zilongwang/ReadingBank huggingface dataset:
19 (2) 1 mark for 20 9 : 20 (2) 1 mark for 90 : 200 Question 1 2 3 4 5 6 7 8 9 10a Objective Calculate the median of a set of data Interpret data from simple compound and comparative bar charts Recognise and use common factor, highest common factor and lowest common multiple Calculate the mean of a set of data Add and subtract positive and negative numbers in context Interpret the display of a calculator in different contexts Simplify simple linear algebraic expressions by collecting like terms Construct expressions from worded descriptions using addition and subtraction Use formulae to calculate the area of squares and rectangles Plot a coordinate in all four quadrants Level 4b 5b 5c 5c 4a 5b 4a 5c 4a 5a Mark 3 3 2 3 1 2 1 3 2 1 Question 10b 11 12 13 14 19 20a 20b 21a 21b 22 Objective Recognise and visualise the symmetry of a shape – rotation symmetry Use the unitary method to simple word problems involving ratio and direct proportion Convert between decimal numbers of metric units Find and justify probabilities based on equally likely outcomes in simple contexts Convert between whole numbers of metric units Reduce a ratio to its simplest form Generate terms of simple sequences using term-to-term rule Generate terms of simple sequences using term-to-term rule Know the sum of the angles on a straight line Calculate angles in a quadrilateral Begin to use linear expressions to describe the nth term in a one-step arithmetic sequence Level 5c 5a 5b 5b 5c 5b 4b 4b 4b 5a 5a Mark 1 2 2 1 1 2 1 1 1 1 3 Question 23 24
Objective Extract data and interpret frequency tables Find ‘most common’ for discrete data Carry out calculations on a calculator with more than one step, e.g. calculate mean by using = after finding the total Consolidate the recall of addition and subtraction facts and positive integer complements to 100 Understand multiplication as it applies to whole numbers and know how to use Know square numbers, 6 × 6 to 9 × 9 Order positive and negative integers in context, show positions on number lines Simplify simple linear algebraic expressions by collecting like Find outputs of simple functions in words and symbols Level 4b 3a 4a 4c 4b 4a 4b 4a 4c Marks 3 1 1 3 1 2 1 2 2 Question 9 10 11 12 13 14 15 16 17 18 19a Objective Derive simple formulae expressed in letter symbols, e.g. a + 3, 50 − c Round decimals to the nearest whole number Interpret the display of a calculator in different contexts (money) Interpret information from a simple real-life e.g. temperature (including negatives), rainfall; conversion graphs – metric units and currencies Recognise and use multiples and factors Recognise and use common factor, common multiple, highest common factor and lowest common multiple Interpret the display of a calculator in different contexts Convert a larger whole number metric unit to a smaller unit, e.g. 3 kilograms to 3000 grams Order decimals Interpret the display of a calculator in different contexts (money) Measure lines to the nearest millimetre Level 5c 4b 4a 4a 4b 4b 4a 4b 4c 4a 4c Marks 2 1 1 3 1 2 2 2 1 2 1 Question 19b 19c 20 21a 21b 21cd 22a 22b Objective Use a protractor to measure obtuse angles to the nearest degree Distinguish between and obtuse angles Find missing angles on a straight line Know names of regular polygons Calculate perimeters of regular polygons Describe symmetry properties of regular polygons Use the formulae to calculate the area of a square/rectangle Calculate the perimeter of shapes made from rectangles Level 4b 4c 4b 3c 4c 4b 4a 4b
19 a 20 b 6 20 30 (2) 1 mark for 20 white chocolates Question 1 2a 2b 3a 3b 4 5 6 7ab 7c Objective Interpret charts and diagrams Calculate the median of a set of data Find the of a small set of data Add pairs of two-digit numbers Consolidate the rapid recall of addition and subtraction facts and positive integer complements to 100 Multiply and divide integers by 10 and 100 and 1000 Calculate a temperature rise across 0°C Find outputs of simple functions in words and symbols Recognise and use multiples and factors Identify numbers that have exactly 2 factors 3b 4a 4c 3b 4c 4a 3a 4c 4b 4a Marks 4 1 1 1 1 2 1 1 2 1 Question 8a 8b 9 10a 10b 11 12 13a 13b 14 Objective Extend written methods to HTU × U Extend written methods to HTU ÷ U Understand multiplication as it applies to whole numbers and know how to use Read and interpret scales involving decimals Consolidate and extend methods of calculation to include decimals Read x- and y-coordinates in all four quadrants Convert a larger number metric unit to a smaller unit, e.g. 3 kilograms to 3000 grams Find missing angles round a point Find missing angles on a straight line Calculate perimeters of rectangles Level 4c 4b 4b 4b 4b 5c 4b 4a 4b 3a Marks 1 1 2 1 1 3 2 1 1 1 Question 15 16 17 18a 18b 19 20
Objective Interpret information from a simple real-life graph, e.g. temperature (including negatives), rainfall; conversion graphs – metric units and currencies Calculate the perimeter of shapes made from rectangles Use standard column procedures to add and subtract decimals with up to two places Convert a larger whole number metric unit to a smaller unit, e.g. 3 kilograms to 3000 grams Convert a smaller whole number metric unit to a larger unit, e.g. 3000 grams to 3 kilograms Substitute integers into simple formulae expressed in letter symbols Divide a quantity into two parts in a given ratio where ratio is given in worded form 4a 4b 4b 4b 4a 5a 4c Marks 3 2 2 1 1 2 2 Overall mark: /42
