zilongwang/ReadingBank huggingface dataset:
Change Graph Type Number of referrals after filter: Number of students after filter: Additional Drill Down Filter From Graph Type, pick 1 Report Filter Add Report Filter to Dataset Click Generate Change Graph Type Describe the one specific filter used. What: When: Where: Who (Grade Level): Number of referrals after filter: Number of students after filter: Additional Drill Down Filter From Graph Type, pick 1 Report Filter Add Report Filter to Dataset Click Generate Change Graph Type Describe the one specific filter used. What: When: Where: Who (Grade Level): Number of referrals after filter: Number of students after filter: Motivation – Why is the problem behavior occurring? Change Graph Type to Perceived Motivation Describe the pattern you see with Perceived Motivation based on the filters applied in Steps 3-6: Locate the summary box to the right of the graph How many students are related to the identified problem? How many staff are related to the identified problem? How is the problem best addressed, Systems or Students? (Note: If more than 10 students are related to the identified problem, then the issue should be
New Patient Intake Form CHILD INFORMATION PARENT/GUARDIAN INFORMATION Name Mother Date of birth Age DOB Home Ph Gender Doctor Cell Ph Work Ph Person Referring Mailing Address Medical Diagnosis City, State, Zip Current immunizations? Yes No Physical Address If “NO” give reason City, State, Zip Child resides with? Parents Foster Occupation Who has custody of child? Parents OCS Employer OCS Caseworker. Name Father Cell DOB Home Ph Person other than parent bringing child to therapy. Name Cell Ph Work Ph Cell Mailing Address PRIMARY INSURANCE INFORMATION City, State, Zip Primary Insurance Physical Address Policy Number City, State, Zip Group Number Occupation Expiration Employer Claims Address May we send out an appointment reminder via text or unencrypted email? ☐ Yes ☐ No ☐ Text Cell ph #: ______________________________ ☐ Email Email Address:__________________________ ☐ Both May we email (not encrypted) requested medical records or therapist communication to you? Yes No Email Address:______________________ I authorize AKT, KKT, and/or ORS to submit bills directly to the insurance carrier(s) for payment. I authorize insurance carrier(s) to make payments to AKT, KKT, and/or ORS. I understand that KKT and/or ORS may be billing the Infant Learning Program (ILP) for my child while enrolled in ILP. Once my child is discharged from ILP, I hereby give KKT and/or ORS permission to bill my insurance carrier(s) directly for payment. Phone Number Insured’s Name Insured’s DOB SECONDARY INSURANCE INFORMATION Secondary Insurance Policy Number Group Number Expiration Claims Address Phone Number Insured’s Name Insured’s DOB Parent or Legal Guardian Signature Date
Personal Details Full Name: Educational Setting: Date of Birth: Age Gender Type: Child's Address: Ethnicity First Language Do any of the following apply? (select from the drop down boxes) Looked After TAC Child Protection Families Working Together ESCO Child in Need Free School Meals … Parent/Carer Name: 2nd Parent/Carer Name: Relationship: Relationship: Parents Address (if different) Parents Address (if different) Who has parental responsibility? Phone Numbers Phone Numbers Email Address Email Address Preferred Method of Contact Preferred Method of Contact Who is making the request? Name Position / Title
Time Session Speaker 09:30 - 10:00 Welcome and opening remarks Introduction of participants Host and IAEA All participants 10:00 - 10:15 Course objective and agenda L. Lederman 10:15 – 10:45 Interfaces between nuclear safety and nuclear security K. Mrabit 10.45 -11.00 Coffee Break 11:00 – 11:45 Establishing the safety infrastructure for nuclear power and IAEA safety standards (milestones) L. Lederman 11:45 – 12:30 Module 1 : IAEA core set (*) Legislative and regulatory framework L. Lederman 12:30 – 13.30 Lunch 13:30 – 14.15 Module 1 : Application set 1 (**) Legislative and regulatory framework in Pakistan N. Maqbul 14.15 – 15.00 Module 1 : Application set 2 Legislative and regulatory framework in the UK P. Hughes 15:00 – 15:15 Coffee Break 15:15 – 17:00 Perspective and current status of introducing nuclear power in the participating countries Participants (one per country) Tuesday 7 Nobember 2017 Time Session Speaker 09:00 – 09:45 Module 2: IAEA core set Licensing process L.Lederman 09:45 – 10:30 Module 2: Application set Licensing process and authorization in Pakistan N. Maqbul 10:30 – 10:45 Coffee Break 10:45 – 11:30 Module 3: IAEA core set Leadership and management for safety L.Lederman 11:30 – 12:30 Module 3 : Application set Management system at the Regulatory Body in the UK P. Hughes 12:30 – 13:30 Lunch 13:30 – 15:00 Group Exercise 1: Developing a licensing process All participants 15:00– 15:15 Coffee Break 15:15– 16:00 Exercise 1 – Results presentation Group reporteur 16.00 – 17.00 General discussion All participants Wednesday 8 Nobember 2017
Time Session Speaker 09:00 – 09:45 Module 4: IAEA core set Development of safety regulations and guides for nuclear power plants L. Lederman 09:45 – 10:30 Module 4: Application set Development of NPP safety regulations in Pakistan N. Maqbul 10:30 – 10:45 Coffee Break 10:45 – 11:30 Module 5 : IAEA core set Communic Communication and consultation with the interested parties by the regulatory body L.Lederman 11:30 – 12:30 Module 5: Application set Communication with the public and other stakeholders in the UK P. Hughes 12:30 – 13:30 Lunch 13:30 – 15:00 Group Exercise 2: Development of safety regulations All participants 15:00 – 15:15 Coffee Break 15:15 – 16:00 Exercise 2 – Results presentation Group rapporteur 16.00 – 17.00 General discussion Thursday 9 November 2017 Time Session Speaker 09:00 – 09:45 Module 6: IAEA core set Regulatory review and assessment P. Hughes 09:45– 10:30 Module 6: Application set Regulatory review and assessment in Pakistan N. Maqbul 10:30 – 10:45 Coffee Break 10:45 – 11:30 Module 7: IAEA core set Regulatory inspection and enforcement L.Lederman 11:30 – 12:30 Module 7: Application set 1 Regulatory inspection and enforcement in the UK Regulatory inspection and enforcement in Pakistan P. Hughes N. Maqbul 12:30 – 13:30 Lunch 13:30 – 15:00 Group Exercise 3: Regulatory review and assessment All participants 15:00 – 15:15 Coffee Break 15:15 – 16:00 Exercise 3 – Results presentation and discussion Group rapporteur 16:00 – 17:00 General discussion All participants Friday 10 November 2017
