zilongwang/ReadingBank huggingface dataset:
contractions are achieved(3–5 contractions are achieved every 10 minutes.) or a rate of 32 mU/min is reached While this is given, fetal heart rate & uterine activity is monitored. If contractions are high (excessive uterine activity) but there is normal fetal heart rate we decrease the dose. If excessive activity with abnormal heart rate we stop the induction & do the supportive measures of excessive activity that will be mentioned later. 3.Recommendation on amniotomy with intravenous oxytocin The combination of intravenous oxytocin and amniotomy is commonly used in women with favourable cervices. 4.Misoprostol is a synthetic prostaglandin E1 that can be given orally, vaginally or sublingually. It is effective in causing uterine contractions. However, misoprostol is currently not licensed for use in pregnancy in the UK. Side effects are diarrhoea and shivering, both of which are dose dependent and self-limiting & uterine hyperstimulation. Misoprostol has been widely recommended for the treatment of: Missed miscarriages Incomplete miscarriages Therapeutic termination of prgnancy. Pre-induction cervical ripening Cervical preparation before uterine instrumentation It also has potential in late pregnancy for induction of labour Postpartum haemorrhage prophylaxis and treatment . Most now agree that prior uterine surgery, including cesarean delivery, precludes the use of misoprostol (Not recommended for cx- ripening in patients who have a uterine scar). Misoprostol is not licensed for induction of labour in the UK, It should only be offered as a method of induction of labour to women who have intrauterine fetal death or in the context of a clinical trial. 5.Mifepristone Mifepristone, also known as RU 486, is an antiprogestin and has been developed to antagonise the action of progesterone. Mifepristone now has an established role in the termination of pregnancy, in combination with prostaglandins, during the first and second trimester.
Total enrollments are 250 Course enrollments are 1200 Slide 37 – Example: Smeal College of Business New Business Fundamentals Certificate Allows non-business undergraduates to develop fundamental business skills in finance, management, marketing and supply chain management. 15 credits: results in Smeal-specific transcript designation Ideal for students with entrepreneurial goals and plans to bring IP to the marketplace New B.S. in Corporate Innovation and Entrepreneurship Enrolled first 80 students in Aug. 2015; program at capacity Slide 38 – Factors that will Define Success Metrics are both specific and general -- patents, licenses, startups to new revenues to long-term student career success Source of funds for pilots -- $24M from President’s capital budget and $2M from investing $50M that normally ensures PSU financial stability (must return if financial need) Challenge of scaling Experimenting/innovating to dramatically alter PSU’s role in economic development; students who start companies in PA likely to stay in PA Resource approach: Capital campaign; investment $ (at risk?), PA appropriation (at risk?) Slide 39 – In Summary “Forcing functions” are creating innovation at multiple levels -- many activities/$ with opportunities to co-locate (Launchbox) or collaborate (minor). Success/non-general metrics are highly dependent on generating resources without raising tuition. We will sense the progress, but this is a long-term investment. Many parts are experimental – we will shed failures and scale successes. Consider other strategic forcing functions (water, energy, food, digital, human health) in same context.
Please Refer to Instructions for Record Request for information regarding completing this form. THE CLERK OF COURT CAN DENY ACCESS TO COURT FILES OR PORTIONS OF A COURT FILE BY AUTHORITY GRANTED IN THE COLORADO STATE STATUTES, COLORADO RULES, SUPREME COURT RULES, CHIEF JUSTICE DIRECTIVES AND LOCAL ADMINISTRATIVE ORDERS AND DIRECTIVES. $ FEES $ $ 5.00 per name request on current system or to initiate search $ 0.75 per page for copies - C.R.S. § 13-32-104(1)(a) $ 0.25 per page for copies of documents from e-filed cases $25.00 per hour charged for specific document search, records that must be retrieved from file storage, or other time-intensive research $ 20.00 per certified copy – DO NOT REMOVE STAPLES $ 1.00 extra per page for faxing or emailing VARIES postage Court case number (if you know it): Name(s) to be searched: Today’s Date: (mm/dd/yyyy) Date of Birth: If more than 1 party in case, please list the second primary party if known: Also Known As: Search Dates: (e.g., 2007-2009) From: To: Type of Record (please describe nature of case and/or offense): INFORMATION/DOCUMENT COPIES REQUESTED: List of Case Numbers ($5) Case Disposition/Sentence Order/Judgment of Conviction Summary of Case (Register of Actions/ROA) Decree of Dissolution Separation Agreement Parenting Plan Order for Allocation of Parental Responsibilities Other (Specify document title and approximate date) I need it certified with a Court seal (Cost is $20 per certification) Coming in person to the Justice Center is usually the fastest way to access your records. Our hours are 7:30 am – 4:30 pm Monday through Friday. The Records Department is located at the Larimer County Justice Center, Clerk of Court Office, 1st Floor, 201 LaPorte Avenue, Fort Collins CO 80521. The entrance is to the left inside the main Clerk of Court’s Office on the first floor. You do not need to stand in line at