WEEK A PERIOD 1 PERIOD 2 BREAK PERIOD 3 PERIOD 4 LUNCH TUTOR TIME PERIOD 5 MONDAY 2.7.18 YR 10 DROP DOWN DAY 9XY/EN4 READING TEST RM19 9XY/EN5 READING TEST RM4 YR 10 DROP DOWN DAY TUESDAY 3.7.18 YR 9 ENGLISH LANGUAGE PAPER 1 1 HR 45 MINS + ET YR 10 MATHS PAPER 2 1 HR 30 MINS + ET YR 10 PE PAPER 1 1 HOUR + ET (TO START DURING TT) WEDNESDAY 4.7.18 YR 10 COMPUTER SCIENCE 1 HR 30 MINS + ET 9XY/EN6 READING TEST RM4 9XY/EN7 REAADING TEST EBP ROOM YR 10 SCIENCE BIOLOGY 1 HOUR + ET YR 10 PE PAPER 2 1 HOUR + ET (TO START DURING TT) THURSDAY 5.7.18 SPORTS DAY FRIDAY 6.7.18 YR 10 SCIENCE CHEMISTRY 1 HOUR + ET YR 10 ENGLISH LANGUAGE PAPER 1 1 HR 45 MINS + ET
WEEK B PERIOD 1 PERIOD 2 BREAK PERIOD 3 PERIOD 4 LUNCH TUTOR TIME PERIOD 5 MONDAY 9.7.18 YR 10 MATHS PAPER 3 1 HR 30 MINS + ET YR 10 ENGLISH LANGUAGE PAPER 2 1 HR 45 MINS +ET TUESDAY 10.7.18 YR 10 ENGLISH LITERATURE 2 HOURS 15 MINS + ET YR10 SCIENCE PHYSICS 1 HOUR + ET YR 8 SCIENCE 1 HOUR 11.7.18 YR 7 SCIENCE 1 HOUR YR 10 FRENCH & SPANISH WRITING – IN MFL CLASSES YR 9 ENGLISH LANGUAGE PAPER 2 1 HR 45 MINS + ET YR 10 GEOGRAPHY 1 HR 15 MINS + ET (TO START DURING TT) YR 10 FRENCH & SPANISH WRITING – IN MFL CLASSES THURSDAY 12.7.18 YR 10 INTERVIEW SKILLS DAY 9XY/EN2 READING TEST RM 19 9XY/EN3 READING TEST RM 8 FRIDAY 13.7.18 YR 10 HISTORY PAPER 1 1 HOUR 15 MINS + ET 9 XY/EN1 READING TEST RM 19 YR 10 FRENCH AND SPANISH LISTENING IN MFL LESSONS
WEEK A PERIOD 1 PERIOD 2 PERIOD 3 PERIOD 4 LUNCH TUTOR TIME PERIOD 5 MONDAY 16.7.18 Y10 SPANISH SPEAKING TESTS Y10 SPANISH SPEAKING TESTS TUESDAY 17.7.18 Y10 HISTORY PAPER 2 50 MINS Y10 FRENCH AND SPANISH SPEAKING TESTS Y10 FRENCH AND SPANISH SPEAKING TESTS Y10 FRENCH AND SPANISH SPEAKING TESTS Y10 FRENCH AND SPANISH SPEAKING TESTS WEDNESDAY 18.7.18 Y10 SPANISH SPEAKING Y10 SPANISH SPEAKING TESTS Y10 SPANISH SPEAKING TESTS THURSDAY 19.7.18 FRIDAY 20.7.18 Y10 SPANISH SPEAKING TESTS Y10 SPANISH SPEAKING TESTS
we had an evening where all of our volunteers presented their presentations to each other. This also mean that everyone had at least a base knowledge of other teams’ presentations, so that throughout the year they could easily learn the presentations if they had to present another team’s topic. Reflections The central issue we faced this year was forming relationships with schools amidst a floodgate of presentations, and limited time slots. As Access is still a relatively new and developing team, we came to reflect on how we might change the way the Access team operates in the future. We found that there are various ways that this team can be reshaped and restructured to become the most effective and efficient it can be moving forward. This could include establishing year-long relationships with educational facilities to build more personal connections between students and presenters, potentially spreading the focus to include university halls, and developing electronic learning resources that we then disperse throughout schools to use at their own discretion rather than finding time slots with us. Our volunteers came up with various exciting ideas that have a lot of potential for the team. Volunteers General Contributions We had an absolutely fantastic core group of volunteers this year. However, we found that often it was the same group of volunteers who were signing up and offering to do the presentations and symposiums. In part, this was the Managers’ fault. We struggled to get schools on board and so for this reason we really struggled to keep cohesion. In hindsight, given the lack of schools that we had to present to we should have organised different charity fundraisers that our volunteers could have led to keep the team culture going. Volunteer Numbers We had 31 volunteers, which was an increase from last year’s cohort, due to a significant amount of impressive applications. While it was a pleasure to have such a large team, we did find that the number was too large, with the consequence that it often left some of the volunteers significantly less engaged and contributing less. We would recommend reverting the volunteer back to around 2016’s amount, which was around 24 volunteers, or even less. We are of the opinion that the Access team needs to be smaller and more cohesive, to ensure participation from all members. Confirmed 2016 Volunteer List Caitlin Anyon-Peters Adriana Bird Rachel Buckman Tom Blackwell Sussman Jessica Dellabarca Lexi Finucane Gary Hofman Jemima Huston Davida Iosefa Naushyn Penelope Jones Edward Krishna Sophia Kwintkiewicz Lisa Lamers Robyn Lesatele Andrea Lim
