. 519) Cabinet Area: Regeneration Risk Based Verification Policy (Key Decision No. 527) Cabinet Area: Co-operatives and Corporate Services Development of Kings’ Park, Retford (Key Decision No. 522) Cabinet Area: Neighbourhoods Airey Housing – Phase 4 (Key Decision No. 529) Cabinet Area: Housing Business Rates Pooling (Key Decision No. 524) Cabinet Area: Finance Corporate Services Review Cabinet Area: Co-operatives and Corporate Services CONFIDENTIAL Sherwood Forest Regional Park (Key Decision No. 525) Cabinet Area: Regeneration Financial Services Review Cabinet Area: Finance CONFIDENTIAL
DAILY LESSON PLAN – GRADE 6 TERM 2 STRAND – MATTER AND MATERIALS TOPIC 5 – MIXTURES AND WATER RESOURCES DURATION – 2½ WEEKS = 8¾ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC MIXTURES AND WATER RESOURCES SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS WATER POLLUTION • Texts for reading about water pollution • Video clips from the internet OTHER Magazine Newspaper Internet IMPORTANCE OF WETLANDS • reading about/visit a specific wetland • writing a brief report on the importance of wetlands including: -- habitats and biodiversity -- water quality or • writing about the impact of loss of wetlands for biodiversity and water quality TEXTBOOK(S) (PAGE NO: ) OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS:
Oval Equivalent Diameter (Ellipse) The equivalent diameter of a oval duct or tube (ellipse) can be calculated as (Heyt & Diaz) de = 1.55 A0.625 / P0.25 (2) where A = cross-sectional area oval duct (m2, in2) P = perimeter oval duct (m, inches) The cross-sectional area of an oval duct can be expressed as A = π a b / 4 where a = major dimension of the flat oval duct (m, in) b = minor dimension of the flat oval duct (m, in) The perimeter of an oval duct (ellipse) can be approximated to P ≈ 2 π (1/2 ((a / 2)2 + (b / 2)2))1/2 (2b) Oblong Ducts Equivalent diameters of oblong ducts or pipes can be expressed as de = 1.55 (π b2 / 4 + a b - b2)0.625/(π b + 2 a - 2 b)0.25 (3)
Shropshire Social Care Staff Supervision Folder Shropshire Social Care Staff Supervision Folder Section 1 - Personal Details and Certification (personal information sheet – appendix 8) HCPC Registration Details & Qualification Insurance with business use DBS and any other HR checks Buddy / Health & Safety Information Section 2 - Monthly Supervision Record & Group Supervision Record Supervision Monitoring Sheet – case tracker Section 3 - Workload/Allocation/Caseload – from Carefirst Manager supervision monitoring form Section 4 - Appraisal evidence and review forms Section 5 - Training log Section 6 - Case-file Audits / Practice Audits /Feedback Forms Section 7 - Managing Attendance Return to Work Interviews/Self-Certifications Medical Conditions Occupational Health referrals Managing Attendance Records Copies of sick notes from medical practitioner (i.e. GP) Section 8 - Record of performance issues Performance meetings and reviews / essential conversations Disciplinary and Capability Issues / Outcomes Recognition of good practice Complaints / Comments / Compliments Section 9 - HR Documentation New Starter induction checklist References / Requests Contracts / Secondments / Honorariums Probationary Assessment (HR13.1) My View Documents (contract changes etc) Section 10 - Miscellaneous
Comply with the Health & Safety Policy, reporting any matters of concern to the appropriate Director or line manager. Comply with all other relevant policies, procedures and guidelines including Data Protection and Procurement. Actively promote the equality & diversity policy and practice in all aspects of the job role as it relates to colleagues, tenants, owners, contractors, consultants and external agencies. Job title: Joiner Manager: Assistant Technical Manager Essential Desirable Method of Assessment EDUCATION AND QUALIFICATIONS NVQ/City & Guilds in Joinery (or equivalent) Application Form and Interview Health & Safety passport (e.g. CSCS) Application Form and Interview NVQ 3 in Joinery (or equivalent) Application Form KNOWLEDGE, EXPERIENCE AND SKILLS Proven experience and competence in a similar joinery role Application Form and Interview Knowledge of a variety of traditional and non-traditional construction methods, materials and installations Application Form and Interview Knowledge of and a commitment to excellent customer care Application Form and Interview Have a high level of health and safety awareness Application Form and Interview Able to complete technical reports Application Form and Interview Working knowledge of mobile electronic devices and integrated management systems Application Form and Interview Experience working in tenanted properties Application Form and Interview Excellent organisational and time management skills Application Form and Interview Experience of working as part of a multi-disciplinary team and the ability to work unsupervised Application Form and Interview General/Other Current full UK Driving Licence Application Form
