zilongwang/ReadingBank huggingface dataset:
S. Spurlock—English 10 Wednesday, 1/4: Opener: Students will copy and respond to the Bell Ringer which we will later discuss as a class. (10.7) Lesson Presentation: We will consider and discuss the following question: Are people innocent until proven guilty in America, or are they, instead, guilty until proven innocent? Students will read an Article of the Week on injustice in America—injustice, of course, is a prevalent theme in some of the literature we have previously explored. (10.5) We will focus, specifically, on author’s tone and purpose. As students read, they will annotate the text. We will discuss the article in sections after students have had the chance to annotate a paragraph at a time. Next, students will write a one page response detailing their response to the article. They will use three quotes to validate their claims. (10.6) Closure: In one word, describe the author’s tone of the passage. (10.4;10.5) Thursday, 1/5: Opener:
Students will copy and respond to the Bell Ringer which we will later discuss as a class (10.7) Lesson Presentation: We will watch a brief video detailing The West Memphis Three, a group of boys who were falsely accused of murder. Students will complete a note taking sheet as we watch the clip. (10.2) Discuss: Why were these boys targeted? Could this still happen today? Next, we will watch a brief interview with Damien Echols, a member of the The West Memphis Three and now a best selling author. (10.2) Discuss: Why is Echols against the death penalty? What does he say is worse? Then, we will read transcripts of the court case as a class. We will look at an argument from the defense and the prosecution. What methods of appeal were used (ethos, pathos, logos)? Who, do you believe, has the strongest argument? Are there any logical fallacies? How is this an example of persuasive writing? (10.5) Journal Entry: Based on the evidence you have read in class, do you think The West Memphis Three is a group of men who has been exposed to the injustice of the legal system, or are they three killers who slipped through the cracks? Cite examples from the court case to support your reasoning. (10.6) Closure: What is an Alfred Plea? How is it a paradox? (10.4) Friday, 1/6: Opener: Students will copy and respond to the bell ringer which we will later discuss as a class. (10.7) Lesson Presentation: Bell Ringer Test. Review: Who is Damien Echols? Who were The West Memphis Three? Echols is now an advocate for what cause? (10.7)
GEF-6 Project Identification Form (PIF) Project Type: Type of Trust Fund: For more information about GEF, visit PART I: Project Title: GEF SGP Sixth Operational Phase- Strategic Implementation using STAR Resources Tranche 1, mainly in LDCs and SIDs (Part III) Country(ies): 16 Countries (refer to annex 1 for the list of countries) GEF Project ID: 9774 GEF Agency(ies): GEF Agency Project ID: 5475 Other Executing Partner(s): UNOPS Submission Date: April 7 2017 GEF Focal Area(s): MFA Project Duration(Months) 48 months Integrated Approach Pilot IAP-Cities IAP-Commodities IAP-Food Security Corporate Program: SGP Name of parent program: N/A Agency Fee ($) 693,500 Objectives/Programs (Focal Areas, Integrated Approach Pilot, Corporate Programs) Trust Fund (in $) GEF Project Financing 3,379,748 3,515,000 3,379,748 3,515,000 2,150,801 2,237,000 2,150,801 2,237,000 2,150,800 2,237,000 2,062,801 2,145,000 2,062,801 2,145,000 Total Project Cost 17,337,500 18,031,000 Project Objective: To support the creation of global environmental benefits and the safeguarding of the global environment through community and local solutions that complement and add value to national and global level action Project Components Type Project Outcomes Project Outputs Trust Fund (in $) GEF Project 1.Community Landscape and Seascape Conservation 1.1 SGP country programmes improve conservation and sustainable use, and management of important terrestrial and coastal/marine ecosystems through 50 landscapes/seascapes in support of protected areas, ICCAs, and SAPs 5 million hectares of landscapes/seascapes 6,144,996 6,422,000 financing financing
Ing. Patricia Abreu Fernandez Deputy Minister for International Cooperation Environment and Natural Resources, Dominican Republic 04/06/2015 Mr. Mogos Woldeyohannes Director General for Environment Land, Water & Environment, Eritrea 10/08/2014 Mrs. Ndey Sireng Bakurin Executive Director National Environment Agency, Gambia 05/11/2015 Ms. Gillian Guthrie Permanent Secretariat economic growth and job creation , Jamaica 05/31/2016 Ms. Christine Edmee Ralalaharisoa Directeur General de l' Environnement Environment, Ecology and Forests, Madagascar 03/07/2016 Dr. Gary William Theseira Deputy Undersecretary Natural Resources and Environment, Malaysia 06/18/2015 Mr. Issa Fahiri Kone Specialiste en Foresterie Rurale Ministère de l'Environnement, d’Assainissement et du Developpement Durable, Mali 10/07/2016 Mr. Madhu Kumar Marasini Joint Secretary Finance, Foreign Aid Coordination Division, Nepal 02/20/2015 Ms. Elba Cortes Bonilla Director Environment, Panama 06/12/2015 B. GEF Agency(ies) Certification This request has been prepared in accordance with GEF policies and procedures and meets the GEF criteria for project identification and preparation under GEF-6. Agency Coordinator, Agency name Signature Date (MM/dd/yyyy) Project Contact Person Telephone Email Adriana Dinu, Executive Coordinator, 04/07/2017 Yoko Watanabe, Global Manager, GEF SGP (646) 781 4383 yoko.watanabe@undp.org
Catholic Education Week 2017 Elementary Resource Kit Book List “Do justice, love, kindness and walk humbly with your God.” Micah 6:8 ‘Walking Forward Together’ Walking forward together with God Walking forward together with our families Walking forward together with others Walking forward together with creation Walking forward together in hope TITLE AUTHOR ISBN SUB-THEME Does God Hear My Prayer? – Primary August Gold 9781594731020 Walking forward together with God Journey to the Heart – Junior Frank X. Jelenek 9781557254825 The Oak Inside the Acorn – Intermediate Max Lucado 9781400310040 Amik Loves School: A Story of Wisdom – Primary Katherena Vermette 9781553795230 Walking forward together with our families Shi-shi-etko – Junior Nicola I. Campbell 9780888996596 Shin-chi’s Canoe – Intermediate Nicola I. Campbell 9780888998576 Red Parka Mary – Primary Peter Eyvindson 9780921827504 Walking forward together with others At the Heart of It – Dene dzo t’are – J/I Raymond Taniton & Mindy Willet 9781897252697 What a Wonderful World – Primary George David Weiss & Bob Thiele 9780689800870 Walking forward together with creation The Tree – J/I Dana Lyons 9780970190710 Oh, the Places You’ll Go! – P/J/I Dr. Seuss 9780679805274 Walking forward together in hope
