zilongwang/ReadingBank huggingface dataset:
(1) Submits an administratively complete application on forms approved by the Board; (2) Pays the appropriate license conversion fee; (3) Currently holds an active status license to practice medicine in Maine; (4) If holding an inactive Maine medical license, must meet all the requirements for an active Maine medical license, including CME requirements as defined in this rule; (5) Must acknowledge or certify that the applicant’s practice will be exclusively and totally devoted to providing medical care to needy and indigent persons in Maine. The treatment of family, friends or acquaintances is not permitted under a volunteer license; (6) Must acknowledge or certify that the applicant will not receive any payment or compensation, either direct or indirect, or have the expectation of any payment or compensation, for any medical services rendered; (7) Reports all locations where he/she will provide volunteer services; and (8) Provides to the Board a copy of a written agreement to provide volunteer services at every facility where services will be provided. (9) Has no cause existing that may be considered grounds for disciplinary action or denial of licensure as provided by law. B. Conversion to Volunteer License Between Scheduled Renewal Dates When converting to a volunteer license between scheduled renewal dates, the physician shall follow the same procedure used to convert from an active license to an inactive license. The biennial renewal cycle remains unchanged. C. Renewal of Volunteer License A physician applying to renew a volunteer license must meet all requirements for renewing an active status license, including CME. 10. Permanent Medical License This license authorizes a physician to practice clinical medicine and/or surgery and is generally renewable every two years. A. Application Process (1) Applications for a full medical license will be reviewed by the Board Staff. After review, a full license may be issued to an applicant who: (a) Submits an administratively complete application on forms approved by the Board;
EFFECTIVE DATE (ELECTRONIC CONVERSION): NON-SUBSTANTIVE CHANGES: - converted to Microsoft Word - corrected header, and typo in Sec. 12(F)(3) REPEALED AND REPLACED: – filing 2005-331 – filing 2006-389 AMENDED: – filing 2008-568 REPEALED AND REPLACED: December 23, 2017 – filing 2017-200
02 DEPARTMENT OF PROFESSIONAL AND FINANCIAL REGULATION 373 BOARD OF LICENSURE IN MEDICINE Chapter 5 392 MAINE BOARD OF PHARMACY Chapter 39 Collaborative DRUG THERAPY MANAGEMENT Summary: This is a joint rule of the Board of Licensure in Medicine and the Board of Pharmacy for purposes of establishing safe and effective collaborative practice agreements, treatment protocols, and documentation and reporting requirements between a pharmacist and a practitioner. Acknowledgment. The Boards recognize that the Maine Legislature enacted 2013 Public Law Chapter 308 to allow collaborative practice agreements between authorized practitioners and pharmacists and to expand access to healthcare while ensuring that all patients receive the most appropriate healthcare possible and to provide safe and efficient care to the citizens of Maine. 1. Definitions 1. Board. For purposes of this chapter, “Board” means the Maine Board of Pharmacy. 2. Collaborative drug therapy management. “Collaborative drug therapy management” is defined in 32 MRS §13702-A(2-A). The statutory requirements for collaborative drug therapy management are set forth in 32 MRS §§ 13841-13847. 3. Collaborative practice agreement. “Collaborative practice agreement” is defined in 32 MRS §13702-A(2-B). 4. Practitioner. “Practitioner” is defined in 32 MRS §13702-A(29). 5. Qualifying condition. “Qualifying condition” means a condition or disease with generally accepted standards of care, which may include, but is not limited to, the following examples: A. Anticoagulation B. Asthma C. Diabetes D. Dyslipidemia E. Hyperlipidemia F. Hypertension G. Infectious Disease
2.3 Practice effective non-verbal communication skills. 2.3.a Exhibit effective non-verbal behaviour. 2.3.b Practice active listening techniques. 2.3.c Establish trust and rapport with patients and colleagues. 2.3.d Recognize and react appropriately to non-verbal behaviours. 2.4 Practice effective interpersonal relations. 2.4.a Treat others with respect. 2.4.b Exhibit empathy and compassion while providing care. 2.4.c Recognize and react appropriately to persons exhibiting emotional reactions. 2.4.d Act in a confident manner. 2.4.e Act assertively as required. 2.4.f Exhibit diplomacy, tact and discretion. 2.4.g Exhibit conflict resolution skills. 3.0 HEALTH AND SAFETY: 3.1 Maintain good physical and mental health. 3.1.a Maintain balance in personal lifestyle. 3.1.b Develop and maintain an appropriate support system. Competency Attained by Applicant 3.1.c Manage personal stress. 3.1.d Practice effective strategies to improve physical and mental health related to career (shift work). 3.1.e Exhibit physical strength and fitness consistent with the requirements of professional practice.
5.1.l Conduct surgical cricothyroidotomy. 5.2 Prepare oxygen delivery devices. 5.2.a Prepare oxygen delivery. 5.2.b Utilize portable oxygen delivery systems. 5.3 Deliver oxygen and administer manual ventilation. 5.3.a Administer oxygen using nasal cannula. 5.3.b Administer oxygen using low concentration mask. 5.3.c Administer oxygen using controlled concentration mask. 5.3.d Administer oxygen using high concentration mask. 5.3.e Administer oxygen using pocket mask. 5.4 Utilize ventilation equipment. 5.4.a Provide oxygenation and ventilation using manual positive pressure devices 5.4.b Recognize indications for mechanical ventilation. 5.4.c Prepare mechanical ventilation equipment. 5.4.d Provide mechanical ventilation. 5.5 Implement measures to maintain hemodynamic stability. 5.5.a Conduct cardiopulmonary resuscitation (CPR). 5.5.b Control external hemorrhage through the use of direct pressure and patient positioning. Competency Attained by Applicant 5.5.c Maintain peripheral intravenous (IV) access devices and infusions of crystalloid solutions without additives. 5.5.d Conduct peripheral IV cannulation. 5.5.e Conduct intraosseous needle insertion.