University Contact Information Office/Website Telephone Number/Email Office Location Advisement Services Center 518-442-3960 advisor@albany.edu LI 36 University Library Bookstore albany.bncollege.com 518-442-5690 Campus Center Counseling and Psychological Services 518-442-5800 consultation@albany.edu 400 Patroon Creek BLVD Suite 104 Disability Resource Center 518-442-5490 cmalloch@albany.edu Campus Center 130 EOP Office/Academic Support Services 518-442-5180 eop@albany.edu LI 94 University Library Health Center 518-442-5454 askUHC@albany.edu 400 Patroon Creek BLVD Suite 200 Information Technology Services -ITS 518-442-4000 Help Request to: . Lecture Center International Students & Scholar Services 518-591-8189 isss@albany.edu Science Library G-40 Community Standards 518-442-5501 crcr@albany.edu Campus Center 361 Library 518-442-3600 https://library.albany.edu/help/email Uptown Campus 1400 Washington Avenue Parking and Mass Transit Services 518-442-3121/442-3120 parking@albany.edu Tricentennial Dr & University Dr W#15 Registrar's Office 518-442-5540 registrar@albany.edu Campus Center B52 Residential Life 518-442-5875 or reslife@albany.edu State Quad U-Lounge Student Financial Center/Student Accounts Financial Aid/Account Maintenance Billing 518-442-3202 sfc@albany.edu Campus Center B26 SUNY Card Office 518-442-5989 sunycard@albany.edu Campus Center B52 Undergraduate Education 518-442-3950 ugeducation@albany.edu Lecture Center 30
University at Albany, SUNY Main phone line 518 442-3300 1400 Washington Av. Albany, NY 12222 Withdrawal & Readmission 518-442-3950 ugeducation@albany.edu Lecture Center 30 Veteran and Military Services 518-442-5514 uaveteran@albany.edu Campus Center B26 Updated: 2.20.18
University Contact Information Office/Website Telephone Number/Email Office Location Advisement Services Center 518-442-3960 advisor@albany.edu LI 36 University Library Bookstore albany.bncollege.com 518-442-5690 Campus Center Counseling and Psychological Services 518-442-5800 consultation@albany.edu 400 Patroon Creek BLVD Suite 104 Disability Resource Center 518-442-5490 cmalloch@albany.edu Campus Center 130 EOP Office/Academic Support Services 518-442-5180 eop@albany.edu LI 94 University Library Health Center 518-442-5454 askUHC@albany.edu 400 Patroon Creek BLVD Suite 200 Information Technology Services -ITS 518-442-4000 Help Request to: . Circulation Desk at the Lecture Center International Students & Scholar Services 518-591-8189 isss@albany.edu Science Library G-40 Community Standards 518-442-5501 communitystandards@albany.edu Campus Center 361 Library 518-442-3600 https://library.albany.edu/help/email Uptown Campus 1400 Washington Avenue Parking and Mass Transit Services 518-442-3121/442-3120 parking@albany.edu Tricentennial Dr & University Dr W#15 Registrar's Office 518-442-5540 registrar@albany.edu Campus Center B52 Residential Life 518-442-5875 or reslife@albany.edu State Quad U-Lounge Student Financial Center/Student Accounts Financial Aid/Account Maintenance Billing 518-442-3202 sfc@albany.edu Campus Center B26 SUNY Card Office 518-442-5989 sunycard@albany.edu Campus Center B52 Undergraduate Education 518-442-3950 ugeducation@albany.edu Lecture Center 30
University at Albany, SUNY Main phone line 518 442-3300 1400 Washington Av. Albany, NY 12222 Withdrawal & Readmission 518-442-3950 ugeducation@albany.edu Lecture Center 30 Veteran and Military Services 518-442-5514 uaveteran@albany.edu Campus Center B26 Updated: 7.13.18
<<organization name>> The name of your organization Main Street Health Centre <<name of privacy contact>> The person at your organization who deals with privacy requests and issues from your patients Jim Smits <<patient/client>> Either patient or client; depending on the term you use Patient <<patients/clients>> Either patients or clients; depending on the term you use Patients <<location at your office where the template is stored>> Computer or server location where the templates are found \\Main_Computer\privacy \templates <<location at your office where the completed document is stored>> Computer or server where the documents are stored when completed; should be restricted access \\Main_Computer\privacy \secure_files Step 3: Edit any steps that your organization does differently. Step 4: Identify the colleague(s) in your organization who must approve the policy and operating practices. Review them with that person or group and ask them to approve the policies. Step 5: Using MS Word’s “Find and Replace” feature, replace the following terms with the term appropriate to your organization: Find Replace with Example <<Approver>> Name of person or group who approves the policies in your organization Dr. John Smith <<Effective Date>> Date that the policy comes into effect; usually the date it is approved January 16, 2015 <<Review Date>> Date that the policy will be reviewed next to ensure it is January 16, 2016
Name of Owner, Occupier or Lessee …………………………………… Address of Owner, Occupier or Lessee Phone Number …………………………………… Details of Structure(s) applied for: Location on attached plan OS Grid Reference PROW Reference No. (if known) and Status Type of Structure 1 2 3 4 5
SECTION 3 – [FIRSTNAME]’s story Firstname’s story – play, health, schooling, independence, friends and relationships, further education, future plans. Firstname’s family’s story More information on how to support Firstname’s and his/her family Firstname’s aspirations Firstname’s family’s aspirations for him/her How Firstname’s and his/her family have taken part in this plan
insurance, primarily on an opt out basis and allow for income protection insurance to be provided on an opt out or opt in basis. Insurance premiums are a key driver of account balance erosion, and can reduce a low income earner’s retirement balance by 10 per cent or more (compared to no insurance) – with the effect increasing for every set of policies held. While there is a current regime for transferring lost superannuation balances to the Commissioner of Taxation (the Commissioner) to protect them from erosion, this regime requires longer periods of inactivity before amounts are transferred, assuming that the low balance account has not been entirely eroded by fees by this time. In addition, numerous exceptions permit trustees to not transfer balances below $6,000 to the Commissioner, allowing these balances to be subject to ongoing fee and premium erosion. Historically, there have been high levels of member disengagement with the superannuation sector. In addition, past and current restrictions on a member’s ability to choose a fund have forced individuals to hold multiple accounts. The