zilongwang/ReadingBank huggingface dataset:
Staff Code of Conduct Date of Policy October 2015 Author Helen Bounds Date Approved by Governors 14 April 2016 Date of Review October 2018 Contents Section 1 Overview Page 1.1 Background………………………………………………………………… 3 1.2 Purpose of the Guidance………………………………………………….. 4
All children have a right to be treated with respect and dignity even in those circumstances where they display difficult or challenging behaviour. This means that staff should: not use force as a form of punishment try to defuse situations before they escalate inform parents of any behaviour management techniques used be mindful of factors which may impact upon a child’s behaviour e.g. bullying, abuse and where necessary take appropriate action not use any form of degrading treatment to punish a child. The use of sarcasm, demeaning or insensitive comments towards children is not acceptable in any situation follow the behaviour 4 learning policy outlined by Saint Benedict and use strategies appropriate to the circumstance and situation only use physical intervention (positive handling) in exceptional circumstances and as a last resort when other behaviour management strategies have failed always model emotionally literate behaviour (social and emotional skills) Use of Control and Physical Intervention (Positive Handling) There are circumstances in which staff working with children displaying extreme behaviours can legitimately intervene by using either non-restrictive or restrictive physical interventions. The use of physical intervention should, wherever possible, be avoided. This means that staff should: always seek to defuse situations always use minimum force for the shortest period necessary record and report as soon as possible after the event any incident where physical intervention has been used not use physical force or intervention as a form of punishment Children in Distress There may be occasions when a distressed child needs comfort and reassurance and this may involve physical contact. This means that staff should: use their professional judgement to comfort or reassure a child in an age-appropriate way whilst maintaining clear professional boundaries consider the way in which they offer comfort and reassurance to a distressed child and do it in an age-appropriate way be circumspect in offering reassurance in one to one situations, but always record such actions in these circumstances
Processing State Transition Table # Current State Trigger New State Action Comments 1 INIT Equipment initialization complete. IDLE None. None. 2 IDLE Commit has been made to set up. SETUP None. None. 3 SETUP All setup activity has completed and the equipment is ready to receive a START command. READY This activity is equipment-specific. None. 4 READY Equipment has received a START command from the host or operator console. EXECUTING This activity is equipment-specific. None. 5 EXECUTING The processing task has been completed. IDLE None. None. 6 PROCESSING ACTIVE Equipment has received a STOP command from host or operator console. IDLE None. None. 7 PROCESSING ACTIVE Equipment has received an ABORT command from host or operator console. IDLE This activity is equipment-specific. None. 8 PROCESS The equipment decides to PAUSE due to a condition such as alarm. PAUSE This activity is equipment-specific. For this type of problem, an operator assist is usually required. 9 PROCESS Equipment has received a PAUSE command from host or operator console. PAUSE This activity is equipment-specific. None. 10 PAUSE Equipment has received a RESUME command from host or operator console. Previous PROCESS substate This activity is equipment-specific. None. Equipment Capabilities and Scenarios This section describes the details of the capabilities required by GEM and provides scenarios for their use. Capabilities are operations performed by semiconductor manufacturing equipment. These operations are initiated through the communications interface using SECS-II messages. A scenario is a group of SECS-II messages arranged in a sequence to perform a capability. Other information may be included with the scenario for clarity. For each capability, the reader is provided with a statement of purpose, pertinent definitions, a detailed description, requirements, and scenarios. The following capabilities are discussed: Establish Communications Event Notification Dynamic Event Report Configuration Variable Data Collection Trace Data Collection Limits Monitoring Status Data Collection On-line Identification Alarm Management
other. Without psychological stability it is much harder for individuals to make good moral choices, as well as healthy choices for their lives. The psychological stability does impact individual’s health choices. “Very religious Americans make healthier choices than their moderately religious and nonreligious counterparts …” (Newport, Agrawal, Witters, 2010) and there is only about 14% of very religious individuals that smoke, 68% eat healthy all day, 61% that have five or more servings of fruits and vegetables, and 53% that exercise at least three times a week. (Newport, Agrawal, Witters, 2010). These statistics show that even though religious individuals may not be the only healthy choice makers in America, they are definitely good at making healthy choices, which could be because of their religious beliefs. Some of these good healthy choices that the religious individuals make could be because of their religion and the rules within it. It is common knowledge that some religions do not allow certain behaviors. Many religions refrain from addictions, such as tobacco and alcohol use. Others also refrain from coffee and tea. Most Mormon individuals refrain from going out on Sundays and use the day to be with the family. On Sundays Mormon folks attempt to refrain from working, “they are also asked to not shop on Sunday because this is encouraging employers to have their employees work on Sunday. Exercise and manual labor is best reserved for the other six days of the work [week].” (Mormon Youth Beliefs, 2014). Even though many people do not agree, it is true that religion impacts an individual’s life, but to say it is superior to just having a healthy lifestyle isn’t really accurate. There are many people that are very happy and healthy but are not religious individuals. Many people can be positive within and make good healthy and moral choices for their lives with other items in their lives such as working out. I do believe that leading a religious or spiritual life is beneficial
