zilongwang/ReadingBank huggingface dataset:
Topic Description Reason Leadership Includes education at the application level of learning on Critical Thinking, Creative Thinking, and Counseling DELETE For TDY length courses, AR 350-1 training remains the individual Soldier’s parent unit commander’s 15 FEB 2017 MFR signed by CAC CG eliminated ArmyU developed Resident Core. Per specific guidance from CAC CG, ensure leadership and operations are addressed by branches. Joint Operations The programs at this level address the fundamentals of joint warfare, JTF organization and the combatant command structure, the of a joint campaign, how national and joint systems support tactical-level operations, and the CHANGE This subject must be taught in WOAC Resident Phase as per CJCSI 1800.01E (29 MAY 2015) Appendix A, Enclosure A, Section 4, paragraph c(2), p. and Officer Professional Military Education Continuum table, p. . Hours
individual Soldier’s parent unit commander’s 15 FEB 2017 MFR signed by CAC CG eliminated ArmyU developed Resident Core. Per specific guidance from CAC CG, ensure leadership and operations are addressed by branches. Military History NO CHANGE This subject must be taught in WOAC Resident as per TRADOC Regulation 350-13, chap. 3, sec. 5, para c. Hours are branch dependent. Counter Improvised Explosive Device (CIED) NO CHANGE This subject contains 7 tasks and is mandated by TRADOC TASKORD IN512291. CIED Proponent has developed Training Support Packages for all 7 tasks.
Branches and Schools have the option to integrate these tasks into technical training where feasible. Any waiver to not cover the mandated training must be submitted to the CIED Proponent. Electronic Training The expectation is that this topic will become mandatory for the WOAC MLC in FY2016. Branch schools may opt to integrate this topic into existing material or as a distinct lesson. DELETE For TDY length courses, AR 350-1 training remains the individual Soldier’s parent unit commander’s 15 FEB 2017 MFR signed by CAC CG eliminated ArmyU developed Resident Core. Per specific guidance from CAC CG, ensure leadership and operations are addressed by branches. Anti-Terrorism Integrate into existing technical training where feasible. DELETE For TDY length courses, AR 350-1 training remains the individual
Scholarship Application for those completing High School in 2018 Application Deadline: April 15, 2018 Two ENCOMPASS Educational Scholarships will be awarded to 2 children of employees of an EnCompass Benefits’ client and will be awarded on the basis of Community & School Involvement, Academic Achievement and Financial Need . We encourage all eligible applicants to apply. Personal Information Your NAME: d High School Attending Now: Your ADDRESS: CITY: Postal Code: Email: Phone Number: Birthdate: Your most recent GPA: Parent/Guardian Name: Parent/Guardian Employer: Parent/Guardian’s job Employed Since: Estimated Expenses Amount Estimated Resources Amount Tuition Fees $ Assistance from Parents $ Books and Supplies $ Bursaries/Scholarships (already secured) $ Room and Board $ Savings $ Transportation $ Estimated Student Income for the 2018/2019 year? $ $ Other $ Total Expenses $ Total Resources $ I GRADES 10, 11 AND 12: I GRADES 10, 11 AND 12: ILLS EQUIPMENT USED 2.5 I Plan to Attend the following school___________________________________________ Major/Program of Study: __________________________________ My Educational goals are: For qualification info and additional program details, please visit our website at Signature: _______________________________________________________ Date:____________________________
Total Flue Gas T/D = Total Flue Gas m3/hr = Total Flue Gas Nm3/hr *((273+ T)/273) Flue Gas Heat loss mmkcal/hr = % Heat loss to flue gas = *100 Setting loss mmkcal/hr = (Radiation loss * heat release)/100 Actual furnace efficiency = 100 – (% Heat loss to flue gas) – (%Setting loss) – (% loss due to APH) – (%Setting loss) – (% loss due to APH) Furnace Design Data FR/FRE Temperature profile O2 Profile & Efficiency Furnace CIT °C COT °C BWT °C HAT °C Stack °C O2 % η % 11F1 262 361 830 333 160 90.7 11F2 262 361 830 333 160 90.7
12F1 340 416 800 388 221 87.7 31F1 270 355 940 354 160 90.7 32F1 318 410 951 230 160 90.7 14F1X 270 390 694 280 165 90.0 LR/LRE Block Temperature profile O2 Profile & Efficiency Furnace CIT °C COT °C BWT °C HAT °C Stack °C O2 % η % F101 238 410 993 NA 329 83.5 F201/02 225 327 858 NA 330 84.0 210 357 782 F3201/02 225 327 841 NA 330 84.0 210 357 782 F4201/02 225 327 858 NA 330 84.0 210 357 782 F4101 81 260 550 204 180 90.0 GFEC Block Temperature profile O2 Profile & Efficiency Furnace CIT °C COT °C BWT °C HAT °C °C O2 % η % 101F1001 147.1 151.1 766 154 200 89.8 102F1001 279 341 765 NA 685 64.3
Burner Management The following practice is being followed in our refinery with regard to burner management system Daily Weekly Monthly Semi annually Annually Check visually Check fuel and air linkage Inspect burner Check oil preheater Clean fireside surface Check general burner operation indicating lights ad alarms Analyze Inspect refractory breaching Check operating and limit controls Inspect for fuel gas leaks oil pump strainer & filter Check oil storage tanks. Check safety and interlock controls Inspect for hot spots Reset fluid level and hydraulic valves Check for leaks, noise,vibration unusual conditions Check operations of all motors. Check air supply Remove and safety valves. general burner operation Check all filter elements Check flame scanner assembly. fuel system.