combination of these factors has led to market outcomes that do not reflect the needs of the default and low balance cohorts of members. The changes in the exposure draft Bill will not replace existing account consolidation processes which will remain available to members. The changes supplement the current arrangements to streamline consolidation for disengaged members, ensuring that superannuation savings are better protected from inappropriate or excessive erosion by fees and insurance premiums. Reducing the number of low balance accounts will generate system-wide efficiencies by reducing administration costs for funds and better targeting default insurance coverage. The amendments in the exposure draft Bill are intended to protect members’ superannuation savings from erosion by: limiting fees on superannuation products so that these accounts can grow and are protected from disproportionately high fees; ensuring that arrangements for insurance in superannuation are appropriate so that members are not paying for insurance coverage that they do not know about or premiums that inappropriately erode their retirement savings; and strengthening the ATO’s role in reuniting small, inactive balances to reduce the costs to members and consolidate the accounts of members that have accrued multiple superannuation accounts.
Chapters Documents TMF ISF filed Comment 9 Randomisation Decoding Master randomisation list, signed (in sealed envelope) x Decoding procedure for blinded trials x x Treatment allocation and decoding documentation x Other, specify: 10 Investigational medicinal product (IMP) / Medical device (MD) Investigator brochure (IB), IMP/MD Dossier or other information on IMP/MD, incl. any update x x Instructions for handling of IMP/MD x x Certificate(s) of analysis x Sample of label(s) x Shipping records x x Accountability documentation (site specific and patient specific) x/C x/O Temperature log x x Documentation of IMP/IMD destruction x x Other, specify: 11 Laboratory Normal values/ranges, incl. any update x x Certification or accreditation, incl. any update x (x) Other validation (as required) x (Central) lab manual x x Other, specify: 12 Site information Site authorisation and delegation log x/C x/O CVs of PI and investigators, signed x x GCP training evidence of PI and investigators x x CVs of other site personnel, signed (if required) x x GCP training evidence of other site personnel (if required) x x Financial disclosure forms, FDA 1572 (if required) x x Site personnel training documentation (x) x Other, specify: 13 Correspondence Relevant communication (emails, letters, meeting minutes, contact reports, newsletters) – if not filed in other sections x x 14 Contracts Confidentiality agreement x x Signed contract/agreement, incl. list x x Contract amendment, update of list x x 15 Insurance documents Insurance statement, incl. any renewal x x 16 Finances Financial aspects of the trial x x 17 Study registration clinicaltrials.gov, KOFAM and / or other registration information x 18 Website Information on website x Study acronym and / or number: Chapters Documents TMF ISF filed Comment
19 Database Codebook, signed, incl. any update x Data-dictionary, incl. any update x User Acceptance Test (UAT) documentation x Data base user management, incl. any update x Data base user manual x x Approval from data protection for the collection of identifying data in data base x Other, specify: 20 Statistics Statistical analysis plan, signed x Statistical analysis report x Other, specify: 21 Final report Final study report/publication x (x) 22 Quality assurance Monitoring plan or quality assurance visit plan, signed x Monitor training documentation x Pre-study visit monitoring report x Site initiation visit report x x Monitoring visit or quality assurance visit report x Close-out visit report x Site visit follow-up letter x x Monitoring visit log x/C x/O Audit certificate x Other, specify: 23 Source documents Source documents x Source data location list (x) x 24 Body fluids/tissue Record of retained body fluids/tissue samples x x 25 Completed CRFs Signed, dated and completed CRFs (paper or CD-ROM) x/O x/C Documentation of CRF corrections (for pCRFs) x/O x/C 26 Background literature Literature containing information on study (x) 27 Miscellaneous Documents that do not fit into any other section, specify:
Google = 2.4 mi Displacement = 2 mi From 42.362078°N, 71.09762°W to 42.371328°N, 71.11451°W Google = 1.1 mi Displacement = 1 mi From 42.336604°N, 71.104215°W to 42.339383°N, 71.093964°W Google = 0.7 mi Displacement = 1 mi
Why does discord within the church hurt its witness? Why does Christian love and harmony portray Christ? How does Nehemiah’s example inform what this ought to look like? Often, we have an “I deserve ________” attitude about our belongings or out time. For instance, you may say, “I work hard, so I deserve to spoil myself over the weekend.” Nehemiah did not have this attitude, but understood that everything we have belongs to God and is to be used for the good of others – this attitude inspires generosity whereas the “I deserve” attitude inspires selfishness. How would you fill in that blank? What practical steps can you take to grow in and practice generosity? Focus and Discernment: Read Nehemiah 6:1-16 Unlike chapter 4, Nehemiah is now facing personal threats from his enemies. What opposition did Nehemiah face to completing his mission? How does Nehemiah show focus and determination in this passage? Have you ever faced this sort of opposition to what you sense God is calling you to do? Often, the opposition that we face is inward and spiritual as we seek to persevere in faith. Have you experienced such a struggle? Read Phil. 3:7-14 and 1 Timothy 6:11-12. What does it look like to persevere in the “good faith of faith?” How does Nehemiah exhibit great discernment in this passage? What are some easy ways to discern whether or not something is of God? Why is it sometimes easy to follow path that is clearly not of God? What does this tendency reveal about your motives and heart? Read Psalm 1 and Proverbs 1:1-7, 3:1-12. How can you grow in Christian wisdom? In what way does this often look different from the wisdom of God? How do you see this play out in Nehemiah 6? Conclusion In small groups, reflect on what you have discussed. Which of the following applications has most impacted you: How do Nehemiah’s actions inform your response to fear, opposition, and discouragement? What practical steps can you take to grow in and practice generosity? What can you do to grow in wisdom and discernment?