Wood, C. (2012, June 12). Does religion make us moral? Retrieved June 4, 2014, from http://www.patheos.com/blogs/scienceonreligion/2012/06/does-religion-make-us-moral/
4 The provider side 1: Models of hospital behavior; Quality of care issues; The Role of the State; Behavioral challenges to health care delivery in developed societies Behavioral concepts: Framing; discounting; procrastination Santerre and Neun, Chapter 13 Article: Loewenstein et al (2007) “Asymmetric Paternalism to Improve Health Behaviors” JAMA 2007; 298(20) pp. Case: Learning about Reducing Hospital Mortality in Kaiser Permanente Problem Set 2 distributed Teams for first set of group presentations formed 5 The provider side 2: Models of Physician Behavior; Electronic Medical Records; Sources of bias in economic decision-making; Sources of bias in therapy decisions; In-depth analysis: Racial disparities in health care outcomes Class notes; Article: Bach, P et al (2004) Primary Care Physicians Who Treat Blacks and Whites” NEJM, 2004; 351: 575-84 Article: Simeonova, Emilia (2013) “Doctors, Patients, and the Racial Mortality Gap”, Journal of Health Economics, forthcoming Case: Apogee Health Care First set of group presentations in class Class grades for first set of groups presentations due to professor by midnight on Monday 6 Complex issues with many players: Physician-patient interaction; Patient adherence to prescribed therapy; Behavioral concept: The power of default Class notes Case: Target Systems Problem Set 2 due at the end of class Teams for second set of group presentations formed 7 Behavioral issues in patient health management: obesity and exercise; smoking; addiction Reading list; Class notes Second set of group presentations in class Class grades for first set of groups presentations due to professor by midnight on Monday 8 Final Exam
The sample, including identification and justification of the use of vulnerable populations Each procedure to which human subjects will be exposed, their frequency and duration Foreseeable risks and their type: physical, psychological, social or economic. Alternate treatments or the withholding of normal treatment Procedures to protect privacy of persons and confidentiality of data Procedures to assess prospects’ understanding of the study and their ability to give informed consent and allow time for questions or reflection about participation Procedures to minimize the risk to human subjects 2.1.1.9 Potential benefits accruing directly to participants (therapy, education, information, resources, etc.), their community, or to society by the acquisition of scientific knowledge. Benefits must not be promised and must seem logically possible or likely. (No stretch of imagination should be required to identify a possible benefit.) 2.1.1.10 Whether the potential benefits outweigh the risks inherent in the research. 2.2 Risk analysis and minimization. 2.2.1 The IRB considers the overall risk level to participants in evaluating proposed research in accordance with the conditions outlined in 45 CFR 46.111(a)(1-7), 21 CFR 56.111 7), as well as the ethical principles outlined in the Belmont Report. 2.2.2 The Research Compliance Specialists will verify that the application is complete and ready for review by the IRB using FORM: Checklist for Completeness of IRB Applications. If it is incomplete, the missing information will be obtained from investigators in time for IRB review. 2.2.3 Using FORM: IRB Checklist for Reviewers and Investigators, IRB members specifically review the application for identifiable risks to research participants and the minimization of those risks. For studies undergoing Full-Board Review at convened meetings, the nature and extent of risk and risk minimization will be specifically discussed. For studies undergoing Expedited Review, reviewers will state agreement with the judgments and actions proposed by the investigator or their own judgment about risk level and adequacy of risk minimization and any additional safeguards to be implemented. 2.2.4 The assessment of the presence of undeclared COI or the effects and management of declared COI on risk to human participants is part of the review of all applications, whether for exempt, expedited, or full board review.
to get prior authorization first. You should not have to pay extra for seeing an out-of-network provider. HOW CAN I GET MORE INFORMATION? - Call the California Department of Managed Health Care’s Help Desk, or visit their website, . - Call the local county Medi-Cal office or Health Care Options at Visit . Also, Disability Rights California has helpful publications posted on our Health website, . If you do not have access to the internet, please call us to ask for publications. You might find the following publications helpful: - Medi-Cal Managed Care: An Independent Medical Review (IMR) Can Change a Plan’s No to Yes- Timely Access to Medical Care - Medical Managed Care Health Plans: What are they? What do I need to know about them? - Timely Access to Medical Care Disability Rights California is funded by a variety of sources, for a complete list of funders, go to .
shall v. "Dress in contractor uniform," does the facility have a preferred uniform they wish the contractor's employee to wear? by the Veterans Home in writing. 2. Per RFP Section V Project Description and Scope of Work Subsection C: Scope of Work 2. Grand Island Veterans Home Scope of Work e. and 3. Central Nebraska Veterans Home Scope of Work e. will the the contractor's employee drive a State of Nebraska TSB vehicle to patrol either the Grand Island or Carney facility/facilities? As stated in Section V.C.2.e. and Section V.C.3.e: Support Staff may use State of Nebraska TSB Vehicle provided by Facility to patrol all Facility grounds. All Support Staff using TSB vehicles shall be required to: Complete and pass Nebraska TSB approved Defensive Driving Course. Obtain and hold a valid State of Nebraska driver’s license. Adhere to all Facility vehicle policies including trip logs, vehicle inspections, and non-smoking policies. Policies are published at . 3. Can you please provide how many staff (primary and secondary) the incumbent has trained and prepared to provide the Current contractor has provided two (2) trained Support Staff individuals during the current contract period at the Grand Island Veterans Home facility.