beyond human semblance, and his form beyond that of mortals— 15 so he shall startle many nations; kings shall shut their mouths because of him; for that which had not been told them they shall see, and that which they had not heard they shall contemplate. 53 Who has believed what we have And to whom has the arm of the Lord been revealed? 2 For he grew up before him like a young plant, and like a root out of dry ground; he had no form or majesty that we should look at him, nothing in his appearance that we should desire him. 3 He was despised and rejected by others; a man of suffering and acquainted with infirmity; and as one from whom others hide their faces[d] he was despised, and we held him of no account. 4 Surely he has borne our infirmities and carried our diseases; yet we accounted him stricken, struck down by God, and afflicted. 5 But he was wounded for our transgressions, crushed for our iniquities; upon him was the punishment that made us whole, and by his bruises we are healed. 6 All we like sheep have gone astray; we have all turned to our own way, and the Lord has laid on him the iniquity of us all. . 8 By a perversion of justice he was taken away. Who could have imagined his future? For he was cut off from the land of the living, stricken for the transgression of my people. 9 They made his grave with the wicked and his tomb with the rich, although he had done no violence, and there was no deceit in his mouth. 10 Yet it was the will of the Lord to crush him with pain. When you make his life an offering for sin, he shall see his offspring, and shall prolong his days; through him the will of the Lord shall prosper. 11 Out of his anguish he shall see light; he shall find satisfaction through his knowledge. The righteous one, my servant, shall make many righteous, and he shall bear their iniquities. 12 Therefore I will allot him a portion with the great, and he shall divide the spoil with the strong; because he poured out himself to death, and was numbered with the transgressors; yet he bore the sin of many, and made intercession for the transgressors.
HELP GUIDANCE LOVE FORGIVENESS TRUST HEALTH HEALING COURAGE KNOWLEDGE A SECOND CHANCE WISDOM FRIENDSHIP JOY KINDNESS FAITH HOPE NEW START PEACE GENTLENESS FREEDOM SELF-CONTROL GOD HOLY SPIRIT GOODNESS REVERENCE RIGHT JUDGEMENT SUPPORT FAMILY SPACE GRACE SALVATION PATIENCE SAY SORRY AS SOON AS YOU UPSET SOMEONE FORGIVE SOMEONE WHO HAS HURT YOU TELL SOMEONE ABOUT YOUR FAITH DO SOMETHING STRAIGHT AWAY WHEN ASKED THANK SOMEONE WHO HELPED YOU OFFER HELP BEFORE YOU ARE ASKED SUPPORT A CHARITY REGULARLY PRAY FOR THOSE WHO HAVE NO ONE TO PRAY FOR THEM REACH OUT TO THOSE WHO ARE LONELY DON’T SPEAK BADLY ABOUT ANYONE GO TO CONFESSION REGULARLY MAKE MORE TIME IN YOUR DAY FOR PRAYER DO SOMETHING NICE FOR SOMEONE WHEN THEY AREN’T EXPECTING IT LISTEN TO SOMEONE WHEN THEY HAVE A PROBLEM ASK SOMEONE HOW THEIR DAY IS PRAY FOR THOSE WHO DON’T KNOW JESUS INVITE FRIENDS TO CHURCH OR TO PRAY WITH YOU DON’T GOSSIP STAND UP FOR WHAT YOU BELIEVE IN, ESPECIALLY IF IT IS HARD
Overview The focus in the pre-formal curriculum is on the development of the fundamentals of communication, emotional and social development and of learners cognitive abilities; though recognising that they are likely to remain within developmentally early intellectual parameters. Every moment and situation is regarded as an opportunity to interact and communicate. The pre-formal curriculum is an integrated curriculum that our learners access through personalised support from adults working in those learning environments. Our learners interact with the world around through observing and exploring that world; through all seven senses. (Encounter) One key focus within the semi-formal curriculum is on the development of thinking skills for learners with severe and complex learning difficulties. Thinking skills includes thinking scientifically and mathematical thinking. Mathematical Thinking is assessed through the STEP. The approach used throughout the semi-formal curriculum is to develop mathematical thinking through a themed approach with focused learning opportunities that introduces content appropriate to the individual’s cognitive processing capabilities. The formal curriculum builds upon and extends the knowledge, skills and understanding introduced in the semi-formal curriculum, and adheres to the requirements of the national curriculum. Formal learners also have opportunities to access accreditation to GCSE level. The formal curriculum aims to develop learners’ abilities by delivering the National Curriculum in a fun and engaging way providing learners with meaningful, engaging contexts for the learning of maths providing appropriate accreditation pathways and opportunities from key stage 4.