Supplier Name Category Company Address Website Address Contact Details Acer ABN: 78 003 872 768 Chrome Desktop Mobility Notebooks 8 Baywater WENTWORTH POINT NSW 2127 Name: Colin Bossie Role: Commercial Sales Executive Mobile: +61 481023 660 Email: Datacom ABN: 87 946 827 052 Apple Mobility 190 City Road SOUTH MELBOURNE VIC 3205 Name: Mark Osborne Role: Business Development Manager Phone: +61 3 9066 9307 Mobile: +61 439 468 369 Email: Dell ABN: 46 003 855 561 Mobility Notebooks Building 3, 14 Aquatic Drive, FRENCHS FOREST NSW 2086 Name: Preyline Milne Role: Account Manager Phone: +61 2 8972 5775 Email: Hewlett Packard ABN: 74 004 394 763 Chrome Desktop Mobility HP PPS Australia Pty Ltd 353 Burwood Hwy FOREST HILL VIC 3131 Name: Anthony Vita Role: Enterprise Account Manager, Printing & Personal Systems Mobile: +61 433 716 746 Email: Samsung ABN: 63 002 915 648 Mobility Level11 200 Queen Street MELBOURNE VIC 3000 .au Name: Roberto G Santucci Role: Business Development Manager - National Government Industry Phone: +61 8 8272 5577 Mobile: +61 429 085425 Email: Southern Cross Computer Systems (Lenovo) ABN: 78 005 770 598 Mobility Notebooks 2 Hall St HAWTHORN VIC 3123 .au Name: David Erenboim Role: Business Development Manager Phone: +61 3 9804 1700 Mobile: +61 417 434 344 Email: Toshiba ABN: 19 001 320 421 Mobility Toshiba Information Systems Division 411 Ferntree Gully Road MT WAVERLY VIC 3149 .au Name: Steven Kotarski Role: Business Development Manager +61 3 9271 6153 Mobile: +61 419 255 048 Email:
Supplier Name Category Company Address Website Address Contact Details Acer ABN: 78 003 872 768 Chrome Desktop Mobility Notebooks 8 Baywater Drive WENTWORTH NSW 2127 Name: Marissa Pook Role: Business Development Manager Mobile: +61 411 081 989 Email: Datacom ABN: 87 946 827 052 Apple Mobility 190 City Road SOUTH MELBOURNE VIC 3205 Name: Lupco Talevski Role: Business Development Manager Phone: +61 3 9626 9659 Mobile: +61 419 889 372 Email: Name: Maarten van Hattum Role: BDM and Team Lead Procurement Services Phone: +61 3 9626 9413 Mobile: +61 410 529 740 Email: Dell ABN: 46 003 855 561 Mobility Notebooks Building 3, 14 Aquatic Drive, FRENCHS FOREST NSW 2086 Name: Preyline Milne Role: Account Manager Phone: +61 2 8972 5775 Email: Hewlett Packard ABN: 74 004 394 763 Chrome Desktop Mobility HP PPS Australia Pty Ltd 353 Burwood Hwy FOREST HILL VIC 3131 Name: Anthony Vita Role: Enterprise Account Manager, Printing & Personal Systems Mobile: +61 433 716 746 Email: Samsung ABN: 63 002 915 648 Mobility Level11 200 Queen Street MELBOURNE VIC 3000 .au Name: Roberto G Santucci Role: Business Development Manager - National Government Industry Phone: +61 8 8272 5577 Mobile: +61 429 085425 Email: Southern Cross Computer Systems (Lenovo) ABN: 78 005 770 598 Mobility Notebooks 2 Hall St HAWTHORN VIC 3123 .au Name: Andrew Harris Role: Service Delivery Group Manager Phone: +61 3 9804 1700 Mobile: +61 421 586 470 Email: Toshiba ABN: 19 001 320 421 Mobility Toshiba Information Systems Division 411 Ferntree Gully Road MT WAVERLY VIC 3149 .au Name: Steven Kotarski Role: Business Development Manager Phone: +61 3 9271 6153 Mobile: +61 419 255 048 Email:
Coverage of the Topic Details on the poster capture the important information about the topic and increase the audience’s understanding. Details on the poster include important information but the audience may need more information to understand fully. Details on the poster relate to the topic but are too general or incomplete. The audience needs more information to understand. Details on the poster have little or nothing to do with main topic. Use of Graphics All graphics are related to the topic and make it easier to understand. All graphics are related to the topic and most make it easier to understand. All graphics relate to the topic. Graphics do not relate to the Organization Information is very organized with clear titles and subheadings. Information is organized with titles and subheadings. Information is organized, but titles and subheadings are missing or do not help the reader understand. The information appears to be disorganized. Layout and Design All information on the poster is in focus and can be easily viewed and identified from 6 ft. away. Most of the information on the poster is in focus and the content easily viewed and identified from 6 ft. away. Most of the information on the poster is in focus and the content is easily viewed and identified from 4 ft. away. Much of the information on the poster is unclear or too small. Sources All sources (information and graphics) are accurately documented. All sources (information and graphics) are accurately documented, but are a few errors in the format. All sources (information and graphics) are documented, but information is incomplete or many are not in the desired format. Some sources are not accurately documented. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical, spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Presentation (we will not be presenting) The presentation was the appropriate length. It did not seem hurried or too slow. The presenter spoke clearly and distinctly and established eye contact with the audience. The presentation was the appropriate length but seemed slightly hurried or too slow. The presenter spoke clearly most of the time and established eye contact with the audience. The presentation was the appropriate length but seemed very hurried or too slow. The presenter spoke clearly and distinctly only some of the time and/or established little eye contact with the audience. The presentation was too long or too short. The presenter did not speak clearly most of the time and established little eye contact with the audience.