Table: Hormones produced by cells of the Alimentary canal action Location Hormone Contraction of Gall bladder, release of pancreatic enzyme Small Intestine (SI) Cholecytstokinin (CCK) Inhibits secretion of HCl SI Gastric inhibitory peptide Stimulates secretion of HCl, and gastric enzymes Stomach and duodenum Gastrin Stimulates glycogenolysis by hepatocytes Stomach, SI and Large I Glicentin Stimulates glycogenolysis by hepatocytes Stomach and duodenum Glucagon Increases intestinal peristalsis SI Motilin Decreases peristalsis in intestine, stimulate blood supply to ileum SI Neurotensin Stimulates secretion of bicarbonate by pancreas SI Secretin Increases intestinal peristalsis Stomach, SI and Large I Serotonin Inhibits DNES cells in its vicinity of release Stomach and duodenum Somatostatin Increases intestinal peristalsis Stomach, SI and Large I Substance P Inhibits secretion of HCl, increase epithelial mitosis Duodenal (Brunner gland) Urogastrone Increases intestinal peristalsis, stimulates secretion of ions and water by the alimentary canal Stomach, SI and Large I Vasoactive intestinal peptide
Schedule 1 – Costs Disclosure Notice Given under the Legal Profession Act 2004 (LPA) From: [name of barrister] To: [Client] Date: The legal services to which this Costs Disclosure Notice relates are the following: [Describe the proposed legal services. Remember that fresh disclosure will be required if legal services are to be provided outside the scope of what is described.] I propose that my legal costs will be calculated in accordance with the accompanying Costs Agreement document, subject to any fixed costs provision that applies and cannot be excluded. [Use whichever alternative applies:] No fixed costs provision applies to any of those legal costs. OR The following fixed costs provisions apply or may potentially apply: [Identify fixed costs provisions and what costs they apply to. ‘Fixed costs provision’ is defined in LPA s. 4. It includes maximum costs as well as fixed scale costs. Special considerations apply to some types of fixed costs provisions. E.g., limitations in Part 3.2 Division 9 can be excluded by agreement and disclosure complying with s. 339 and LPR 2005 cl. 116, and limitations under the Motor Accidents Compensation Regulation 2005 can be excluded by agreement and disclosure complying with cl. 11 – but these are not situations that readily lend themselves to direct access work by barristers, and no form or precedent is offered here.] The LPA gives you the right to be notified in writing of any substantial change to anything included in a disclosure by me under LPA Part 3.2, Division 3 as soon as is reasonably practicable after I become aware of the change. Estimate of legal costs: The following is an estimate only. Actual costs may differ considerably from the estimate. [EITHER: My estimate of the total legal costs for my legal services referred to in 1 above is $ . OR: It is not reasonably practicable to give a single estimate of costs. A range of estimates of the total legal costs for my legal services referred to in 1 above is $ to $ . On present indications, the major variables that will affect the calculation of those costs are: ] . Details of proposed billing intervals are in the Costs Agreement. Interest is chargeable on overdue fees as specified in the Costs Agreement. The rate is specified in LPA s 321(4) (Reserve Bank of Australia target cash rate as at the date of the bill plus 2 percentage points).
judgement and excellent GCSE and A level results take priority in every decision that we take.' (Chapter 17 on toxic leadership picks up some of these themes.) Vision statement Here the tense becomes a future one. Of the big three, this can be the most problemat- ical, generating more of a wish list than a direction. It is in such statements that phrases such as 'helping every child achieve their potential' or 'striving to be the hub of our local community' can become commonplace. Many of these sound worthy but are either intan- gible or rely on something outside the school for their realization. What happens if the local residents have their own ideas as to where they want the community hub to be located? One school that captures the concept of a vision statement is that of St. Stephen's Primary School, Bristol. These are two statements drawn from the full suite of six: 'Imagine A school that inspires and nurtures all individuals to become confident and adaptable learners for life, a school that builds resilience and challenges each person to realise their full potential.' 'Imagine a school that embraces the uniqueness, curiosity and creativity of all children, a school that prepares children to invent the future and to achieve their goals' (2015). An extended account of St. Stephen's development of its vision statement is contained in the vignette. Vignette Evolving a vision statement: St. Stephen's Infant School, Kingswood, Bristol The current head, Tim Ruck, was appointed in 2006, One of the first things that he did was to work on a vision statement for the school and to explore how it could develop real traction in the life of the school community. In September 2006 he initiated the first vision-setting day. The meeting included teaching staff, support staff, parents and governors. The focus was 'What do we want our school to be like?'. This session resulted in a working group that formulated their first vision statement around the ideas of being happy. healthy and eager to learn. The vision statement is now part of a three-yearly review when it is revised and then followed by extensive consultation with parents and carers as well as staff and children.
