zilongwang/ReadingBank huggingface dataset:
ACTION PLAN-2015 Problems Identified Action Who is involved? Timescales Lack of awareness of the Patient Access being offered at the Practice. Although posters are displayed within the waiting area, we will look at adding more posters. The Practice is also looking into updating advertising within the waiting area by means of a screen. This will hopefully help further in increasing the awareness of Patient Access for all patients. Practice Manager GP Partner Staff April-May 2016 Telephone Access – Getting through to the surgery via telephone has been identified as a major issue The Practice will continue to source external quotes from telephony companies and also liaise with the Health Informatics/Telephony department within the hospital to see if there are alternate solutions on the current systems. Practice Manager GP Partner April-June 2016 EPS (Electronic Prescribing Service) – There still seems to be a lack of understanding about the electronic prescription service and how this works The Practice manager will produce leaflets to explain how EPS works. These leaflets shall be added into new patient packs and will also be readily available from within the waiting area for existing patients. Staff will continue to provide details about this service to patients who may not be familiar with it at present. Practice Manager April 2016 Lack of awareness about the Practice’s complaint procedure Further leaflets shall be produced for patients to have access to. The complaints procedure will be advertised further within the waiting area. Details shall also be added to the Practice leaflet. Practice Manager April 2016 Patients not being fully aware of all the services the surgery can offer Communicating new and existing services available to patients at the surgery will be done through various methods. This will include such things as; Waiting area displays. PRG to help with the creation of posters/alerts. Newsletters – these will be more widely distributed rather than just being displayed in the waiting areas Patient email addresses continue to be collected by the surgery whenever possible so the aim is to start sending newsletters electronically to those wishing to receive them. Practice Manager PPG Staff May –June 2016
Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or final salary and reason for leaving Position held and description of typical duties
CMAPP Instructional Guide Topic/Theme: Alcohol, Tobacco and Other Drugs – Sixth Grade Allocated Time for Instruction: 5 45 minute lessons or 3 90 minute lessons Common Core/Essential Standards Learner Objective(s) Lesson 1 - You should be able to recognize the appeals used to hook teens on alcohol and tobacco. Lesson 2 - You will be able to identify both the short-term and long-term advantages of not using alcohol or other drugs. Lesson 3 - You will be able to explain the immediate social and physical consequences of smoking and spit tobacco. Lesson 4 - You will be able to identify the effects of (and even third-hand) smoke. Lesson 5 - Use effective assertive refusal skills to say no to pressure to use alcohol or other drugs. Instruction Links to the five lessons and accompanying powerpoints are provided in the Key Concepts section of the Course Guide under the Instructional Guide Link. Comments/Notes
SWITCHING ON THE PHONE Press and hold the power button on the smartphone. The start up sequence will commence. If this is the first time you’ve used the SIM card in this phone, you may be asked to enter the PIN number provided with your SIM. The Unlock screen will appear. This will vary, depending on the phone model. On most phones it requires that you tap and drag a slider or circle from one part of the screen to another. The phone screen will automatically switch off after a few seconds of inactivity. This doesn’t mean the phone is switched off. To bring the screen back on, just quickly tap the power button. Generally, you never really need to switch off a smartphone, but if you need to, press and hold the power button for a few seconds. (A quick tap will just switch off the screen). SUBJECT MAKING A CALL TIME 15 minutes
This checklist is used to facilitate and record the testing of used consumer and enterprise electronic equipment for key functionality. Tester: Date: Manufacturer: Model: Serial # (If applicable): Batch # (If applicable) _______________ Quantity (If applicable): ________________________ Physical Condition Grade Description Check One A No broken items, deep scratches, or dents. In like new condition. B No broken items. Minor scratches or dents from normal wear and tear. C Minor breakage not affecting the functionality of the equipment. May include more significant scratches or dents, but which do not interfere with operation. May be missing non-essential components like floppy drive. D Major scratches, broken parts like cracked faceplates, other missing pieces. Repairable damages. (move to OP08-01 Evaluation for Repair) Key Components: Key Component Included Technical Specifications Other Description *Missing or removed components after testing must be disclosed to the buyer prior to sale Key Functions: Function Pass Fail N/A Remarks *Any failures of the key functions that cannot be repaired in testing must be evaluated for repair
with the lack of participation in the parent surveys, we expect to significantly involve and show perceived growth in a minimum of 10 parents/family members per site, representing 20-30 participating children per site. The Family Literacy series will have at least six sequenced sessions per site. To meet the needs of all parents, the program is using Skillstreaming for adult and family services. Skillstreaming lessons all have home connections and activities. Parents and children will learn and work together on specific skills (e.g. dealing with anger, accepting “no,” invoking self-control). Other parent meetings will focus on teaching parents about the new ELA and math standards, adult education, and Growth Mindset. One of the family activities mirrors an after-school lesson in pro-social skills and emphasizes positive reinforcement. Another family activity strives to give parents information about the Florida Standards and resources to use at home to increase student achievement. Another meeting informs the parents about adult education options. One meeting discusses positive pro-social behaviors and “Growth Mindset.” Our family nights target young parents. We do our best to connect families to community services with activities at community centers where our partners teach literacy and coach parenting. Our partnership organizations will enrich family literacy with services of varying intensity, ranging from ABE/GED education to presentations on financial literacy. 5.6.e Staffing Plan and Professional Development Administrative Obligations - 21st Century Program Coordinator along with the Program Director provide curriculum and instruction leadership and program administration. Dawn Robertson, Grant Director, provides grant services and program oversight. The Grants Technician, Sheridan Stead, assists in many different capacities such as helping with proposals, budgets, and amendments. The Program Coordinator, with help from the Principal, selects the Site Coordinators. Both the Director and the Coordinator offer support through weekly visits. They also monitor fidelity and progress toward objectives. They archive all reporting data on deliverables and work with the third-party evaluator for timely reports to the state. They receive assistance from the Grants Technician, Natalie Stephens. This process has produced complete and on-time reports.