MUNICIPAL CORPORATION OF DELHI (KAROL BAGH ZONE) SN Ward No. Source/ Complaint with date Detail of the Source, if any Site of encroachment Detail of encroachment with measurement Remarks 1. 74 RWA complaint dt. 25.11.10 Anand Nagar Resident Welfare Association (Regd.) Anand Nagar Road No. 37 One room 5m x 8m 2. 74 Adhyogik Kranti Karamchari Union (Regd.) 13.7.10 General Secy. Shiv Sbambhu Kanojia Anand Parbat Gali No.10 3. 91 Shri Gyan Chand Khujotia Beadonpura (RWA) 14.1.11 Saraswati Marg Steps 150sqm 4. 91 15.6.11 Control Room New Rohtak Road Staircase 10.00sqm 5. 91 19.7.11 Mr. Anil, ASI Juggies on New Rohtak Road Jhuggies 250.00sqm 6. 91 10.8.11 Shri Raj Singh G.No. 4377, Gali No. 58, Ragerpura Thara and MS Gate and Jaal 7. 92 18.3.11 Shri Ghanshyam 612, Amritkur Puri Encroachment on Mpl. Lab 8. 92 22.3.11 PGC Reference Piao on Ravi Dass Marg, Gali No. 81 9. 95 15.6.11 Mr. Pradeep Kr. Singh, Dy. Land and Development Officer H.No. 6/14, West Patel Nagar Ramp and Stair 10. 95 29.6.11 Mr. Pradeep Kr. Singh, Dy. Land and Development Officer H.No. 13/13, East nagar Flower Pot and Boundary wall 11. 95 29.6.11 Mr. Ranjan Mukharjee, OSD to Lt. Governor H.no. 26/18C, Baba Faridpuri, West Patel Nagar Ramp and Iron Stair
Encumbrance Routing Slip NOTE: All encumbrances subject to a 1% BOLI fee. *Date: *Initiator: *Contractor/Consultant: *Building, Room: †Project #: †Index: †Work Order #: *Final Completion Date: *Encumbrance Amount $ †One of three is required *Required Encumbrance Type Firm Not To Exceed Best Guess Change to Previous: Previous Amount $ Increase/Decrease $ New Amount $ Please submit a copy of the Quote/Proposal with this form. Thank You.
After he went to all the trouble of fixing up his apartment. While living there, he made very few friends. 8. My brother has been running a charter fishing boat for five years. Many of his customers coming back three or four times over the summer. His business been so busy that he has very little time for anything else. 9. In the hiding place that Carl had been using for years to get away from the noisy house. By the time that everyone had quieted down, my favorite television show was over. Before planning another family get-together at the already crowded park. 10. Although I knew she might wear something outrageous, I was still shocked by her dress. Because she didn't want to tell where she had bought the strange outfit. When we finally heard that she had made the dress herself. Parallel Sentence Structure Example 1 Not Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game. Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game. — or —
EASTERN FLORIDA STATE COLLEGE CAMPUS Fall 2018 WHERE AND WHEN Class Syllabus is for the following Composition II course Credits: 3 Semester: (08/13/2018 - 12/07/2018) Course Day(s) and Time Building /Room ENC 1102 02T 40005 MW 10:50am – 12:05pm TI-114 ENC 1102 70T W 5:30 – 8:10pm TI-130 COMMUNICATING WITH ME Instructor Dr. Warren Jones Office Service Learning Office Pod Advisement Hours Feel free to stop in anytime; however, those who have appointments have precedence. Advising in my office T1-141A(SLOP) or in the classroom T1-130 Monday 10:00 – 10:50 3:30 – 4:30 Tuesday 10:00 – 10:50 3:30 – 5:30 Wednesday 10:00 – 10:50 3:30 – 5:30 Thursday 10:00 – 10:50 3:30 – 5:30 Telephone Number 433-5077 Include name, Course name, section number. Email Include name, Course name, section number. The only email to which I can respond with grades is your titan account. ABOUT THE COURSE Course Description Prerequisite: ENC 1101. Meets Gordon Rule and General Education requirements. Emphasizes writing literary analyses using different rhetorical strategies. Selections include the short story, essay, novel, poetry, drama, or film which provide the basis for advanced essay writing, research, and practice. This is a general education diversity infused course. Course Objective Student will analyze literature and make connections between writing themes, elements of writing and his/her life. Also, students will learn to narrow a thesis to develop an essay to support conclusions or interpretations they have learned from the literature, as well as have an understanding of research. Text Online readings
MH – Mental Health MHA – Mental Health Act MH MDS – Mental Health Minimum Dataset MHRA – Medicines Healthcare and products Regulatory Agency MHRN – Mental Health Research Network MSK – Musculo-skeletal Services NAC – Nursing Advisory Committee NCC – National Consortium of Colleges NEDs – Non Executive Directors NHSLA – NHS Litigation Authority NICHE – National Institute for Health and Care Excellence NIHR - National Institute for Health Research NPSA – National Patient Safety Agency NSF – National Service Framework OOHs – Out of Hours OPD – Outpatients Department OPM – Office for Public Management OPMH – Older Peoples’ Mental Health PEEP – Personal Emergency Evacuation Plan PQQ - Pre Qualification Questionnaire PADL – Personal Activities of Living PALS - Patient Advice and Liaison Service PEG – Patient Experience Group PD – Personality Disorder PDP – Personal Development Plan PDR– Personal Development Review PDS – Patient Demographic Service (national repository holding demographic information) PEAT – Patient Environment Action Team PFI – Private Finance Initiative PICU – Psychiatric Intensive Care Unit POMH – Prescribing Observatory for Mental Health PRUH – Princess Royal University Hospital PSA – Personal Safety Awareness QEH – Queen Elizabeth Hospital QMS – Queen Mary’s Hospital Sidcup QRP – CQC Quality and Risk Profile QSIP – Quality and Safety Improvement Plan RAG – RC – Responsible Clinician RCA – Root Cause Analysis RGN – Registered General Nurse RM – Risk Management RMN – Registered Mental Nurse RMO – Responsible Medical Officer RPST – Risk Pooling Scheme Trust SAP – Single Assessment Process SCG – Specialist Commissioning group SDS – Service Development Strategy SLaM – London & Maudsley NHS Trust SLR – Service Line Reporting SMs – Service Managers SN – School Nurse SPD – Safety, Privacy and Dignity SUI – Serious Untoward Incidents TDA – NHS Trust Development Authority TSA – Trust Special Administrator TUPED – Transfer Under Present Employment UEAs – Uncontracted Emergency Admissions VTE – Venous thromboembolis