KS2 Data 2017-2018 Pupils achieving the expected standard Subject School 2018 School 2017 National 2018 Reading 80% 79% 75% Maths 81% 71% 76% Writing 80% 53% 78% Grammar, punctuation & Spelling 68% 67% 78% RWM Combined 71% 50% 64% Pupils achieving the higher standard Subject School 2018 School 2017 National 2018 Reading 27% 24% 25% Maths 19% 21% 18% Writing 17% 10% 18% Grammar, punctuation & Spelling 20% 19% 31%
CRANFORD COMMUNITY COLLEGE ACADEMY PAY SCALES FOR TEACHERS 2017-2018 2018-2019 (who work 195 days / 1265 hours or pro rata) MAINSCALE M1 £26,924 £27,866 M2 £28,594 £29,595 M3 £30,364 £31,427 M4 £32,244 £33,373 M5 £34,979 £36,203 M6 £37,642 £38,959 UPPER PAY SPINE U1 £40,303 £41,109 U2 £41,797 £42,633 U3 £43,343 £44,210 UNQUALIFIED PAY SCALES UNQ1 £20,141 £20,846 UNQ2 £22,115 £22,889 UNQ3 £24,086 £24,929 UNQ4 £26,061 £26,973 UNQ5 £28,033 £29,014 UNQ6 £30,005 £31,055 TLR ALLOWANCES 2a £2,717 £2,771 2b £4,529 £4,620 2c £6,642 £6,775 1a - £8,314 1b £9,660 £9,853 1c - - 1d £13,284 £13,550
elevation and support configurations related to the “Site Cost” by completing the deck elevation, arch abutment, pier, and cable anchorages cost impact tables. Deck Elevation Cost Impact Deck Elevation Abutments Pier Cable Anchorages Site Cost 24 meters Standard No Pier No 20 meters Standard No Pier No 16 meters Standard No Pier No 12 meters Standard No Pier No 8 meters Standard No Pier No 4 meters Standard No Pier No 0 meters Standard No Pier No Arch Abutment Cost Impact Deck Elevation Arch Abutments Pier Cable Anchorages Site Cost 24 meters 24 meters No Pier No 24 meters 20 meters No Pier No 24 meters 16 meters No Pier No 24 meters 12 meters No Pier No 24 meters 8 meters No Pier No 24 meters 4 meters No Pier No Pier Cost Impact Deck Elevation Abutments Pier Cable Anchorages Site Cost 24 meters Standard 24 meters No 24 meters Standard 20 meters No 24 meters Standard 16 meters No 24 meters Standard 12 meters No 24 meters Standard 8 meters No 24 meters Standard 4 meters No
Member Material Selection Comparison Material Cross Section Type Cross Section Size Yield Stress Modulus of Elasticity Mass Density Moment of Inertia Cost per Meter Carbon Steel Solid Bar 160 mm Solid Bar 160 mm Quenched Solid Bar 160 mm Member Cross Section Type Comparison Material Cross Section Type Cross Section Size Yield Stress Modulus of Elasticity Mass Density Moment of Inertia Cost per Meter Carbon Steel Solid Bar 160 mm Carbon Steel Hollow Tube 160 mm Member Cross Section Size Comparison Material Cross Section Type Cross Section Size Yield Stress Modulus of Elasticity Mass Density Moment of Inertia Cost per Meter Carbon Steel Solid Bar 30 mm Carbon Steel Solid Bar 160 mm Carbon Steel Solid Bar 360 mm Carbon Steel Solid Bar 500 mm
Do any related programs exist at other public universities in South Dakota? If a related program already exists, explain the key differences between the existing programs and the proposed program, as well as the perceived need for adding the proposed new program. Would approval of the proposed new program create opportunities to collaborate with other South Dakota public universities? If there are no related programs within the Regental system, enter “None.” Do related programs exist at public colleges and universities in Minnesota, North Dakota, Montana, and/or Wyoming? If a related program exists, enter the name of the institution and the title of the program; if no related program exists, enter “None” for that state. Add additional lines if there are more than two such programs in a state listed. Institution Program Title Minnesota North Dakota Montana Wyoming Are students enrolling in this program expected to be new to the university or redirected from other existing programs at the university? What are the university’s expectations/estimates for enrollment in the program through the first five years? What are the university’s expectations/estimates for the annual number of graduates from the program after the first five years? Provide an explanation of the methodology the university used in developing these estimates. Complete the following charts to indicate if the university intends to seek authorization to deliver the entire program on campus, at any off campus location (e.g., UC Sioux Falls,
If not complete, please attach copies of your induction reports for the period served. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 5. EDUCATION/QUALIFICATIONS IN FURTHER/HIGHER EDUCATION (MOST RECENT FIRST) From To Cert, Diploma, Degree, Higher Degree, etc. Awarding body Grade/ class obtained Date gained/expected Mth Yr Mth Yr –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 6. EDUCATION/QUALIFICATIONS IN SECONDARY (MOST RECENT FIRST) From To School or college Subjects Type of exam Awarding body Grade Date gained Mth Yr Mth Yr
catalyst from VCM production should be listed under category C and deleted from category A. According to that expert, VCM manufacturers did not recover mercury from catalyst but the recovery was done in a separate plant. It could therefore be mentioned under “secondary metal production – recovery of mercury”. Acetaldehyde production with mercury sulphate (HgSO4) catalyst Waste catalyst, recovered mercury Mercury catalyst process Polyurethane production using catalyst Waste catalyst, recovered mercury Mercury catalyst process Other production of chemicals and pharmaceuticals with mercury compounds and/or catalysts Waste catalyst, recovered mercury Mercury catalyst process Production of mercury-added products Unused raw material, recovered mercury Products and applications with intentional use of mercury Laboratory chemicals and equipment Stockpiles of laboratory chemicals Mercury Mercury chloride, etc., Include porosimeters. Mercury metal use in religious rituals and folklore medicine Excess mercury Mercury Lighthouse