○ Define iGroups policies and assigning to endpoints (up to 2 policies and 5 endpoints per policy) ○ Define Dynamic Blacklist Policies (up to 2 policies) ○ Define Codec Profiles (up to 2 policies) ○ Define Radius servers and policies for authentication and/or CDR streaming (up to 2 radius servers) • Advanced routing features (calling routes and plans) ○ Configure up to 5 DNIS, ANI or Transit routes (with and without manipulation) ○ Configure up to 5 failover route bindings ○ Configure up to 5 percentage based route bindings • Rate limiting ○ Configure Session and IP Layer Rate limits on Global, 1 Realm, and 1 endpoint ○ Configure Outbound call control on an endpoint. Perform OAM setup and configuration (set up users, configure backups, enable alarms / thresholds, Northbound / Southbound feeds) per defined limits All Create and provide Detailed Design documents identifying the detailed parameters and interfaces at the nodal level as defined during solution integration. All Review Standard Acceptance Test Plan with the customer. The solution level Acceptance Test Plan can include the following: • Customer LAN/WAN/TDM network connectivity • Call Processing / Traffic Flows • Multimedia communications between Customer supplied soft or hard IP clients • Routing & Translations Testing • Feature Testing • Robustness & Redundancy • Security • QoS / QoE • OAM&P Verification • Billing record creation and delivery All Provide up to 2 days of Acceptance Test implementation services to execute the Standard Acceptance Test Plan. All Document and review the Acceptance Test Results including the pass / fail of each test case as well as any corrective actions required. All Witness and / or review results of the standard acceptance testing and sign-off on the Service Completion Notice (SCN) upon successful completion. All Handle and drive resolution of any issues / problems determined to be caused by the GENBAND provided solution / equipment or services found during the Solution Integration phase which impact the successful completion of GENBAND's deliverables under this SOW and / or overall project acceptance. All Handle and drive resolution of any issues / problems determined to be caused by any customer provided equipment, LAN / WAN equipment, cabling, etc found during the Solution Integration phase which impact GENBAND's ability to complete the deliverables described in this SOW. All
1. Sudarsky D, Nikolsky E. Contrast-induced nephropathy in interventional cardiology. Int J Nephrol Renovasc Dis 2011; 4:85-99 2. Grobner T. Gadolinium--a specific trigger for the development of nephrogenic fibrosing dermopathy and nephrogenic systemic fibrosis? Nephrol Dial Transplant 2006; 21:1104-1108 3. Marenzi G, Ferrari C, Marana I, Assanelli E, De Metrio M, Teruzzi G, Veglia F, Fabbiocchi F, Montorsi P, Bartorelli AL. Prevention of contrast nephropathy by furosemide with matched hydration: the MYTHOS (Induced Diuresis With Matched Hydration Compared to Standard Hydration for Contrast Induced Nephropathy Prevention) trial. JACC Cardiovasc Interv 2012; 5:90-97
Reading list for students CSCP: The Druids () – fantastic resource to supplement the prescribed passages. Vocabulary and grammar help via the interactive stories as well as many useful links to help with the historical and literary context. Online translations () – scroll down for helpful translations for all the prescribed passages. These are a good starting point, but students are encouraged to write out their own translation eventually. Classics Video Clips () – Oxford academics discussing GCSE Latin set texts, among others. William Whitaker’s Words () – a very efficient and highly accurate word look up tool. Especially handy for students who are attempting their own translation s of the prescribed passages.
28 As a result of successive decays in a radioactive series, the nucleon number of an isotope decreases by 4 while its proton number is unchanged. Which of the following combination of α and β particles being emitted would give this outcome? Number of α particles Number of β particles A 1 1 B 1 2 C 1 4 D 2 2 Your answer 29 The graph below shows the variation of the strong nuclear force with nucleon separation. Which of the points A, B, C or D shows the repulsive nature of the strong nuclear force?
Activity 1: The teacher should split the class into two. Half will be given the Learner Information Sheets 1 and 2, and half will be given the Learner Information Sheets 3 and 4. The latter meiosis activity is more difficult so this could also be used for differentiation. Learners should work in pairs or small groups for this activity. They should be given the information sheet detailing the stages of mitosis or meiosis and make sure they are familiar with each step. They should then compare it to the analogy of the process of mitosis or meiosis. Learners are then to: Link as many of the stages to the analogy as possible- highlighting where they can be found. Identify stages which are omitted. Answer the follow up questions to the process which increase in demand. Each mitosis group should then pair up with a meiosis group and share their information with one another. Extension ideas: Learners could add in the omitted stages to the story or devise their own analogy for this or the other process. They could analyse the models provided and identify the strengths or weaknesses. Suggested mitosis analogy task answers: Spies On A Wire 00:00 Two stealth helicopters carrying special agent 1 and special agent 2 arrive at Cellattle bank headquarters. They check the perimeter is clear. (the cell) 00:10 Special agent 1 laser cuts the East skylight entrance. (pole of the cell) 00:10 Special agent 2 laser cuts the West skylight entrance. (pole of the cell) 00:12 Zip wires are secured and commence zip wire travel into the main vault area. (spindle fibres) 00:19 Special agent 1 to commence copying of the 46 electronic documents from the bank network onto electronic device A. (replication of the chromosomes)
Morse RS (2010) Integrative public leadership: catalyzing collaboration to create public value. The Leadership Quarterly 21 (2) 231-245. Nanus B (1992) San Francisco, Jossey-Bass Inc. Northouse, P. G. (1997) Leadership: Theory and practice. Thous and Oaks, CA: Sage. Orazi DC and Turrini A (2012) Public Sector Leadership 2012: Styles, development and efficacy in the New Public Management Era, forthcoming. Pandey SK, Wright BE and Moynihan DP (2008). Public Service Motivation and Interpersonal Citizenship Behavior in Public Organizations: Testing a Preliminary Model. International Public Management Journal 11 (1): 89-108 Park SM and Rainey HG (2008) Leadership and public service motivation in US federal agencies. International Public Management Journal 11 (1): 1-33. Parry KW and Proctor-Thomson SB (2003) Leadership, culture and performance: the case of New Zealand public sector. Journal of Change Management 3 (4): 376-399. Perry JL (1996) Measuring Public Service Motivation: An Assessment of Construct Reliability and Validity. Journal of Public Administration Research and Theory 6 (1): 5-22. Peters T and Austin N (1985). A Passion for Excellence. The Leadership Difference. New York: Random House.