supervisory alarm — as applied to fire detection or suppression systems; an alarm indicating a supervisory condition. supervisory condition — as applied to fire detection or suppression systems; condition in which action or maintenance is needed to restore or continue proper function. supplemental exhaust — local exhaust ventilation that is used intermittently for a specific task of finite duration. supplier — party that provides equipment to, and directly communicates with, the user. A supplier may be a manufacturer, an equipment distributor, or an equipment representative. See also the definition for user. testing — the term ‘testing’ is used to describe measurements or observations used to validate and document conformance to designated criteria. trouble alarm — as applied to fire detection or suppression systems; an alarm indicating a trouble condition. trouble condition — as applied to fire detection or suppression systems; a condition in which there is a fault in a system, subsystem, or component that may interfere with proper function. user — party that acquires equipment for the purpose of using it to manufacture semiconductors. See also the definition for supplier. velocity pressure (VP) — the pressure required to accelerate air from zero velocity to some velocity V. Velocity pressure is proportional to the kinetic energy of the air stream. Associated equation: VP = (V/4.043)2 (1) where: V = air velocity in m/s VP = velocity pressure in mm water gauge (w.g.) U.S. units: VP = (V/4005)2 (2) where: V = velocity in feet per second VP = velocity pressure in inches water gauge (w.g.) volumetric flow rate (Q) — in the context of § 22 of this Safety Guideline, Q = the volume of air exhausted per unit time. Associated equation: Q = VA (3) where: V = air flow velocity A = the cross-sectional area of the duct or opening through which the air is flowing at standard conditions. wet station — open surface tanks, enclosed in a housing, containing chemical materials used in the manufacturing of semiconductor materials. Synonyms: wet sink, wet bench, wet deck. yield strength — the stress at which a material exhibits a specified permanent deformation or set. This is the stress at which, the strain departs from the linear portion of the stress-strain curve by an offset unit strain of 0.002.
Models and subsystems that have been assessed to a previous version of SEMI S2 should continue to meet the previous version, or meet a more recently published version, and are not intended to be subject to the provisions of this version. In many cases, references to standards have been incorporated into this Safety Guideline. These references do not imply applicability of the entire standards, but only of the sections referenced. Referenced Standards and Documents SEMI Standards and Safety Guidelines SEMI E6 — Guide for Semiconductor Equipment Installation Documentation SEMI F5 — Guide for Gaseous Effluent Handling SEMI F14 — Guide for the Design of Gas Source Equipment Enclosures SEMI F15 — Test Method for Enclosures Using Sulfur Hexafluoride Tracer Gas and Gas Chromatography – Has Been Moved to SEMI S6 SEMI S1 — Safety Guideline for Equipment Safety Labels SEMI S3 — Safety Guideline for Process Liquid Heating Systems SEMI S6 — EHS Guideline for Exhaust Ventilation of Semiconductor Manufacturing Equipment SEMI S7 — Safety Guideline for Evaluating Personnel and Evaluating Company Qualifications SEMI S8 — Safety Guidelines for Ergonomics Engineering of Semiconductor Manufacturing Equipment SEMI S10 — Safety Guideline for Risk Assessment and Risk Evaluation Process SEMI S12 — Environmental, Health and Safety Guideline for Manufacturing Equipment Decontamination SEMI S13 — Environmental, Health and Safety Guideline for Documents Provided to the Equipment User for Use with Manufacturing Equipment SEMI S14 — Safety Guidelines for Fire Risk Assessment and Mitigation for Semiconductor Manufacturing Equipment SEMI S22 — Safety Guideline for the Electrical Design of Semiconductor Manufacturing Equipment ANSI Standards ANSI/RIA R15.06 — Industrial Robots and Robot Systems – Safety Requirements ANSI/ISA 84.00.01 — Functional Safety: Safety Instrumented Systems for the Process Industry Sector CEN/CENELEC Standards CEN EN 775 — Manipulating Industrial Robots – Safety CEN EN 1050 — Safety of Machinery – Principles of Risk Assessment CEN EN 1127-1 — Explosive Atmospheres – Explosion Prevention and Protection – Part 1: Basic Concepts and Methodology DIN Standards DIN V VDE 0801 — Principles for Computers in Safety-Related Systems IEC Standards IEC 60825-1 — Safety of Laser Products – Part 1: Equipment Classification, Requirements IEC 61010-1 — Safety Requirements for Electrical Equipment for Measurement, Control, and Laboratory Use – Part 1: General Requirements IEC 61508 — Functional Safety of Electrical/Electronic/Programmable Electronic Safety-Related Systems
Museum of Discovery 4-13 Cooking, drama and a variety of science themed activities Little Rock 4H Outdoor School Summer Day Camp 7-15 Recreation/adventure Ferndale 4H Cloverbud Camp 5-9 Science themed Ferndale Parents must accompany children Arkansas Choral Connection, Inc. 7th-12th grade Choral Conway UCA ; partial scholarships available University of Arkansas Summer Design camp 9th – 12th graders Drawing, designing, building Garvan Woodland Gardens; Hot Springs Scholarships available University of Arkansas at Little Rock College of Engineering and Information Technology Summer Outreach programs Middle school Engineering, Science Little Rock Scholarships available Boy Scouts of America Camp Rockefeller ALL Damascus Girl Scout Camps Girls of all ages For members of girls scouts Pine Bluff, Jonesboro, Texarkana, Fayetteville, Fort Smith Camp Tanako ALL Faith-based Hot Springs Camps for the whole family also offered
3.4 Skip jogging Skip jogging allows movement to the target needle position at a faster speed than normal jogging. Skip jogging can be used in the input, modification and conversion modes. Press the button on the input screen menu, the modification mode and conversion mode.(The explanations are made with the Modification Mode screen.)