equipped with mercury bearings Mercury in the bearing to float and revolve a lens apparatus, including mercury stored for replenishment One expert questioned the relationship of this entry with the “light sources with mercury” listed under category B. It is understood that this is the use of mercury bearing, not a light source. Secondary metal production Recovery of mercury Recovered mercury Dismantling of chlor-alkali facilities Recovery from mercury meters used in natural gas pipelines Recovery from manometers, thermometers, and other equipment. Includes recovery of mercury from mercury waste and contaminated soil. One expert questioned whether, for example, mercury recovered from decommissioning of chlor-alkali facilities should be listed here or as “intentional use of mercury in industrial production”. It should be noted that paragraph 5 (b) of article 3 stipulates that excess
thy impact. 2. Review the current state of delivery. As with all learning, knowing prior achievement and what the student brings to the class (from his or her culture, motivation, expectations) is critical for moving forward, and particularly for setting defensible and reasonable targets for enhancing student achievement. This step may entail a needs assessment and a review of current evidence (its quality, appropriateness for the mission, strengths and gaps), but also knowing about whether all in the school understand the delivery challenge and whether there is a culture of delivery. 3. Build the delivery unit. This is not about accountability methods or external imperatives, but about a commitment to action to achieve the aspiration. The unit is not necessarily the teachers or school leaders, but a small group responsible for ensuring delivery. The question arises: who is in charge of ensuring success in this school — that is, who is the 'dean of success'? Of course, the answer is 'everyone', but the delivery unit is more focused on ensuring that all systems are going to meet the targets. Barber recommends that the unit be small, reside outside the school hierarchy (because it must influence the school as well), and have time and sufficient resources to ensure delivery. 4. Establish a guiding coalition that can remove barriers to Change, influence and support the unit's work at crucial moments, and provide counsel and advice. This does not need to be a formal group and may change in membership, with all aiming to help to ensure a maximum probability of success. The coalition is essential for developing the trust that is so important in school change. b. Understand the delivery challenge 1. Evaluate past and present performance. What is the evidence most indicative of performance? How dependable and credible is this evidence to the teachers, school leaders, students, and parents (and whomever else)? What are the target indicators? What are the correlates of these target indicators, and the indicators of unintended consequences? Does the school share a program logic of how learning occurs in this school? 2. Understand drivers of performance and relevant systems activities. Do all in the school understand the drivers of student learning? Are they drivers over which they have some control? Are there mindsets that inhibit the impact that we need to have on learning
From an operational perspective, as Kärkkäinen (2012) explains, curriculum organization deals with elements such as: • Scope — the breadth of subjects and topics offered over a given time • Continuity — re-visitation of a theme or skill over a certain period of time • Sequencing — deepening of a skill or concept over a certain period of time by building on a preceding one • Integration — promoting a mutually reinforcing relationship between elements such as concepts, skills and values across the curriculum. The evolution of the national curriculum in England The idea of a national curriculum in England was conceived as an entitlement for pupils, helping to ensure a consistency of provision, thereby breaking down the walls of what Prime Minister James Callaghan had called the 'secret garden' of education. In practice, the process of defining the curriculum has led to a protracted and often heated debate between politicians, employers, professionals and academics about the rightful purpose and priorities for the nation's education system, resulting in regular reviews. These have required teachers and school leaders to become accustomed to remodelling their plans and reprioritizing their resources to align with external requirements, with some arguing that teachers have lost the art of designing their own curricula. The national curriculum was introduced for publicly funded schools in 1988. It was struc- "Jed into discrete subjects and organized into three 'Core' subjects (Mathematics, English and Science) and several 'Foundation' subjects, including History, Geography and Art. The curriculum structure introduced the idea of age phases for pupils across the school system. For example, Key Stage 1 encompassed pupils in Year I and Year 2, aged four to six years, Over the following decades there have been four major reviews prior to the most recent in the period 2011—2013 (and introduced from 2014). These reviews heralded further develop- ments, such as the introduction of a specific Early Years Foundation Framework. The 2014 National Curriculum for maintained schools (i.e. excluding academies and free schools) retains a commitment to 'a balanced and broadly based curriculum' which E) promotes the spiritual, moral, cultural, mental and physical development of pupils at school and of society: and b) prepares such pupils for the opportunities, responsib- ities and experiences of adult life. To some extent the curriculum review reflected a level of consensus that the previous Labour government's policies had led schools to become