(3) ‘ACGC’ means the Accreditation Council for Genetic Counseling, its successor or equivalent. (4) ‘Committee’ means the Genetic Counselors Committee created in Section 408410. (5) ‘Board’ means the State Board of Medical Examiners. (6) ‘Department’ means the Department of Labor, Licensing and Regulation. (7) ‘Genetic counselor’ means a person who has met all the conditions of this chapter and is licensed in this State to practice genetic counseling. (8) ‘Limited permittee’ means a person who obtains a limited license by the board who meets all the requirements except the examination, and whose activities are supervised and directed by a supervisor. (9) ‘NSGC’ means the National Society of Genetic Counselors, its successor or equivalent. (10) ‘Practice of genetic counseling’ means: (a) obtain and evaluate individual, family, and medical histories to determine genetic risk for genetic/medical conditions and diseases in a patient, his offspring, and other family members; (b) discuss the features, natural history, means of diagnosis, genetic and environmental factors, and management of risk for genetic/medical conditions and diseases; (c) identify and coordinate genetic laboratory tests and coordinate other diagnostic studies as appropriate for the genetic assessment; (d) integrate genetic laboratory test results and other diagnostic studies with personal and family medical histories to assess and communicate risk factors for genetic/medical conditions and diseases; (e) explain the clinical implications of genetic laboratory tests and other diagnostic studies and their results; (f) evaluate responses of the client and his family to the condition or risk of recurrence and provide clientcentered counseling and anticipatory guidance; (g) identify and use community resources that provide medical, educational, financial, and psychosocial support and advocacy; and (h) provide written documentation of medical, genetic, and counseling information for families and health care professionals. (11) ‘Student’ or ‘genetic counselor student’ means an individual enrolled in an ACGCapproved genetic counselor program while
context of this project total knee and total hip replacement surgery Include a brief summary of relevant experience for this project Deputy Head of Acute Pain services with research interest in novel pain management modalities Phone 9288 4253 Email Simon.scharf@svha.org.au Copy this table and repeat for each Associate Researcher: Title and Name Dr. Rowan Thomas Department Department of Anaesthesia Institution St Vincent's Hospital Mailing address 41 Victoria Pde Fitzroy, 3065 Describe what this researcher will do in the context of this project Coordinate running simulation in the operating theatres during total knee and total hip replacement surgery Include a brief summary of relevant experience for this project Deputy Director of Department of Anaesthesia with research interest in novel pain management modalities Phone 9288 4253 Email Rowan.thomas@svha.org.au Copy this table and repeat for each Student Researcher: Title and Name Mr. Mark Huang Department Department of Anaesthesia and Clinical Pain Medicine Institution St Vincent's Hospital Clinical School, University of Melbourne Mailing address 41 Victoria Parade, Fitzroy VIC 3065 Degree/Course MD Describe what this researcher will do in the context of this project Run day to day simulation under the supervision of attending anaesthetist Include a brief summary of relevant experience for this project None. This project is to be completed as a portion of his mandatory Scholarly Selective Program Phone 0430 177 661 Email m.huang@student.unimelb.edu.au 1.6 Training Will any of the researchers require extra training to enable their participation in this project?