Scale Medication reminder system Health diary Other? Other? Other? Contacts/Notes Pt Preferred Communications: Call____________ Text___________ Email:___________________________ Date/Time: Call Text Email Notes: Date/Time: Call Text Email Notes: Date/Time: Call Text Email Notes:
Reflecting Phase – February 12th through February 26th YOUR COMMUNITY PROJECT MUST: • Be focused on service as action (refer to p 18) • Have a clear and achievable goal (refer to p 17) • Meet a need in “a” community (refer to p 17) • Include a global context (refer to p 16) • Include a proposal for action (see p 10-12) • Include an Academic Honesty Form (signed by you and your parent or guardian) (see p 24-25) • The proposal for action and contract • 6 extracts Include at least 5 Process Journals (see below) A Process journal is: used throughout the project to document its development an evolving record of intents, processes, accomplishments a place to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised a place for recording interactions with sources, for example teachers, supervisors, external contributors a place to record selected, annotated and/or edited research and to maintain a bibliography a place for storing useful information, for example quotations, pictures, ideas, photographs a means of exploring ideas and solutions a place for evaluating work completed a place for reflecting on learning Selecting extracts An extract may include: Visual thinking diagrams Bulleted lists Charts Short paragraphs Notes Timelines, action plans Annotated illustrations Artifacts from inspirational visits to museums, performances, galleries Pictures, photographs, sketches Up to 30 seconds of visual or audio material Screenshots of a blog or website Students working on Play 60 or please see Coach Paige or Mrs. Jacobs Pennies for Patients Mr. Leonard
Chlamydia Screening Pharmacy Order Form Submit this form or ring the number below to order over the phone Number required Female postal kits Male postal kits Display box Posters A3 Posters A4 Treatment Record Forms Pre paid return envelopes Pharmacy Name Address Contact Number Venue Code (If Known) Additional Comments Send your completed order to: Health Promotion Resource Centre Unit 6, The Business Centre, The Greenway Centre Doncaster Road, Southmead, Bristol BS10 5PY Email: Tel: 0117 922 3883
follow up of tests results provides a safe and effective management plan make themselves accessible to patients Manages clinical load effectively in consultation with other members of the multidisciplinary team Demonstrates an ability to: consult effectively with the multidisciplinary team where necessary manage work load effectively in different clinical settings consult with and manage health care services Demonstrates appropriate maternal fetal medicine (MFM) procedural and surgical skills Demonstrates an ability to: proficiently manage and technically perform routine MFM procedures identify and proficiently manage complications identify and proficiently manage complex obstetric cases seek assistance from appropriate colleagues Demonstrates appropriate ultrasound scanning skills Demonstrates an ability to: identify, understand the function of and utilise the various components of the ultrasound machine demonstrate anatomical structures pertinent to the scan take appropriate measurements record relevant data explain findings Demonstrates appropriate maternal fetal medicine non-procedural skills Demonstrates an ability to: organise routine MFM examinations, investigations and appropriate tests Demonstrates appropriate documentation and organisational skills Demonstrates an ability to: take a relevant history write legible and clear records organise and prioritise urgent tasks give an effective clinical handover undertake data collection as required by individual jurisdictions Demonstrates continued improvement in medical expertise, clinical reasoning and judgment Demonstrates an ability to: access, interpret, and apply knowledge to make accurate diagnoses apply effective clinical reasoning provide effective and ethical diagnostic, therapeutic and surgical management consider cost-effectiveness in clinical decision-making use agreed clinical protocols and procedures Training Supervisor’s comments including any actions to address identified areas for improvement
State-Required Objective Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 1 Critical Thinking Skills 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results
2 Communication Skills * * Must address at least 2 of the 3 types of communication (written, oral, visual). Written: Oral: 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Visual: 3 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement
Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 3 Social Responsibility 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement
Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 4 Personal Responsibility 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement
This FREE application provides a quick and easy way to tell if you are too upset to have an effective conversation with your partner (flooded) and/or could benefit from using some distress tolerance skills to bring down the intensity of your emotions. A handy application for DBT clients that allows you to create a customized diary card. As the application is on your phone, it increases the frequency and ease with which you can record relevant information. In addition, this app functions as a "skills coach," and recommends skills to try based on your needs. Cost: $4.99. An invaluable tool for those who aim to deepen their practice. With 6 singing bowl sounds to choose from, this app allows you to set an alarm that can sound at intervals throughout your practice or at its conclusion. Cost: $2.99. JKZ SERIES 1 John Kabat-Zinn's iphone app makes the trainings provided in his 8-week Stress Reduction class available to anyone with a smart phone. His guided meditations include a sitting meditation, yoga, and body scan meditation. Each is about 45 minutes. If you are serious about establishing or developing a meditation practice, this is a must have! Cost: $3.99. MOOD LOG A simple and FREE way to monitor emotions across days, weeks, and months. For folks working on developing mindfulness of current emotions, or on their ability to regulate emotions, I highly recommend this application. RELAXATION An excellent resource for those new to Progressive Muscle Relaxation and/or deep breathing. There are options for guided and exercises. This FREE app isn't bogged down with a lot of unnecessary features, making it easy to use in a crisis or on the go.