EDGWARE PRIMARY SCHOOL WHOLE SCHOOL RESULTS 2017-18 FIRST SET OF RESULTS EYFS Results EYFS 2014 2015 2016 2017 2018 35% 54% 63% 67% (58/87) 5 new children started new to English in the summer term. had we not of got these children we would be at 71% 69% Phonics Results 2015 2016 2017 2018 2015 Y1 Result 2015 Y2 retake 2016 Y1 result 2016 Y2 result Retake 2017 Y1 result 2017 Y2 result Retake 2018 Y1 result 2018 Y2 result Retake 41% 77% 70% or (62/90) 78% (62/79) (with 11 disapplied children taken out) 82% (49/60) or 91% (49/54) (with 6 disapplied children taken out) 75% (66/88) Or 84% (66/79) 9 children have been disapplied 51% (18/35) All new joiners this year who did not pass were new to English 81% (70/86) 4 were disapplied 5/11 new joiners passed 79% (19/24) 4/5 new joiners passed
KS1 Results 2016 2017 2018 Edgware With disapplied taken out WGTH Edgware With disapplied taken out WGDTH National National GDTH Edgware With disapplied taken out WGDTH National National GDTH Reading 76.4% 18% 74% (64/86) 91% (64/70) 16% (14/86) 76% 25% 73% 14% Writing 71% 7% 69% (59/86) 75% (59/79) 7% 68% 16% 71% 6% Maths 74% 5.6% 74% (64/86) 80% (64/80) 15% (13/86) 75% 21% 77% 16% Science 82% 79% (69/86) 83% 83% (72/87)
KS2 Results 2016 Results 2017 Results 2018 Results Edgware WGDTH Edgware With disapplied taken out WGDTH National (Provisional) National GDTH Edgware With disapplied taken out (10 chn) (out of 83= 73 WGDTH National 2018 Provisional National GDTH TBC Reading 44% 1.2% 62% SATS 76% (48/63 TA) 10.1%% 71% 25% 52% 59% 13% (11 chn) 75% Writing 53% 15% 67% TA/SATS (45/69) 71% (45/63) 0% 76% 18% 63% 73% 0% ? Maths 43% 4.9% 69.6% SATS 83% TA (52/63) 14.5% 75% 23% 59% 68% 8% (7 chn) 76% SPAG 50% 6.1% 72.5% SATS 21.7% 77% 31% 61% 84% 19% (16chn) 78% Combined 32% 14% 47% 51% 61% *Note there is no GDPTH in maths, reading, SPAG and science – ONLY writing. There were 10 children form out of country who may be disapplied from the SATS. 72% Science Teacher Assessment
Lesson2 - Answers Task 1 0001 ‘This line is fine as it allows the user to enter a value into the Accumulator 1100 ‘This line of code is not valid as it does not specify the memory address Task 2 0001 ‘This is valid 1010 000011 ‘This is meant to add the value 3 – but the value is not an 8 bit Binary Number 0010 ‘This correctly outputs the contents of the Accumulator 0001 ‘This correctly allows input into the Accumulator 1010 00000001 ‘This correctly adds the value 1 to the contents of the Accumulator 0001 00000001 ‘This does not correctly output the contents of the Accumulator Task 3 0001 ‘Correct – allows input into the Accumulator 1100 00010000 ‘Correctly stores the value in location 16 0001 ‘Correct – allows input into the Accumulator 0011 00010001 ‘Incorrect operation code 0001 ‘Correct – allows input into the Accumulator 1011 00010001 ‘Adds memory location 17 to the Accumulator 1010 00010000 ‘Adds the value 16 to the Accumulator 0010 ‘Outputs the result Task 4 0001 ‘Value entered into the Accumulator 1100 00010000 ‘Value is stored in memory address 16 0001 ‘Another value is entered into the Accumulator
1011 00010000 ‘The value in memory address 16 is added to the accumulator 1100 00010001 ‘The result is stored in address 17 0001 ‘A new value is entered into the Accumulator 1101 00010001 ‘The contents of location 17 is subtracted from the accumulator 0010 ‘The result of the accumulator is output.
Corporate Contact Wolfgang Cieplik • Unitechnik Systems GmbH Fritz-Kotz-Str. 14 • D-51674 Wiehl Phone: +49 (0)2261 987-208 • Fax: +49 (0)2261 987-510 E-Mail: wolfgang.cieplik@unitechnik.com • Internet: www.unitechnik.com Jörg Ohrendorf • AMOVA GmbH Obere Industriestraße 8 • D-57250 Netphen Phone: +49 (0) 2738 21 1212 • Fax +49 (0) 2738 21 1299 E-Mail: • Internet: Press contact Stefanie Schoebel • additiv pr GmbH & Co. KG Public relations for logistics, steel, industrial goods and IT Herzog-Adolf-Straße 3 • D-56410 Montabaur Phone: +49 (0) 2602-950 99-20 • Fax: +49 (0) 2602-950 99-17 E-Mail: sts@additiv-pr.de • Internet: www.additiv-pr.de
Short Name Participant ref. BE… Legal information on the Beneficiary Legal Name* Legal Status VAT No Public Private Natural person Legal Registration No Registration Date * The legal name is the name under which the participant(s) is/are registered in the official trade register International organisation Legal address of the Beneficiary Street Name and No PO Box Post Code Town/City Country Code Country Name Beneficiary contact person information Title Function Surname First Name Department / Service Name Street Name and No PO Box Post Code Town/City Country Telephone No Fax No E-mail Website Beneficiary details Annual turnover Last Financial Year Number of employees Number of employees in department conducting project Is Your Organisation independent (Yes or No) If No, please indicate legal name(s) of owner(s) who own 25 % or more Is there an entity affiliated to you taking part in the project? (Yes or No) If Yes, please indicate the name(s) of the affiliated entity(ies) and the nature of the structural link Brief description of the structure and the activities of the Beneficiary Form A6 CO-FINANCIER PROFILE AND COMMITMENT (one separate form per each co-financier)* Legal Name and full address on the co-financier
Form T3a – required for mono-beneficiary and multi-beneficiary grants Project Acronym T3a - Task Form Task ID Task Title Objectives DESCRIPTION Action A.1 Name of the action: Description (what, how and where): Expected results: Constraints and assumptions: Responsible for implementing it: Action will be subcontracted: Yes/No/Partially Action A.2 Name of the action: Description (what, how and where): Expected results: Constraints and assumptions: Responsible for implementing it: Action will be subcontracted: Yes/No/Partially Etc.