account and must be invested so as not to be idle; the governing body of political subdivision is entitled to the earnings for keeping the overage. On escheat date the overage must be transferred to the general funds of the governing body. Section 6-68-170. (A) The court shall award fee title to the purchaser after the proceeds are distributed. If proceeds from the sale are insufficient to pay all liens, claims, and encumbrances on the property, the court shall extinguish all unpaid liens, claims, and encumbrances on the property and award title to the purchaser free and clear. (B) This chapter does not foreclose any right or remedy that may be available under other state law or the laws of equity.” SECTION 2. This act takes effect upon approval by the Governor. / Renumber sections to conform. Amend title to conform. Majority favorable. Minority unfavorable. C. BRADLEY HUTTO THOMAS D. CORBIN For Majority. For Minority. STATEMENT OF ESTIMATED FISCAL IMPACT ESTIMATED FISCAL IMPACT ON GENERAL FUND EXPENDITURES: Minimal (Some additional costs expected but can be absorbed) ESTIMATED FISCAL IMPACT ON FEDERAL & OTHER FUND EXPENDITURES: $0 (No additional expenditures or savings are expected) EXPLANATION OF IMPACT: The Judicial Department indicates that this bill will have a minimal impact on the General Fund of the State, which the agency can absorb at their current level of funding. LOCAL GOVERNMENT IMPACT: Pursuant to Section 2-7-76, the State Budget Division surveyed municipalities to assess the impact of this bill. Respondents indicated there would be no fiscal impact on municipalities. Approved By: Brenda Hart Office of State Budget
collateralized. This new option for investing would allow the local government entity to deposit funds in a single qualifying bank, and the bank would then deposit the funds into several FDIC insured, qualifying accounts on behalf of the local government. Local governments are not required to participate. The Revenue and Fiscal Affairs Office surveyed the Municipal Association of South Carolina and thirteen county governments. We received a response from the Municipal Association and no county responses. The Municipal Association reports this bill will have no expenditure impact on municipalities. The Department of Education reports that there would be no expenditure impact on school districts. Local Revenue The Revenue and Fiscal Affairs Office surveyed the Municipal Association of South Carolina and thirteen county governments. We received a response from the Municipal Association and no county responses. The Municipal Association reports this bill will have no revenue impact on municipalities. The Department of Education reports that there would be no revenue impact on school districts. Frank A. Rainwater, Executive Director Revenue and Fiscal Affairs Office
Read A History of Russia, 547-558 Read and be prepared to discuss these four primary sources posted on Sakai Resources: 34-Stalin on Churchill; 35-Musicians’ letter; 36-On the West’s alliance; 37-Smirnov on vigilance *Comments on one of these four sources must be submitted via Sakai Assignments no later than 3 pm on April 6 De-Stalinization and Khrushchev Tuesday, April 11 Read A History of Russia, 559-565 and 575-587 Read and be prepared to discuss these four primary sources posted on Sakai Resources: 38-TsK on Beria; 39-Khrushchev’s Secret Speech; on art; 41-Baranskaya’s Week *Comments on one of these four sources must be submitted via Sakai Assignments no later than 3 pm on April 13 Thursday, April 13 Read and be prepared to take a quiz on One Day in the Life of Ivan Denisovich worth 5 points Brezhnev and the “years of stagnation” Tuesday, April 18 and Thursday, April 20 Read A History of Russia, 565-575 Read and be prepared to discuss these five primary sources posted on Sakai Resources: 42-Brezhnev in 1966; 43-Kovalev on Soviet bloc; 44-Sakharov on peace; 45-Solzhenitsyn’s letter; 46-Kuklin on jeans *Comments on one of these five sources must be submitted via Sakai Assignments no later than 3 pm on April 20 Mikhail Gorbachev, perestroika, and the collapse of the Soviet Union Tuesday, April 25 Read A History of Russia, 617-639 Read and be prepared to discuss these two primary sources posted on Sakai Resources: 47-Latvian Sovereignty; 48-Gorbachev’s resignation A consideration of Vladimir Putin Thursday, April 27 Optional, but recommended: read A History of Russia, 641-680 In advance of our final class meeting, I will post a recent article about Vladimir Putin on Sakai Resources, along with guidelines for your paper. Read and be prepared to discuss this article. *Comments on sources 47 or 48 must be submitted via Sakai Assignments no later than 3 pm on April 27 Final course responsibilities Tuesday, May 9
CONSTANT Score A. PAIN Score the highest pain level you have experienced during ordinary activities in the last 24 hours (Set mark on the line below) [15 cm line length] No Pain Worst Points: B. ACTIVITIES OF DAILY LIVING Does your shoulder disturb your sleep? Always (2) Occasional (1) Never (0) Points: How much of your normal daily work does your shoulder allow you to perform? (Set mark on the line below) [15 cm line length] All None Points: How much of your normal recreational activity does your shoulder allow you to perform? (Set mark on the line below) [15 cm line length] All None Points: To which level can you use your hand comfortably? Below the waist (0) Up to the waist (2) Up to the sternum/xiphoid (4) Up to the neck (6) Up to the top of the head (8) Above the head (10) Points: SUBTOTAL (A + B) Ban, et al. Standardised test for evaluation of functionality in patients with shoulder disorders. Danish Medical Journal 60; 4, April 2013.
One (1) year parts and labor or exchange warranty. Refer to item 4: “Warranty” for additional requirements. Exclusions Point of Sale devices. Refer to item 2: “Global Exclusions” for any additional exclusions. Required Accessories and/or Upgrades At a minimum, Manufacturer must provide the following options/upgrades, if available, for that product. Warranty Large Displays Scope, Category Definition, and Minimum Specifications Large displays over 24 inches to include touchscreen, LCD, plasma, HDTV, and digital signage. One (1) year parts and labor or exchange warranty. Refer to item 4: “Warranty” for additional requirements. Exclusions Furniture is excluded. However, Manufacturer’s branded monitor stand may be proposed. Refer to item 2: “Global Exclusions” for any additional exclusions. Required Accessories and/or Upgrades At a minimum, Manufacturer must provide the following options/upgrades, if available, for that product. Cables Mounts Warranty Servers Scope, Category Definition, and Minimum Specifications Any commercially-branded computer capable of operating in a Windows environment and designed to