4.11 Multiple stitching Type Icon Stitching data image Function Multiple Feed data "Stitching" in a set direction is connected with "feed without stitching" Stitching "Stitching" in a set direction is connected with "stitching". Reverse multiple Feed data "Stitching" in alternating reverse directions is connected with "feed data". Stitching "Stitching" in alternating reverse directions is
Operation details (1) Selecting deletion of stitches Enter the modification mode. Press Press (2) Determining the deletion position ●Using Jog determine the position to be deleted. Set to the stitch position (C point). ● Presswhen the position has been set. 。 (3) Setting the deletion method ●Press No. of Stitch Designation ●Set the No. of stitches to be deleted as "1", and then press
（When is pressed, the modifications executed last will be undone.） 5.17 Modifying stitch length (Designated distance modification) [Example] The stitch length between the stitching data point A and point B is modified as shown below.(3.0mm → 7.0mm) Operation details (1) Selecting the stitch length modification ●Enter the modification mode ●Press ●Press (2) Determining the modification start point
5.18 Modifying stitch length (All After designated stitch) [Example] The stitch length from stitching data point A to the end of stitching is modified as shown below. (3.0mm → 9.0mm) Operation details (1) Selecting the stitch length modification ● Enter the modification mode. ●Press ●Press (2) Determining the modification start point ●Using Jog determine the start point position (point A). ●Press (3) Setting the modification method ●Set the method ：Designated distance modification. ：All After designated stitch In this case, press ● set the stitch length. (This will be "9.0mm" here.)
14:00 Wed 15 Nov 17 1st XI Away St John's Catholic Comprehensive School Won : 7 - 1 League Goals: Dumas, Shepherdson, Barclay(2), Byers(3) Hockey Indoor Time/Date Team Venue Opponent Result Type Report 14:00 Fri 17 Nov 17 1st V Away South Hockey Preliminary Round tbc : - Tournament Rugby Union Time/Date Team Venue Opponent Result Type Report 19:00 Wed 15 Nov 17 Boys-U16A Away Merchant Taylors' School, Northwood Won : 29 - 7 12:00 Sat 18 Nov 17 Boys-U18A Away Reed's School Lost : 7 - 52 12:00 Sat 18 Nov 17 2nd XV Away Reed's School Lost : 6 - 22 12:00 Sat 18 Nov 17 3rd XV Away Reed's School Lost : 10 - 24 10:30 Sat 18 Nov 17 Boys-U16A Home Reed's School Won : 17 - 5 10:30 Sat 18 Nov 17 Boys-U16B Home Reed's School Won : 29 - 12 12:00 Sat 18 Nov 17 Boys-U15A Home Reed's School Won : 24 - 21 12:00 Sat 18 Nov 17 Boys-U15B Home Reed's School Won : 29 - 0 12:00 Sat 18 Nov 17 Boys-U15C Home Reed's School Lost : 15 - 42 12:00 Sat 18 Nov 17 Boys-U14A Away Reed's School Lost : 14 - 17 12:00 Sat 18 Nov 17 Boys-U14B Away Reed's School Won : 26 - 12 12:00 Sat 18 Nov 17 Boys-U14C Away Reed's School Won : 22 - 5 Table Tennis Time/Date Team Venue Opponent Result Type Report 09:00 Tue 14 Nov 17 Boys-U13A Away Kent Championships Won Having beaten Wilmington Academy
A selection of recommended authors and texts Year 3 and Year 4 As part of our ongoing commitment to developing a love of reading at Bridgewater Primary School, we have compiled a list of suggested books and authors that can be used to guide parents and carers towards suitable and exciting books, appropriate for children of their age. Tips to follow when reading with your child at home: Encourage lots of discussion about different books and authors, e.g. – “What do you like about the book?” “Which story did you like the most and why?” Find a quiet and calm place to spend some time sharing and enjoying books. Takes lots of trips to the library! Has your child understood what they’ve read? Ask them to re-tell the story and explain what’s happened during and after reading? Encourage independence – give lots of praise and rewards when your child chooses their own books and is keen to share and read them to/with you. Please Mrs Butler Allan Ahlberg The Sam Pig Story Book Alison Uttley Bill’s New Frock The Diary of A Killer Cat Anne Fine Gorilla Zoo Anthony Browne
Mahatma Gandhi’s Bust Hon’ble Vice President of India Shri M. Hamid Ansari offering floral tributes at Mahatma Gandhi’s Bust Hon’ble Vice President of India Shri M. Hamid Ansari interacting with Turkmen students Hon’ble Vice President of India Shri M. Hamid Ansari and Shri Dharmendra Pradhan, Minister of Petroleum & Natural Gas (I/c) interacting with Turkmen students Hon’ble Vice President of India Shri M. Hamid Ansari with families of Embassy officials
ORDER FORM ● BRAINERD AREA FRIENDS OF NRA 9-20-2018 Order tickets online: www.friendsofnra.org All tickets held at door Cancelled check or CC charge is your receipt/confirmation Questions? Roger Schroeder 218-851-5217 Or mail order by 9-14-2018 Clip address below & tape to envelope for easy addressing! Eric Linder PO Box 112 Harris, MN 55032 QTY $40 Individual Dinner Ticket $ $800 Table Package - $320 in White Bucket tickets and choice of gun $ $1911 Table Package – 8-$100 packages, 8 Gifts, and choice of gun $ $5,000 Table Package- 8 $300 packages, 8 gifts and 8 guns $ TAX-DEDUCTIBLE SPONSORSHIP (Dinner tickets are not included) $ [ ] $300 Liberty Buck Knife with Presentation Box [ ] $750 Heritage Heritage Rough Rider or Yeti Cooler [ ] $1,500 Freedom Kimber Micro 9 or Uberti 1873 Cattleman [ ] $2,500 Pioneer Kimber Ultra CDP II or Weatherby Vanguard [ ] $5,000 Patriot Winchester Model 73, Kimber Custom II Warrior, or Remington UMC Commemorative 1911 Please enclose check to NRA FOUNDATION or complete credit card info below $ AmEx/Disc/MC/Visa charged upon receipt. All sales are final. Card # Expiration Signature Sec Code Name Company Address Phone City/St/Zip Email