NIHR - National Institute for Health Research NPSA – National Patient Safety Agency NSF – National Service Framework OOHs – Out of Hours OPD – Outpatients Department OPM – Office for Public Management OPMH – Older Peoples’ Mental Health PEEP – Personal Emergency Evacuation Plan PQQ - Pre Qualification Questionnaire PADL – Personal Activities of Living PALS - Patient Advice and Liaison Service PEG – Patient Experience PD – Personality Disorder PDP – Personal Development Plan PDR– Personal Development Review PDS – Patient Demographic Service (national repository holding demographic information) PEAT – Patient Environment Action Team PFI – Private Finance Initiative PICU – Psychiatric Intensive Care Unit POMH – Prescribing Observatory for Mental Health PRUH – Princess Royal University Hospital PSA – Personal Safety Awareness QEH – Queen Elizabeth Hospital QMS – Queen Mary’s Hospital Sidcup QRP – CQC Quality and Risk Profile QSIP – Quality and Safety Improvement Plan RAG – Red/Amber/Green RC – Responsible Clinician RCA – Root Cause Analysis RGN – Registered General Nurse RM – Risk Management RMN – Registered Mental Nurse RMO – Responsible Medical Officer RPST – Risk Pooling Scheme Trust SAP – Single Assessment Process SCG – Specialist Commissioning group SDS – Service Development Strategy SLaM – South London & Maudsley NHS Trust SLR – Service Line Reporting SMs – Service Managers SN – School Nurse SPD – Safety, Privacy and Dignity SUI – Serious Untoward Incidents TDA – NHS Trust Development Authority TSA – Trust Special Administrator TUPED – Transfer Under Present Employment UEAs – Uncontracted Emergency Admissions VTE – Venous thromboembolis
NIHR - National Institute for Health Research NPSA – National Patient Safety Agency NSF – National Service Framework OOHs – Out of OPD – Outpatients Department OPM – Office for Public Management OPMH – Peoples’ Mental Health PEEP – Personal Emergency Evacuation Plan PQQ - Pre Qualification Questionnaire PADL – Personal Activities of Daily Living PALS - Patient Advice and Liaison Service PEG – Patient Experience Group PD – Personality Disorder PDP – Personal Development Plan PDR– Personal Development Review PDS – Patient Demographic Service (national repository holding demographic information) PEAT – Patient Environment Action Team PFI – Private Finance Initiative PICU – Psychiatric Intensive Care Unit POMH – Prescribing Observatory for Mental Health PRUH – Princess Royal University Hospital PSA – Personal Safety Awareness QEH – Queen Elizabeth Hospital QMS – Queen Mary’s Hospital Sidcup QRP – CQC Quality and Risk Profile QSIP – Quality and Safety Improvement Plan RAG – Red/Amber/Green RC – Responsible Clinician RCA – Root Cause Analysis RGN – Registered General Nurse RM – Risk Management RMN – Registered Mental RMO – Responsible Medical Officer RPST – Risk Pooling Scheme Trust SAP – Single Assessment Process SCG – Specialist Commissioning group SDS – Service Development Strategy SLaM – South London & Maudsley NHS Trust SLR – Service Line Reporting SMs – Service Managers SN – School Nurse SPD – Safety, Privacy and Dignity SUI – Serious Untoward Incidents TDA – NHS Trust Development Authority TSA – Trust Special Administrator TUPED – Transfer Under Present Employment UEAs – Uncontracted Emergency Admissions VTE – Venous thromboembolis
AT – SEEC will never be financially self-sufficient. DM – Job Centre Plus is a natural partner as they will be able to provide benefits advice. AH – Have we explored other funding sources? SH – We can do in the future. SF – We should provide measured support for the next year. The business will need to be extended to include other long term conditions. The Board agreed funding of £125,000 her year. being more selective so the agency model is not working. staggered for a further year. 15 Nursing Strategy 2013-2016 The Nursing Strategy was launched at the Nursing Conference on 14 June 2013. It reflects the nursing response to the Francis Report. The five themes of the strategy are: Leading the best patient and carer experience Driving improvements in safety and quality care Delivering effective and efficient services Strengthening leadership and delivering a workforce fit for the 21st century Introduces the Always Events NHS England has invited the Trust to link to the National Nursing Strategy and champion compassion in practice. Nursing performance will be judged against the Strategy as part of the PDR process. Noted 16 Chief Executive update To be covered in Part II. Noted 17 Questions from the public No written questions were received in advance of the meeting. Question from CP If a governor appeals against their removal from the Council of Governors, would we hold a hearing? AR – This is not a requirement in the Constitution. This would be a decision for the Chair. This can be discussed further outside the meeting. Comment from RS RS offered support in developing indicators to measure SEEC progress. To be discussed outside the meeting. Noted SH Any other business - None raised Next meeting of the Board of Directors 5 September 2013, Room 4, Memorial Hospital I confirm that the minutes of Board of Directors meeting of 5 July 2013 are a true record Signed Date: Dave Mellish,