Writing will support pupils’ learning in science when: Comments the purpose is clear Pupils can find writing in science a chore because they do not see the point. You should be clear about why setting a writing task will help pupils to develop their understanding of science further. the writing helps pupils organise their scientific thinking Some types of writing help pupils to learn by organising their thinking (e.g. writing an explanation on how digestion takes place, or constructing an argument about what the evidence is for a spherical Earth). Currently these happen infrequently. More opportunities should be provided to do this. pupils are challenged to think and make decisions about their writing Some types of writing do little to challenge and merely let pupils mark time (e.g. copying notes). Research has shown that learning does not take place if pupils merely copy. The rule of thumb is: if the writing task does not require pupils to make decisions – don’t do it. pupils are asked to write for a variety of purposes and audiences Giving pupils little variety in their writing can be demotivating (e.g. answering the questions in the textbook or writing up the experiment). the writing is well chosen to support the point of the lesson Think carefully how writing can help pupils to learn the science. If you are teaching pupils how to record observations in a particular format, don’t waste time asking them to write up the whole experiment. This distracts pupils from the point. This is a case where less means more. pupils are clear about the characteristics of the writing expected To write well, pupils need to understand the characteristics of different text types. For example, they need to be taught how to structure a conclusion, how to frame an argument when considering ideas and evidence, and how to construct an explanation. There are differences between explaining how and explaining why. Pupils need models for their writing. Just as a picture paints a thousand words, so examples achieve the same. Reflection What are the implications? How well do your writing tasks support pupils’ learning in science? Supporting pupils in writing in science
“Section 50112430. Any person engaged in the act of trapping shall have proof that he is must be the owner of the property on which the traps or devices are set or carry on his person have written permission from the landowner or his agent in possession to use the property for trapping.” SECTION 6. Section 50112440 of the 1976 Code is amended to read: “Section 50112440. A trapper shall must visit his traps daily at least once each day from two hours before sunrise to two hours after sunset and remove any animal caught but no trapper may visit any trap at night and no trap may be set “in the open” or in paths, roadways, or runways commonly used by persons or domestic animals with the exception that a trapper must visit body gripping traps when used in water sets and other traps when used in ‘submersion sets’ at least once every fortyeight hours.” SECTION 7. Section 50112445 of the 1976 Code is amended to read: “Section 50112445. It is unlawful for any a person, other than the owner of the trap, or the owner’s designee, to remove any lawfully trapped wildlife from any legally set trap. A designee must have in his possession written permission from the owner of the trap or the owner’s agent, and must meet all commercial fur licensing requirements or be listed on a valid depredation permit. Any A person violating the provisions of this section is guilty of a misdemeanor and, upon conviction, must be fined not less than fifty dollars nor more than two hundred dollars, or imprisoned for no more than thirty days.” SECTION 8. Section 50112460 of the 1976 Code is amended to read: “Section 50112460. The (A) Only the following traps are allowed for trapping in accordance with an approved commercial fur license unless otherwise provided in this title: (1) body gripping traps (generally known by the brand name ‘Conibear’) when used without bait or scents for vertical water sets and vertical slide sets only; (2) live traps, which also may be used to capture feral animals at any time without a license or permit from the department;
Ms. Parris thanked the parents for coming to the meeting and supporting the multicultural show. Since there is a budget crisis in the district, there will be some restrictions on printing documents. Ms. Parris thanked Ms. Crawford, Social Worker for working diligently to ensure that the superintendent’s initiative is successful. Safety Updates- Mrs. Glasford/ Mr. Johnson There is a $16 million deficit in the district. The city of Lauderdale Lakes is in partnership with Broward County and will allow us to keep our campus monitors. They will attend a training later on this week. Ms. Parris is encouraging that all parents keep emergency cards updated so she can effectively communicate with them. Next year all students will be required to wear an ID badge. The staff will determine how whether or not they will be kept here or sent home with them. A parent asked if the badges will be of a different quality. Ms. Parris. Title One Updates- Ms. Campbell End of the school year budget will remain the same. They are working on the budget for next year. ASP is encouraging the parents to sign up for the after school program. Surveys Parents were asked to complete the survey before the meeting, during, and after the meeting. Parent Volunteers needed- Michael Barrett The PTA president thanked everyone for supporting the events this year, like field day. Next year, parents will receive a calendar of events ahead of time instead of the waiting for the parent link. He also mentioned that a link will be provided to the parents at the beginning of the year to ensure that they have access to the calendar of events. We are looking for volunteers and please sign up if possible. Open Discussion Month of May is Mental Health month. She will assist with therapy if parents needed. Public event at Dillard on July 28th between 10am-2:00pm. Students will be given free backpacks, with uniforms and shoes.