connect with needed resources. Bartow benefits from a strong community support from local organizations including Carver Recreation Center, the Civic Center, and Bartow Art Guild. Partner letters and the descriptive form are attached. Eloise Resource Center Offer exposure to different artistic representations – dance, music, arts, theater, instrumental music AmeriCorps Polk Reads Training for adult tutors Tutor support to work with adults who lack literacy, ongoing Outreach and recruitment to reach adults who lack literacy from among After-School Adventures families, ongoing Tutoring for adults to achieve 3rd grade literacy in English to make them eligible for Adult Basic Education – upon demand, with referrals from partnering schools and agencies East Area Adult School ABE, GED, and ESOL instruction for family members ages 16+ of After-School Adventures participants at no cost to participant, including materials and online support. These are ongoing. Books Bridge Mobile Library Increase student exposure to high-interest books and favorite authors with visits at each site Distribute free monthly books to participants for home libraries Dialogic reading practice for parents to help their children with language development and vocabulary, regardless of the parent’s literacy level Winter Haven Public Education Partnership Volunteer recruitment to provide tutors and mentors, ongoing through the Winter Haven Chamber of Commerce Community speakers to interact with students, minimum four per year, including presentations that enrich students with exploratory experiences United Way of Central Florida Materials to promote family literacy Materials to promote healthy childhood development Communitywide Comprehensive Parent Resource Guides (free) Financial literacy classes for families upon request via Florida Prosperity Partnership Farmworkers Career Development Program Make referrals to and receive referrals from potential mutual client families Prepare eligible adult farmworkers and their children ages 16+ for career occupations leading to economic self-sufficiency and improved quality of life Support adult career-path students with stipends, instructional materials, tools, uniforms at no cost to the student Support adult career-path students with unemployment counseling, job seeker counseling, and access to the online Employ Florida Marketplace Social family events to promote belonging and celebrate local cultures Polk Vision / Align Polk Aligned fundraising
The best strategy is to order 300, not 100, not 9,600, 300. That is what minimizes our overall cost: both carrying cost and ordering cost. As we said we don’t include purchasing cost because purchasing cost plays no role in this model because price remains the same regardless of quantity. How Many Times Should We Order? Annual demand for a product is 9600 units. D = 9600 Economic Order Quantity is 300 units. EOQ = 300 Each time we order EOQ. How many times should we order per year? D/EOQ 9600/300 = 32 What is the Length of an Order Cycle? Working Days = 288/year 9600 units are required for 288 days. 300 units are enough for how many days? (300/9600) × (288) = 9 days What is the Optimal Total Cost? You can go through other different ways to come up with the same 9 days. What is the optimal total cost? The total cost of any policy is computed as: TC = (Q/2)H + (D/Q)S The economic quantity is 300. TC = (300/2)16 + (9600/300)75 TC = 2400 + 2400 TC = 4800 : Example 3.