Name: Denise Rua Date: 1/19/16 Period: 3 7 Key Theories – Video Practice Video Clip # Description: Key Theory Chosen: Reasoning: #1 Two guys getting caught in a drug transaction Rational Choice Theory The truck driver used crack before and didn’t get caught. So he weighed the risk vs reward. #2 A guy tried to rob a bank and failed very badly. Strain Theory The guy thought he would get away with a bank robbery but instead failed trying to leave. #3 Two guy on a scooter tried to rob a girl Social Learning Theory There was two people involved trying to rob the girl so obviously they’re friends or something #4 Guy goes in a store intoxicated Rational Choice Theory he had the choice to get drunk #5 Guy tries to rob a mini mart Social Learning Theory needs money and he probably done this before #6 Exposed the government of watching Social Control Theory he wanted to let the people know what the government is doing #7 stole a car from the auto shop Rational Choice Therapy to steel a car
What fraction of the mix is concentrate? What fraction is water? What percent of the mix is concentrate? What percent is water? Create a unit rate for each mixture. Answer the question. 1. 2 cups concentrate, 3 cups water a. or b. w = 3/5, c=2/5 c. w = 60%, c = 40% d. 3/2 cups of water to 1 cup concentrate e. If you have 12 cups of concentrate, how much water will you need? 18 cups of water because the ratio of concentrate to water is 1 to 3/2 2. 4 cups water mixes with 1 cup concentrate a. b. c. d. e. If you have 20 cups of concentrate, how much water will you need? 3. 4 cups concentrate, 6 cups water a. b. c. d. e. How much concentrate do you need if you’re going to use 18 cups of water? 4. 3 cups concentrate, 5 cups water a. b. c. d. How much concentrate do you need if you’re going to use 18 cups of water? 5. cup concentrate, 2 cups water a. b. c. 6. 8 cups water for 4 cups of concentrate a.
d. e. How much concentrate do you need if you’re going to use 10 water? b. c. d. e. How much water do you need if you’re going to use 16 water? 7. 1 cup water for every cup concentrate a. b. c. d. e. How much water do you need if you’re going to use 9 cups of concentrate? 8. cup concentrate, 1 cup water a. b. c. d. e. How much water do you need if you’re going to use 7 cups of concentrate? Are any of the mixes (#1-8) proportional to others in the set? In other words, do any sets have the same unit rates? Explain how you know. For the mixes that are proportional, how does the unit rate relate to the fraction or percent? Which mix will make the strongest lemonade (most lemon flavor)? The weakest? Explain how you know. Order the lemonade from weakest to strongest lemonade flavor. Explain your order. Spiral Review 1. Order the following fractions from least to greatest
Recommended Assessment of Learning Objectives at Conclusion of Lesson: The homework assignment is designed to help the teacher determine whether the learning in class was retained by the students, thus achieving the learning objectives. Homework: “Male Sexual and Reproductive Systems Crossword Puzzle” – to be completed by each student and handed in during the next class. .
Weird food aversions – Opposite to food cravings, there may be some foods that a pregnant person always liked which they might suddenly not just stop eating, but actually feel put off by. This could be due to the texture, look, taste or smell of the food. More sensitive sense of smell – Speaking of sense of smell – some pregnant people have a really heightened sense of smell. They may be more sensitive to negative smells, such as garbage, or even to typically positive smells, such as perfume or cologne. Mood swings – You may remember talking about mood swings as something you go through during puberty because your hormone levels go up and down. Same thing in pregnancy. Some people feel very emotional for seemingly no reason. Dizziness – Many people do not feel dizzy, but slight dizziness is common, particularly at the very beginning. Light spotting – It’s very common for someone to experience some light spotting when they’re pregnant. “Light spotting” means they might notice a little bit of blood in their underwear or on the toilet paper when they use the bathroom. Some people mistakenly think that means they are either about to get or having a light period, but light spotting can be a sign of pregnancy. Missing a period – This is perhaps the most common symptom of pregnancy. People who don’t have their period when they’re supposed to often take that as a sign to take a home pregnancy test or go to a doctor’s office or clinic to be tested. When people are younger, their periods are often less regular so it’s important for a person who skips a period to take a pregnancy test as well. Plus, if they have never had vaginal intercourse, it’s impossible for them to be pregnant.