That the members of the South Carolina House of Representatives, by this resolution, recognize and honor Reverend Joshua Prioleau, pastor of Day Dawn Baptist Church in Berkeley County, and congratulate him upon the occasion of fortyfive years of exceptional ministry in the Pineville community. Be it further resolved that a copy of this resolution be presented to Reverend Joshua Prioleau. XX
By: _____________________________________________ City Administrator’s Office – City of Granger, Texas
COM/TAS/lil DRAFT Agenda ID #11652 (Rev. 1) Quasi-legislative 12/20/2012 Decision PROPOSED DECISION OF COMMISSIONER SIMON (Mailed 10/9/2012) BEFORE THE PUBLIC UTILITIES COMMISSION OF THE STATE OF Order Instituting Rulemaking to Improve Public Safety by Determining Methods for Implementing Enhanced 9-1-1 Services for Business Customers and for Multi-line Telephone System Users. Rulemaking 10-04-011 (Filed April 8, 2010) DECISION TO EXTEND CRITICAL EMERGENCY ACCESS PROTECTIONS OF ENHANCED 9-1-1 PROVISIONING TO BUSINESS CUSTOMERS AND MULTI-LINE TELEPHONE SYSTEM USERS IN
direct supervision of the teacher. TEXTBOOKS Every student must have a textbook in the core curriculum areas. Teachers are responsible for assigning books and recording numbers. Additionally, teachers must track textbook use and shrinkage. Purchase orders are handled through a central textbook center. Each school receives a yearly budget for purchase of books based upon enrollment. Inventory Guidelines Every attempt should be made by the teacher to recover missing/lost textbooks. Please consult with the textbook coordinator for procedures that outline how to notify parents and recover funds for lost books. Keep as many books as you have students. Any extras should be given to your team leader and he/she will determine whether to keep in the classroom or return to textbook coordinator. Our textbook coordinator, Mrs. Pearson-Azcarate, has a list of all the material you will be receiving. Please keep track of everything and record any missing items. TUTORING School Board Policy #4202 prohibits a teacher from receiving reimbursement for tutoring a student in any of his/her classes. A teacher tutoring a child not in his/her class may not use school facilities or materials for this tutoring without receiving written permission from administration. Administration may give this permission after conferring with the concerned teacher. An exception to this policy is made in regard to music teachers. VANDALISM AND PROPERTY DAMAGE All members of the instructional staff should consider that it is their responsibility to report any incident of property damage by students or others so that restitution can be gained and repairs made. This pertains to the damage of equipment, materials, furniture, or to the building proper. Florida School Law Section 231.09, part 9, states that one duty of instructional personnel is to see that the school building and all this pertaining thereto are not unnecessarily defaced or injured. VISITORS
3. Tara Pasteur/ Tara Zdanowicz Common Area Walk Throughs- Student Interview Students will be asked the expectations and rules for common area settings Quarterly: October 28, 2016 November 8, 2016 January 13, 2017 March 24, 2017 Administration Meetings/ Faculty Meetings 2. How and what data will you use to determine the success of the plan (by Student outcome) or need for modifications? Include a minimum of 2 Action Steps. Student Outcome Plan WHO Responsible Person WHAT: Data Analyzed WHAT: Criteria for “Success” of Student Outcome WHEN: Dates of Analysis HOW: Shared with Stakeholders EXAMPLE: Assistant Principal ODRS 80% students will have 1 or less ODR Monthly – First Tuesday of each month to review previous month Monthly behavior newsletter 1. Tara Pasteur/ Tara Zdanowicz Behavior interventions data, referral data from the DMS, informal The data will be used to determine the effectiveness of the schools Cloud 9 positive behavior programs and curriculum, fidelity of CHAMPS, and various school wide resources and programs Quarterly: October 28, 2016 November 8, 2016 January 13, 2017 March 24, 2017 Faculty Meetings 2. Tara Pasteur/ Tara Zdanowicz Observational rounds; Student work samples 100% of students will create permanent products from cloud 9 monthly lessons Quarterly: October 28, 2016 November 8, 2016 January 13, 2017 March 24, 2017 Faculty Meetings
(1) prepare a written statement describing the matter requiring action or decisions and the specific nature of his potential conflict of interest with respect to the action or decision; (2) if the public official is a member of the General Assembly, he shall deliver a copy of the statement to the presiding officer of the appropriate house. The presiding officer shall have the statement printed in the appropriate journal and require that the member of the General Assembly be excused from votes, deliberations, and other action on the matter on which a potential conflict exists; (3) if he is a public employee, he shall furnish a copy of the statement to his superior, if any, who shall assign the matter to another employee who does not have a potential conflict of interest. If he has no immediate superior, he shall take the action prescribed by the State Ethics Commission; (4) if he is a public official, other than a member of the General Assembly, he shall furnish a copy of the statement to the presiding officer of the governing body of an agency, commission, board, or of a county, municipality, or a political subdivision thereof, on which he serves, who shall cause the statement to be printed in the minutes and require that the member be excused from any votes, deliberations, and other actions on the matter on which the potential conflict of interest exists and shall cause the disqualification and the reasons for it to be noted in the minutes; (5) if he is a public member, he shall furnish a copy to the presiding officer of an agency, commission, board, or of a county, municipality, or a political subdivision thereof, on which he serves, who shall cause the statement to be printed in the minutes and shall require that the member be excused from any votes, deliberations, and other actions on the matter on which the potential conflict of interest exists and shall cause such disqualification and the reasons for it to be noted in the minutes.” SECTION 9. Section 813700 of the 1976 Code, as last amended by Act 40 of 2011, is further amended by adding a new subsection at the end to read: “(F) Any public official who must recuse himself pursuant to this section shall do so at all times the matter is before the body or agency of which the public official is a member. The requirement of recusal under this section applies to, but is not limited to, matters considered by committees, subcommittees, study