Gene technology (also known as genetic engineering or genetic modification) provides ways to make changes to genes – the sets of instructions in the cells of all living creatures. There is a large amount of overlap between ‘gene technology’ and the newer term ‘synthetic biology’. Traditional biotechnology has been practised for centuries. We’ve used conventional breeding to create new crops, new breeds of livestock and pets. We’ve harnessed yeast to make beer and bread, and rennet to make cheese. Gene technology is a modern branch of biotechnology that allows direct modification or removal of a gene, or the transfer of a gene from one species to another. When plants, animals and other organisms are changed using gene technology they are known as genetically modified organisms (GMOs). If the modification includes the introduction of a gene from another organism, then these are known as transgenic. For example, GM cotton often contains a gene from bacteria that produces an insecticide, reducing the need for crop spraying to control insect pests. When gene technology is used to create a GMO the use of that organism is regulated by the Gene Technology Regulator to protect people and the environment. Uses for GMOs Research Using genetically modified bacteria, plants, animals and other organisms to better understand life processes. Agriculture Modifying crops – to introduce resistance to pests or diseases, incorporating herbicide tolerance, increasing resistance to drought, or improving the nutritional value of a crop. Therapeutic goods Modifying microorganisms to produce vaccines or medicines such as insulin. Medicine Developing new ways to diagnose and treat disease. Veterinary medicine Producing animal medicines and vaccines. Industry Producing enzymes to use in food processing, producing paper pulp or biological leaching of minerals. Bioremediation Using microorganisms to decompose toxic substances and clean-up industrial sites or environmental accidents
Mason, Gerald – VR Specialist II – VR03-Ardmore, Resigned 1/3/2017 (3 years 7 months) Burkhalter, Belen – Programs Manager II – VR67-Tulsa, Retired 1/1/2017 (29 years 4 months) Goeders, Beverly – VR Specialist IV – VR03-Ardmore, Retired 1/1/2017 (17 years 10 months) Ridner, David – VR Specialist IV – VR29-Edmond, Retired 1/1/2017 (14 years 2 months) Stanton, Judy – VR Specialist IV – VR44-Stillwater, Retired 1/1/2017 (31 years 6 months) VISUAL SERVICES DIVISION Tomagos, Leonido – VR Specialist II – VS73-OKC, Resigned 1/6/2017 (1 year 2 months) Bolz, Billy – Vending Machine Technician I – VS33-OKC, Retired 1/1/2017 (7 years 1 month) OKLAHOMA SCHOOL FOR THE BLIND Miller, Kenneth – Construction/Maintenance Technician II, Resignation 1/23/2017 (8 years 3 months) OKLAHOMA SCHOOL FOR THE DEAF McKenzie, Wende – Temporary, Resigned 1/9/2017 (8 years 4 months) DISABILITY DETERMINATION DIVISION Berg, Brenda – Disability Determination Specialist I, Resigned 1/18/2017 (3 years 2 months) Boyd-Stephens, Apryl – Disability Determination Specialist I, Resigned 1/3/2017 (7 years 3 months) Brennan, Sherman – Disability determination Specialist II, Resigned 1/23/2017 (1 year 4 months) Dalton, Frederick – Disability Determination Specialist III, Resigned 12/31/2016 (12 years 11 months) CURRENT FTE STATUS FY 2017 FTE as of January 31, 2017 DIVISION BUDGETED FTE FILLED PENDING EXEMPT FTE TOTAL FILLED PLUS PENDING MINUS EXEMPT FTE
Specialized population such as DV, LGBTQ, youth, veterans PERSONS IN HOUSEHOLDS WITH AT LEAST ONE ADULT AND ONE CHILD SUBPOPULATION Characteristics Chronically Homeless – Non veterans Chronically homeless - veterans homeless veterans Chronic Substance Abuse HIV/AIDS Severely Mentally Ill Victims of Domestic Violence Physical Disability disability Not Adults over age 24 Adults ages 18-24 Children under age 18 TOTAL PERSONS PERSONS IN HOUSEHOLDS WITHOUT CHILDREN SUBPOPULATION Characteristics Chronically Homeless – Non veterans Chronically homeless - veterans homeless veterans Chronic Substance Abuse HIV/AIDS Severely Mentally Ill Victims of Domestic Violence Physical Disability Developmental disability Not represented Adults over age 24 Adults ages TOTAL PERSONS PERSONS IN HOUSEHOLDS WITH ONLY CHILDREN SUBPOPULATION Characteristics Chronically Homeless – Non veterans Chronically homeless - veterans homeless veterans Chronic Substance Abuse HIV/AIDS Severely Mentally Ill Victims of Domestic Violence Physical Disability Developmental disability Not represented Accompanied Children under age 18 Unaccompanied children under age 18 TOTAL PERSONS 5C. PARTICIPANT OUTREACH Enter the percentage of homeless person(s) who will be served by the project from each of the following locations. Directly from the street or other locations not meant for human habitation. Directly from Emergency Shelters. Directly from Safe Havens. Persons fleeing domestic violence. Directly from transitional housing eliminated in a previous CoC Program Competition. Directly from the TH portion of a Joint TH and RRH component project
Activity Topic/Vocab/Expressions/Aim Materials Types of Intelligence Greetings Usual Greetings e.g., Hello! How are you today? I’m great, hungry, tired, etc. (Do not accept “fine” for genki!) Nothing If needed, use feelings/emotions Flashcards Visual (flashcards) Interpersonal (greeting) Engage Song: ABC Song Sing the song together. Music (or instrument) Musical (song) Study Classroom English Teachers work together to introduce and demonstrate classroom English. Have students practice alongside teachers. a copy of the Classroom English phrases (English and Japanese) Linguistic (listening) Visual (mirroring action) Kinesthetic (body movement) Activate Alphabet Karuta Students will be put into groups of 3 or 4. Letters of the alphabet will be called out, and the first student to grab the card with that letter can keep it. The student with the most cards wins. Sets of Alphabet Flashcards (link below) Kinesthetic (body movement) Interpersonal (group work) Wrap-up Reflection and Farewell As a group, have students give their opinion of the class. They can practice saying how they feel. Say good bye. Nothing Kinesthetic (body movement) Interpersonal (group work) Lesson Plan: Classroom English and the Alphabet Date: Class: Classroom, level, # of students ALT: Time: Period, Class time, Time available Lesson Objective: To acquaint students with basic classroom English phrases and present the alphabet and basic pronunciation Notes: Classroom English should be reviewed each class so students can practice and remember each phrase. Detailed Lesson Plan ABC Song: Before singing the song, say each letter slowly and clearly to help students hear the pronunciation of each letter and have the students repeat each letter twice. It also helps to show Flashcards while teaching each