Functions independently in planning and design of learning interventions. Designs educational content and programs that are congruent with benchmarks of excellence in teaching/learning Implementation of Teaching/Learning Implements existing teaching and/or learning plans within own unit: individuals and small groups Implements teaching/learning for entire unit and begins to extend beyond unit boundaries Creatively and dynamically presents/implements on unit and beyond, consistent with broad institutional vision, mission, values, and goals Collaborates on CE development and process Implements CE program Evaluation of Learning outcomes (testing/measurement) Uses existing tools to test, measure, and evaluate outcomes Evaluates outcomes in terms of instructional objectives and learning needs Develops reliable and valid measurement tools to evaluate outcomes Evaluates outcomes relative to unit strategic plans Evaluates outcomes relative to unit and institutional strategic plans Develops evaluation tools utilizing resources and literature Clinical Skills Acts as a role model on the unit Demonstrates proficient clinical practice Certification in clinical specialty, if applicable Demonstrates competent practice in clinical specialty Experiential Knowledge Is calculated, analytical and is governed by guidelines, protocols and procedures Is intuitive in familiar situations Has intuitive, immediate understanding of educational in complex situations Focuses on immediate educational and learner needs for the unit Solves problems reliably, utilizing resources Utilizes and creativity in finding solutions to wide range of educational needs, problems, and challenges Highly accountable for in educational role Plans proactively for both immediate and long term educational needs Demonstrates engaged practice and reasoning
Educational Coordinator RN Peer Input Tool for Annual Evaluation: Collaboration/Communication and Professional Relationships Peer feedback for (RN name): Directions: Evaluatee to send domain portions to peers who evaluatee would like feedback from Clinical Thinking and Judgment domain is to be completed by another RN Peers should indicate within the last column the level they feel is appropriate for the Evaluatee on each row Peers are encouraged to support their views with concrete examples should complete the peer review within 7 Days and return electronically to the Manager/Designee and Evaluatee Role Entry / Competent Expert Mastery Peer Should Designate Appropriate Level Below Collaboration/Communication, and Professional Relationships: Working with others in a way that promotes and encourages each person’s contributions. It involves and intra disciplinary work with colleagues and ability to negotiate and resolve conflict. Demonstrates effective communication skills, both written and verbal Collaborates with learners, preceptors, educators, and managers/directors to ensure that instructional and/or educational processes are congruent with standards of excellence Demonstrates exemplary communication skills and role models and intra disciplinary collegiality Develops accountability for timely two way communication Promotes positive, constructive, confidential, professional relationships in others Facilitates collaboration among learners, preceptors, educators, and managers/directors to ensure that instructional and/or educational processes are congruent with standards of excellence Functions as a team player Collaborates with schools of nursing and other departments to ensure mutual benefits for educational purposes Collaborates with outside agencies and professional organizations to ensure mutual benefits for educational purposes Models positive, constructive, confidential, professional relationships Creates and supports a learning environment that is characterized by safe discourse, constructive feedback, conflict resolution and first party communication Creates and supports a learning environment that is characterized by safe discourse, constructive feedback, conflict resolution, and first party communication at the system level Collaborate with the manager and unit leadership to ensure mutual benefits for educational purposes Collaborate with recruitment and retention initiatives with regard to growing and strengthening the nursing workforce
SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes. Define the function of each of the following: 1. Flowers 2. Stem 3. Leaves 4. Roots 5. Xylem 6. Phloem 7. Cambium SC.912.L.14.26 Identify the major parts of the brain on diagrams or models. SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. How might fever and dehydration affect a person’s cardiovascular system? What health factors may lead to decreased blood flow through the cardiovascular system? Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the steps the body takes to fight of an invading pathogen. In some cases, doctors will prescribe treatment options that do not include antibiotics. How is the doctor justified in offering the patient treatment options that do not include antibiotics for these cases? Specific Immune Response Nonspecific Immune Response
Name: Office / placement description: <<<Insert company name>>> Line Manager: Dates of industry placement: Workplace Skills How the quality was demonstrated (circle where appropriate) Attendance Poor, no explanation Some explained absence Good – 90% 100% Time-keeping Sometimes late Usually on time Always on time Always Early Attitude Some interest, some tasks completed Interested, tasks completed on time Well motivated, conscientious Always looking for more Reliability Reliable with supervision Reliable with minimum supervision Reliable and keen to take responsibility Flexible, accurate responsible and uses initiative. Communication Some effort made Good – communicated well when involved Very good – initiated some conversations and asked if unsure Excellent – communicated well and fitted in with the team Confidence Needed encouraging Shy at first but improved during placement Very good Excellent – very confident from day one.