o Costs declared or incurred, or reimbursed in respect of another Community project; o Debt and debt service charges, o Excessive or reckless expenditure (for instance loan charges); o Implicit interest (leasing costs or other credit arrangements); o Costs attributable to activities other than the research activities covered by the [ ] project, such as manufacturing, education, marketing of products or services, etc. Purchases in connection with the [ ] project are made according to the principles of best value for money (best price-quality ratio), transparency and equal treatment. No excessive or reckless expenditure is included in the Financial Statement. The receipts declared in the Financial Statement represent a complete record of the sources of income connected with the European Commission funded project (for example, income from events, rebates from suppliers…), and have been recorded in accordance with our normal accounting practices. (if applicable) All interest yielded on pre-financing of the [ ] project during the period covered by the Financial Statement has been reported in the Financial Statement. No event has occurred after [ending last day of the period covered by the Financial Statement], which would have a impact upon the Financial Statement. Nothing has come to our attention during the period under review, including management actions and/or other matters of importance that might be considered to represent financial irregularities, fraud or an illegal act which would have an impact on the Financial Statement OR the following financial irregularities, fraud or illegal acts which have a impact on the Financial Statement have occurred: […] and sufficient measures have been taken to correct them and to prevent repetition and they have all been fully disclosed to you. [Other matters, as applicable]. …. (Name of the Beneficiary) (Stamp and Signature)
Mr. Aldama complimented Mr. Quintana for his steadfast principles and ethics. He expressed his appreciation and value for Mr. Quintana, even for the times he has butted heads as a result of his strength and integrity. He noted Mr. Quintana’s legacy is call for the highest respect, pride and appreciation for him. Ms. Bartels noted she also attended the Gifted event this morning and enjoyed the technology. She also shared information gained from the Summer Leadership Institute related to having a civic leadership mindset. Ms. Bartels shared a story from the keynote speaker, Consuelo Castillo Kickbush, and her message to have intention, courage, and strength. Ms. Pimentel commented about the emotional nature of tonight’s meeting. She expressed her value for all staff, certified, classified and administrators. Ms. Pimentel also expressed her appreciation for Mr. Quintana and his support and guidance as she’s become oriented in her role on the Board. Ms. Wilson agreed with all the others comments. She stated hiring Mr. Quintana is the best thing that the Board has ever done, and thanked him for all he’s done. She also commented on how quickly summer seems to be going by and encouraged teachers to enjoy the rest of their time off. Mr. Aldama called for a round of applause for Mr. Quintana. ADJOURNMENT Mr. Aldama moved to adjourn the meeting and Ms. Bartels seconded the motion. Upon call to a vote, the motion carried and the regular meeting adjourned at 7:05 p.m. Submitted by: Elizabeth Powell, Executive Assistant Approved by: Monica Pimentel, Clerk of the Board Date: July 12, 2018
6.P.2.3 –Physical Properties of Matter Study Guide Topics include – solubility, density, melting point, boiling point, freezing point Part 1: Solubility - know the following vocabulary Heterogeneous mixture - do not appear “the same” throughout. “Least mixed”. Particles are large enough to be seen. Homogeneous Mixture - appear the same throughout, “well mixed”, particles are very small – cannot be seen Solution - a type of homogeneous mixture formed when one substance dissolves in another. “Best mixed” of all mixtures (EX: Kool-aid powder mixed with water) Solute - the substance that is dissolved in a solution (EX: Kool-aid mix) Solvent - the substance that does the dissolving in a solution (EX: water) Universal solvent – Water is one because it can dissolve many substances Solubility - the amount of a solute that can be dissolved in a give amount of solvent Soluble - term that describes a substance that dissolves in another substance Insoluble - a substance that does not dissolve (or very little dissolves) in another substance (EX: spoon) Dilute solution - a solution in which a little amount of solute is dissolved in a large amount of solvent (watered down) Concentrated solution - a solution in which a lot of solute is dissolved in a small amount of solvent (EX: frozen orange juice) Saturated solution – a solution that contains all the solute that can normally be dissolved at a given temperature Supersaturated solution – a solution what contains more solute (dissolved material) than normal Unsaturated solution – a solution that is capable of dissolving more solute (not saturated)
CMAPP Instructional Guide Topic/Theme: Personal and Consumer Health – Sixth Grade Allocated Time for Instruction: 9 45 minute lessons or 4 90 minute lessons Common Core/Essential Standards Learner Objective(s) Lesson 1 Learn which categories of diseases which are increasing in morbidity and mortality. Learn about lifestyle behaviors that prevent disease and promote health. Learn how important it is to examine the alternatives before you make a decision that could have negative effects on your health. Lesson 2 Investigate diseases that interfere with the quality of people’s lives Define the two major categories of disease (communicable and chronic) Explain the difference between the categories and identify ways to reduce the transmission of those considered communicable. Lesson 3 Be more informed about your sense of sight and how to better protect your eyes for a lifetime. Lesson 4 Be able to define noise pollution and be able to identify common causes of hearing loss. Lesson 5 Be able to recognize asthma triggers and symptoms. Lesson 6 Be more familiar with the variety of measures used to control asthma. Lesson 7 Be better able to evaluate claims made for health products and services and that being somewhat skeptical is a good thing. Lesson 8 Describe other individual behaviors that can harm or help the health of the environment. Lesson 9 Understand how to collaborate to improve the environment.