DISTRICT 105 M CONVENTION 21st – 23rd MARCH 2014 PROGRAMME FOR THE WEEKEND FRIDAY 21st March Registration Desk open 16:00 – 18:00 Setting up Exhibition stands Drinks Reception (Invitation only) for District Cabinet Officers & Partners with DG Team and International Director 18:30 – 19:30 Host Night Theme: “The end of the Pier” 19:00 for 19:30 – 23:30 SATURDAY 22nd March Registration Desk open 08:00 – 10:00 Exhibition stands open All day Convention starts 09:30 Lunch break 12:30 – 13:30 Convention resumes 13:30 Convention closes 16:30 Afternoon Tea (invitation only) for Club Presidents and First-Time Conventioneers with DG Team and International Director 16:30 – 17:30 Drinks Reception (invitation only) for Club Presidents, Convention Host Committee & Partners with DG Team and International Director 18:30 – 19:30 Banquet & Ball with entertainment 19:00 for 19:30 – 00:00 SUNDAY 23rd March Question and answer session with ID Kenneth Persson 10:00 - 11:30
6.1.4 Take action through their District Board of Oversight/Ministerial Examining Board to nominate two elders and two lay people for their Regional Board of Oversight 6.1.5 In conjunction with any other districts joining their region, they will need to decide how many members should constitute their Regional Board of Oversight 6.1.6 Transition their District Mission Board to a Regional Board of Mission 6.1.7 Give final approval to the disbanding of their district 6.2 Regions would need to: 6.2.1 Constitute their Regional Boards of Oversight through an online voting process by local Brethren churches in the region 6.2.2 Familiarize themselves with their Regional Mobilize Coordinator and the members of their Regional Board of Oversight once these people are determined 6.2.3 Begin the process of organizing into clusters with the counsel and encouragement of the Regional Mobilize Coordinator (this could also be done by districts before they disband) 6.2.4 The Regional Board of Oversight and MissioChurch would form the Regional Board of Mission (this could also be done by districts before they disband) 6.3 The 2017 General Conference would need to: 6.3.1 Commission the Regional Mobilize Coordinators 6.3.2 Call a meeting of members of the newly formed Regional Boards of Oversight to select their representative to the National Board of Oversight 6.3.3 Call a meeting of the newly selected members of the National Board of Oversight to organize as a Board Brethren Camps Action Steps If Regionalization Proposal Is Adopted 1. Each of the Brethren camps should begin the process of obtaining 501(c)(3) status, thereby incorporating as not-for-profit organizations. 2. Each Brethren camp should form its own camp board to oversee its camping program (this should be part of the 501(c)(3) process). Consider bringing existing camp board members, who probably were elected by their district, onto this new board to provide continuity. Board members should be selected going forward with a high regard for their commitment to outdoor ministries and for the gifts they bring to the board.
Essential Character: Personal Integrity Analytical Thinking Result Orientation Understanding Others Proactive Cultural and gender sensitivity Essential Skills: Relationship building Planning and organizing Information technology Problem solving and decision making Coaching, mentoring Preferred competencies: Leadership Flexibility A Development Orientation Thoroughness Effective Communication ____________________________ ______________________________ Employee's Signature and date Line Manager's Signature and date
General table of educational activities A.Y. 2013/2014 & 2014/2015 ACTIVITY TEACHING HOURS CLINICAL PLACEMENT STUDYING TIME CFU/ECTS Basic disciplines (Theory) 210 == 315 21 Manual Therapy Disciplines (Theory and workshop) 348 == 427 31 Clinical placements (supervised by Clinical Mentors) == 150 == 6 Final Thesis == == 50 2 Sub total 558 150 792 60 Total 1500 60
R.5.4.6 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. After reading a text, write a summary of its theme including how it was developed. Practice summarizing text using different summary techniques such as one sentence summaries; who, what, when, where, why and how summaries; etc. R.5.4.7 Analyze the structure (sentence, paragraph, chapter, or section) an author uses to organize a text including how it fits into the overall structure of a text and contributes to the development of the ideas. After reading a text, complete a text structure graphic organizer and then write a paragraph describing how the text structure influenced the text. Analyze different articles for sentence structure an author uses to organize the text and discuss how the contributes to the development of the author’s ideas. R.5.4.8 Read and comprehend literature, including stories, dramas, and poetry, as well as nonfiction, for the current level, independently and proficiently. Create an outline, graphic organizer, synopsis, summary, or notes to show meaning. Read aloud a passage from fictional or non-fictional text with fluency and appropriate phrasing and expression. Identify fictional vs. nonfictional writings. Using poetry anthologies, periodicals, and/or collected works of drama, students create an outline and/or graphic organizer and summarize material. Read aloud and have class discussion.