Diving Aspects: Assessment and Management (part 1) Contents Diving Commercial Recreational Personal equipment Commercial diving systems Recreational diving systems The underwater environment Physical effects Physical effects: The gas laws Physiological effects 3. Diving related disorders Pressure/volume changes: Descending Pressure /volume changes: Ascending Effects of breathing gas: Descending Effects of breathing gas: Ascending 4. Case Histories Case History 1: Galls Stones Case History 2: Scuba Diver 5. System of management Key personnel Communications Specialist Advice Your role as the Offshore Medic 6. Flying after diving Air diving page Mixed gas diving Following therapy for dysbaric illness Decompression sickness in flight 7. Glossary of terms
Introduction Much of the content in this particular module will be unfamiliar or indeed new to you therefore this is based at a more basic level. You should consider this as being no more than an introduction to the subject, if you are required to work with Divers you will be required to complete the 2 week Diver Medic Technician Course. As an Offshore Medic you might be required to treat a sick or injured Diver however this would be unlikely unless you are employed to work on a DSV as regulation dictate that: For bell* diving operations at a depth exceeding 50 metres and for diving operations involving the use of a mixed gas there should, as from 29 April 1991 be present and not diving at least one person who has successfully completed an approved course as a Diver medic. ** * See glossary Section 7 ** See 5.1 key personnel For all types of commercial diving the contractor must decide whether to employ a diver medic, in fact on Sat Vessels it is the norm to have at least one diver medic in each team if not more and also have an HSE Offshore Medic on board who also holds the DMT Certificate. Preparation Before you read any further you should ensure that you are failure with the basic physics of gasses and liquids. Please also refresh your knowledge on the respiratory system using your chosen Anatomy and Physiology textbook. The recommended books on diving medicine are: Diving and subaquatic Medicine by Edmonds, Lowry and Pennefather. Published by the Diving Medical Centre, sold and distributed by Biomedical Marine Services, 25 Battle Byde, Seaforth, 2092, Australia. Or Bove and Davis Diving Medicine 1. Diving There are five types of diving that you need to consider these are: Recreational Commercial PPE Personal Protective Equipment Commercial Diving Systems Recreational Diving Systems
Assembly of Councillors Report October 2017 A planned or scheduled meeting that includes at least half the Councillors and a member of Council staff, and the matter/s considered are intended or likely to be subject of a future decision of the Council; or subject to the exercise of a function, duty or power of the Council that has been delegated to a person or committee; An Advisory Committee of the Council where one or more Councillors are present – eg:-on-site inspections/meetings; planning or other consultative meetings; Date of Meeting Meeting name Ward Councillors Attendance Officers Attendance Conflict of Interest disclosures and if left meeting Matter/s Discussed Councillors Officers 19/10/17 Planning Consultative meeting North Cr Koce Georgie Birch Nil Nil Planning application 0687/17 – 162 & 164 Toorak Rd South Yarra 24/10/17 Planning Consultative Meeting North Cr Griffin Cr Koce Cr Chandler Daniela Antovska Nil Nil Planning application 0377/14-2 – 589 Toorak Rd Toorak 24/10/17 Planning Consultative Meeting North Cr Chandler Daniela Antovska Nil Nil Planning application 0463/17 – 71 Osborne St South Yarra
Assembly of Councillors Report November 2017 A planned or scheduled meeting that includes at least half the Councillors and a member of Council staff, and the matter/s considered are intended or likely to be subject of a future decision of the Council; or subject to the exercise of a function, duty or power of the Council that has been delegated to a person or committee; An Advisory Committee of the Council where one or more Councillors are present – eg:-on-site inspections/meetings; planning or other consultative meetings; Date of Meeting Meeting name Ward Councillors Attendance Officers Attendance Conflict of Interest disclosures and if left meeting Matter/s Discussed Councillors Officers 1/11/17 Planning Consultative Meeting East Cr Davis Cr Atwell Anthony De Pasquale Nil Nil Planning Application No: 0234/17 – 254 Wattletree Road Malvern Planning Consultative Meeting East Cr Atwell Sheridan Harley Nil Nil Planning Application No: 0417/17 – Sheridan Hall., 24 Castlebar Road Malvern East 16/11/17 Planning Consultative Meeting East Cr Atwell Cr Davis May Luk Nil Nilq Planning Application No:0222/17 – 973 Dandenong Road Malvern east 22/11/17 Planning Consultative Meeting South Cr Sehr Cr Hindle Sheridan Harley Nil Nil Planning Application No: 0635/17 - --4/2 Lumley Court Prahran 28/11/17 Planning Consultative Meeting North Cr Griffin Jun Yu Nil Nil Planning Application No: 0578/15 – 671 Chapel Street South Yarra 30/11/17 Planning Consultative Meeting North Cr Koce Cr Chandler Georgia Kay Nil Nil Planning Application No: 0238/17 – 2 Peter Street South Yarra