SWAP Ref: 26773 1.4a There is no formal Risk Register I recommend that the Senior Education Technology Advisor require the eLIM team document and monitor all risks, both business and technology related, in a formal Risk Register. 4 Agreed, we will work with SSE to complete this. Lucinda Searle, Senior Education Technology Advisor, eLIM 27 February 2015 SWAP Ref: 26774 1.4b SWAP has not been able to obtain assurance regarding the recovery timeframe for eLIM hosting and school services in the event of a disaster I recommend that the Head of IT ensure eLIM hosting and related applications is included in the list of critical applications to be recovered in the event of a disaster impacting the SCC Data Centre. 5 It appears that eLIM services has not been considered in SCC’s Disaster Recovery strategy. We will review the situation, determine how this risk can be mitigated and provide a timely update to eLIM management. Darren Cole, Head of IT Andy Grigg, Service Manager, ICT Systems 30 December 2014 SWAP Ref: 26784 1.4c The Business Continuity Pan is outdated I recommend that the Senior Education Technology Advisor require that the updates to the Business Continuity be completed. It is understood that efforts are underway to do this. 3 Completed Lucinda Searle, Senior Education Technology Advisor, eLIM N/A SWAP Ref: 26956
3.2a There is no formal project management methodology I recommend that the Senior Education Technology Advisor implement a high-level methodology using a checklist that lists the required project documents and required signoffs by management. 3 We will request assistance from SSE to develop this. Lucinda Searle, Senior Education Technology Advisor, eLIM 27 February 2015 SWAP Ref: 26952 4. 4. The applications, staff and infrastructure support current and future business needs 4.1a eLIM is being charged £2.1 million annually for hosting and WAN services for which they receive no availability, performance or other management information. I recommend that the Head of Client Team forward eLIM copies of any network performance and monitoring reports they receive. 4 Agreed, the Client Team will forward the monthly Performance Report onto eLIM that shows details of the RM link utilisation and network performance indicators. The Client Team will also forward any ad hoc or any future regular network performance reports on to eLIM. Clare Lovett, Head of Client Team, SCC Completed SWAP Ref: 26954 4.3a There is heavy reliance on two SWOne consultants who are currently available only on an annual contract basis. I recommend that the Senior Education Technology Advisor initiate discussions with SWOne to recruit the consultants as permanent employees minimising the risk to eLIM continuity. 3 We continue to investigate the possibility of removing reliance on SWOne services. Lucinda Searle, Senior Education Technology Advisor, eLIM This is an on-going effort. SWAP Ref: 26955
Table 2: List of Persistent Organic Pollutants (POPs) and List of Chemicals in Kiev Protocol Initial List of Persistent Organic Pollutants Annex in SC Name CAS Number Exemptions Kiev Protocol List A. Elimination Aldrin 309-00-2 Production none Use as a local and insecticide x A. Elimination Chlordane 57-74-9 Production by registered parties Use as a local ectoparasiticide, insecticide, termiticide (including in buildings, dams and roads) and as an additive in plywood adhesives x A. Elimination Dieldrin 60-57-1 Production none Use in agricultural operations x A. Elimination 72-20-8 None x A. Elimination 76-44-8 Production none Use as a termiticide (including in the structure of houses and underground), for organic treatment and in underground cable boxes A. Elimination 118-74-1 Production by registered parties Use as a chemical intermediate and a solvent for pesticides x A. Elimination 2385-85-5 Production by registered parties Use as a termiticide x A. Elimination 8001-35-2 None x A. Elimination (PCBs) various Production none Use in accordance with part II of Annex A x B. Restriction 50-29-3 Disease vector control in accordance with Part II of Annex B Production and use as an intermediate in the production of dicofol and other compounds x C. Unintentional Production ("dioxins") and various x C. Unintentional Production (PCBs) various x C. Unintentional Production 118-74-1 x Added by the Fourth Conference of Parties, May 2009
Solid State Storage Media General Questions: List the 4 examples of solid state storage media. 1. 2. 3. 4. 2. Describe the key features of solid state media. 3. What are solid state media / drives also sometimes called? 4. Summarise how solid state media works. 5. Describe 4 advantages that solid state media holds over other types of storage devices. 1. 2. 3. 4.