Use this form to apply for an End of Series derogation from one of the following EU Regulatory Acts. Complete all relevant fields and email the form to . Ensure that at the time of application you hold EC Certificates of Conformity (EC CoC) for all of the vehicles concerned. Note. The Date of Issue on the EC CoC must be prior to the date the new regulation comes into being e.g. new regulation comes in on 1/1/2016, date on EC CoC must be on or before 31/12/2015. The RSA reserve the right to seek copies (or originals) of these EC CoC’s. Place an ‘X’ in the box beside the Regulation you wish to apply for. Only ONE Regulation can be chosen per vehicle. X Regulation Description End of Series Derogation Expires Single Stage Build Multi stage Build EU/168/2013 Auto Headlights on (AHO) and Fuel Tank Permeability (Motorcycle Categories L1-L7) December 2017 June 2018 EU/168/2013 Euro 4 Emissions (Motorcycle Categories L3e, L4e, L5e, L7e) December 2018 June 2019 EU/3/2014 Motorcycles – Functional Safety - Braking (including anti-lock and combined braking systems e.g. ABS) (L1e to L5e) December 2018 June 2019 EU/168/2013 Euro 4 Emissions (Motorcycle Categories L1e, L2e, L6e) December 2019 June 2020 Vehicle Manufacturer / Converter Make name of Manufacturers/Converters) Vehicle Type Name and Address of Manufacturer/Converter Address of Assembly Plant State the economic and/or technical reason for making this application A Vehicle List, which must be submitted SEPARATELY on an Excel Spread Sheet, can be downloaded here, and must contain the following information;
End of Unit Student Feedback Survey Please indicate how well you or disagree with the following statements where: 1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree, n/a = not applicable. Question Rating Placement Preparation The orientation to the facility was thorough 1 2 3 4 5 n/a The lectures and practical sessions adequately prepared me for this clinical placement If you disagree what would you have liked included in the pre-clinical time? 1 2 3 4 5 n/a The clinical placement provided sufficient opportunities to the learning objectives of the unit If not please comment 1 2 3 4 5 n/a The educator discussed the assessment process as part of the orientation session 1 2 3 4 5 n/a Placement Operation Formative Feedback: during the placement During the placement feedback on assessment items was given in time for it to be useful 1 2 3 4 5 n/a The educator allocated appropriate time for discussion at the mid unit feedback session 1 2 3 4 5 n/a Following mid unit feedback, I understood what was required to improve my performance 1 2 3 4 5 n/a At mid unit the educator used the performance indicators on the APP to help clarify my targets for improvement 1 2 3 4 5 n/a At mid unit the educator discussed with me strategies to improve my performance 1 2 3 4 5 n/a Completing the self reflection form prior to the mid unit feedback session was helpful in identifying my strengths and areas requiring improvement 1 2 3 4 5 n/a Summative Assessment: end of placement The educator allocated appropriate time for discussion at the end of unit feedback session 1 2 3 4 5 n/a At the end of unit feedback session the educator provided specific examples of my performance to support the rating on each item 1 2 3 4 5 n/a
Name of Construction: Description of Method: Construction: RUBRIC GRADE 4 3 2 CRITERIA 16 constructions are defined/described compass is used straightedge is used freehand lines or freehand arcs drawing is clean paper is used “marks” and arcs are evident constructions bound together (stapled, in presentation folder, etc.) constructions are defined/ described compass is used straightedge is used freehand lines or freehand arcs drawing is clean paper is used “marks” and arcs are evident constructions bound together (stapled, in presentation folder, etc.) constructions are defined/ described compass is used straightedge is used freehand lines or freehand arcs drawing is clean paper is used “marks” and arcs are evident constructions bound together (stapled, in presentation folder, etc.) Platonic Solids This project will include research about “Platonic Solids”. Part 1: You will write a 2-4 page paper (typed, 12-pt, double spaced) to describe: What are the 5 platonic solids? Who first classified these 5 shapes?
(Origins of the Depression: Unit 1) Creditor vs. Debtor Nations Calvin Coolidge Herbert Hoover Buying on Margin Overproduction Laissez-faire Capitalism Black Tuesday Franklin Delano Roosevelt Fireside Chat Bank Runs Tariff New Deal: AAA, NRA, WPA, FDIC, Social Security Economic Terms: Stocks & Bonds, Gross National Product, Tariff, Dow Jones Industrial Average Key Questions: What factors “caused” the Great Depression? How did Hoover and Roosevelt handle the problem? What were the goals and outcomes of Roosevelt’s “New Deal”? (The Great Depression in the U.S. & Latin America: Unit 2) FDR: Court Packing Charles E. Coughlin Huey P. Long: Share Our Wealth Recession of 1937 Coup d’etat Nationalism Socialism Populism Getúlio Vargas Caudillo Estado Novo Hipólito Yrigoyen YPF Concordancia Import Substitution Industrialization (ISI) Key Questions: What were some criticisms of the New Deal and FDR? Was the New Deal successful? How did Brazil & Argentina respond to the Great Depression? What similarities do you see between the policies of Vargas/Uriburu/Roosevelt?
Jim Crow Laws Plessy v. Ferguson v. Board of Education Reconstruction Amendments (13, 14, 15) Wilmington Race Riots Great Migration Montgomery Bus Boycott SCLC SNCC Black Panther Party (BPP) Civil Rights Act Voting Rights Act Freedom Riders Emmett Till Little Rock 9 Malcolm X Stokely Carmichael Watts Riots Key Questions: What were the successes and failures of the United States’ Civil Rights movement in the 1950s and 1960s? What were the methods and policies of Dr. Martin Luther King in comparison to Malcolm X and other militants during the Civil Rights Movement in the United States? How and why did the Rights movement become more radical as the 1960s progressed?