Form T3b – required for mono-beneficiary and multi-beneficiary grants Project Acronym T3b- Task Form Page 1 of maximum 10 (1 task per page) Task ID Task Title Start Date End Date Duration Deliverable Date Deliverable Description
Type of organisation (Company/SME/Research Performing Organisation/University/Other-please specify) Country Principal Investigator first and name Principal Investigator email Status within the Graphene Flagship A B C D Organisation Name Type of organisation (Company/SME/Research Performing Organisation/University/Other-please specify) Country Principal Investigator first and last name Principal Investigator email Status within the Graphene Flagship A B C D Organisation Name Type of organisation (Company/SME/Research Performing Organisation/University/Other-please specify) Country Principal Investigator first and last name and email Principal Investigator email Status within the Graphene Flagship A B C D Organisation Name Type of organisation (Company/SME/Research Performing Organisation/University/Other-please specify) Country Contact person / Principal Investigator name and email Status within the Graphene Flagship A B C D Organisation Name Type of organisation (Company/SME/Research Performing Organisation/University/Other-please specify)
Maintenance Requirement Card Ind. Enter “NO”. Schedule Maintenance is not allowed per Red Team Spec MIL-PRF-32070 of January 2002. Technical Manual Code. For I-level pubs with IPB, enter “06” or “11” as applicable. 2. Part NBR Tab Part Number and CAGE Code. Vendor/Manufacturer CAGE Codes should be used whenever possible when creating SERDs. CAGE Codes 30003 or 80058 may only be used when there is a NAVAIR Control Drawing, but no procurements have been completed. These CAGE Codes are for temporary use only. Once a Vendor/Manufacturer is identified, either Organic or Commercial, the associated CAGE must be established as an equivalent CAGE for the part number in the SERD. The Program Office is responsible for the CAGE change and the Platform WSM has the authority to assign or correct CAGE Codes. Remaining Blocks. Do not have applicability to OTPS. 3. NIIN Tab Type Designator. (Limited to 20 alpha-numeric characters and spaces). Also identified as Government Type Designator (GTD). Check for assigned GTD for the OTPS or Element being processed. Background Information. The U.S. Army Communications-Electronics Command AMSEL-LC-LEO-E-EP maintains the Joint Electronics Type Designation Automated System (JETDAS), and is the source for obtaining information on existing GTDs. GTDs are required for the OTPSs and are to be obtained via JETDAS, if not assigned. Hardware Elements are also to have GTDs assigned, however, for existing (fielded and “re-use”) Elements that do not have GTDs, the controlling Program management must be advised of the status. That office will initiate action to obtain the GTDs, if deemed appropriate. Note: Due to the multiple configurations of CASS supporting Fleet applications new GTDs will no longer include “636(V)” extension. 2) SERD Tab Application. The GTD entered in the SERD block should exactly match that assigned by JETDAS (Example: J-6737/USM). The GTD must also be incorporated into the FULL ITEM NAME of the OTPSs and the Hardware Elements. (See FULL ITEM NAME below.) Full Item Name. (Limited to 40 alpha-numeric characters and spaces). Use standard abbreviations (taken from the OTPS Technical Manual, MTPSI card, or old SERD) such as:
QUALITY EVIDENCE Development/ actions required By when Do you hold the Quality in Careers Standard? Quality in Careers Standard awarded by a licensed awarding body Matrix Standard (colleges and guidance organisations) Do you attend your local C,E&E forum/meetings? Record of meetings and follow-up actions taken What quality assurance processes do you have in place regarding CEIAG? Professional Supervision Observation of Practice Assessments How are pupils’ progression into post-16 opportunities monitored? Destinations September Guarantee Activity Survey
function: sensory input, motor function, regulation structure: neuron, axon, dendrites, synapse Polarized neuron: Na+ outside, K+ and Cl- inside Depolarization moves Na into neuron, generating an action potential Repolarization exchanges Na+ and K+ through the sodium-potassium pump At synapse, calcium channels open to allow calcium to rush in, stimulating release of neurotransmitters Neurotransmitters released into synapse to generate action potential for motor neuron or muscle cell Vocabulary active transport amphipathic apoptosis aquaporin axon carrier protein cell wall centrioles channel protein chloroplast concentration gradient cytoplasm cytoskeleton dendrites depolarization diffusion endocytosis endoplasmic reticulum Golgi apparatus hypertonic hypotonic isotonic ligand lysosome membrane mitochondrion neuron neurotransmitter nuclear envelope phospholipid plasma membrane plasmolysis polarization prokaryotic cell repolarization ribosome rough ER selectively permeable smooth ER synapse exocytosis eukaryotic cell facilitated diffusion flagella fluid mosaic model nucleus organelles osmosis passive transport phagocytosis surface area:volume ratio transmembrane protein vacuole Thinking Practice For each molecule shown to the right, answer the following, providing justifications for each: Is it polar or nonpolar? Is it hydrophobic or hydrophilic? In order to be transferred into a cell, would the molecule require a protein channel?