Tier II Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context tinder, dwindled policy canopy, embers, whipped, merged veered, snarling drenching raged bearing sifted threatened galloped blanketed, landscape, renew Meaning needs to be provided geyser withering churning
Culminating Writing Task Prompt Based on what you read about Ch’in Shih Huang Ti, explain what we have learned about history as a result of the discovery of his tomb. You may want to discuss findings about architecture, leadership, and beliefs about an after-life. Teacher Instructions Students identify their writing task from the prompt provided. Students complete an evidence chart as a pre-writing activity. Teachers should remind students to use any relevant notes they compiled while reading and answering the text-dependent questions. Evidence Quote or paraphrase Elaboration / explanation of how this evidence supports ideas or argument “He traveled constantly between the 270 palaces so no one could be sure where he was going to be.” During his reign, he had 270 palaces to g between; we can infer that these were built under his supervision. “The tomb construction took as long as the Great Wall-thirty years.” Two major architectural structures were completed during his reign. Both projects took a significant time to complete and remain major tourist attractions today. “In many respects he was the founder of China.” Since he is the founder he is the first leader of a unified China. China is a civilization that has survived for over 2,000 years. “he proclaimed himself emperor of the land we now call China” He was a strong leader who took over China by force. Since he declared himself emperor we would describe him as a tyrant. “The commander of the fleet knew if he He was harsh, sentencing those who did
Time 9. Indicated a plan to harm or kill others now or in near future? Specify: 10. Plan is specific (time and location)? Specify: Opportunity 11. Has access to guns/weapons (i.e., at home, at relatives)? Specify: 12. Had made efforts to get hold of a gun(s)/weapons? Specify: Ability 13. Is the plan viable (can access means and enact plan)? Specify: 14. Thoughts of how to get around security measures? Desire 15. Thoughts about whom he/she would target? 16. Thoughts about how he/she would get close to this target (persons or building)? 17. Expressed strong motivations or reasons for the planned violence? Grievances? Stressors/ Stimulus 18. Had a personal connection to, or identified with, someone who has committed targeted violence? Who: 19. Had a recent death of a loved one or a significant loss? (i.e. breakup of a romantic relationship) 20. Experienced a new trauma/stressor? Specify: What: 21. Experienced a chronic/ongoing stressor? (feelings of loneliness, life stress ) Specify: 22. Experienced a significant health concern? (self or other) Specify: 23. Experienced abuse or victimization? Specify: Prior Behavior 24. Previously tried to hurt others? Specify: 25. Previously tried to hurt him/herself? Specify: 26. Previously practiced violent acts or carrying out the plan? Specify: Additional Categories Assessment Questions Yes No ? Changes in Mood /Behavior 27. In the past year, felt so sad he/she stopped doing regular activities? Specify: 28. Demonstrated abrupt changes in behaviors? (e.g. aggression, thoughts of revenge; changes in eating, sleeping, decline in school performance, quit club/sports activities, gave away personal possessions) 29. Demonstrated recent, dramatic changes in mood? (e.g., change from depression to contentment, happiness to depression, etc.) Mental Illness 30. Has a history of mental illness? (i.e., depression, conduct, or anxiety) Specify: 31. Currently in counseling? With whom:
May 2011 Amendment of Section A.1 – new 20 Amendment of Section C 2 – new 2d, 2f, 2g, 2h; renumbered Version 5, June 2011 With immediate effect Implementation March 2012 Amendment of Section A.1 – new 14 and Section A.2 – new 13 and renumbered accordingly Version 5_1, June 2011 With immediate effect Implementation March 2013 Amendment of Section A.1 – reference to paper submissions in the heading, new 4, renumbered, inclusion of section on type of application Amendment of Section A.2 – new 4, renumbered Version 6, March 2013 Inclusion of new Section A.3 for eCTD Amendment of Section D - Inclusion of new 8, 9, 10 With immediate effect Implementation April 2014 Amended to include Complementary Medicines Section A.1 - new 6, 20a amended, new 20b & c, renumbered, new Type of Applications Section A.2 - new 6, new 15, 17 amended, renumbered A.3.1 Submission type included. Correction B 3g Version 7, April 2014 With immediate effect Implementation June 2014 Removal of eCTD to separate template Amendment to Type of Application, Orthodox (non-clinical) Amendment to Type of Application, Complementary, Data Version 8, Aug 2014 With immediate effect Implementation
9 – Tell about each person and the role they played at the Constitutional Convention. James Madison: George Washington: Benjamin Franklin: 10 – How many states had to ratify the Constitution in order for it to become law? __________ 11 – What were some reasons people gave for not signing the final documents? 12 – What questions did Benjamin Franklin ask himself throughout the Convention and what did he decide the answer was?