Activity title Type of activity Start date End date Location Target group Expected total number of participants Expected number of members in the total number of participants Objectives/expected results (Max. 500 characters) Description of the activity - for instance and as relevant : content, subject, format, length, communication , etc. (Max. 1000 characters) Foreseen audience (if relevant) Foreseen evaluation methodology - qualitative & quantitative (Max. 500 characters) Activity n° 7 Activity title Type of activity Start date End date Location Target group Expected total number of participants Expected number of members in the total number of participants
Objectives/expected results (Max. 500 characters) Description of the activity - for instance and as relevant : content, subject, format, length, communication , etc. (Max. 1000 characters) Foreseen evaluation methodology - qualitative & quantitative (Max. 500 characters) Activity n° 8 Activity title Type of activity Start date End date Location Target group Expected total number of participants Expected number of members in the total number of participants Objectives/expected results (Max. 500 characters) Description of the activity - for instance and as relevant : content, subject, format, length, communication , etc. (Max. 1000 characters) Foreseen audience (if relevant) Foreseen evaluation methodology - qualitative & quantitative (Max. 500 characters)
Recruitment Monitoring Form As an equal opportunities employer, the Council is committed to monitoring the effectiveness of its employment policies. This is endorsed by the Equal Opportunities Commission and the Commission for Racial Equality. All stages of the recruitment process are monitored to check that unfair discrimination is not taking place. The information you provide below will be treated in strict confidence unless indicated otherwise. Categories marked with a † will only be available to HR and used for statistical monitoring purposes. Post title: Surname: Initials: Title: Mr Mrs Miss Ms Other please state Date of Birth Age: Gender: Male Female † Does your gender identity differ from your birth sex? Yes No Ethnicity: What is your ethnic group? (please tick one box from the appropriate section) White British Irish Greek / Cypriot Turkish Gypsy Turkish / Cypriot Kurdish Irish Traveller Any other White background* Asian or Asian British Indian Pakistani Bangladeshi East African Asian Any other Asian Background* Black or Black British Caribbean African Any other Black background* Mixed White and Black Caribbean White and Black African White and Asian Any other mixed background* Chinese or other ethnic group Chinese Any other ethnic background* *Other please specify: Disability Do you consider yourself to have a disability? Yes No The Disability Discrimination Act defines a disability as follows: a person has a disability if she /he has a physical or mental impairment
4 Diapause. Pages 55-85. H. G. Andrewartha and L. C. Birch. 1954. The Distribution and Abundance of Animals. Chicago: The University of Chicago Press, 782 pages. Keywords: grasshopper Austroicetes cruciata, Xiphidium, Rhodnius prolixus, Actinomycetes rhodnii, Platysamia and Cydia, vriations in intensity of diapause and voltism, facultative, wide variety of species that undergo diapause, Gryllus, diapause occurs in the egg, or larval or pupal or adult stage, Melanopus mexicanus, M. differentialis, M. femur-rubrum, Malacosoma, Lymantria, Porthetria, Cydia pomenella, Choristoneura fumiferana, Papillia, influence of environment on duration of diapause, temperature, humidity, photoperiod or light, termination of diapause, stimuli which determine the inception of diapause, season, Reduvius personatus, food, Trichogramma cacaecia, Cacaecia rosana, Mamestra brassicae, Melittobia chalybii, Euproctis, Platyedra, Diatraea, Ephestia kuehniella, maternal physiology, the theory of diapause, adaptive value of diapause, Bombyx, Galleria
Elementary School Breakfast You May Select 3-5 of the Following: Choice of 1-2 Grains (May choose 1 meat in place of a Grain) Choice of 1-2 Fruits (please limit juice to one carton) Choice of 1 Milk Students must choose at least ½ cup fruit or juice Items such as sausage biscuit and pancake stick count as a meat and a grain.