Topics: Each extension of your PBX system has access to a powerful web portal for managing voicemail, call routing, and more. Accessing the Portal (page 14) Voicemail (page 17) Answering Rules and Time Frames (page 22) Contacts (page 36) Phones (page 39) Music On Hold (page 41) Call History (page 44) Profile (page 48)
3 3-way conference, 11 A Accessing portal, 14 voicemail, 7 voicemail remotely, 8 Active calls, 15 Allowing callers, 33 Alternate greetings, 8 Answering rules, 30 Attended transfers, 10 B transfers, 10 Blocking callers, 33 C Call forward, 32 Call handling, 10 Call history, 44 Callers, allowing or blocking, 33 Calls active, 15 incoming, 14 making, 6 receiving, 7 Contacts, 36 D Dialing extension, 6 off-hook, 6 on-hook, 6 Directed call pickup, 11 E Extension dialing, 6 External number transfers, 11 G Greeting recording, 19 uploading, 21 H Handling calls, 10 Home page, 16 I Incoming calls, 14 Intercom, 6 International calls, 6 Introductory greeting, 43 M Mailbox setup, 8 Making international calls, 6 Messages page, 17 Music on hold, 41 O Off-hook dialing, 6 On-hook dialing, 6 P Park and hold, 11 Phones page, 39 Portal, 14
call history, 44 contacts, 36 home page, 16 Messages page, 17 music on hold, 41 profile, 48 Profile, 48 R Receiving calls, 7 Recording a greeting, 19 Remote voicemail, 8 Ring timeout, 33 S Setting up your mailbox, 8 T Time frames, 22 Transfers attended, 10 blind, 10 external numbers, 11 voicemail, 11 U Uploading a greeting, 21 V Voicemail, 17 accessed, 7 accessed remotely, 8 settings, 18 transfer, 11 tree, 8
Oral Presentation Rubric Student Name ______________________ CATEGORY Beginning Developing Competent Accomplished Speaks Clearly Often mumbles or cannot be understood OR mispronounces words frequently. Speaks clearly and distinctly most of the time. Mispronounces words that distract from the presentation. Speaks clearly and distinctly all (95-100%) the time, but mispronounces few words that distract from the presentation. Speaks clearly and distinctly all (95-100%) the time, and mispronounces no words. Volume too soft to be heard by audience members. Loud enough to be heard by audience members at least 80% of the time. Loud enough to be heard by audience members at least 90% of the time. Loud enough to be heard by all audience members throughout the presentation. Posture and Eye Contact Often slouches and/or does not look at people during presentation. Sometimes stands up straight and establishes eye contact. Stands up straight and establishes eye contact with everyone in the room during most of the presentation . Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room throughout the presentation. Content does not seem to understand the topic very well, no identifiable research or persuasive techniques. Shows a good understanding of some parts of the topic; few research facts used, few to no persuasive techniques. Shows a good understanding of the topic, uses some research facts and some persuasive techniques. a full understanding of the topic, uses facts from research and persuasive techniques. Preparedness Often does not seem at all prepared. Somewhat prepared but it is clear that rehearsal was lacking. Seems sufficiently prepared but might have needed a couple more rehearsals Completely prepared and has obviously rehearsed.
HOLLY PARK PRIMARY SCHOOL National Writing Expectations – End of Key One Working towards the expected standard Working at the expected standard Working at greater depth within the expected standard The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher: The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher: The can write for different purposes, after discussion with the teacher: • demarcating some sentences with capital letters and full stops • demarcating most sentences with capital letters and full and with some use of question marks and exclamation marks • using the full range of punctuation taught at key stage 1 mostly correctly • segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly • using sentences with different forms in their writing (statements, questions, exclamations and commands) • spelling most common exception words* • spelling some common exception words* • using some expanded noun phrases to describe and specify • spelling most words with contracted forms* • forming lower-case letters in the correct direction, starting and finishing in the right place • present and past tense mostly correctly and consistently • adding suffixes to spell most words correctly in their writing, e.g. –ment, –ness, –ful, –less, –ly* • forming lower-case letters of the correct size relative to one another in some of the writing • using co-ordination (or / and / but) and some subordination (when / if / that / because) • using the diagonal and horizontal strokes needed to join letters in most of their writing. • using spacing between words. • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly • spelling many common exception words* • spelling some words with contracted forms* • adding suffixes to spell some words correctly in their writing e.g. –ment, –ness, –ful, –less, –ly* • using the diagonal and horizontal strokes needed to join letters in some of their writing
An obituary is important and meaningful to your loved ones and friends. Please consider including the following information: of birth and early years of childhood: Surviving relatives and those who have pre-deceased you (additional pages may be added): Education: Hobbies and/or personal interests: Professional and work information: Member organizations, affiliates and activities: Parish name and involvement, committees, commissions, etc.:
Tobacco policies should include guidance on how pupils, teachers, support staff and parents/guardians can access stop smoking support services and information. Whilst schools are not legally obliged to provide stop smoking support, it is likely that those that do will encourage recognition and compliance, both in terms smoke-free legislation and the school’s own tobacco policy. Action. What will you do? Time. When will you do it? Responsibility. Who will lead delivery? Resources. What do you need? Milestones. What will you take? Target. What does success look like? Comments Example: Offer non-judgemental, young person specific stop smoking support during school time September 2016 Pupil Support team Appropriate room Support from partnership agency (NHS Lothian or WLDAS/Cloud 9 in West Lothian) time Establish service times awareness/profile of the service Regular catch ups with service providers to monitor uptake. Service is used regularly by pupils. Tobacco policy management