Order of Service OBITUARY Janet Mayo was born to Vernon and Nellie Mayo on January 28, 1939. She grew up in Harlem, New York with her two sisters Doris and Carol. Janet attended New York City public schools and graduated from Homemaking High School, which is now known as Clara Barton High School in Brooklyn, New York. Janet married Clarence William Russell in 1957. She gave birth to five children: Carolyn, Vernon, David, Idas and Karen. Janet held several jobs in New York City. Some of her positions included; the newborn nursery at Mt. Sinai Hospital and working as a New York City School crossing guard. For seventeen years she worked for Metropolitan Life Insurance Company until she took an early retirement to take care of her mother. Sister Janet Russell was baptized at Little Rock Baptist Church in 1972. She later became a member of Metropolitan Baptist Church under the leadership of her beloved pastor Rev. Walter Alston. Mother Janet Russell loved her church family. She served on the mother’s board and hospitality committee. She also enjoyed visiting the sick to pray and encourage them, even when her own health was challenged. Mother Russell affectionately known as Ma, Mama, Aunt Nettie, grandma and grandma-greaty, was a poet. She loved printing her poetry on bookmarks and giving them away wherever she went. Mother Janet Russell departed this life on Wednesday, December 13, 2017 at 3:15 a.m. She leaves to cherish her memory five children: Carolyn Holmes (Angelo), Vernon Russell, David Russell (Ivy), Idas Atkinson (Donald) and Karen Reed (Floyd); fourteen grandchildren: Angela Capers (John), Chanel Lamb (Gregory), Tanya Peacock, Idas Ferguson (Malcom), Christina Atkinson, Okoia Uket-Stoddard (Damien), David Russell, Jr., Emmanuel Holmes, Sharae Russell, Danielle Russell, Isaiah Russell, Isaac Russell, Joshua Hillah-Ayite, and Ivina Russell; nine greatgrandchildren: Zhane’, Xavier, Gabrielle, Zyane, Hunter, Tristan, Adien, Dalia and Haylee; one spiritual daughter:
LAKE SUPERIOR Annual Fundraiser on behalf of The NRA Foundation Thursday September 6th, 2018 ▪ 5:00 pm Shriners 5152 Miller Trunk Hwy ▪ Hermantown, MN Celebrate a legacy of shooting sports traditions. Ticket and Table Packages NRA Individual Tickets $40 Couples Ticket $70 Exclusives $800 Table Gun Options
ORDER FORM ● SOUTH EAST MN FRIENDS OF NRA 10-25-2018 Order tickets online: www.friendsofnra.org All tickets held at door Cancelled check or CC charge is your receipt/confirmation Questions? Brian Swartling 507-459-6457 Or mail order by 10-10-2018 Clip address below & tape to envelope for easy addressing! Brian Swartling 54 Lenox St Winona, MN 55987 QTY $40 Individual Dinner Ticket $ $800 Table Package - $320 in White Bucket tickets and choice of gun $ $1911 Table Package – 8-$100 packages, 8 Gifts, and choice of gun $ $5,000 Table Package- 8 $300 packages, 8 gifts and 8 guns $ TAX-DEDUCTIBLE SPONSORSHIP (Dinner tickets are not included) $ [ ] $300 Liberty Buck Knife with Presentation Box [ ] $750 Heritage Heritage Rough Rider or Yeti Cooler [ ] $1,500 Freedom Kimber Micro 9 or Uberti 1873 Cattleman [ ] $2,500 Pioneer Kimber Ultra CDP II or Weatherby Vanguard [ ] $5,000 Patriot Winchester Model 73, Kimber Custom II Warrior, or Remington UMC Commemorative 1911 Please enclose check to NRA FOUNDATION or complete credit card info below $ AmEx/Disc/MC/Visa charged upon receipt. All sales are final. Card # Expiration Signature Sec Code Name Company Address Phone City/St/Zip Email
made personally on the person who is the subject of the petition, and shall send a copy of the petition and notice to the county office of patient rights, and to the current health care provider appointed for the person who is the subject of the petition, if any such provider is known to the petitioner. Continuances shall be permitted only for good cause shown. In granting continuances, the court shall consider the need for further examination by a physician or the potential need to expeditiously provide AOT. At the hearing, the court shall hear testimony. If it is deemed advisable by the court, and if the person who is the subject of the petition is available and has received notice pursuant to this section, the court may examine in or out of court the person who is the subject of the petition. If the person who is the subject of the petition does not appear at the hearing, and appropriate attempts to elicit the attendance of the person have failed, the court may conduct the hearing in the person’s absence. If the hearing is conducted without the person present, the court shall set forth the factual basis for conducting the hearing without the person’s presence. Testimony of Provider: The court shall not order AOT unless an examining licensed mental health treatment provider, who has personally examined, and has reviewed the available treatment history of, the person who is the subject of the petition within the time period commencing 10 days before the filing of the petition, testifies in person at the hearing. Refusal to Comply with Examination: If the person who is the subject of the petition has refused to be examined by a licensed mental health treatment provider, the court may request that the person consent to an examination by a licensed mental health treatment provider appointed by the court.