‘There’s another question I’d like to ask you,’ I said. ‘Suppose someone like that came back down into the cave and took up his old seat. Wouldn’t he find, coming straight in from the sunlight, that his eyes were swamped by the darkness?’ ‘I am sure he would.’ ‘And suppose he had to go back to distinguishing the shadows, in competition with those who had never stopped being prisoners. Before his eyes had grown accustomed to the dark, while he still couldn’t see properly—and this period of acclimatisation would be anything but he be a laughing-stock? Wouldn’t it be said of him that he had come back from his journey to the upper world with his eyesight destroyed, and that it wasn’t worth even trying to go up there? As for anyone who tried to set them free, and take them up there, if they could somehow get their hands on him and kill him, wouldn’t they do just that? ‘They certainly would,’ he said. Why would the prisoners laugh at the former prisoner? Why would they want to kill him? Why do people ridicule those who challenge their way of thinking? Why do people want to kill those who don’t think as they do? Give examples of historical figures who were ridiculed or killed for challenging the customs, laws, or the conventional wisdom and knowledge of their day.
more disciplines or professions involved in providing early intervention services divided by the total number of records reviewed statewide in completing the self-assessment. Onsite Verification: State pulls information from data base on number of contacts documented and compares with contact log documentation in the child’s record. In addition, the State randomly selects records (including some records that the program reviewed for the and uses file review checklist to confirm accuracy of data entry (e.g., compares self-assessment results with child records reviewed during on-site monitoring). Qualified Personnel 3. Percent of personnel who are hired and trained according to AK personnel standards including: A. personnel hired who meet state standards; and B. personnel hired who are oriented on program mission, procedures and practices (e.g., teaming, IFSP process, service provision, procedural safeguards and documentation). X (State Data Base) X (SEED Registry) Percent of personnel hired who meet state standards. This indicator helps determine whether or not the agency complies with requirements related to hiring and recruiting personnel. Measurement: Programs report all staff hired to the state, including job descriptions and resumes and enter data into data base. State staff review data base monthly for trends and on an annual basis use the data and required state reports for monitoring purposes. Program: Percent = # of staff hired who meet state standards divided by all EI/ILP staff in the program. State compiles data across all programs to determine statewide performance. Statewide: Percent = # of staff hired who meet state standards divided all EI/ILP staff in the state. Onsite Verification: State staff has data base report on personnel and compares with onsite
or by the private contractor providing your custody and detention services? 011-15 16.03.15 Copies of correspondence (including letters, emails, faxes and similar) between the Police and Crime Commissioner's office and the Home Office in the last six months (from October 1, 2014 onwards) that make reference to concerns about police budget cuts. Your request has now been considered and I can confirm that Cumbria Office of the Police & Crime Commissioner does not hold any of the information you have requested. 012-15 26.03.15 A list of FOIA Requests considered “Vexatious” that resulted in you not providing information. Cumbria Office of the Police & Crime Commissioner does not hold any of the information you have requested. You may be interested to learn that under the Local Elected Policing Body Specified Information Order 2011, all Offices of Police and Crime Commissioners are required to publish the Freedom of Information (FOI) Requests that they receive and the responses that are subsequently provided. The OPCC’s FOI requests and responses can be found on our website as follows: . Governance & Transparency Section Freedom of Information Section A list of the requests received and responses to each year is available to view. 013-15 24.04.15 Regarding foreign trips undertaken by the PCC for business purposes, please can you tell me: Your request has now been considered and I can confirm that Cumbria Office of the Police & Crime Commissioner does not hold any of the
DAILY LESSON PLAN – GRADE 6 TERM 2 STRAND – MATTER AND MATERIALS TOPIC 2 – MIXTURES DURATION – 1 WEEK = 3½ HOURS LESSON NO : CONTENT TIME: WEEK NO: TOPIC MIXTURES SUGGESTED ACTIVITIES EQUIPMENT AND RESOURCES TEXTBOOK(S) (PAGE NO: ) CONTENT AND CONCEPTS MIXTURES OF MATERIALS • making mixtures including: -- two solids - salt and sand, sugar and tea leaves, peanuts and dried beans, different coins, mixture of different sweets -- a solid and a liquid - sand and water, chalk and water, curry powder and water, grated cheese and milk -- two liquids – oil and water, • drawing and writing about mixtures • Examples of materials and substances such as: salt, sand, sugar, tea leaves, peanuts, dried beans, coins, sweets, curry powder, grated cheese, milk, oil • Video clips from the internet OTHER Magazine Newspaper Internet LESSON CONTENT CIRCLE RELEVANT PROCESSES / DESIGN SKILLS: Accessing and recalling information / Observing / Comparing / Measuring / Sorting and classifying / Identifying problems and issues / Raising