HEALTH HISTORY ANNUAL UPDATE FORM Last, First Middle Name: D.O.B.: Sex: M F 1 Has your child been ill or hospitalized in the last year? Yes No If yes, why and when? 2 Is your child taking medication? Yes No If yes, what? 3 Are there any health concerns or issues regarding your child you want to discuss? Yes No If yes, what? 4 Has your child developed any allergies? Yes No If yes, what foods? If yes, what drugs? If yes, what other allergies? 5 Does your child currently have tubes in their ears? Yes No If yes, when were they inserted? 6 Does your child wear diapers or pull-ups at any time? Yes No If yes, what do they wear and when? 7 Primary Health care provider (list if changed): 8 Dental Health care provider (list if changed): 9 Current/Medicaid/Insurance Coverage (list if changed): 10 Complete new Health Care Plans / Medical Alerts Yes Not applicable Comments: 11 Complete new Request for Special Dietary Accommodations Yes Not applicable Comments: 12 History part on Nutrition History & Assessment form is reviewed/updated Yes Not applicable Comments: 13 Complete new Medication Consent & Chart form Yes Not applicable Comments: 14 Complete Toileting Plan Yes Not applicable Comments: 15 Additional Comments Parent/Guardian signature: Date: Staff signature: Date:
outcomes associated operational controls for its activities, products / services (including those outsourced), which it can control or influence? 2: Significant Clause Requirements Change Checklist: Description 2004 2015 Description of Change Evidence to Support Conformance & attach documents & or Records General Requirements & Scope 4.1 4.3, 4.4 The Scope has been assigned its own clause with specific requirements, including being available to interested parties. The environmental Management system shall consider knowledge gained in 4.1 & 4.2 when being established and maintained. Environmental Policy 4.2 5.2 Does the policy support the strategic direction of the organization? Does it commit to the protection of the environment? Is it available to interested parties? Legal and other requirements 4.3.2 6.1.3 Gives equal weighting to voluntary and mandatory compliance obligations. Objectives, Targets and programs 4.4.3 6.2.2 The organization shall consider how actions to achieve environmental objectives can be integrated into the organizations business processes and consider risks and opportunities. Communication 4.4.3 7.4.1, 7.4.2, 7.4.3 Has the organization established a communication process according to the requirements of 7.4? Operational Planning and control 4.4.6 8.1 Have controls or influence been applied to outsourced processes as defined within the EMS? A.8.1 defines an outsourced process. Have controls been established which consider each stage of a product or service life cycle? Does the EMS include controls for planned changes & mitigate adverse effects of unintended changes? Monitoring, measurement, analysis and evaluation 4.5.1, 4.5.2 9.1 Does retained documentation include evidence of analysis and evaluation of its environmental performance, as applicable? Reference
Participant Information Form (photo) Country Name Family Name First Name Nationality Sex Date of Birth Place of Birth Passport No. Religion Marital Status English Proficiency Mother Tongue Graduation School Profession Education Qualification Working Institution Position Mailing Address of Institute Home Address Tel. No. Fax No. Cell phone Email Address Level □ Director General Level (DG) □ DG under □ The 1st Seminar（June, 2017) □ The 2nd Seminar（July, 2017） □ The 3rd Seminar ( September, 2017) □ The 4th Seminar（October, 2017) Please tick out the seminar whose time is appropriate for you. Did you attend other seminars held by AMR, NDRC before? Yes □ No □ If yes, which seminar did you attend? Please write down the seminar name and year it was held.
Actions, motions None 0% Occasional 0-33% Frequent 34-66% Constant 67-100% Description Pushing Pulling Climbing Balancing Bending Twisting Squatting Crawling Kneeling Reaching Handling Fingering Repetitive hand motion Repetitive foot motion Equipment used None 0% Occasional 0-33% Frequent 34-66% Constant 67-100% Description Tools Machinery Equipment Environmental conditions None 0% Occasional 0-33% Frequent 34-66% Constant 67-100% Description Vibration Noise Extreme heat Extreme cold Wet/humid Moving parts Chemicals Electricity Radiation Other Comments:
More info On the following pages, we’ve provided samples for communicating with the doctor, keeping track of communications with the employee, and understanding benefit payments. Sample Letters for the Treating After-Injury Telephone Report Log (blank form to photocopy). 32 Sample Medical Release of Information 34 Guide to Benefits 36 Troubleshooting Q. Can I choose the injured employee’s doctor? A. You may ask the injured employee to see your company doctor; however, injured employees have the right to choose their treating doctors in accordance with the Texas Labor Code and DWC rules. If you have a Texas Mutual® policy that includes the Texas Star Network ® option, your injured employee must receive care from a network treating doctor.