NHS Family doctor services registration GMS1 (YOU MUST COMPLETE ALL RELEVANT BOXES) Patient Details Surname Title Mr Mrs Miss Ms First Names Date of Birth (DD/MM/YY) Previous Surname (if any) Sex Male Female Town of Birth NHS number (if known) Country of Birth Address in Oxford (College Name) Mobile phone no. Email address Please help us to trace your previous medical records by providing the following information: Your previous address in UK including postcode Name of your previous doctor Address of previous doctor (while at that address) If you are from abroad: If this is the first time you are going to be resident in the please give: Date of arrival in the UK: (DD/MM/YY) If you have previously been resident in the UK we need:- Previous address in UK Date you left UK (DD/MM/YY): Date you first came to live in the UK (DD/MM/YY):
Table 5. B.Ed. Sec Fall 2016 n Mean Less than 70% At or Above 80% Secondary Education - Social Studies 11 76.59 0 8 1 2 0 27.3 Secondary Education - Arabic Language 4 89.68 0 0 1 1 2 100.0 Secondary Education - English 10 78 0 5 3 2 0 50.0 Secondary Education – Math 5 87.5 0 1 1 0 3 80.0 Secondary Education – Islamic Studies 8 74.84 0 7 1 0 0 12.5 Secondary Education - Chemistry 4 72.81 0 3 1 0 0 25.0 B.Ed. Sec Overall mean 79.9 Table 6. B.Ed. Sec Spring 2017 n Mean Less than 70% At or Above 80% Secondary Education - Social Studies 27 77.68 0 21 6 0 0 22.22 Secondary Education - Arabic Language 15 87.89 0 2 3 5 5 86.67 Secondary Education - English 7 76.07 0 5 1 1 0 28.57 Secondary Education – Math 3 84.16 0 1 1 0 1 66.67 Secondary Education – Islamic Studies 20 78.75 0 11 3 6 0 45.00 B.Ed. Sec Overall mean 80.91 Table 7. Comprehensive exam mean scores for B.Ed. Sec 2016 & 17 Means Fall 2016 Means Spring 2017 Means 2016-17 Secondary Education - Social Studies 76.59 77.68 77.14 Secondary Education - Arabic Language 89.68 87.89 88.79 Secondary Education - English 78 76.07 77.04
Chapter- 6 Theory of Consumer: Consumer Behaviour Introduction: Demand is determined by many factors (own price, consumers’ income, prices of other commodities, consumers’ tastes, income distribution, total population, consumers’ wealth, credit availability, government policy, past level of demand, and past level of income, etc) simultaneously. The traditional theory of demand examines only the final consumers’ demand for durables and non- durables. It does not deal with the demand for investment goods, nor with the demand for intermediate products. Total demand includes final demand and intermediate demand. Final demand is subdivided into consumers’ demand and demand for investment goods. Traditional theory of demand deals only with consumers’ demand, which is only a fraction of the total demand in the economy as a whole. Meaning of Utility and Marginal Utility: Utility: Utility means want satisfying power of a commodity. Types of utility: Total utility and marginal utility Total utility: The sum of total satisfaction which a consumer receives by consuming various units of the same commodity. Marginal Utility: It refers as utility of every additional unit of the consumed or it can be can be defined as a change in total utility resulting from a one unit change in the consumption of a commodity at particular point of time. Total utility is the sum of marginal utility. MUn = TUn – TUn-1
281 Windward Islands Farmers’ Association (WINFA) St. Vincent & the Grenadines 282 Iyanola (St. Lucia) Council for the Advancement of Rastafari Incorperated (I.C.A.R.) St. Lucia 283 Stichting Projekta Suriname 284 Council for NGOs (CANGO) Swaziland 285 Association pour la Taxation des Transactions financière et l'Aide aux Citoyens (ATTAC) Sweden Sweden 286 Alliance Sud Switzerland 287 Berne Declaration Switzerland 288 International-Lawyers.Org Switzerland 289 Taiwan Environmental Protection Union Taiwan 290 Mtandao wa Vikundi vya Wakulima Tanzania (MVIWATA) Tanzania 291 Tanzania Association of NGOs Tanzania 292 AIDS ACCESS Foundation Thailand 293 Alternative Agricultural Network Thailand 294 Drug Study Group Thailand 295 Drug System Monitoring and Development Program Thailand 296 Ecological Alert and Recovery – Thailand (EARTH) Thailand 297 Foundation for AIDS Rights Thailand 298 Foundation for Consumers Thailand 299 FTA Watch Thailand 300 Health and Development Foundation Thailand 301 Health Consumers Protection Program Thailand 302 Rural Doctor Society Thailand 303 Rural Pharmacists Foundation Thailand 304 Social Pharmacy Research Unit, Chulalongkorn University Thailand 305 Thai Holistic Health Foundation Thailand 306 Thai NGO Coalition on AIDS Thailand 307 Thai Network of People living with HIV/AIDS (TNP+) Thailand 308 The Asia Foundation Timor-Leste 309 Groupe d'Action et de Reflexion sur l'Environnement et le Développement (GARED) Togo 310 Civil Society Forum of Tonga (CSFT) Tonga 311 Grassroots Organisations of Trinidad & Tobago (GOTT) Trinidad & Tobago 312 Rassemblement pour une Alternative Internationale de Développement (RAID) Tunisia 313 Tuvalu Association of NGOs (TANGO) Tuvalu 314 Center for Health, Human Rights and Development (CEHURD) Uganda 315 Eastern and Southern Africa Small Scale Farmers Forum (ESAFF- Uganda) Uganda 316 Consumer Education Trust Uganda 317 Banana Link UK
SCHOOL HOLIDAYS 2018-2019 Autumn Term 2018 (Staff INSET – Monday 3 September ) Tuesday 4 September (8.45 a.m.) - Friday 12 October (3.45 p.m.) Half Term Holiday Monday 29 October (8.45 a.m.) - Friday 14 December (3.45 p.m.) Christmas Holiday Spring Term 2019 (Staff INSET – Wednesday 2 January) Thursday 3 January (8.45 a.m.) - Friday 15 February (3.45 p.m.) Half Term Holiday Monday 25 February (8.45 a.m.) - Friday 5 April (3.45 p.m.) Easter Holiday Summer Term 2019 (Staff INSET – Wednesday 24 April) Thursday 25 April (8.45 a.m.) - Friday 24 May (3.45 p.m.) Half Term Holiday Monday 10 June (8.45 a.m.) - Tuesday 16 July (12 noon) Summer Holiday There will be no school on May Day Bank Holiday – Monday 6 May 2019. There will be no school lunch when school closes at 12 noon.