High Risk for STDS Unprotected vaginal sex Unprotected anal sex Unprotected oral sex Risk for STDS Deep (“tongue”) kissing Vaginal sex using an external or internal condom correctly Anal sex using a condom correctly Oral sex using a latex barrier or cut-open condom correctly Risk for STDS Bathing together Kissing on the lips Mutual masturbation Solo masturbation Holding hands Abstaining from sexual activity High Risk for STDs
Adapted with permission from a lesson in Goldfarb, E. and Schroeder, E. (2004), Making SMART Choices about Sex: A Curriculum for Young People. Rochester, NY: Metrix Marketing. Making SMART Choices Scenario #2 You are out with your boyfriend or girlfriend and your conversation moves to the topic of sex. Neither of you has ever had any kind of sex before and this is the first time you are talking about it. Your boyfriend or girlfriend says: “I really want to know what it feels like, don’t you? What if we do it just once just to see what it feels like, and then we don’t have to do it again if we don’t want to?”
Say, “While these are certainly all reasons why people are often unable to communicate in a relationship, no relationship can last without communication. When it comes to communicating about sexual behaviors or relationships, there’s also more at stake – because you’re talking about avoiding STDs and/or pregnancy.” (5 minutes) Step 2: Explain that HOW we express ourselves is just as important as WHAT we are trying to communicate. Say, “We can communicate aggressively, passively, or assertively.” As you say this, write the words Aggressive, Passive and Assertive on the board or flipchart. Say, “Being AGGRESSIVE is when someone tries to get what they want by bullying the other person into it. Being PASSIVE is when a person is timid or unclear in expressing their needs – or when they won’t speak up about what THEY want, but just go along with what the other person wants. Being ASSERTIVE is when we say what we want or mean without being hurtful to the other person.” Ask, “What if someone asked you out and you weren’t interested in that person. If you were PASSIVE, how might you react?” Possible responses might include: “I’d probably say yes even though I didn’t want to.” “I’d say, ‘Let me think about it – can I text you later?’ and then never text them.” Ask, “Why isn’t that an effective way of responding?” Possible responses might include: “Because you’d end up doing something you don’t want to do.” “Because it’s not fair to the other person.” Ask, “How would you respond to the same question if you were AGGRESSIVE?” Possible responses might include: “Go out with you? Are you kidding? Loser!” “Um… no.” Ask, “Why isn’t that an effective way of responding?” Possible responses might include: “Because it’s rude, and can make the other person feel bad” “Because it becomes all about what I want and relationships should be about what both people want.” Ask, “How would you respond to the same question if you were ASSERTIVE?” Possible responses might include: “I’m actually interested in someone else, but thanks.”