Vendors must provide the requested brand of equipment where possible as this equipment will interface with standards established throughout the campus of USM. Vendors are allowed in certain cases to provide “equivalent”. Vendor must provide documentation to substantiate “equivalent”. Acceptance of “equivalent” is at the sole discretion of the State. If a specific piece of equipment has been discontinued or replaced by a newer model, the Vendor shall submit the proposed replacement model number and type, noting the model number and type it is replacing. If the substitution is required after the award, the replacement model must be at the same or lower cost than the model being replaced. The acceptance of any and all replacements or substitutions is at the sole discretion of the State. AV System Manuals Notebooks as described below shall be assembled by the Vendor for all AV systems furnished under this contract. The Vendor shall forward the notebooks and field drawings, with all wire numbers, to USM for review. The following information shall be placed in the notebooks; table of contents, section tabs with labels, final as built wiring diagrams of all systems, system operating instructions and manufacturer’s manuals. Oversized drawings will be folded to 8 ½ x 11 in. and inserted individually into properly punched Mylar sheet protectors. If delivered electronically, all sheets shall be included in one pdf file with index tabs. Vendor shall include the source code for the Crestron control system in this package. Donated Equipment There is a possibility that a donor will be providing some or all of the LED LCD TV monitors. Vendor will be expected to install these devices as Vendor would devices proposed by Vendor. Vendor must acknowledge that USM and the State may delete devices if a donation occurs but will not adjust the installation cost for said devices. Scoring Methodology
South Carolina General Assembly 119th Session, 2011-2012 H. 3773 STATUS INFORMATION General Bill Sponsors: Reps. Crosby, Chumley, Brannon, Crawford, Sabb, Daning, Knight and Sottile Document Path: l:\council\bills\swb\5088cm11.docx Introduced in the House on March 2, 2011 Currently residing in the House Committee on Judiciary Summary: South Carolina State Police HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 3/2/2011 House Introduced and read first time () 3/2/2011 House Referred to Committee on Judiciary () VERSIONS OF THIS BILL
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 1210108 SO AS TO PROVIDE CIRCUMSTANCES IN WHICH PROFESSIONAL EMPLOYER ORGANIZATIONS MAY BE ELIGIBLE FOR CERTAIN TAX CREDITS AND ECONOMIC INCENTIVES UNDER THE ENTERPRISE ZONE ACT OF 1995; BY ADDING SECTION 4068145 SO AS TO PROVIDE FOR THE DETERMINATION OF TAX CREDITS AND ECONOMIC INCENTIVES BASED ON EMPLOYMENT WITH RESPECT TO CLIENT COMPANIES OF PROFESSIONAL EMPLOYER ORGANIZATIONS; TO AMEND SECTION 406855, RELATING TO THE ABILITY OF THE DEPARTMENT OF INSURANCE TO PROVIDE BY REGULATION FOR THE ACCEPTANCE OF AFFIDAVIT OR CERTIFICATION OF APPROVAL OF QUALIFIED ASSURANCE ORGANIZATIONS, SO AS TO DELETE THE REQUIREMENT THAT THESE FUNCTIONS BE PROVIDED BY REGULATION; TO AMEND SECTION 406860, RELATING TO THE REQUIREMENTS OF PROFESSIONAL EMPLOYMENT ORGANIZATION SERVICES AGREEMENTS BETWEEN PROFESSIONAL EMPLOYER ORGANIZATIONS AND ASSIGNED EMPLOYEES, SO AS TO PROVIDE ORGANIZATIONS SHALL PROVIDE ASSIGNED EMPLOYEES WITH CERTAIN WRITTEN NOTICE OF HOW THE AGREEMENT AFFECTS THEM; TO AMEND SECTION 406870, RELATING TO THE REQUIREMENTS OF PROFESSIONAL EMPLOYMENT ORGANIZATION SERVICES AGREEMENTS BETWEEN PROFESSIONAL EMPLOYER ORGANIZATIONS AND CLIENT COMPANIES, SO AS TO PROVIDE THAT THE TERMS OF THE AGREEMENT MUST BE ESTABLISHED BY WRITTEN CONTRACT; AND TO AMEND SECTION 4068150, RELATING TO CERTAIN PROHIBITED ACTS, SO AS TO PROVIDE
A JOINT RESOLUTION TO SUSPEND THE RUNNING OF CERTAIN GOVERNMENT APPROVALS AFFECTING THE DEVELOPMENT OF REAL PROPERTY WITHIN THE STATE FOR THE PERIOD BEGINNING JANUARY 1, 2013 AND ENDING DECEMBER 31, 2016; AND TO PROVIDE GOVERNMENTAL ENTITIES ISSUING SUCH APPROVALS SHALL PUBLISH NOTICE IN THE STATE REGISTER LISTING THE TYPES OF THESE APPROVALS IT ISSUES AND NOTING THE SUSPENSION OF THE RUNNING OF THE PERIOD OF THE APPROVAL AND TO PROVIDE AN EXCEPTION FOR UNITS OF LOCAL GOVERNMENT. Whereas, there exists a state of economic emergency in the State of South Carolina and the nation, which has drastically affected various segments of the South Carolina economy, but none as severely as the state’s banking, real estate, and construction sectors; and Whereas, the real estate finance sector of the economy is in severe decline due to the creation, bundling, and widespread selling of leveraged securities, such as credit default swaps, and due to excessive defaults on subprime mortgages and the resultant foreclosures on a vast scale, thereby widening the mortgage finance crisis. The extreme tightening of lending standards for home buyers and other real estate borrowers has reduced access to the capital markets; and Whereas, as a result of the crisis in the real estate finance sector of the economy, real estate developers and redevelopers, including home builders, commercial, office, and industrial developers, have experienced an industrywide decline, including reduced demand, canceled orders, declining sales and rentals, price reductions,
Appendix 1: Data Collection Tool Study ID Number Patient Characteristics Operation and Post-Op Week 1 Week 3 Date of Early Removal if Relevant Additional Comments DOB Sex Date Use of opiod analgesia in post operative period to manage SRS USSQ IPSS USSQ IPSS Urinary Score Pain Score General Health Score Work Performance Score Sexual Matters Score Additional Problems Score Total Score Urinary Score Pain Score General Health Score Work Performance Score Sexual Matters Score Additional Problems Score Total Score