JUNE 2010 – Q2 Using the substitution u = cos x + 1, or otherwise, show that sinx dx e(e – 1) (Total 6 marks) ________________________________________________________________________________________________
(a) Find the values of the constants A, B and C. (4) (b) (i) Hence find (3) (ii) Find in the form 1n k, where k is a constant. (3) (Total 10 marks)
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A. the Russian aboard the American space shuttle. B. the American flag on the space shuttle's wing. C. the brand new International Space Station. D. the cultural crew aboard the space shuttle. Guy Fawkes Night is a holiday in England that celebrates the failure of the Gunpowder Plot. It is remembered on the 5th of November. On November 5, 1605, a group of Roman Catholics tried to blow up King James I and the Houses of Parliament. They did not like the king's treatment of Catholics. They hoped that English Catholics would take over the country after the murder of the King, his ministers, and Parliament members. The plotters rented a cellar under the Houses of Parliament. Guy Fawkes hid twenty barrels of gunpowder there just a few days before Parliament was due to meet. One of the plotters warned a relative, Lord Monteagle, not to go to Parliament on November 5th. Lord Monteagle warned the government, and Guy Fawkes was found in the cellar and arrested. All of the conspirators died resisting arrest or were tried and executed. The 5th of November was then made a public holiday known as Guy Fawkes Night or Bonfire Night. It is still celebrated today. Children make Guy Fawkes dummies out of old clothes. They stuff them with straw and newspaper and carry these "Guys" through the streets while collecting pennies. The children shout, "Penny for the Guy!" People light huge bonfires, and they burn the "Guys" and set off fireworks. There is usually a feast, and sometimes people roast potatoes and chestnuts in the ashes of the bonfire. A. King James I was a beloved ruler of the people. B. "Guys" are burned to celebrate the failure of the Gunpowder Plot. C. Lord Monteagle was responsible for beginning the holiday. D. The Houses of Parliament came under attack for years afterward.
Time 6. Semester Monday Tuesday Wednesday Thursday Friday 8:00-9:00 Genetics General pharmacology and toxicology General pharmacology and toxicology General pharmacology and toxicology 9:00-10:00 Genetics Prevention of disease Practicum General pharmacology and toxicology Prevention of disease 10:00-11:00 Internal medicine Internal medicine Practicum pharmacology toxicology 11:00-12:00 History, theory, ethics of medicine 11:00-12:30 12:00-1:00 1:00-2:00 Forensic medicine Internal medicine Clinical Practicum/ Seminar KPIM/SIM in groups Vaccination course (prevention; in groups) Internal Clinical KPIM/SIM in 2:00-3:00 3:00-4:00 Radiology, radiotherapy Pediatrics Practicum (three courses) Radiology, radiotherapy 4:00-5:00 Radiology, radiotherapy Radiology, radiotherapy 5:00-6:00 6:00-7:00
Building/PO Box number Road/Street Plant/Zone Village/suburb Town/City District and Mandal Province/State Postal code Country Contact person's email address Contact person's phone number 2. Summary of Annual Notification (AN) changes Summary of changes Variation number and title Pre-change details Post-change details Date of implementation e.g. 11e.1 Step 2 of current manufacturing process stipulates an in process control for loss on drying of no more than 5% Step 2 no longer stipulates an in process control for loss on drying of no more than 5% 21 August 2012 Note:
Are you coping with your workload? Are you OK / happy in your work? Are there any issues or problems for you right now? Is there anything you don’t like or understand about your work? Are you feeling uncomfortable about any aspect of your work life at the moment? Is the workload manageable or are there any support requirements? What is important for you to discuss today? Is there anything further I should do to support you? What aspects of the job are giving you the most satisfaction at this time? What are the current problems you want us to discuss? I’m interested. How do you think things are progressing in the team? What about the department as a whole? Are you happy with the workplace environment? Are there barriers that are stopping you from achieving your goals at the moment? Is there anything you wish to know or ask about? Planning future objectives and development What objectives, priorities or projects should we agree for the next 12 months? What support might you need to achieve these? Are there any perceived blockages to achieving these? How can we address them? Is anything happening in the 12 months that might affect you and the achievement of these objectives? What are your opportunities over the next period? And the challenges? What ideas for the team / section / department do you have? What improvements could we make as a team? Work related or not, do you have any personal objectives you’d like to meet in this next period? What’s the development you think you may need to achieve your objectives? What are the strengths you can easily deploy to help you achieve your goals this year? What are some of the improvement areas you think you need to address this period? Development isn’t just training courses. What other ways of learning / experience would you use for professional and/or personal development? If there is a need for improvement, what would help you to address and progress? If there are issues about performance, what development activities can get us to a place of improved performance? What will you do to get enhance your work performance? Exactly when shall we follow up and review objectives, performance and development?