Physical Demands Task Assessment Task title: Date: Analyst: Task duration (hours/day): With breaks: Yes / No Overtime (avg. hours/week): Task description Postures Hours at one time Total hours per day Stand Sit Walk Drive Lift/carry None 0% Occasional 0-33% Frequent 34-66% Constant 67-100% Height of lift Distance of carry 1-10 lbs 11-20 lbs 21-50 lbs 51-100 lbs 100 lbs
Letter for the Treating Doctor (Date of letter) (Doctor’s name) (Doctor’s address) Dear (Doctor’s name): (Company’s name) has implemented a return-to-work process. This process is designed to return an injured employee to the workplace as soon as medically reasonable. The employees at (Company’s name) are aware of our desire to provide alternative productive work in the event of an injury. If one of our employees is unable to return to his/her original job, we will make every attempt to return this employee to modified duties. We will also ensure that this position meets with ALL medical restrictions that you prescribe. If necessary, we are willing to rearrange work schedules around diagnostic or treatment appointments. Our company has identified job duties that may be suitable for a “return-to-work” situation. Please call me at (company’s telephone number) if you have any questions about our return-to-work process or the alternative productive work available. We would also appreciate updated information regarding the employee’s status after each appointment. Thank you in advance for your participation in our efforts to return injured employees to a safe and productive workplace. Sincerely, (Company’s representative) (Title) (Company name)
Sample Bona Fide Offer of Employment CERTIFIED MAIL RETURN RECEIPT REQUESTED Date Injured Employee Address Texas, Texas 70000 Dear : (Company’s name) would like to offer you a temporary, modified-duty job assignment at our main assembly plant at location. The schedule for this position is from hours and days of week, and the job pays wages per hour. The job duties meet the work restrictions sanctioned by doctor’s name (see enclosed work status report). Write a paragraph that describes the job duties, physical limitations, maximum physical requirements, and time requirements. While you are working in this modified-duty job assignment, we will only assign tasks that are consistent with your physical abilities, knowledge, skills, and work restrictions as sanctioned by (doctor’s name). We will provide training, if necessary. Please contact me by day and date at (phone number) if you are willing to accept this offer of a temporary, modified-duty job assignment. Sincerely, Name, Title Company Enclosed: DWC-73, Work Status Report from (doctor’s name)
After-Injury Telephone Report Employee’s name: Home phone: Employee’s supervisor: Date of injury: Treating doctor: Doctor’s phone: Has the employer discussed workers’ compensation benefits with the employee? Yes No Has the employer discussed the return-to-work process with the employee? Yes No Log of Doctor’s Appointments Date: Time: Comments Contacted by: Date: Time: Contacted by:
More advice from Newcastle University about the requirements on researchers with respect to various policies can be found at: Researchers in almost all disciplines now create data in digital form. The volume of data created is increasing relentlessly across all subjects. In part this is also due to new methods for doing research such as developments in eScience (computationally intensive science across networks), cyberscholarship (high-performance computing meets digital libraries to bring together vast quantities of material), or e-research (using information technology to support collaborative research). In particular, at Newcastle University, in genomics/bioinformatics in FMS Multiple forms of complex data could be re-interpreted and re-used in new research and for new collaborations if access to it was easy. Slide 13: Newcastle University perspective Newcastle University maintains a commitment to conventional discipline based research which represents the core research activities of academics and largely takes place in prominent focussed research groups within our three faculties. The University also supports multi-disciplinary and inter-disciplinary research based on excellence within individual disciplines. Clearly Newcastle University's reputation for research excellence has significant academic and financial benefits, as shown by the 2010-11 figures on the slide. Slide 14: Newcastle University perspective #2 Newcastle University is making a strategic response to the national landscape and external drivers. Public funders are now mandating that research data produced through their funding are available openly for verification and re-use. To maintain EPSRC funding, Newcastle University was required to create a roadmap to compliance to their mandate on research data management by 1 May 2012 and will have to have in place mechanisms for actual compliance by 1 May 2015. RDM is of vital importance to Newcastle University, which aims through research impact ... to be a globally significant research University that performs high quality research across a wide range of disciplines and locations: Refer also to the Newcastle University mission statement: Slide 15: Newcastle University perspective #3 The Iridium project was a significant intra-institutional collaboration, producing RDM policies in consultation with researchers along with the infrastructure required to support their adoption and use. It was funded by Jisc. Documentation and support is accessed via:
Manganese Dioxide WHMIS Oxidizing Material Drano HHPS Contents Corrosive Cupric Nitrate WHMIS Oxidizing Material Poisonous and Infectious Material Liquid-Plumr HHPS Corrosive Calcium Hydroxide WHMIS Corrosive Tilex HHPS Contents Corrosive Lysol HHPS Container Explosive Contents Flammable Sodium Iodide WHMIS Poisonous and Infectious Material
SUMMARY CHART FOR RECEPTION CHILDREN – Making accurate judgements; ELG version (Please refer to the guidance overleaf) Cohort year _______ Number of children ________ Start of Reception Attainment on entry Percentage of children working within each ELG Prime Specific CL PD PSED LIT MATH UW EAD Listening & Attention Understanding Speaking Moving & handling Health & Self-care Self-confidence & SA Managing Feeling & B Making relationships Reading Writing Numbers Shape, Space & Meas People & Comms The world Technology Exploring & u M & M Being Imaginative 22 – 36 months 30 – 50 months 40 – 60 months Children working 40 – 60 months End of Reception Attainment at the end of the EYFS Percentage of children working within each ELG EYFSP emerging EYFSP expected EYFSP exceeding Grey; typical development for age.. PSED: Personal, social and emotional development; PD: physical development; CL; communication and language: LIT; literacy: MATH; mathematics: UW; understanding the world: EAD; expressive arts and design. NB assessments should be made using a "best fit" approach.