Group 1 – Page 2 indicates which stent this represents Patient Sticker Checklist Date of Stent Insertion: Patient appropriate for study as per Page 1 of Stent Study Recruitment Pathway Patient consented for study Two consent forms signed (in Stent Study Pack) One copy given to patient One copy filed in ______ Date of Stent Insertion: Patient appropriate for study as per Page 1 of Stent Study Recruitment Pathway Patient consented for study Two consent forms signed (in Stent Study Pack) One copy given to patient One copy filed in ______ Date of Stent Insertion: Patient appropriate for study as per Page 1 of Stent Study Recruitment Pathway Patient consented for study Two consent forms signed (in Stent Study Pack) One copy given to patient One copy filed in ______ Date of Stent Insertion: Patient appropriate for study as per Page 1 of Stent Study Recruitment Pathway Patient consented for study Two consent forms signed (in Stent Study Pack) One copy given to patient One copy filed in ______
Undefined Terms no formal definition can only be represented or described can also be dealt with through their properties which are taken up as postulates Point Line Line Segment Ray Opposite Rays Half Lines Plane Basic Terms Problem Figure Final Answer If DT= 60, find the value of x, DS and ST x= 16 DS= 24 ST= 36 C is the midpoint of Segment AB. Find AC, CB, and AB AB= 22 AC and CB= 11 If RS= 3x+1, ST= 2x=2, and RT=64, find the values of x, RS, and ST x= 13 RS= 40 ST= 24 If RS= 87+ 4, ST= 4y+8 and RT= 157-9, find the value of y, RS, ST and RT Same as figure 3 y= 7 RS= 60 ST= 36 RT= 96 If PT= 5x+3 and TQ= 7x=9, find x, PT, and TQ x= 6 PT and TQ= 33 Applying terms of if and then Hypothesis Conclusion Reason C-D-E CD+ DE= CF Betweenness BC= CD Segment BC is congruent to segment CD Congruence C is the midpoint of segment BD Segment BC is congruent to segment CD Midpoint Segment AC is congruent to segment CF AB= CF Congruent Segment Ray FG bisects segment BC C is the midpoint of segment BD Bisector Hypothesis Conclusion Reason W-A-Z WA+ AZ= WZ Betweenness Segment SA is congruent to segment AY XA= AY Congruent Segments A is the midpoint of segment WZ Segment WA = segment AZ Betweenness Ray WZ bisects Segment XY Segment XY is a bisector of segment WZ Or A is the midpoint of segment XY Bisector Angles Problem Final Answer If m angle ABD= 50 and m angle CBD= 20, find m angle ABC Angle ABC= 70 degrees If m angle ABC= 85 and m angle ABD= 37, find m angle CBD Angle CBD= 48 degrees If m angle ABC= 85, m angle ABD= x+30 and m angle m angle CBD= 40 degrees m angle ABD= 45 degrees
6 Normal colour vision X 7 Physical mobility and agility X 8 Working in a noise hazard area X 9 Climbing eg ladders X 10 Working in confined spaces X 11 Food Handling X 12 Driving motor vehicles; please specify, including four wheel drives 4WD 13 Exposure to chemicals; please specify Water testing, preserving invertebrate pests 14 Exposure to dusts; unsealed roads X 15 Exposure to animals; please specify Invertebrates (mosquitoes) 16 Exposure to bio-hazards; please specify Laboratory chemicals 17 Repetitive movements X 18 Outdoor work X 19 Use of screen-based equipment X 20 Use of protective clothing X 21 Other hazards, please specify: X Available Training Courses (Tick relevant boxes) 1 Bullying & Harassment In The Workplace 2 Due Diligence & The Liable Manager 3 Ergonomics In The Workplace 4 Fire Awareness & Emergency Evacuation Training 5 Fire Warden Training 6 Hazardous Substances Management (including accessing and using Chemgold11)
References Energy Information Administration U.S. (2010). “Sri Lanka Energy Profile”, Independent Statistics and Analysis, < >, (accessed 06th September 2010) Johansson,T et al(1993).”Renewable energy: sources for fuel and electricity”, Island Press Washington D.C Koroneos,C.and Spachos,T(2003). “Exergy analysis of renewable energy”, Renewable Energy, Vol.20, 295-310 Sri Lanka Sustainable Energy Authority. (2010), “Renewable Energy”,< > (accessed 10th September 2010) World Recourses Institute. (2010),”Energy and Resources: Country Profile-Sri Lanka”, Earth Trends: The Environmental Information Portal, < > (accessed 05th September 2010) Wikipedia. (2010),”Renewable Energy”, < >,(accessed 04th September 2010) World Bank. (2010) “Energy use per capita”, Public Data, < > (accessed 06th September 2010). World Bank. (2010) “Energy & Mining “, Data, < > (accessed 05th September 2010)
A HOUSE RESOLUTION TO RECOGNIZE AND HONOR LANIE HUDSON FOR HER EXCEPTIONAL POISE, TALENT, AND BEAUTY AND TO CONGRATULATE HER FOR BEING NAMED MISS SOUTH CAROLINA. Whereas, the members of the South Carolina House of Representatives were pleased to learn that Lanie Hudson was crowned Miss South Carolina in July 2014; and Whereas, while a student at Clemson University, Lanie was a member of the Blue Key National Honor Society and Alpha Delta Pi Sorority; and Whereas, a cum laude graduate of Clemson University with a bachelor’s degree in communication studies, she plans to pursue a master’s degree in fashion merchandising; and Whereas, Lanie has appeared as a contestant on America’s Got Talent with the clogging team TNC Elite; and Whereas, her personal platform as Miss South Carolina is “The Gift of a Lifetime” Saving Lives Through Organ and Tissue Donation”. In her role as Miss South Carolina, Lanie is a state spokesperson for Palmetto Pride, South Carolina’s antilitter organization, and an ambassador for Children’s Miracle Network Hospitals; and Whereas, the South Carolina House of Representatives appreciates the outstanding contributions that Lanie Hudson is making as she represents the Palmetto State in her role as Miss South Carolina 2014, and the members look forward to hearing of her ongoing accomplishments in the future. Now, therefore,
Olivia’s average speed mph. Ratio of Olivia’s speed : Tom’s speed is 3 : 2 18 : 12, so Tom’s speed is 12 mph. Tom takes hours. Liz gets 2 parts more than Ewan, so each part is . Bella gets 3 parts so .