Table of Contents Number Sense Lesson 1 Sets: An Introduction …………………………………... 1 Lesson 2.1: Union and Intersection of Sets ……………………….. 5 Lesson 2.2: Complement of a Set ………………………………….. 9 Lesson 3: Problems Involving Sets ………………………………. 13 Lesson 4.1: Fundamental Operation on Integers: Addition of Integers ………………………………………………. 18 Lesson 4.2: Fundamental Operation on Integers: Subtraction of Integers ………………………………………………. 22 Lesson 4.3: Fundamental Operation on Integers: Multiplication of Integers ………………………………………………. 27 Lesson 4.4: Fundamental Operation on Integers: Division of Integers ………………………...…………………….. 30 Lesson 5: Properties of the Operations on Integers ……………. 33 Lesson 6: Rational Numbers in the Number Line ………………. 41 Lesson 7: Forms of Rational Numbers and Addition and Subtraction of Rational Numbers ……………….. 45 Lesson 8: Multiplication and Division of Rational Numbers ……. 53 Lesson 9: Properties of the Operations on Rational Numbers … 59 Lesson 10: Principal Roots and Irrational Numbers ……………… 64 Lesson 11: The Absolute Value of a Number …………………….. 70 Lesson 12: Subsets of Real Numbers …………………………….. 76 Lesson 13: Significant Digits and the Scientific Notation ………... 83 Lesson 14: More Problems Involving Real Numbers ……………. 87
Important is to study the Veterinary Strategy (2016 -2026) as it gives direction to where we are going with Animal Health in South Africa. Click on Info centre for more information on the “war” we have against Bovine Brucellosis. Please be up to date on the role all have to play to control this zoonotic disease. Information on other controlled diseases (Ovine Johne’s Disease, Pest of small stock – PPR, and African Horse Sickness) is available. This link will continuously be updated. Information on antibiotic resistance is also available at this address: Better relationships are being built between the State Veterinary departments and the private sector. Summary of disease report for July 2017 119 Reports from veterinary practices and laboratories were received (Mpumalanga (MP) 13; Gauteng (G) 6; Limpopo (L)7; Northwest 7; Northern Cape (NC9; Feedlots (FL) 2 and Laboratories (Lab) 6). Internal parasites The following reports were received from practices regarding internal parasite infestations: Internal parasites MP G L NW FS KZN EC WC NC Roundworms x x x x x x x x x Resistant roundworms x x x x x Wireworm x x x x x x x x x Brown stomach-worm x Long-necked bankruptworm Large-mouthed bowelworm Nodularworm Lungworm Eyeworm Parafilaria Tapeworms x x x x x x x Liver fluke x x x x x x Conical fluke x x x x x x Cysticercosis (measles) x x x Schistosomiasis (bilharzia) Coccidiosis x x x x x x x x x Cryptosporidiosis x x x x x
Taking a step back and creating space are key steps in gaining clarity. Another step that has supported me over the years is to review where I am and whether I am doing what I love to do in the best way. By reviewing where you are now will help you either stay on track for where you want to be or provide the impetus to make some changes to ensure you are living the life you want to live, rather than the life someone else wants you to live. The theme of clarity has been present amongst my clients for some time now. Unsurprisingly working with my clients on their gaining clarity inspired me to take stock and reflect on who I am now as a coach and what I want to achieve in this role. What I discovered in the presence of one simple and yet very powerful question of ‘what is important to you in your role as a coach?’ enabled me to be clear on who I am as a coach and therefore what my clients will benefit from as a result. Here is what I discovered for myself in the presence of this question just last week: You, as my client matter most Your thinking and actions will move forward, deepen and broaden through us working together You will experience the paradox of structured spontaneity You will feel encouraged and supported in holding yourself accountable to achieve what you want for yourself and your business My coaching is supported by continued conscious self-development If you want to achieve greater clarity for yourself in who you are and what you want in this chapter of your professional life – I would love to hear from you. Please contact me for a free initial conversation to see how I might help you achieve clarity –
List each need in order of priority and describe the specific accommodation. If there are more than two accommodations, reproduce additional copies of this page. Specific Need Accommodations that address the need Special Materials or Training needed – Who, How, and When? Who will implement the Accommodations? Criteria for Evaluating Success Specific Need Accommodations that address the need Special Materials or Training needed – Who, How, and When?