Departments of the States Governments/Union Territories, or Autonomous Bodies/ Statutory Bodies/ Public Sector Undertakings set up by Central/State Governments/UT Administrations including Central/State Universities, or National Institutes/ CRCs/DDRCs/RCs/Outreach Centres under MSJ&E, or Organizations registered under Societies Registration Act, 1860, or Indian Trusts Act, 1882 or Companies Act, 1956 who are recognized for skill training by Central/State Government Departments or subordinate bodies there-under. 5. The applications for empanelment will go through a rigorous selection process by an inter-departmental selection committee and finally a panel will be prepared comprising the best available training agencies. At the second stage, project-specific applications will be called for from amongst the empanelled organizations. The projects or proposals for training program will be examined again. Finally, financial assistance will be sanctioned in the manner provided in the scheme to the finally approved training programs submitted by the empanelled organizations. The quantum of financial assistance comprises of training cost, stipend, cost of transport and incentives. Their rates and manner of disbursement are mentioned in the scheme guidelines. 6. Expression of Interest is invited from the willing and eligible organizations for empanelment as training partners in accordance the terms and conditions of the scheme. The pro-forma for application is given at Annexure I and II of the scheme guidelines. 7. How to apply and last date: The applications with requisite documents may be sent to the following address and e-mail ID in hard copy and soft copy respectively within 30 days of issue of this Memorandum: Shri Ramanuj Dey, Under Secretary Skill Training Cell, Department of Empowerment of Persons with Disabilities, 5th Floor, Paryavaran Bhavan, CGO Complex, Lodhi Road, New Delhi – 110 003, e-mail ID disability (Ramanuj Dey) Under Secretary to the Government of India Tele No. 24369051 To, NIC Cell for uploading this O.M. with enclosures on the web-site of of DEPwD. Directors of all National Institutes of DEPwD, CMD, NHFDC, Directors/Heads of all VRCHs under Ministry of Labour & Emp. Copy for information to: Sr. PPS to Secy, PPS/PSs to JS(AKA), JS(MJ), PPS to JS&FA All Directors/DSs of DEPwD.
Qualifications and Training Educated to A Level Standard or equivalent Track record of commitment to continuing professional development LGV Drivers Licence E E E AF AF/I AF Experience At least two years’ experience of management and supervision of staff on a day to day basis at area level, including allocation of work, disciplinary matters other staff management issues Thorough knowledge and understanding of Health and Safety issues and regulations that apply to waste collection, street cleansing, vehicles and plant operation, etc At least 5 years of experience of waste management services Experience of successful collaborative working with external organisations across the public and private sectors Experience of development, implementation and monitoring of management systems Experience of producing performance management information for use by Senior Management Experience of budget management Skills Ability to maintain records of service inspection, quality control and performance indicators. Excellent written and verbal communications Good negotiations skills Self-motivated, and able to resolve operational / service issues and problems as they arise Competent in the use of IT Ability to work without direct supervision and to strict deadlines Professional approach in dealing with public, service users, Members of the Council, staff and other colleagues Knowledge Knowledge of the public sector Governance, financial and performance management E E E E E E E E E E E E E E E AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I AF/I
4 IN-CLASS SMALL GROUP EXERCISE: The professor will not be in class; case study will be completed in assigned small groups during class time. Each group will select 1 person to email the group’s 1-2 pages of work to before 9:30 PM. HBR case: Body Scans and Bottlenecks: Optimizing Hospital CT process flows Homework questions: Draw the process flow map for the original CT scan process What specific improvements might be made to improve the efficiency of the CT process flows? How would these improvements affect the margins? What level of scanning throughput could the hospital achieve after the recommended improvements? What hourly margins would result from using the new scanners with all the improvements in place? How would these margins compare with using the old scanners? Didactics will be provided via asynchronous adobe connect. Each student is required to have completed the adobe connect session prior to classtime. Analyze the process Identify root causes Identify relative importance of causes The professor will not be in class; case study will be completed in assigned small groups during class time. Each group will select 1 person to email the group’s 1-2 pages of work to before 9:30 PM. 5 Analyze the process Engage the Team HBR case: Analyzing Low Patient Satisfaction at Herzog Memorial Hospital Homework questions: Create an affinity diagram from the negative patient comments in the Room category. Create a Pareto diagram from the results of the affinity diagram you created. From the patient comments, what items (if any) need immediate attention? What next steps would you recommend for the near-term (4-8 weeks). Consider what activities Tinsley can control or influence.