Guidance End of Project Grant Report This report is to be completed by all Project Managers/Leaders at the end of your small grants project. The end of grant report is designed to inform the Scottish Government of the final progress on the small grant, whether the specified outcomes have been achieved and highlight any challenges the project has dealt with. It is also an opportunity to reflect on monitoring and evaluation, lessons learned and look forward to how outcomes and learning from the project can be used in the future. Each report will be assessed by a member of the Corra Foundation team and presented to the Scottish Government. Please complete this form electronically before printing and signing the first page. Once complete, please send a scanned copy via email to . Please also keep a copy for your records. End of reports are due one month after the end date of the project. Question Guidance Administrative Information
(Chau D) Workers' compensation: records. Requires employers to maintain, and share upon request, a list of California employees covered by their workers’ compensation insurance policy. FAILED, 2-YEAR BILL Amber Oppose (Medium) (Beall D) Workers' compensation. Repeals many provisions of the workers’ compensation reform. Specifically, eliminates impairment ratings for psychiatric add-ons in some cases, limits utilization review and independent medical review (IMR) by requiring the reviewing physician hold the same license as the physician requesting treatment, repeals the provision that prohibits a chiropractor from being a primary treating physician once the maximum number of chiropractic treatments have been received, and makes IMR decisions appealable to the Workers’ Compensation Appeals Board, which puts decisions about medical necessity back into the hands of judges. FAILED, 2-YEAR BILL Amber Oppose (High) (DeSaulnier D) Controlled substances. Establishes the Controlled Substance Utilization Review and Evaluation System (CURES) Fund within the State Treasury to receive funds to be allocated, upon appropriation by the Legislature, to the Department of Justice for the purposes of funding the CURES program. GOVERNOR’S DESK Amber Support (Low)
The U15 team of Phoebe Brian, Isabel Nolan, Jasmine Thorpe, Shelley Armstrong, Ceri Duff and Sarah Buckley have been unbeaten so far winning by margins such as 11 – 2 and 5 – 2. The football teams will soon begin training for an 11-a-side tournament and matches. Thanks to Mr Richardson and Mr Thorneycroft for their coaching and with the football teams. Miss Fowler Hockey The hockey teams continue to grow and the Year 7 team are showing real potential; their commitment to training and progress has been amazing so far and they have enjoyed their first game play experiences. A number of girls have progressed onto play club hockey. Wednesday night training sessions with Mike have been really fun and the girls have been brave in their efforts battling against cold fingers and the darker evenings. The Year 8 and 9 teams have been very successful in their matches. They scored 7 goals against Oldershaw and won 7 – 4 against . They have adapted their game to play some indoor hockey in the last few weeks. A number of girls play outside of school and this is helping the school teams to develop their skills further. Keep up the hard work girls. Miss Merrick and Miss Fowler Basketball The Year 11 Basketball team have had a fantastic season so far. They have triumphed over Woodchurch and Prenton with ease. In order to find more competition they were entered into the boy’s league and have so far faced strong opposition from Wirral Boys and St Mary’s. Despite narrowly losing both of these matches the girls put in a valiant effort and enjoyed the more physical and challenging games. The Year 11 girls: Beth Taylor, Hannah Jones, Sammi Bailey, Jordan Hall, Beth Owen, Freddie Neal and Charlotte Clare have been committed to training and they train outside of school at Bromborough Bulldogs based at Bebington High School. They have also encouraged girls in the younger years to develop their basketball. The U13 team have gone through to the county round of the School’s competition and have been victorious over South Wirral and Prenton in friendly matches. They are showing real potential and promise in a sport that is new to most of them. Rebecca Williams and Ruth Hughes from Year 7 have been particularly committed to training and Ella O’Toole is showing real promise as a basketball player; drawing comments from other staff
17 x = 3.6 (1 d.p.) (2) 1 mark for correct trial: e.g. 3.5 too low, 3.6 too high, 3.59 too low 18 72 cm2 19 12 20 3360 cm3 (3) 1 mark for their end face areas; 1 mark for ft of their volumes 21 a x 0 1 2 3 4 y 1 [3] 5 7 [9] b c 17 Question 1a 1b 1c 2 3 4 5 6a 6b 7 Objective Construct scatter graphs Draw a line of best fit by eye Use a line a best fit drawn by eye to estimate the missing value in a two variable data set Calculate the mean from a simple frequency table Find the midpoint of a diagonal line segment, AB, using the coordinates of these points Construct on paper and using ICT simple pie charts using categorical data – e.g. two or three categories Add and subtract integers – positive and negative integers Be able to work with calculations the brackets are squared or square rooted decimals to the nearest two decimal places Derive more complex formula expressed in letter symbols Level 6c 7c 7b 5b 6b 5a 5a 6b 6c 5a Mark 1 1 1 2 2 2 1 1 1 2 Question 8a 8b 9 10 11 12 13 14 Objective Substitute positive integers into expressions involving small powers Convert between volume measures (e.g. mm3 to cm3, cm3 to m3, and vice versa) Simplify simple expressions involving power but not brackets by collecting like terms Begin to use formal algebra to describe the nth term in an arithmetic sequence Identify alternate angles Be able to order positive decimals as a list with the smallest on the left. Decimals should be to 4 or 5 significant figures Use the interior and exterior angles of regular and irregular polygons Be able to order positive decimals as a list with the smallest on the left. Decimals should be to 4 or 5 significant figures Level 6a 6a 6b 6b 5a 6c 7c 6c Mark 1 1 1 3 1 2 2 1
Question 15 16 17 18 19 20 21 Objective Identify and begin to use angle, side and symmetry properties of quadrilaterals Solve equations of the form a(x ± b) = c(x ± d) Use systematic and improvement to find the approximate solution to one decimal place of equations such as x3 = 29 Deduce and use the formula for the area of a parallelogram Use 2D representations to visualise 3D shapes and properties Calculate volumes of shapes made from cuboids, for lengths given as whole numbers Plot a graph of a simple linear function in the first quadrant Level 6a 6a 7c 6b 4a 6b 5a Mark 2 2 2 1 1 3 3 Overall mark: /40