Creation Justice Ministries www.Facebook.com/CreationJustice www.twitter.com/CreationJustice 202-827-3975 (office) Endangered Species Coalition Organizing Team Hailey Hawkins Southern Rockies Field Representative (662) 251-5804 Derek Goldman Northern Rockies Representative Office: (406) 549-2848 Ext.2 Melissa Smith Great Lakes Wolf Organizer (608) 234-8860 Aaron Tam Pacific Northwest Field Representative
Goals progress report District and school improvement plans and reports attendance and other data Memos/newsletters to staff and other stakeholders School protocol and sample follow-up reports Presentations/materials for community/parent meetings Analysis of feedback Samples of principal/administrator practice goals School committee meeting agendas/materials Sample of leadership team(s) agendas and materials Analysis of feedback
& (TRA) Ra No.ERMS Ref: Date: Version No.: Review Date: Authorised by: STEP 1 – ENTER INFORMATION ABOUT THE ACTIVITY/TASK, ITS LOCATION AND THE PEOPLE COMPLETING THE RISK ASSESSMENT Location name: Building No.: Room No.: Assessed by: HSR/Employee representative: Description of activity/task: Workplace conditions (Describe layout and physical conditions - including access and egress) List systems of work for the activity/task: ● Training ● Inspections ● SOPs ● Existing controls ● Emergency situations Is there past experience with the activity/task that may assist in the assessment? ● Existing controls ● SOPs ● Standards ● Industry standards ● Incidents & near-hits ● Legislation & Codes ● Training ● Incident Investigation ● Guidance material 2: RISK RATING – RISK MATRIX AND DEFINITIONS Likelihood Consequence Almost certain – will occur in most circumstances when the activity is undertaken (greater than 90% chance of occurring) Insignificant –First aid treatment, minor injury, no time off work Likely - will probably occur in most circumstances when the activity is undertaken (51 to 90% chance of occurring) Minor – Single occurrence of medical treatment, minor injury, no time off work Possible – might occur when the activity is undertaken (21 to 50% chance of Moderate – Multiple medical treatments, non-permanent injury, less than 10
STEP 3 – For each step in the task: Break down the task into manageable steps. List the steps in the order that they occur; Identify the hazard(s) associated with each step; Determine and record an inherent risk score using the risk matrixr; Provide a control description for each current or proposed risk control; Specify the risk control type, for each current or proposed risk control; Where proposed risk control(s) have been identified complete an ; Determine and record the residual risk score using the risk matrix. Hierarchy of Control (Control Type) El – Elimination S – Substitution En – Engineering Is – Isolation G – Guarding Sh – Shielding A – Administrative T – Training In – Inspection M – Monitoring H – Health Monitoring P – PPE Category – Steps in the Task Hazards Inherent Risk Score Control Description (Current and Proposed) Control Type Residual Risk Score
Drug Testing – RS Needed – Immediacy Shannon O’Pry, “COMMENT: A CONSTITUTIONAL MOSH PIT: THE FOURTH AMENDMENT, SUSPICIONLESS SEARCHES, AND THE TOUGHEST PUBLIC SCHOOL DRUG TESTING POLICY IN AMERICA,” 33 Tex. Tech L. Rev. 151, 2001, //ENDI-JM As for the immediacy of the district's concern, the Court did not question that there was "an immediate crisis of greater proportions than existed in Skinner . . . [a]nd of much greater proportions than existed in Von Raab." n283 The Court found that there was a large segment of the student body involved in what the district described as "a state of rebellion," and that this "rebellion was being fueled by alcohol and drug abuse." n284 The Court had no doubts that Vernonia's drug problem warranted immediate action.
Hours 09:00 to 19:00 (Monday to Friday) 10:00 to 14:00 (Saturday) Post FREEPOST EASS HELPLINE FPN6521 Questions and comments regarding this publication may be addressed to: . The Commission welcomes your feedback. © 2018 Equality and Human Rights Commission Published: March 2018 ISBN: 978-1-84206-723-9
and the Health Behaviour in School-aged Children Study (HBSC). t he objective of the report is to use data to make violence against children and its many more visible, bringing about a fuller understanding of its magnitude and nature and offering to its prevention. By examining global patterns of violence as well as attitudes and social norms, it sheds light on an issue that has remained largely undocumented. Further, the report uses country-specific or evidence derived from small-scale studies and national surveys to shed on certain aspects or circumstances from a variety of countries for which representative or comparable data are unavailable. f or more information: data.unicef.org http://www.unicef.org/publications/ t he data covers three main types of violence experienced by children and committed by anyone in all possible settings: physical acts of violence (both fatal and non-fatal), emotional violence and sexual violence. t he report also explores manifestations of these forms of violence: violent discipline in the home, peer violence (including involvement in physical and bullying) and intimate partner violence among adolescents. Further, the report examines attitudes towards some forms of violence to provide insights into deeply rooted cultural beliefs that may help to explain their persistence. 51 An important note: Supporting the research Real change cannot happen without good data. Without data, the value of individual prevention strategies cannot be validated or methods improved upon, nor can the most effective interventions be for adaptation and scaling. To achieve goals, the following priorities must be addressed. ESTa bl ISh PRo To Co l S aT ThE Na l a ND l o Ca l l EVEl f u ND a ND INTEg RaTE RESEa RCh INTo PRo g Ra MME wo Rk Nearly every country lacks a comprehensive system for collecting consistent and reliable data on the prevalence of sexual, emotional and physical violence against children. At minimum, evidence should be consistently disaggregated by age and gender to better understand prevalence and the factors that lead to violence. r aising the quantity and quality of research and
Formatting the Bibliography Where to find more Help FAQs: ~importing references ~Cite While You Write (CWYW) Getting Started (open My References tab) Help menu: hand corner of each EndNote Web page Quick Reference Card ~ Internet ~ Library pages Videos ~Vendor videos: ~YouTube has EndNote Web videos from other sources.