INFSYS 2800 – Spring 2012 INFORMATION SYSTEMS CONCEPTS AND APPLICATIONS Monday & Wednesday 9:30am to 10:45 A.M. - 003 Expr Scripts Hall Instructor: Dr. Kailash Joshi Office location: 207, Express Scripts Hall Mailbox location: 210, Express Scripts Hall. Office hours: Monday 11:00 am – 12:00 pm, and other times by appointment E-mail address: joshi@umsl.edu Communications: Please check your university email and announcements on MyGateway for periodic updates. Course documents and assignments will be posted on MyGateway with necessary instructions for completion and submission. Note: If anyone has a health condition or disability, which may require accommodations in order to effectively participate in this class, please contact the Disability Access Services Office at 144 Millennium Student Center (ph: 314-516-6554). Course Materials Required Text Book: Information Systems, Concepts & Applications, custom edition for the of - , including Essentials for Design for JavaScript (available at the University book store) Online reference for HTML & JavaScript and other material as assigned in class Course Description Prerequisites: BA 1800 or satisfactory performance on proficiency exam. The course covers concepts of information systems as they relate to business functions, including web page design and e-commerce, telecommunications, systems analysis and design, ethics of information system design and use, information security, foundations of database systems and integrated business information systems. Students will also gain valuable strategies for career development, contact management and networking. Learning Outcomes Upon completion of the course, students will have an understanding of: Challenges confronting the management of information systems Analysis, design and implementation of information systems Telecommunications and mobile computing Web – Based application development E-commerce Legal, ethical, privacy, and security issues relating to information systems Communication & networking skills Emerging topics in information systems Grading Policy Homework Assignments 20% Project & Presentation 20% Exam – I 25% Exam – II 25% Attendance and Class Participation 10% Total: 100%
Collective Behaviour and Cults CULTS: A charismatic leader can convince followers to perform acts they would never have attempted on their own. A group, usually with religious or spiritual beliefs, that is organized around a charismatic leader In exchange for loyalty, cult members are promised salvation Discourage independent thinking Very polarized – “us vs. the outside world” Common Characteristics of a Cult 1. Members swear total allegiance to an all-powerful leader. 2. Rational thought is discouraged or forbidden. 3. The cult's recruitment techniques are often deceptive. 4. The cult weakens the follower psychologically by making him or her depend upon the group to solve his or her problems. 5. The cults manipulate guilt to their advantage. 6. The cult leader makes all the career and life decision of the members. 7. Cults exist only for their own material survival and make false promises to work to improve society. 8. Cult members often work fulltime for the group for little or no pay. 9. Cult members are isolated from the outside world and any reality testing it could provide. 10. Cults can be anti-woman, anti-child, and anti-family. 11. Cults are apocalyptic and believe themselves to be the remnant who will survive the end of the world. 12. Many cults follow an "ends justify the means" philosophy. 13. Cults, particularly in regard to their finances, are shrouded in secrecy. 14. There is frequently an aura of or potential for violence around cults.
Name: The questions are in order from Unit 15 through Unit 24. # Questions Answers What do many scholars think was the most distinctive and most important aspect of the Revolution? The process of making new rules and new organizations of government. What was the crucial turn toward creating new rules for new governments separate from the British Empire? the Continental Congress directed the colonies to suppress royal authority What term means "the idea that the people are the highest authority"? popular sovereignty In most states, how were colonial traditions modified regarding power? The executive lost power, and the legislators gained power. What is the main reason that the Articles of Confederation were ratified? the dangers of war demanded greater cooperation Regarding the traditional branches of government, how was the government under the Articles of Confederation different? There was a unicameral Congress, no executive, and no judicial organizations. What kinds of support did France give to the Americans during the Revolutionary War? financial and military In the treaty that ended the war, what did the British give up that surprised the Americans? all of Britain’s western lands south of the Great Lakes Regarding the settlement of the new land, how were new states admitted? New states were admitted based on population. Regarding the settlement of the new land, how was the issue of slavery handled? Slavery was banned in the territory. Who opposed the way the states dealt with the economic problems? those who were owed money and political conservatives Know the story of Shays Rebellion. Why was the “Philadelphia Convention” called? to consider revisions to the Articles of Confederation Did the convention reflect the full range of American society? no Did the delegates share a general commitment to a strong central government? yes Who is known as as the "Father of the Constitution"? James Madison What are the first ten amendments to the Constitution known as? The Bill of Rights The Constitution would become law if how many of the 13 states approved it? 9 Why was the path to ratification possibly illegal? The Articles of Confederation required unanimous agreement for changes to be made. Which sentence best describes Federalists? They were supporters of the proposed Constitution. Which sentence best describes Antifederalists? They opposed ratification of the Constitution. A large number of ordinary Americans supported which group? the Antifederalists
holders ABHR products are: Dye-free   Free of added fragrance   Leave little to no residue   Clearly differentiated from other hand hygiene products   There are alternative ABHR products available for staff with allergies or adverse reactions to standard ABHR   Staff is involved in product selection   ABHR dispensers are not mounted by sinks and soap dispensers   General: nice to have ABHR dispensers and bottles: Are transparent enough to show product level inside   Do not allow ABHR to drip from the nozzle   Only require one hand to access ABHR dispensers and bottles   Do not require a key to open   Patient room: important to have At least one ABHR dispenser is located immediately inside and/or outside the room   At least one ABHR dispenser is located at the point-of-care   An ABHR dispenser is not located immediately next to sinks or soap dispenser   All ABHRs: Are in clear view from the room entrance   Are mounted on vertical surfaces that are free of clutter   Are securely fixed   Are not blocked by objects   Are not located within 6 inches of electrical or ignition sources   Are within comfortable reach   Have refills that are stocked in or near the room   An ABHR dispenser is located within comfortable reach of glove box holders located inside the room  
Waste receptacles Waste receptacles recommendations for patient rooms and hallways Recommendation Met Not met Notes Patient room: important to have At least one receptacle that is lined with a waste bag is located by the sink   Patient room: nice to have One waste receptacle that is lined with a waste bag is at room exit   Hallway: important to have At least one receptacle that is lined with a waste bag is in and around nurses’ stations and substations   A waste receptacle that is lined with a waste bag is located near the sink   One waste receptacle that is lined with a waste bag is located by: Specimen drop-off bins Point of care testing Pneumatic tube systems Medicine distribution area Lotion Lotion recommendations for nursing stations and hallways Recommendation Met Not met Notes General: important to have Lotion is dispensed from a disposable container or bottle that is not refilled   There are no known incompatibility issues between lotion and ABHR, soap and gloves
Navigate to your DEMs folder that you created previously. Double-click on the DEMs folder to get into it, then type in a file name something like this: fieldarea_DEM_projected.tif NOTE: The extension is very important. Do not forget to add the .tif file extension. Click Save. Now you need to select the Output Coordinate System. This should be the same, projected coordinate system as the file dataset in your geodatabase. Scroll down in the window to see all of the other options. IMPORTANT: The default selection for the Resampling Technique is NEAREST. This is not what you want. Click on the arrow to select BILINEAR. (See below for an example comparison of what you will get with these two options.) No need to worry about anything else. Double-check everything. Click OK. This process takes a while, so be patient. Eventually, you will get a little popup window telling you that the process has completed. Go back to the preview window in ArcCatalog and look at the projected version of what you have downloaded. The overall shape should be quite a bit different (unless you are working at or near the equator). Now you can use this in the same map as the data in your file geodatabase. Why Bilinear rather than Nearest? See the grid pattern in the DEM on the left? That is the one projected with the NEAREST sampling technique. That is meant for discrete data rather than continuous data. The smoother DEM on the right was projected using the BILINEAR sampling technique. Creating a hillshade from a DEM Another typical operation is to create a hillshade – one of those shaded relief background images that you can drape other layers over to make the topography stand out. In ArcCatalog, reopen the Toolbox if you no longer have it open. Click on the plus sign next to Spatial Analyst Tools. Click on the plus sign next to Surface. Double-click on the Hillshade tool. For the Input Raster, select your projected DEM.