“We don’t cut corners, we clean them” Counters cleaned-all items removed & replaced Cabinet fronts cleaned Faucet and sink cleaned, sanitized & polished Backsplash cleaned and splatter free Kitchen table cleaned and organized Furniture, frames & accessories dusted & cleaned Outside of refrigerator cleaned Outside of stove cleaned Outside of dishwasher cleaned Inside & outside of microwave cleaned All points of contact cleaned Molding & corners wiped clean Window sills wiped clean Baseboards dusted Floors vacuumed & mopped Garbage emptied & garbage bag replaced Overall room appearance neat & tidy BATHROOMS Tub & shower area scrubbed & washed Tiles & fixtures cleaned Toilet scrubbed & washed, including base & behind Dust light fixtures Mirrors & outside of medicine cabinet cleaned Sink scrubbed & washed Vanity top cleaned – items removed & replaced All points of contact cleaned Molding & corners wiped clean Towel bar & toilet paper holder wiped clean Baseboards dusted Floors vacuumed & mopped Garbage emptied & garbage bag replaced Overall room appearance neat & tidy BEDROOMS Bed made & changed (if fresh linens are provided) Furniture, mirrors, frames & accessories dusted & cleaned All points of contact cleaned Ceiling fans & light fixtures dusted Window sills wiped clean Molding & corners wiped clean Baseboards dusted Floors vacuumed & mopped Garbage emptied & garbage bag replaced Overall room appearance neat & tidy HALLWAYS & COMMON AREAS Furniture, frames & accessories dusted & cleaned All points of contact cleaned Window sills wiped & cleaned Baseboards dusted Floors vacuumed and mopped Overall room appearance neat & tidy OTHER ROOMS Dust ceiling fans & light fixtures Couch vacuumed & wiped clean (as needed) Tabletops dusted & wiped clean Desks dusted & wiped clean Laundry room wiped & floors mopped Furniture, frames & accessories dusted & cleaned All points of contact cleaned Window sills wiped clean Baseboards dusted Floors vacuumed & mopped Garbage emptied & garbage bag replaced Overall room appearance neat & tidy
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discretion, from either entertaining an application for a ruling in limine on the permissible scope of cross-examination concerning a nonparty’s prior misdeeds, or, if it believes it best, from refusing to do so in advance of the time when the question presents itself in regular course.” (Ocasio, 47 NY2d at 59.) Subdivision (2). The rule set forth is derived from People v Duffy (36 NY2d 258, 264 [1975] [“Although it would be impermissible to use a youthful offender adjudication to impeach, the illegal and immoral acts underlying the adjudication may be employed for such a purpose” (citations omitted)]) and People v Gray (84 NY2d 709, 712 [1995] [“It is . . . impermissible to use a youthful offender or juvenile delinquency adjudication as an impeachment weapon, because these adjudications are not convictions of a crime”]). Whether the underlying acts may be used for impeachment is subject to a pretrial Sandoval determination pursuant to rule 6.17. Subdivision (3). See commentary in the Note to rule 6.23 (2).
Suspension by the contracting authority The contracting authority may suspend the implementation of the FWC or performance of a specific contract or any part of it: (a) if the procedure for awarding the FWC or a specific contract or the implementation of the FWC proves to have been subject to substantial errors, irregularities or fraud; (b) in order to verify whether the presumed substantial errors, irregularities or fraud actually occurred. The contracting authority must formally notify the contractor of the suspension. Suspension takes effect on the date of formal notification, or at a later date if the formal notification so provides. The contracting authority must notify the contractor as soon as possible whether: it is lifting the suspension; or it intends to terminate the FWC or a specific contract under Article II.18.1(f) or (j). The contractor is not entitled to compensation for suspension of any part of the FWC or a specific contract. FWC Grounds for termination by the contracting authority The contracting authority may terminate the FWC or a specific contract in the following circumstances: if provision of the services under a pending specific contract has not actually started within 15 days of the scheduled date and the contracting authority considers the new date proposed, if any, unacceptable, taking into account Article II.11.2; if the contractor is unable, through its own fault, to obtain any permit or licence required for implementation of the FWC; if the contractor does not implement the FWC or perform the specific contract in accordance with the tender specifications or request for service or is in breach of another substantial contractual obligation or repeatedly refuses to sign specific contracts. Termination of three or more specific contracts in these circumstances also constitutes grounds for termination of the FWC; if the contractor or any person that assumes unlimited liability for the debts of the contractor is in one of the situations provided for in points (a) and (b) of Article 106(1) of the Financial Regulation; if the contractor or any related person is subject to any of the situations provided for in points (c) to (f) of Article 106(1) or to Article 106(2) of the Financial Regulation. if the procedure for awarding the FWC or the implementation of the FWC prove to have been subject to substantial errors, irregularities or fraud; if the contractor does not comply with applicable obligations under environmental, social and labour law established by Union law, national law, collective agreements or