There are some occasions, e.g.; entering scientific names - Southern royal albatrosses (Diomedea epomophora), where you may need to format a piece of text. In these situations you can use the formatting options at the top of the reference window. . Export References to EndNote Export references from the Library webpage to EndNote Go to the library webpage .Click on Journal Platforms Scroll down to choose Science Direct Type student number or personnel number in the box Science Direct screen will appear Do a search in Science Direct Tick the articles that you need and on Export
Number of Books pertaining to ENDOCRINE SURGERY Number of Journals Latest journals available upto 16. Casualty Number of Beds_______ Available equipment ____ Adequate / Inadequate 17. Common Facilities Central supply of Oxygen / Suction: Available / Not available Central Sterilization Department Adequate / Not adequate Laundry: Manual/Mechanical/Outsourced: Kitchen Gas / Fire Incinerator : Functional / Non functional Capacity: Outsourced Bio-waste disposal Outsourced / any other method Generator facility Available / Not available Medical Record Section: Computerized / Non computerized ICD10 classification Used / Not used 18. Total number of OPD, IPD and Deaths in the Institution and department concerned during the last one year: In the entire hospital In the department of Endocrine Surgery. OPD OPD IPD (Total Number of Patients admitted) IPD (Total Number of Patients admitted) Deaths Deaths 19. Number of Births in the Hospital during the last one year: Note : 1) The data be verified by checking the death/birth registration forms sent by the college/hospital to the Registrar, Deaths & Births (Photocopy of all such forms be provided.) 2) Year means calendar year (1st January to 31st December ) 20. Accommodation for staff Available / Not available 21. Hostel Accommodation S. No Number UG PG Interns Boys Girls Boys Girls Boys Girls 1 No. of Students 2 No. of Rooms 3 Status of Cleanliness 22 Total number of PG seats in the concerned subject Recognized seats Date of recognition Permitted seats Date of permission Degree Diploma 23. Year wise PG students admitted (in the department inspected) during the last 5 years and available PG teachers Year No. of PG students admitted No. of PG Teachers available in the dept. (give names) Degree Diploma 2016
#4- A 16 high school sophomore #5- A 38 active mother Analyze characteristics and treatment of common endocrine disorders. A. Gigantism 1. Hyperfunction of pituitary – too much growth hormone 2. In preadolescence – overgrowth of long bones leads to excessive tallness B. Acromegaly 1. Hyperfunction of pituitary – too much growth hormone in adulthood 2. Attacks cartilage so chin protrudes 3. Rx – drugs to inhibit growth hormone, radiation 4. Symps - Overdevelopment of bones in face, hands and feet C. Dwarfism 1. Hypofunction of pituitary in childhood 2. Small size, but body proportions and intellect normal 3. Rx – early diagnosis, injection of growth hormone
Oxytocin Pituitary Uterus, glands Stimulates labor and milk production Glucagon Alpha cells of the pancreas Liver Signals liver to break glycogen down into glucose TSH (Thyroid Stimulating Hormone) Pituitary Thyroid Signals thyroid to produce thyroxin FSH (Follicle Stimulating Hormone) Pituitary Gonads Stimulates production of eggs and sperm LH (Leutinizing Hormone) Pituitary Gonads Stimulates ovulation and maturation of sperm Epinephrine Adrenal glands Heart and other muscles Speeds up heart rate and ATP production to respond to emergency Corticoids Adrenal glands Wide range Regulate long-term stress Addison’s Disease Cushing’s Syndrome Androgens Adrenal glands Wide range Secondary male sex Estrogens Ovaries Wide range, uterus Regulate menstrual cycle, secondary female sex Testosterone Testes Wide range Regulate sperm
of mental retardation (delayed smiling, recognition of mother) Delayed sexual development Coarse features of head and neck including low hair line, wrinkled forehead, swollen eyelids, depressed nasal bridge, thick protruded tongue, delayed dentition, short neck Skin may be yellow (hypercarotinemia) are short, hands and feet are short and broad Management: Thyroid hormone replacement therapy (L-thyroxine) that must as soon as possible to prevent any neurological complications (so even at birth when they discover the screening test to be positive) Treatment should begin BEFORE all the above mentioned S&S (basically at newborn screening you start!) Monitor height (every 3 months), bone age (yearly), mental development using IQ, puberty, thyroid function (TSH, T4) Hashimoto’s thyroiditis (autoimmune thyroiditis, chronic lymphocytic thyroiditis) Most common cause of acquired hypothyroidism > boys Clinical features: Can be asymptomatic Hashitoxicosis (transient symptoms of hyperthyroidism due to destruction of follicles) Goiter (FIRM AND PEBBLY) Hypothyroidism symptoms (above) Diagnosis: Neonatal screening (TSH) Increased TSH = first sign of thyroid failure, then check T4 (if low = clinical hypothyroidism, if not, subclinical hypothyroidism) Serology for anti-thyroid antibodies (especially Ab) Hyperthyroidism (Grave’s) Thyroid receptor (TSH receptor) stimulating antibodies (TSI) Methimazole (ADR = agranulocytosis) and beta blockers are used Patient should be brought to the hospital if they are febrile Disorders of Puberty – general Female puberty Onset = 7 – 13 years Therlarche (breast buds) usually occurs first Adrenarche (pubic, axillary hair) is also one of the earliest signs
Management = stop offending agent + supportive + possible steroid, IVIG + admit to burn unit if severe (it has similar effects as burns) Mortality risk is 5% (just remember it can be fatal) Called SJS alone if skin loss is seen in <10% of body; if 10 – 30% = SJS + TEN; > 30% involvement = TEN Toxic Epidermal Necrolysis (TEN) SJS (due to drugs), but widespread skin necrosis and sloughing is > 30%; Nikolsky sign positive There is severe mucous membrane involvement High risk of sepsis, dehydration, electrolyte abnormalities High mortality rate (10 – 30%!!!) EMERGENCY MEDICINE Normal range (Manal Darwish): For the all the below, expect variations during activity (feeding, crying, etc.), so best measure it when child is relaxed Respiratory rate (RR): Neonate: 40 – 60 (> 60 = tachypnea) 1st year: ≤50 1 – 3 ≤40 > 3 years: ≤30 Blood pressure (BP): Great variation between sources Neonate: 50/30 1st year: 70/40 1 – 5 90/50 > 5 Years – gradually increases to become adult value Heart rate (HR): Newborn: <200 (≥ 200 = sinus tachycardia, ≥ 220 = SVT) Average is around 160 – 180 Infancy: < 180 > 1 year old: <140 By 5 years old, approaches adult values (60 – 100) Hemoglobin levels (g/dL) Birth: 14 – 20 g/dL (very important, anything below 14 SHOULD SCARE YOU) It is mostly MACROCYTES, so the MCV (fL) will be HIGH in newborns (normal) Reticulocyte (%) – normal is 1 – 6 % Low RC = < 1%