Proof of Subclaim Suppose pj be the vertex on the top of the stack and also pk be the predecessor of pj on the stack. By the choice of p0 and p1, pi lies above the extension of the line p0 p1. As a result, pi lies on the shaded region. By the fact, a left turn occurs at pj, pi lies below the extension of the line joining pk and pj. As a result pi lies on the shaded region. By the fact, pi occurs later in the sequence than pj, the polar angle of p0pi is greater than polar angle of p0pj thus pi of lies left of the line joining points p0 and pj. As a result pi lies in the shaded region. So, the above three propositions imply that pi is in the shaded region. (And we know this corresponds directly to the shaded region of our geometric property.) Therefore, after pi has been pushed onto the stack, the points on stack form a convex polygon. And this completes the proof. Conclusion Since each point popped from the stack is not a vertex of CH(Q) ( by claim 1). And the points on stack always form the vertices of a convex polygon (by claim 2). Therefore, Grahams scan is correct. Applet Graham's scan starts with 25 random points, and then computes their convex hull. The algorithm works in three phases (as mentioned above):
Table IV Summary of Production and Sales, by Months Months Changes in Flock Egg Production Eggs marketed and used at home Poultry marketed and used at home Total receipts No. birds first of month 1 No. birds last of month 2 Av. No. of birds 3 No. died 4 No. culled 5 % mortality Col. 4 Col. 1X100 6 Total eggs produced 7 Av. Per bird (Col. 7) (Col 3) 8 No. of eggs sold 9 Value of eggs sold 10 No of eggs used at home 11 Value of eggs used at home 12 No. of birds sold 13 Value of birds sold 14 No. of birds used at home 15 Value of birds used at home 16 Add Columns 10, 12, 14 and 16 17 Jan. Feb. March April May June July Aug. Sept. Oct. Nov. Dec. Totals
Form 1.13m Exhibitor Letter – Groom Squad Form 1.14m Exhibitor Letter – Equine Form 1.16m Exhibitor Letter – Cats Form 1.17m Exhibitor Letter – Obedience Dogs Form 1.18m Exhibitor Letter – Sheep Form 1.19m Exhibitor Letter – Rabbits/Cavies Form 1.20m Exhibitor Letter – Livestock Form 1.21m Exhibitor Letter – Llamas Form 1.22m Exhibitor Letter – Kitchen Activities Form 1.23m Exhibitor Letter – Public Presentations Form 1.24m Exhibitor Letter – Fashion Revue/Creative Consumers of Fashion Form 1.25m Exhibitor Letter – 4-H in Action/Performing Arts Form 1.26m Exhibitor Letter – Agility Dogs Form 1.27m Exhibitor Letter – Robotics Activity Form 1.28m Exhibitor Letter – Shooting Sports (Archery) Activity CONTEST INFORMATION (posted under “contests”): Commodity Public Presentation Flyer Creative Kids Projects Flyer National Equine Public Presentation Contest Guidelines
Demonstration Robotics Workshop Electric Small Engine Electric Contest Wood Science Electric Workshop Other county/local subject and educational areas Healthy Living, Food, and Nutrition Science Category 4-H Band Health 4-H Chorus Healthy Living Workshop 4-H Performing Arts Home Environment 4-H Round-Up Informative 4-H Presentation Ag Day Interactive Demonstration Arts and Crafts Lawn and Garden Tractor/Mower Safety ATV Safety Microwave Bicycle Personality Cake Decorating Photography Captain Cash Professional Persuasive Presentation Career Days Public Speaking Character Education Safety Child Development Sewing Consumer Clothing Shooting Sports Demonstrations Shooting Sports Safety Farm Safety Show Me the Money Workshop Fashion Revue Sportfishing Food Science and Nutrition Workshop Tractor Safety Foods Other county/local subject and educational areas Leadership Development Category 4-H Ambassador/Recruitment Indiana State Fair Youth Leadership Conference 4-H Military Partnership Informative 4-H Presentation Ag Day Interactive Demonstration All 4-H subject areas Junior Leadership Children, Youth, and Families at Risk National 4-H Conference Citizenship Washington Focus National 4-H Congress Collegiate 4-H National 4-H Dairy Conference Communications Officer Training County 4-H Council Operation: Military Kids County 4-H Fair Board Professional Persuasive Presentation County Extension Board Public Speaking Demonstrations State Fair Achievement Trip Entrepreneurship State Fair Exhibit Hall Worker Illustrated Talk State Junior Leader Conference Indiana 4-H Youth and Adult Congress Other county/local subject and educational areas Plant and Environmental Science Category Ag Day Interactive Demonstration Alfalfa Junior Master Gardener Beekeeping National 4-H Science Experiment Biotechnology PINE Workshop Career Days Plant Science Corn Professional Persuasive Presentation Crops Public Speaking Crops CDE Renewable Energy Workshop
4-H 620-W My Record of 4-H Achievement (To be kept in your Record Book) Name Date of Birth Month Day Year Address Telephone Town zip Club Township Boy or Girl Parent or Guardian’s Name Year Project Div./ Lev. Number of Garments Dishes, Articles, Animals Exhibit Exhibits Placing Record Grade Ex. 90 Garden I 17 varieties vegetables 100’ x 75’ 1 plate green beans Local – County – Blue State – Red A
Note: MacKinnon critical values for the rejection of unit root test at 1% are -3.4340,-3.4377 and -3.4382 for the respective sample sizes ADF-Augmented Dickey Fuller Test statistics, PP-Philip Perron Test statistic Null Hypothesis: the series in non-stationary Co integration Test Results To check the long-term relationship, the Johansen co-integration test between the indices for the total time periods as well as the two sub-periods was conducted. Two variables will be cointegrated if they have a long-term, or equilibrium relationship between them. The Johansen method is applied in the present study. The method can be illustrated by suing the following general autoregressive representation for the vector Y. Where, Yt is a (n x 1) vector on non-stationary I(1) variables, p is the number of lags, ɛt is an independently and identically distributed n-dimentional vector with zero mean and variance matrix The above equation can be reparametrized and turned into a vector correction model as: Where, And, The π can be interpreted as a long-run coefficient matrix, since in equilibrium, all the ΔYt-p will be zero, and setting the error terms, ɛt, to their expected value of zero will leave π ΔYt-p = 0. The key feature in (2) is the rank of the matrix π, the rank of π is equal to the number of independent cointegrating vectors. The Johansen test centres on the examination of the π matrix via eigen values. If the rank π = 0, the matrix is null and (2) becomes the usual VAR model in first difference. If the rank π = 1, there is a single cointegrating vector and the expression πYt-1 is the error correction term. For other cases in which 1<rank(π)<n, there are multiple cointegrating vectors.