Example 1.36: (2012 Question 7c, 33%) Consider the motion to be vertical, at constant speed. At the top of the path, there are two forces acting on the sphere, its weight, mg, and the tension from the string T. ΣF = ma Becomes T + mg = T = - mg. At the bottom of the circle, the situation looks like. ΣF = ma Becomes T - mg = T = + mg. Since is constant, the tension at the bottom is 2mg larger than the force at the top. the tension in the string is greater at the bottom of the circular path. Example 1.37: (2013 Question 5b, 47%) At the point S there are two forces acting on the mass. The weight is acting down, and the tension force is up. Since the net force is up, ΣF = ma ma = T – mg Use a = = = 49 m s-2 2.0 x 49 = T – 2.0 x 10 T = 118 N (ANS) Example 1.38: (2015 Question 3b, 50%) Use FR = ma = N – mg = N – 2 × 10 N = 18 + 20 N = 38 N (ANS) Example 1.39: (NSW 2000 Question 2) For all circular motion the net force is radially inwards and the velocity is tangential. A (ANS) Example 1.40: (1971 Question 4, 83%) This requires you to express the KE in terms of the momentum and the mass. Use the relationship KE = K = (ANS) Example 1.41: (1971 Question 5, 76%) The total energy, T, is constant. Initially U = 0, therefore T = KE + PE T = KE + 0 KE = T A (ANS) Example 1.42: (1971 Question 6, 45%) To find the velocity at the highest point, you need to also know the PE at that point. This is not given. At the top, the vertical component of the velocity will be zero. The horizontal component
1.2 Objectives 1.2A. Specify the objectives to be achieved and the time frame for achieving them. Goal(s) from Section 1.1 Objective to be achieved Time frame start date Time frame end date Goal A: To realign, build and promote an autonomous NVSILC. A. 1 Research and review other states to understand various ways SILCs are set up and use as an aid towards determining the best establishment for NVSILC. 10/01/2016 09/30/2017 Goal A: To realign, build and promote an autonomous NVSILC. A. 2 Research all applicable federal, state and local laws that pertain to independent living services to gain a thorough working knowledge for successful movement towards autonomy. 10/01/2016 09/30/2017 Goal A: To realign, build and promote an autonomous NVSILC. A.3 Provide a series of on-going trainings to increase competencies of the NVSILC and community partners. 10/01/2016 09/30/2019 Goal A: To realign, build and promote an autonomous NVSILC. A. 4 Develop a working relationship with the Governor’s office to strengthen NVSILC's composition and to ensure a majority of its voting members represent a cross section of individuals with disabilities. 10/01/2016 09/30/2019 Goal A: To realign, build and promote an autonomous NVSILC. A.5 Conduct an organizational assessment of the NVSILC and its compliance assurances to understand the strengths and weaknesses of NVSILC and make improvements where necessary. 10/01/2017 09/30/2018 Goal A: To realign, build and promote an autonomous NVSILC. A.6 Draft a strategic business plan to strengthen and move the NVSILC towards autonomy. 10/01/2018 09/30/2019
Goal B: Support a comprehensive statewide network of CIL’s. B.1 NVSILC and CIL’s will collaborate to address priority needs within the state. 10/01/2016 09/30/2019 Goal B: Support a comprehensive statewide network of CIL’s. B.2 Ensure effective communication between the NVSILC and CIL’s. 10/01/2016 09/30/2019 Goal C: Develop a comprehensive statewide independent living network (SILN). C.1 The NVSILC and the CIL’s will collaborate with programs and services throughout the state to develop a comprehensive statewide independent living network. 10/01/2016 09/30/2019 Goal C: Develop a comprehensive statewide independent living network (SILN). C .2 Develop strategies to increase awareness of the IL Philosophy, by working with community partners, CIL’s and the statewide independent living network. 10/01/2016 09/30/2019 Goal D: Develop data collection process. D.1 Research and develop an effective data collection strategy. 10/01/2016 09/30/2017 Goal D: Develop data collection process. D.2 Implement data collection strategies and review annually. Explore partnerships with other agencies and community partners to develop a viable data collection tool. 10/01/2017 09/30/2019 1.2 Objectives 1.2B Describe the steps planned regarding outreach to populations in the State that are unserved or underserved by programs under title VII, including minority groups and urban and rural populations. Identify the populations to be designated for targeted outreach efforts
Reproduction (i) Submit 3 unbound identical copies of the corrected thesis (PLUS one copy on CD) to the Account Unit Office of the Alma Jordan Library (lobby/ground floor of the Library:-Room 145). Cost of binding: Up to 350 pages - $60.00 per copy 350 pages – 500 pages - $70.00 per copy For any additional copies required, an increased cost would be incurred. A receipt will be given upon payment. Bound theses can be collected from the Accounts Unit office in fifteen (15) working days after the date of submission. Kindly present the receipt when collecting bound copies. (ii) Submit 3 copies of the “ (iii) The year of conferral of Degree must be on the Cover and the spine of the Bound Thesis Reg. 3.22 Section 3 7 Award of Degree/ Graduation (i) When you have been recommended for the award of the degree, your name will be placed on an Award List for submission to the Board for Graduate Studies and Research for approval. (ii) When your award has been officially declared by the Board, you will be invited to collect your Award of Degree letter at the OGSR. You may also check online to see when the degree has been awarded (iii) After the degree has been awarded, allow at least one month for processing of certificate, then make the necessary arrangements to collect your degree certificate at the Examinations Section (iv) Plan to attend the Presentation of Graduates Ceremony in October/November, when your degree has been awarded. Reg. 3.35 Section 3 NOTE - The relevant forms for graduate studies and research are available on our website at REFERENCE
1: Why does Amik bring his Moshoom, his grandfather, to school? Round 2: Do you know someone who is wise? How do you know they are wise? Round 3: What else would you like to say about the Sacred Teaching of Wisdom? Student Book: Students are now ready to go to the Beaver Teaches us Wisdom page of the Student Book. Teacher Reads: Singing Sisters: A Story of Humility by Katherena Vermette Circle Say: Class discussion about the book using a talking piece. Round 1: What was the conflict between the two sisters? How did they solve the problem? Round 2: How can you show Humility? Round 3: What else would you like to say about the Sacred Teaching of Humility? Student Book: Students are now ready to go to the Wolf Teaches us Humility page of the Student Book.