Assessment Criteria Not Good Enough (0 score <6) Good (6 score <9) Very Good (9 score 10) Score Criterion 1 Preparation Students does not show evidence of consideration of assigned readings/cases Student shows knowledge of the content of assigned readings as well as methods/results of assigned work Student shows application of key concepts from background work to the discussion at hand Criterion 2 Engagement Students only contributed when forced to do so or chooses not to be involved in discussion Student is engaged and involved in discussion in every session Students leads discussions forward on a consistent basis whether prompted by instructor or not Criterion 3 Listening Student input does not show consideration of other statements or class input Participation shows awareness and understanding of what is presented by both instructor and other students Shows how insights presented by others expands understanding of critical content Criterion 4 Pedagogical value Comments are rare and/or do not add to the understanding of relevant material Participations moves discussion forward and/or presents ideas beyond statement of facts or information Synthesis of concepts is displayed in a fashion that enlightens the group Total Score Rubric for Homework Submissions
Assessment Criteria Not Good Enough (0 score <6) Good (6 score <9) Very Good (9 score 10) Score Criterion 1 Demonstrates how to translate problem description to a consistent construct Does not convey problem setting as a model with internal consistency Presents decision setting clearly, concisely, and completely Shows how nuances of course material lead to model and decisions which expand upon introductory concepts Criterion 2 Presents analysis in a way that produces useful insights Submission does not show evidence of underlying logic and/or does not does not relate to decision setting Work shows how a good decision follows from analysis Demonstrates methodology of general applicability across problem domains Criterion 3 Captures important aspects of problem setting and supports decision making Includes information not relevant to the problem and/or omits major elements of significance Includes relevant information and excludes distracting content Explains why some input is used and why other content is omitted in a way that adds clarity and leads to a consistent way to evaluate complex problem settings Criterion 4 Presents work in a way that reflects professionalism and care for client needs Work is hard to follow and/or read. Work does not show the logic behind the analysis Presentation is clear, neat, and complete Presentation shows that client or decision makers characteristics are incorporated into all work. Total Score Rubric for Presentation Portion of Course Project Analysis 1. Was the analysis of the case complete? Max 10 pts. _________ 2. Does the analysis properly incorporate the relevant tools? 10 pts. _________ 3. Does the analysis show the relationships among important 10 pts _________ factors in the situation? Recommended Actions 1. Is the action plan specific and complete? 10 pts. _________
6 3/7 Lawrence v. Texas, 539 U.S. 558-606 (2003) Lithwick, “Extreme Makeover: The story behind the story of Lawrence v. Texas” (1-9) 3/14 Spring Break: No Class 7 3/21 U.S. v. Windsor, 570 U.S. __ (2013) (1-42) 8 3/28 Kafka, The Trial, “Arrest” through “Leni” (3-110) 9 4/4 Kafka, The Trial, “Lawyer” through “The End” (111-213) 10 4/11 Burns, et al, The Central Park Five Didion, “Sentimental Journeys,” Part 1 (1-7) 11 4/18 King, “Letter from Birmingham Jail” (1-6) Melville, “Bartleby the Scrivener” (3-38) Toobin, “Edward Snowden is No Hero” (1-3) Cassidy, “Why Edward Snowden is a Hero” (1-4) Final blog post due. 12 4/25 Annotated bibliography due. 13 5/2 Presentations. 14 5/9 Presentations. Final papers due 5/11.
Preliminary Eligibility Check Sheet 氏 名 Name 英文 In English Family Name First Name Middle Name ・ 希望専攻・課程 Program to apply （Circle One） 1. Doctoral Program in Medicine 2. JD Program in Genomic Medicine 3. Doctoral Program in Medical Sciences 4. Doctoral Program in Public Health 5. Master’s Program in Medical Sciences 6. Master’s Program in Public Health Financial Status 国 費 ・ 私 費 MEXT scholarship / Private Financed フリガナ Katanakana 母国語 Home Language 生年月日 Date of Birth Date of birth (yyyy/mm/dd) / / Age（ years old） 国 希望研究分野とコンタクト有無 Desired Research Field (Department) and Approval Research Field ( ) Approved to Apply? ( Yes / No) Applied to AAO? (Yes / No )* Officially Required Years for 入学及び卒業年月 Year and Month of Entrance and Graduation/Completion 修学年数 Actual Period of Schooling You have Attended 専攻科目 Major Subject if Any 学位・資格 Diploma or Degree Awarded 学 校 名 所 在 地 Name and Address of School Year Month Year month 初 等 教 育 Elementary Education 学校名 Name 年 yrs from 小 学 校 所在地 Location to Elementary School 中 等 教 育 Secondary Education 学校名 Name 所在地 Location 年 yrs from 中 学 校 to Lower Secondary School High School 学校名 Name 年 yrs from 高 校 Upper Secondary School 所在地 Location to 高 等 教 育 Higher Education 学校名 Name 所在地 Location 年 yrs from 大 学 to Undergraduate Level 学校名 Name 年 yrs from 大 学 院 Graduate Level 所在地 Location to 以上を通算した全学校教育修学年数 Total years of schooling mentioned above 年 yrs Total yrs yrs 研 究 歴 Research Career 研究機関 Name of Research Institution 職名 Position 所在地 Address 研究期間 Period of Research 年数 years / / ~ / / Years Month(s)
Bible Reading Plan 55 60-Day Overview of the Bible Day Description In the Beginning Sin Enters the Picture Water, Water Everywhere God's Promise to Abraham Goodbye, Sodom and Gomorrah . . Isaac Loves Rebekah Between Brothers The Deceiver Comes Home Joseph's Egyptian Adventure Family Reunion A Man Named Moses Escape from Egypt Life in the Wilderness Ten Commandments Calf Worship Moses Loses His Cool—and More Joshua Takes Command Conquering the Promised Land. . . Gideon, the Reluctant Leader. . . . The Weak Strong Man Calling Samuel Israel Gets a King God Rejects Saul David versus Goliath King David Rules Solomon, the Wise Guy Building the Temple Elijah and the Battle of Baal The Exile of Israel The Fall of Jerusalem Rebuilding the Temple Passage Genesis 1:1—2:25 Genesis 3:1-24 Genesis 6:1—8:22 Genesis 12:1-5; 18:1-15; 17:1-22; 21:1-7 Genesis 18:16—19:29 Genesis 24:1-67 Genesis 25:19-34; 27:1-40 Genesis 32:1—33:20 Genesis 37:1-36; 41:1-57 Genesis 42:1-38; 45:1-28 Exodus 2:1—3:22 Exodus 12:1-42; 13:17—14:31 Exodus 15:22—17:16 Exodus 20:1-21 Exodus 32:1-35 Numbers 20:1-29 Joshua 1:1-18; 3:1-17 Joshua 8:1-35; 11:1-23 Judges 6:1—7:25 Judges 13:1-25; 16:1-31 1 Samuel 1:1-28; 3:1-21 1 Samuel 8:1—10:1 1 Samuel 15:1-35 Samuel 17:1-58 Samuel 5:1—6:23 1 Kings 3:1-28; 4:29-34 1 Kings 6:1-38; 8:1-66 Kings 18:16—19:18 Kings 17:1-41 2 Kings 25:1-30