Describe/Attach EMG report: 7. Vascular lesion: Yes No Radial Ulnar Power/Strength: DETAILS OF INJUEMPLOYEE ROM Ankle Normal ROM (guide) Measured ROM (Ankylosed joint in fixed degrees) Dorsi flexion (0-20) Plantar flexion (0-40) Inversion (0-30) Eversion (0-20) ROM Ankle ligaments Normal ROM (guide) Measured ROM (Ankylosed joint in fixed degrees) Medial Collateral Stable Lateral Collateral Stable Big toe Normal ROM (guide) Measured ROM (Ankylosed joint in fixed degrees) Big toe (Hallux) IP - flexion (0-30) MP – Dorsi flexion (0-50) MP –Plantar flexion (0-30) 10. Radiology Report:
The allocation of club and societies budgets for the following year with the Clubs and Societies Officer. Liaising with other Union officers to best represent students and advocate for future developments. Reportable to the ICU Deputy President (Finance & Services). Communications Officer First and foremost an officer of the union Represents the interests of all ICSMSU students Responsible for, but not limited to: Keeping the ICSMSU Website up to date: News, Calendars & Opportunities on a weekly basis and the clubs & societies pages at least once a year. Altering any website coding and source language that is required. Updating ICSMSU’s social networking pages, i.e. Twitter and Facebook. The fortnightly production of the ICSM Newsletter. The development of the Freshers’ Handbook with the Clubs & Societies Officer and Secretary. Working with the relevant ICSMSU exec officers to maintain and advance each section of the website. Liaising with other Union officers to best represent students and advocate for future developments. Clubs & Societies Officer First and foremost an officer of the Union. Financial responsibility for all clubs and societies within ICSMSU with the Treasurer. Represents the: Interests of all ICSMSU students. Interests of all ICSMSU Clubs and Societies at all internal and external committees, including ICU, Sport Imperial, BUCS and LUSL Committees. Responsible for, but not limited to: Chairing ICSMSU Clubs and Societies Management Group Meetings. Liaising with the appropriate people on all relevant Clubs and Societies matters. Promoting all ICSMSU Clubs and Societies internally and externally. Updating the Clubs & Societies Handbook and the Finance Handbook to be given to all Club and Society Chairs and Treasurers at the start of the academic year with the ICSMSU Treasurer. Updating the Clubs & Societies section of the Freshers’ Handbook and the Clubs & Societies section of the ICSMSU Website once a year with other Officers. Advising Clubs and Societies to apply additional funding from external bodies. Organising the annual Sports Dinner, Arts Dinner and Sports Day with assistance from ICSMSU Entertainments Chair and Social Secretar. Liaising with the Sites & Services officer regarding storage of equipment. The organisation and distribution of the annual Clubs and Society Photographs with the past-immediate Officer.
Water use Only a tiny amount of world’s abundant water is available as fresh water (2.6%) Water is collected, purified, recycled, distributed fresh water available Human withdraw fresh water from rivers, lakes, and aquifers for cities, residences and industry uses, and also to irrigate cropland 21
Person’s legal name: Preferred name: Plan effective dates: - One Page Profile for: How to best support Complete this page based on communicating directly with the person. If additional information is needed, include information from people who have direct knowledge of the person’s perspective. For alternate templates and additional instructions, visit people like and admire about What is important to
4-j. Day 2 Practice Similar Triangles and Indirect Measurement In Exercises 1– 6, the triangles are similar. Write a proportion and solve the problem. 1. HEIGHT How tall is Caitlin? 2. FLAGS How tall is the flagpole? 3. BEACH How deep is the water 50 feet 4. ACCESSIBILITY How high is the ramp from shore? when it is 2 feet from the building? (Hint: ∆ABE ~ ∆ACD) 5. AMUSEMENT PARKS How far is the water 6. CLASS CHANGES How far is the entrance ride from the roller coaster? Round to to the gymnasium from the band room? the nearest tenth.