Moves around constantly, often runs, climbs Can’t play quietly or relax Talks excessively, interrupts others Always ‘on the go’ Has a ‘short fuse‘ and can lose temper quickly Impulsivity Can’t wait for his or her turn in line or in games Blurts out answers in class without waiting to be asked or hearing the whole question Guesses answers rather than taking time to solve a problem Says the wrong thing at the wrong time Often interrupts others and intrudes on other people’s conversations or games Can’t keep powerful emotions in check, resulting in temper tantrums Acts without thinking about the consequences While some children are more easily identified as having ADHD, others may only have inattentive symptoms and may get overlooked. These are children who seem to sit quietly ‘in a world of their own’ and often also get into trouble with teachers for not paying attention, underperforming or not following directions. So children with ADD/ADHD may be: inattentive, but not hyperactive or impulsive.(Attention Deficit Disorder, ADD) hyperactive and impulsive, but able to pay attention inattentive, hyperactive and impulsive (the most common form of ADHD). Children with ADHD also have positive characteristics, which can be channelled by schools. They can be very creative and imaginative, have spontaneity and bags of energy and enthusiasm. They are open to trying new things and having new ideas, and love engaging in practical hands on or interactive activities.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 9am Audit Comm. 7pm Worship 7pm Scouts 2 6:30 Girl Scouts 7pm Property 3 6:30pm Cadettes 7pm Fundraising 4 7pm Cub Pack 5 6 7 8:00 Spoken Comm 9:00 Sunday School 10:30 Holy Comm 8 7pm Scouts 9 6:30 Girl Scouts 10 7:30pm Holy Comm 11 7pm Cub Pack 7pm Finance 12 Epistle 13 4-6:30pm Pasta Dinner Fundraiser 14 8:00 Spoken Comm 9:00 Sunday School 10:30 Communion 15 7pm Scouts 7pm CYSA 16 6:30 Girl Scouts 7pm Child Care 17 6:30pm Cadettes 18 7pm Cub Pack 19 9am Epistle Volunteers 20 21 9:00 Communion 22 7pm Scouts 7pm Council 23 6:30 Girl Scouts 24 6:30pm Cadettes 25 7 pm Cub Pack 26 27 28 8:00 Spoken Comm 9:00 Sunday School 10:30 Communion 29 7pm Scouts Don’t forget you can view our calendar on-line by visiting our website and click on Calendar link
The February Epistle A monthly publication of St. Paul’s Lutheran Church 417 Howertown Road Catasauqua, PA 18032 610-264-3221 Church Office Hours Sunday School Monday-Friday - 9:00am-3:00pm September-Pentecost - 9:00am Child Care Center Worship Services - February, 2016 7th 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. – Holy Communion 10th 7:30p.m. –Holy Communion 14th 1st Sunday in Lent 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. – Holy Communion 21st 2nd Sunday in Lent 9:00 a.m. – Holy Communion 28th 3rd Sunday in Lent 8:00 a.m. – Spoken Holy Communion 9:00 a.m. – Sunday School 10:30 a.m. – Holy Communion Monday-Friday - 7:30am-5:30pm
BACKGROUND INFORMATION (only required for participants 16 years and older) Do you use illegal drugs? Yes No Have you ever been convicted of a criminal offense? Yes No Have you ever been charged with and/or convicted of neglect, abuse or assault? Yes No Has your driver's license ever been suspended or revoked in any jurisdiction? Yes No If you answered “yes” to any of the questions, please provide details: HEALTH INFORMATION **Health information is collected in case of emergency. Each participant is responsible for determining if the participant is physically able to participate. Please mark if you have any of the following conditions and provide details: Special Dietary Needs: Allergies: Assistive or Implantable Devices: High Blood Pressure: Heart Condition: Asthma or Respiratory Condition: Mental Health Condition: Epilepsy or Seizure Disorder: Neurological Condition: Diabetes: Sickle Cell Anemia/Trait: Chronic Infection: Missing Organ (e.g., spleen, kidney): Other Health Conditions: Please list any medications, vitamins, or dietary supplements below: Medication Name Dosage Times per Day Class A Volunteers and Unified Partners who are 18 years of age and older are required to complete the online Protective Behaviors training, unless they are a current high school student. Access the Protective Behaviors training at . CLASS A VOLUNTEER & UNIFIED PARTNER REGISTRATION I agree to the following