Please refer to Section 3.5 Part 5 and Section 6 of the Applicant Information Document. Use the Table below to assist you in completing the budget. Year 1 Year 2 Total Budget Item WCB $ Request WCB $ Request WCB $ Request 1 Salaries Insert rows as needed Benefits costs Consultancy fees Other remuneration Sub-Total 2 Material and supplies (list each item greater than $1,000) Insert rows as needed Subtotal 3 Equipment purchase Insert rows as needed Equipment rental Equipment lease Subtotal 4 KTE Planning costs Insert rows as needed KTE Stakeholder engagement Project Advisory Committee KTE Meeting costs KTE Presentation costs KTE Publication costs Other KTE dissemination costs Subtotal 5 Travel, accommodation and meals3 Itemize each expense Subtotal 6 Other costs specify by item Insert rows as needed
Issues Design Responses Evidence location (I.e. Drawing No., Report etc) Council Comments CAR* Environmental Management Plans: Construction and Operation Adopt a recycling target of at least 70% by mass for all demolition and construction waste Prepare a stormwater pollution reduction strategy for the building construction works Building Tuning Building Users’ Guide Other * Council Assessment Ratings: 1 – Design Response is SATISFACTORY; 2 – MORE INFORMATION is required; 3 – Design Issue is NOT APPLICABLE; 4 – Design Response is NOT SATISFACTORY References and useful information: ASHRAE and CIBSE Commissioning handbooks International Organization for standardization – ISO14001 – Environmental Management Systems
husband.” ■ 3. “Tell me more about your feelings on this.” ■ 4. “I can have the social worker talk to you if you would like.” 33. Postoperatively after a modifi ed radical mastectomy, a client has an incisional drainage tube attached to Hemovac suction. The nurse determines the suction is effective when: ■ 1. The intrathoracic pressure is decreased and the client breathes easier. ■ 2. There is an increased collateral lymphatic fl ow toward the operative area. ■ 3. Accumulated serum and blood in the operative area are removed. ■ 4. No adhesions are formed between the skin and chest wall in the operative area. 34. Which of the following positions would be best for a client’s right arm when she returns to her room after a right modifi ed radical mastectomy with multiple lymph node excisions? ■ 1. Across her chest wall. ■ 2. At her side at the same level as her body. ■ 3. In the position that affords her the greatest comfort without placing pressure on the incision. ■ 4. On pillows, with her hand higher than her elbow and her elbow higher than her shoulder. 35. The client with breast cancer is prescribed tamoxifen (Nolvadex) 20 mg daily. The client states she does not like taking medicine and asks the nurse if the tamoxifen is really worth taking. The nurse’s best response is which of the following? ■ 1. “This drug is part of your chemotherapy program.” ■ 2. “This drug has been found to decrease metastatic breast cancer.” ■ 3. “This drug will act as an estrogen in your breast tissue.” ■ 4. “This drug will prevent hot fl ashes since you cannot take hormone replacement.” 36. A client undergoing chemotherapy after a modifi ed radical mastectomy asks the nurse questions about a breast prosthesis and wigs. After answering the questions directly, the nurse should also: ■ 1. Provide a list of resources, including the local breast cancer support group. ■ 2. Offer a referral to the social worker.