If “no,” please describe why he/she has not had this opportunity and if there is a plan to remedy this situation: Share any additional information about this decision here: Does the person understand that he/she can change his/her mind at any time during the next twelve months and decide to pursue, explore, or obtain individual, integrated employment? Desired Employment Outcomes Is there a paid service that supports this outcome? If so, what is it? Who is responsible? Timelines Frequency or by when? Where to record progress Note if written strategies (Action Plans, Service Agreement, etc.) are expected Desired Outcome What is the desired result? Key steps to work toward the outcome Press Tab to add additional rows
Risk Management Plan Emergency preparedness (natural disasters, power outages, community disasters, etc.) Preventing abuse (physical, emotional, financial, sexual, neglect) What happens if the person can’t be reached? (timelines for notifying others, who to contact, etc.) Risk X if High risk How is the risk addressed? Press Tab to add additional rows Does this person have a Nursing Care Plan? Home: Work:
Service Element & Service Code # Units Unit Type Per (Frequency) Authorized dates Chosen provider type(s) and rate(s) PSW, independent contractor, provider organization, general business, etc. Plan year [x] Start and end, if not same as plan year [] List identified needs that this service will address: Person’s preference on how this service is delivered: [] List identified needs that this service will address: Person’s preference on how this service is delivered: Chosen K Plan Residential Service This section may be removed if not applicable; indicate by using the provided dropdown. Complete the following only if the person chooses RESIDENTIAL services:
Legal Relationships Parent(s) of minor child who retain parental rights: Legal Representative/Guardian(s), if any: Scope of authority: Designated Representative(s) for service planning, if any: Designated Representative(s) for employer representative/employer of record issues, if any: Health Care Representative, if any: Appointment Date: Self-Appointed ISP Team Appointed Representative Payee(s), if any: Conservator(s), if any: Any other Legal Documents on file limiting personal decision making: Acknowledgments Describe the supports the person needs to understand his/her rights or to understand this plan, if any: Indicate who will be responsible for supporting the person and timelines for completing this. Check here if no support is needed
Case Supervision – Tracking Name of Supervisee: Family/Case Name Date of Supervision Apr May June July Aug Sept Oct Nov Dec Jan Feb Mar Guides for use: Please tick the box when case is discussed at supervision Add new cases to the list as they are allocated during the yearly period Ensure every case is discussed a minimum of x 2 during a six month period
They have more consultant liaison psychiatry time. They include follow up clinics, including for self-harm, substance misuse and general and old age psychiatry. They develop extensions to manage gaps within existing surrounding pathways of care. Table: Enhanced 24 Liaison Psychiatry Services summary Enhanced24 Liaison Psychiatry Service Summary Example Number of Beds c500 Consultants 4wte Other Medical 2wte Nurses 3 Band 7 7 Band 6 Other Therapists 2 Team Manager Band 7 1 Clinical Service manager Band 8 0.2 - 0.4 Admin Band 2, 3 and 4 2 Business support (band 5) 1 Total Whole Time Equivalent 22.2 – 24.4 Hours of Service 24/7 Age 16+ Older Person Yes Drug and Alcohol Yes Out Patient Yes Specialities No
Preface This service specification describes four models of hospital based liaison psychiatry service, which have evidence for cost and quality effectives impacting on emergency and unplanned care. Each model builds on the level previous one. This document uses the current (January 2013) Department of Health Service Specification Template. This service specification is part of a suite of four related documents, each with increasing levels of detail: Liaison Psychiatry Services - Guidance - sets out the key consideration to be made when commissioning liaison psychiatry services. An Evidence Base for Liaison Psychiatry - Guidance - sets out the evidence gathered from lay people, professionals, commissioners and the literature about what is needed from liaison psychiatry services. Developing Models for Liaison Psychiatry Services - Guidance - provides the technical information needed for commissioning liaison psychiatry services. Model Service Specifications for Liaison Psychiatry Services - sets out exemplar service specifications for four models of liaison psychiatry. The guidance was commissioned by the . With thanks and appreciation We would like to recognise and appreciate the contribution of the following people for their work in putting together this guidance: people with an experience of our services, commissioners and commissioning supporters the at the the Academy of Emergency Medicine the National Clinical Director for Mental Health the
Acute hospital activity targets Minimum reduction in mental health related A&E waiting times breaches Weekly activity reporting Month 1 weekly target 3 Month 2 weekly target 5 Month 3 weekly target 6 30 % Reduction in emergency re-admission rates for patients accepted by the team 30% of all patients seen by the team Audit of patients under the care of the team Attendances at Emergency Departments for self-harm per 100,000 population Percentage of attendances at Emergency Departments for self-harm that received a psychosocial assessment. Quality measures Total number of assessments undertaken by the team 100% Weekly activity reporting Total number of patients accepted under the care of the team 100% Weekly activity reporting
Prevention of discharge to institutional care e.g. residential placements Age, sex, source of referral, 97% of all patients seen by the team Monthly activity reporting Audit of discharge location and length of stay of patients under the care of the team ICD-10 coding of mental health conditions completed for all patients seen by the team 80% Monthly activity reporting Provision of rapid access to psychiatric assessment 1 hour response time ED referral 80% Weekly activity monitoring 24 hour response time ward referral 80% Weekly activity monitoring All patients 65+ with a diagnosis of dementia, under the care of the team to have a review of antipsychotic medication 90% Monthly activity reporting Improved referrer, patient and carer satisfaction Baseline survey of satisfaction of patients, carers and referrers Scope (Mandatory)