Helped me understand course material Helped me learn course material Made it easier for me to engage with classmates Helped me find more information for this course Helped me come up with new ideas Did not apply to this course PowerPoint/Keynote Excel/Numbers Online games/ simulations Internet Browser DropBox/Anywhere Storage/Xythos YouTube Sakai Other applications: (please list here) A.14. In general, do you feel the use of computing devices for this course was effective? Yes No Don’t know A.15. Please provide 1 example of how computing devices were used effectively in this course. A.16. Please provide 1 example of how computing devices were used ineffectively in this course. Section B: Technology Use Questions B.1. Overall, technology makes my life easier. Strongly agree Agree Neither agree nor disagree
9th - Parent (JK) 9am 14TH JAN Y3 application closes 21st JAN 23rd - Open Evening to look at books/celebration of work 28th JAN Mock SATS week 4TH FEB Phonics in Action Week Noisy – Stripy phonics groups 5th - Safer Internet day 5th - ENRICHMENT – safer internet 11TH FEB SPRING Term 2 2018/19 – 7 weeks (1 INSET) Week beginning EVENTS PVIS Shared KJA 25TH FEB Book Week 1st March - JK SUPERSTARS Mon 25th Feb – Day – School Closed to pupils. 27th & 28th - Parents evening Y7 find out applications 4TH MAR Arts Week 5th & 6th - Parent’s Evening 11TH MAR 11th – 13th Y4 Residential 18TH MAR Comic Relief 25th MAR 27th – Sponsored Event 1st Apr 3rd – 5th April – Y2 residential 8th Apr 10th – EASTER Celebration – Reception and Year 1. 12th – Invite Only JK SUPERSTARS 9th - Y3, 4, 5 Easter - 9.30am Easter Hols Y3 offer date
§543 SUMMARY Requires SecDef to submit a plan to HASC and SASC that will allow an individual who files a restricted report to elect to permit a military criminal investigative organization, on a confidential basis without affecting the restricted nature of the report, to access certain information including the identity of the alleged perpetrator, for the purpose of identifying individuals suspected of perpetrating multiple sexual assaults. IMPLEMENTATION Implementation: 1 year after NDAA signed The SecDef plan shall include: 1) an explanation of how the MCIO would use, maintain, and protect information in the restricted report; 2) an explanation of how the identity of the individual who provides access to the information will be protected; and 3) a timeline for implementation during the one-year period beginning on the date of submission of the plan to HASC and SASC TEXT SEC. 543. Plan for limited use of certain information on sexual assaults in restricted reports by military criminal investigative organizations. (a) Plan required.—Not later than one year after the date of the enactment of this Act, the Secretary of Defense shall submit to the Committees on Armed Services of the Senate and the House of Representatives a plan that will allow an individual who files a restricted report on an incident of sexual assault to elect to permit a military criminal investigative organization, on a confidential basis and without affecting the restricted nature of the report, to access certain information in the report, including identifying information of the alleged perpetrator if available, for the purpose of identifying individuals who are suspected of perpetrating multiple sexual assaults. (b) Plan elements.—The plan required by subsection (a) shall include the following: (1) An explanation of how the military criminal investigative organization would use, maintain, and protect information in the restricted report. (2) An explanation of how the identity of an individual who elects to provide access to such information will be protected.
Request for AST endorsement of an educational activity Payment form for endorsement request fee of activity: Activity contact: Date of endorsement request: DATE, YR Amount of nonrefundable endorsement request fee: $250.00 USD Please complete credit card information and return this form by fax (856-581-9604) or by mail. Do not scan/email this document as that is not a secure method of transferring credit card information. Name on card: Card #: Expiration Date: Signature: Billing Address 1: Billing Address 2: Billing City and State: Billing Zip/Postal Code: Email Address: If you are unable to pay with a credit card, a check is acceptable. Include a copy of this payment form with check and mail to: American Society of Transplantation ATTN: Education Endorsements 1120 Route 73, Suite 200 Mount Laurel, NJ 08054 Please contact info@myAST.org or 856-439-9986 with questions. AST TAX ID # 42-1182936 OFFICE USE ONLY – Miscellaneous Deposit Form to accounting AST Endorsement: 3107-135-00-000
Describe the the project to communicate with various target audiences (e.g., other researchers, early-career researchers, policy advisers and decision makers, general public, NGOs, research funders). 12. FUNDING (1/4 page maximum) Have funding and resources to successfully achieve and undertake the project been obtained? If yes, indicate the sources of funding and resources that have been approached and/or secured.
General Information Information Technology Procurement Request (ITPR) Number: This is the procurement request number assigned within the ITPR System (currently or ITPRAS) Requesting Organization (Echelon II or Major Subordinate Command): This is the Flag /General Officer Command that is requesting the procurement. Principal Point of Contact for this request: Name: Self Explanatory E-mail: Work email address (Typically will end in .mil) Phone: Work Phone Number (Include area code; Use DSN, if overseas) Executive Summary The Executive Summary should include a short description (including quantity, company, make, and model) of the obligation(s) [The What], the function/requirement that the obligation(s) will fulfill [The Why], the period of performance (for labor/service support contracts) [The When], and if required the impact to the mission if the request is not approved [this should be at the end]. No Longer than 1/2 page in length Format: This (command name) request is for…., it will support/perform the function of…, the period of performance is ##/##/#### to ##/##/####. **MISSION IMPACT** If this request is not approved… . Examples: - This (command name) request is for the annual renewal and upgrade of 16 MICROSOFT Windows Server software licenses from the current Server 2008 operating system to Server 2012. - This (command name) request is for 2 DELL PowerEdge R320 servers to support the tech refresh of existing end-of- life hardware that supports (program name)'s Continuity of Operations (COOP) external Domain Name System (DNS). - This (command name) request is for 3 DELL PowerEdge R630 servers and 3 VMWARE Horizon software licenses to tech refresh existing end-of- life hardware and support (program names)’s compliance with the DON CIO's virtualization policy. - This (command name) request is for (contractor name) IT support service to provide IT management and operations support for the (command, program or system name)’s data center operations for the period of: 29 Sep 2015 to 29 Sep 2016.
4D. How do you ensure learning has taken place? Additional guidance notes: Describe how you assess that knowledge transfer has been appropriate and the learning outcomes have been achieved. E.g. Do assessments map to objectives and are they appropriate? Your Evidence File Reference: 1 2 3 Narrative Statement (max 500 words) – to further support evidence submitted above: 4E. How are future career opportunities and IAG delivered to learners? Additional guidance notes: Describe how you ensure that IAG includes support around progression opportunities in the social care sector. How do you promote and support extended learning? Your Evidence File Reference: 1 2 3 Narrative Statement (max 500 – to further support evidence submitted above:
Control S141.3 under ISMF Standard 141 specifies that Responsible Parties should establish procedures for the granting and revocation of administrative privileges while discouraging their use unless explicitly required, according to the following best practice guidance: Applicability Guidance References All classifications Business Owners should integrate Endpoint device access privilege management into the Agency’s information access policy (refer ISMF Standard 76 Access control policy). ISMF Standard 76 Responsible Parties should maintain and regularly review the security mechanisms for granting and revoking end-point device privileges. ISMF Standard 77 Responsible Parties should strictly assign end-point access privileges based on a user’s functions and role, and to restrict access to information assets they need to carry out their job. ISMF Standard 78 Responsible Parties must not temporarily assign excessive privileges (e.g. administrative privileges) to end-point device users, even temporarily. When users need to perform privileged tasks, the permission must be limited to the specific tasks. If this is not practical, authorised administrators should perform the tasks. Consideration should be given to implementing products to define and manage access to administrator accounts (e.g. “Sudo”, “Run as…”). This removes the need to share broad administrative privileges between those requiring that level of access, as well as allowing access to be defined only to the specific functions required in order to meet job responsibilities. ISMF Standard 78 Responsible Parties should prescribe suitable procedures and authentication techniques that prevent privilege sharing, such as shared Endpoint device logins. ISMF Standard 94 [I3] Integrity 3 Responsible Parties should log all privileged account allocations, changes and activity for regular reviews. ISMF Standard 80 Responsible Parties should review privileged allocations and changes when significant employment changes occur, but at least every three months. ISMF Standard 77 Business Owners should authorise privileged Endpoint access (e.g. administrative privileges), and undertake a comprehensive review relative to general user access rights at least quarterly. ISMF Standard 80 INACTIVITY MEASURES FOR UNATTENDED DEVICES Devices may be to being operational but unattended for extended periods (e.g. user(s) remain loggedin with applications running). This provides easy access to the Endpoint device, its information and the environment it is connected to. Inactivity measures can reduce this risk. They limit how long an Endpoint can be unattended or inactive.
DENOMINATION OF THE EVENT Venue: Date: - 2017 NF: Status : CEI3* km CEIYJ3* km CEI2* km CEIYJ2* km CEI1* km CEIYJ1* km CEIO3* km CEIOYJ3* km CEIO2* km CEIOYJ2* km CEIO1* km CEIOYJ1* km Championships: CH-M-E km Other: km CH-EU-E km CH-M-YJ-E km CH-EU-YJ-E km Young Horses 7 y.o. km GENERAL CONDITIONS This event is organised in accordance with: FEI Statutes, 23rd edition, effective 29 April 2014 FEI General Regulations, 23rd edition, effective 1 January 2009, updates effective 1 January 2017 FEI Veterinary Regulations, 13th edition 2014, effective 1 January 2016, updates effective 1 January 2017 The FEI Rules for Endurance , 9th edition, updated effective 1st January 2017 Equine Anti-Doping and Controlled Medication Regulations (EADCMR), 2nd Edition, effective 1st January 2016 FEI Anti-Doping Rules for Human Athletes (ADRHA), based upon 2015 WADA Code, effective 1st January 2015 All subsequent published revisions, the provisions of which will take precedence. Approved by the FEI, Lausanne, on Signature : ________________________ Manuel Bandeira de FEI Director Endurance
INVITATIONS General Championships & Please refer to Art. 817 CEIs Country invited Number of competitors per country Number of horses per competitor (max 2.) Eligibility of Athletes/Horse age in FEI Endurance Events: Event’s Category Age of Athletes (Art.815 Endurance Rules) Age of Horses (Art 815.2 Endurance Rules) Olympic Games/WEG As of 14th year with permission of their NF Min 8 y.o. Continental Championships Senior As of 14th year with permission of their NF Min 8 y.o. Continental Championships Junior/Young Riders As of 14th year with permission of their NF up to 22th year Min 8 y.o. Young Horses Championships As of 14th year with permission of their NF Min.7 y.o Regional As of 14th year with permission of their NF Min 8 y.o. CEIO 1* / 2* / 3* - CEIYJO 1* / 2* / 3* As of 14th year with permission of NF Min 8 y.o. CEI 3* - CEIYJ 3* As of 14th year with permission of their NF Min 7 y.o. CEI1*/2* - CEIYJ 1*/2* As of 14th year with permission of their NF Min 6 y.o. Article 124 (GRs) - Young Riders, Juniors, Pony Riders, Children and Veterans 1.Athletes of the appropriate age may take part in FEI Competitions and FEI Championships of more than one (1) Category for Young Riders, Juniors and Pony Riders, but in each Discipline only in one (1) of these FEI Championships in any one (1) calendar year. 2.Athletes may take part in FEI Senior Competitions and Championships from the beginning of the year they reach the age of 18 (eighteen) but they may only take part either in a Junior or a Young Rider or a FEI Championship for Seniors in the same Discipline in any calendar year. Further exceptions regarding age limits are set forth in the Sport Rules of the relevant Disciplines. ENTRIES IMPORTANT • Entries must be made by NFs through the FEI Entry System for all categories of this Event (https://entry.fei.org);
Enduring Skills Initial List for Science Kentucky Dept. of Education March 2014 Enduring Skill Reference to Standards What’s Mastery Look Like at your Grade Level? Sources of Evidence: What is available or needs to be developed? Use scientific thinking to question the natural and designed world. Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56. NGSS Appendix F, pages 4, Use scientific thinking to define problems within the natural and designed world. Framework for K-12 Science Education, Practice 1: Asking Questions & Defining Problems, pages 54-56. NGSS Appendix F, pages 4, Develop and refine models to explain, predict, and investigate the natural and designed Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59. NGSS Appendix F, pages 19-20 Use models to explain, predict, and investigate the natural and designed world, including identifying the limitations of the models. Framework for K-12 Science Education, Practice 2: Developing and Using Models, pages 56-59. NGSS Appendix F, pages 19-20
Plan and carry out investigations. Framework for K-12 Science Education, Practice 3: Planning and Carrying Out Investigations, pages 59-61. NGSS Appendix F, page7, 21 Organize and use data to support claims or conclusions. Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63 NGSS Appendix F, pages 9, Analyze data to make sense of phenomena or determine an optimal design solution. Framework for K-12 Science Education, Practice 4: Analyzing and Interpreting Data, pages 61-63 NGSS Appendix F, 9, 23-24 Construct explanations based on scientific evidence. Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages NGSS Appendix F, pages 11-12, 27-28 Design and refine solutions to problems. Framework for K-12 Science Education, Practice 6: Constructing Explanations and Designing Solutions, pages .
Select the appropriate file or folder, and then press the Lock button at the bottom of the screen. The item is now locked, preventing other users from accessing your content. Editing Files and Folders You can also view and edit files using a third-party application. To view and edit files: Press the Files button. The Files screen displays. In the screen, select the file you want to edit. While inside the file, press the Share button at the bottom of the screen. In the Share menu, press the Open In link, and then select a third-party file editing application. You can edit the file in the third-party application. Sharing Files and Folders You can also share files and folders directly within your app. To share a file or folder, or to send a secure share: Press the Files button. The Files screen displays. In the Files screen, find the file or folder that you want to share and slide it to the right. Press the Share button. To send a share link, press the E-mail link option. Alternatively, to send a secure share, press the E-mail secure link option. Note: If your administrator has configured settings to only allow secure shares, you will only have the option to send a secure link. You will be prompted to select a recipient and compose an email message. Backing Up the Camera Roll You can also automatically back up your mobile phone's camera roll to a synced folder using the Auto Backup feature. When this feature is turned on, your mobile app will automatically back up photos, videos, or both, to a synced folder called Camera Uploads. With this feature, you always have a backup of your mobile photos and videos.
Total applications: 1,487 Total appointed applicants: 39 Gender Percentage Gender Percentage Total Male 34% Total Male 21% Total Female 61% Total Female 79% Not disclosed 5% Not disclosed 0% Total 100% Total 100% Race Percentage Race Percentage White 47% White 72% BME 46% BME 26% Not disclosed 8% Not disclosed 3% Total 100% Total 100% Religion Percentage Religion Percentage Buddhist 1% Buddhist 0% Christian 40% Christian 36% Hindu 9% Hindu 3% Jewish 1% Jewish 0% Muslim 11% Muslim 8% Sikh 2% Sikh 0% No religion 0% No religion 13% 1% Other 0% Not disclosed 36% Not disclosed 41% Total 100% Total 100% Sexual Orientation Percentage Sexual Orientation Percentage Bisexual 1% Bisexual 3% Gay man 2% Gay man 0% Gay woman/Lesbian 1% Gay woman/Lesbian 0% Heterosexual/Straight 83% Heterosexual/Straight 92% Other 1% Other 0% Not disclosed 13% Not disclosed 5% Total 100% Total 100% Marital Status Percentage Marital Status Percentage Single 61% Single 51%
Married 24% Married 38% Civil partnership 1% Civil partnership 0% Divorced 3% Divorced 0% Widowed 0% Widowed 0% Not disclosed 11% Not disclosed 10% Total 100% Total 100% Disability Percentage Disability Percentage Yes 4% Yes 3% No 93% No 92% Not disclosed 3% Not disclosed 6% Total 100% Total 100% Age Range Percentage Age Range Percentage 16-19 2% 16-19 0% 20-29 51% 20-29 49% 30-39 21% 30-39 26% 40-49 11% 40-49 15% 50-59 6% 50-59 5% 60-64 0% 60-64 3% 65+ 0% 65+ 0% Not disclosed 9% Not disclosed 3% Total 100% Total 100%
13. As x approaches -∞, y approaches ∞ 14. As x approaches -∞, y approaches -∞ As x approaches ∞, y approaches ∞ As x approaches ∞, y approaches 0 Extension: For each function in #1 – 12, give the name and equation of the parent function. Function Name Parent Equation Function Name Parent Equation 1) ________________ ______________ 2) ________________ ______________ 3) ________________ ______________ 4) ________________ ______________ 5) ________________ ______________ 6) ________________ ______________ 7) ________________ ______________ 8) ________________ ______________ 9) ________________ ______________ 10) ________________ ______________ 11) ________________ ______________ 12) ________________ ______________ Which of our parent functions could have transformations with the following end behavior? Explain your answer. Left End Behavior: As x approaches -∞, y approaches ∞ Right End Behavior: As x approaches ∞, y approaches -∞