Agency Name Agency Audit Report Finding Number Finding and Corrective Action Plan XXXX XXX Finding: Status: Corrective action complete or Corrective action in progress Corrective Action: Completion Date: Month Year (“Estimated Month Year” if not completed) Agency Contact: Name Title Address Phone Number E-mail address
Agency Name Fiscal Year Finding Number Finding and Corrective Action Plan XX XX Finding: Questioned Costs: CFDA # Amount XX.XXX $ Status: Corrective action complete or Corrective action in progress Corrective Action: Completion Date: Month Year (“Estimated Month Year” if not completed Agency Contact: Name Title Address Phone Number E-mail address
industrial grade casters with lock for H-unit (qty 48) industrial grade casters with lock for 4-way system (qty 4) Wall Unit Sorb upright: 1-1/2x1-1/2x 96 (qty 6) Sorb bolt down lower foot (qty 6) pole to wall tie back – 12” (qty 12) BOT half-cap (lgr hole) for (qty 6) Top half cap for plastic/alum (qty 6) Sorb slider 2”x96” white (qty 6) CSTM span bracket for 3/8”T glass (qty 10) Glass shelf: 21-7/8”x11-7/8” X (qty 10) Sorb 24” span channel (22-7/16) (qty 6) WTE 24 spanning cabinet (qty 2) 36” Sorbetti hangrail assembly (qty 4) Sorb 36”span channel (34-7/16) (qty 4) CSTM span bracket for 3/8”T glass (qty 2) Glass shelf: 33-7/8”x12”x3/8”T (qty 2) Millinery display off puck-C (qty 4) FPMC foam millinery cap (qty 4) Sorbetti puck assembly (qty 42) Sorbetti allen key for pucks (qty 4) RH12-SC 12 saddle MNT F/O (qty 2) Sorbetti Mirror 12” diameter with acrylic balls (qty 1) Basis of Design:
It is your responsibility to keep Hampshire County Badminton informed of any changes to your Registration HAMPSHIRE COUNTY BADMINTON JUNIORS Code of Conducts PARENTS / CARERS & SPECTATORS Please help us to provide an atmosphere and culture that encourages fair play and promotes the game of badminton (please sign on Registration form page 1). Encourage your child to value fair play and accept the judgment of coaches and Officials Help your child to recognise good performances, not just results Support your child’s involvement and help them enjoy their sport Do not distract players or coaches from balcony/courtside during coaching sessions, matches and tournament play, unless essential. Never blame a child, including other people’s children, for losing or making mistakes Ensure your child arrives on time for club sessions and events and is picked up on time Ensure your child’s fees are promptly by the due date It is your responsibility to keep Hampshire County Badminton informed of any changes to your Registration PLAYERS Please help us to provide an atmosphere and culture that encourages fair play and promotes the game of badminton (please sign on Registration form page 1). Maintain fair play and sportsmanship at all time on and off court Respect and listen to others (players and coaches) Give 100% effort at every session Communicate with your coach if there is anything likely to affect your performance (i.e. injury, personal circumstances) Polite language to be used at all times Be mindful of other sessions (wait outside hall / stay behind courts) Decide any disputes fairly between players on court (politely ignore any off court
“The Budgetary and Managerial Aspects of Operating a Comprehensive Rehabilitation Program,” International Association of Psycho-Social Rehabilitation Services, Philadelphia, Pennsylvania. “Case Management: A Foundational Service,” Conference on Innovations in Community Mental Health, Boston, Massachusetts. “A Comprehensive Model for Providing Residential Services for Severely Disabled Persons,” New York State Conference on Alternative Living, Monticello, New York. “Designing a Community Support System for New York State,” Council of State Governments, Atlantic City, New Jersey. “Principles and Practice of Servant Leadership,” Conference on Best Practices in the Market Place, Bangalore, India. “Theory and Practice of Psychiatric Rehabilitation,” Albany Medical College, Grand Rounds Presentation, Albany, New York. “Psychiatric Rehabilitation: A Research Perspective,” National Conference on Psycho-Social Rehabilitation, Cleveland, Ohio. “A Research Perspective on High Risk Patients in Community Mental Health,” International Association of Psycho-Social Rehabilitation Services, Los Angeles, California. “Residential Services as Support Systems in the Community,” New York Conference on Community Support Systems and Psycho-Social Rehabilitation, Albany, New York. “Restructuring Mental Health Services in New York City Utilizing a Community Support Model,” New York City Federation of Voluntary Mental Health Agencies, New York City. “The Role of Residential and Community Support Services in Rural Psychiatry,” Conference on Rural Mental Health, Gowanda, New York. “Transitional Services for the Mentally Ill,” National Rehabilitation Association, Cherry Hill, New Jersey. “A Work Therapy Program in a New State Hospital,” National Conference on Adjunctive Therapy, Forest Hospital, Des Plaines, Illinois. Areas of Professional Interest: Legal issues in mental health and developmental disabilities, behavioral health management, large systems conceptualization and management, quality assurance, and behavioral health research.
Professional Affiliations: American College of Healthcare Executives (Fellow), Board Certified in Healthcare Management (#215057) American College of Mental Health Administration (Fellow) American Orthopsychiatric Association (Fellow) American Psychological Association American Association of Intellectual and Developmental Disabilities (AAIDD) (Revised 11/16/2017)