February 01, 2016 – February 05, 2016 7th Grade Resource Math (4th Period) Date Agenda I Can STRDS 02-01-16 Dream Box Complete three lessons on Dream Box Multiple Standards 02-02-16 Bell Ringer Bell Ringer Review Review Test over slop and make corrections Study tonight makeup test tomorrow Correct my test 7.RP2.B 8.EE.5 02-03-16 Bell Ringer Bell Ringer Review Slop Test # 2 Determine slope of a line and use slope intercept form. 7.RP2.B 8.EE.5 02-04-16 Bell Ringer Bell Ringer Review Introduction to Chapter 5 Converting from a percent to decimals and from decimals to a percent Convert from a decimal to a percent and vice versa 7.EE.3 02-05-16 Bell Ringer Bell Ringer Review Chapter 5 day 2 Converting from a fraction to a percent to a decimal. Convert from a fraction to a decimal to a percent 7.RP.3
February 01, 2016 – February 05, 2016 5th Grade Resource Math (2nd Period) Date Agenda I Can STRDS 02-01-16 Dream Box Complete at least 3 lessons on dream box 5. NF. 1 5. NF.2 02-02-16 Bell Ringer Bell Ringer Review Review Test Start new material (LCF,GCF) Unit 4 Day # 11 LCM Worksheet Find the least common multiple of two numbers 5. NF. 1 5. NF.2 02-03-16 Bell Ringer BR Review Unit 4 Day # 12 GCF Worksheet Find the greatest common factor of two numbers 5. NF. 1 5. NF.2 02-04-16 Bell Ringer BR Review Unit 4 Day # 13 Estimating fractions Estimate fractions to the closest whole and half. 5. NF. 1 5. NF.2 02-05-16 Bell Ringer BR Review Unit # 4 Day # 14 Compare fractions to show which is largest. 5. NF. 1 5. NF.2
Sec 2.1 –Operations with Polynomials Polynomial Classification and Operations Name: Name Examples Non-Examples Monomial (one term) degree:4 or quartic degree:2 or quadratic 5 degree:0 or constant Binomial (two terms) degree:3 or cubic degree:1 or linear(monic) degree:9 or nonic Trinomial (three terms) degree:3 or cubic degree:5 or quintic Polynomial (one or more terms) degree:4 or quartic degree:6 or sextic degree:4 or quartic 1. EXPAND and SIMIPLIFY b. (5x3 – 3x4 − 2x – 9x2 – 2) + (3x3 +2x2 – 5x – 7) c. d. e. f. g. h. (1 Continued). EXPAND and SIMIPLIFY
Name: Date: School: Facilitator: 2.02 Multiplication & Addition Properties of Exponents Simplify each expression using your properties of exponents. Write all answers using positive exponents. Show all work! 1. Regular Answer: Fractional Answer Show work here: 2. Regular Answer: Fractional Answer Show work here: 3. Regular Answer: Fractional Answer Show work here: 4. Regular Answer: Fractional Answer Show work here: 5. Regular Answer: Fractional Answer Show work here: 6. Regular Answer: Fractional Answer Show work here: 7. Regular Fractional
Answer: Answer Show work here: 8. Regular Answer: Fractional Answer Show work here: 9. Regular Answer: Fractional Answer Show work here: 10. Regular Answer: Fractional Answer Show work here: 11. Regular Answer: Fractional Answer Show work here: 12. Regular Answer: Fractional Answer Show work here: Nathan and Russell are checking their answers from the previous night’s homework. They encounter a problem where they both have different answers. Use their work to answer the questions. Original Problem: Nathan’s Work Russell’s Work 13. Identify any errors in Nathan’s work. 14. Identify any errors in Russell’s work.
Govt. Eningeering College, Ajmer List of Shortlisted Students for ADI Drive dt. 2.4.2018 S.N. Name Branch Signature 1 DIMPLE SINGH ECE 2 DHEERAJ VAISHNAVI ECE 3 MANVI AGARWAL ECE 4 BHUMIKA SINGH ECE 5 SONALI SARASWAT ECE 6 SAURABH KHANDELWAL ECE 7 MANISHA YADAV ECE 8 SUMAN ECE 9 APOORVA BHATNAGAR ECE 10 MOHIT THAKURIYA ECE 11 RAKESH VAISHNAV ECE 12 HIMAKSHI VERMA ECE 13 SNEHA GEHLOT ECE 14 NAVYA LUHADIA ECE 15 SHUBHIKA SHARMA ECE 16 SONIL BABERWAL ECE 17 MANISHA KHATRI ECE 18 ROHAN DUA ECE 19 POOJA KUMAWAT ECE 20 PALLAVI TUNGARIYA ECE 21 YOGESH KUMAR JANGID ECE 22 REKHA SHARMA ECE 23 SHASHANK CHATURVEDI EIC 24 RAJAT JAIN EIC 25 ANUPRIYA PANDEY EIC 26 HEERA LAL EIC 27 SANDEEP PAREEK EIC 28 SHRAVAN RAM EIC 29 SURENDRA POTLIYA EIC 30 NISHA VERMA EIC
Name: School: Facilitator: 2.04 Fat Intake Create a journal of your fat intake over a two-day period. You may use your food journal from earlier in the course for one of your days or you can create a new two day list. Complete the chart below. Meal List the foods you ate. Total grams of fat Grams saturated (list food source) Grams unsaturated (list food source) Grams (list food source) Calories from fat (fat grams x 9) Day 1 - Breakfast Day 1 - Lunch Day 1 - Dinner Day 1 - Snacks Day 1 - Total Day 2 - Breakfast Day 2 - Lunch Day 2 - Dinner
(C) (D) 8. f(x) = 2x+2 − 3 Correct Graph: x Show work here y -3 -2 -1 0 1 9. h(x) = 0.5x-1 − 2 Correct Graph: x Show work here y -2 -1 0 1 2 10. g(x) = −2x+2 − 2 Correct Graph: x Show work here y -3 -2 -1 0 1 11. h(x) = –0.5x+3 – 4 Correct Graph: