zilongwang/ReadingBank huggingface dataset:
AP3. APPENDIX 3 FORMATS INDEX APPENDIX DIC TITLE PAGE AP3.1 Formats Introduction AP3.1-1 AP3.2 A0_/AM_ Requisition AP3.2-1 AP3.3 A0_/AM_ Security Assistance Program Requisition AP3.3-1 AP3.4 A02/A0B Non-National Stock Number Requisition (Mechanical) AP3.4-1 AP3.5 AF_/AT_ Requisition Follow-up AP3.5-1 AP3.6 AFX/AFZ Disposal Shipment Confirmation Follow-up AP3.6-1 AP3.7 AC_/AK_ Requisition Cancellation AP3.7-1 AP3.8 AC6/AC7/AG6 Source of Supply Cancellation Request or Reply to Source of Supply Cancellation Request (Issues from Stock) AP3.8-1 AP3.9 ACM/ACP Source of Supply Cancellation (Direct Delivery from Procurement) AP3.9-1 AP3.10 AE_ Supply Status (Issues from Stock) AP3.10-1 AP3.11 AB_ Direct Delivery Notice AP3.11-1 AP3.12 A5_/AF6 Materiel Release Order/Follow-up for Materiel Release Order/Lateral Redistribution Order AP3.12-1 AP3.13 A5J/AFJ/ACJ/ AKJ/AGJ Disposal Release Order, Follow-up, or Cancellation AP3.13-1 AP3.14 ARA/ARB/AR0/ AUA/AUB/AU0 Materiel Release Confirmation AP3.14-1 AP3.15 ARH Force Closed Materiel Release Confirmation AP3.15-1 AP3.16 ARJ/ARK/ARL/ AEJ Disposal Release Order Confirmation or Supply Status AP3.16-1 AP3.17 A6_ Materiel Release Order Denial (Warehouse Refusal) AP3.17-1 AP3.18 A6J Disposal Release Order Denial AP3.18-1
SEC 300-400 ENGAGE UNTIL DOWN 4 5 SEC SUPPORTED PRONE 400-500 ENGAGE UNTIL DOWN 6 5 SEC SUPPORTED PRONE TOTAL 45 (SLIDE #8) (5 MIN) b. TABLE 3Unknown Distance Pre-Qual/Qaulification (Day) TABLE 3 UKD DAY (PRE-EVALUATION AND EVALUATION) STAGE METER LINE DRILL ROUNDS PER ITERATION TIME POSITION(S) TOTAL ROUNDS UKD 40-60 ENGAGE UNTIL DOWN 4 5 SEC SUPPORTED STANDING 1 30 90-110 ENGAGE UNTIL DOWN 4 5 SEC SUPPORTED KNEELING 140-160 ENGAGE UNTIL DOWN 4 5 SEC SUPPORTED KNEELING 180-200 ENGAGE UNTIL DOWN 4 5 SEC SUPPORTED KNEELING 200-300 ENGAGE UNTIL DOWN 4 5 SEC SUPPORTED PRONE 300-400 ENGAGE UNTIL DOWN 4 5 SEC SUPPORTED PRONE 400-500 ENGAGE UNTIL DOWN 6 5 SEC SUPPORTED PRONE TOTAL 30 TRANSITION:Now that we have covered the table 3 course of fire, are there any questions? I have one for you. QUESTION:At what distances will you be shooting from the supported kneeling? ANSWER:Shots will be fired from the supported kneeling from meters. Let’s summarize. (SLIDE #9) (2 MIN)
Instructional Planning Council Agenda Friday, March 1, 2013 9:30 am – 11:30 am Building 6, Room 112 AGENDA ITEM PRESENTER PROCESS 1) Approval of Agenda Linda Hayes Action 2) Approval of Minutes – 2/1/2013 Carol Rhodes Action 3) Business A. Materials Fee Integration for online/custom material Jai Kumar Information/Discussion B. Review of Self Study Section IIa Linda Hayes Action C. Update on computer availability for classes Linda Hayes Informational D. E-portfolio pilot plan Carol Rhodes Informational E. Others 4) Adjournment Upcoming Meetings for Spring 2013 semester March 15 @ 9:30 am April 19 May 3 – Annual Program Plan review May 17
AIR FORCE WEATHER EMBLEMS/BADGES 1 USAF Directorate of Weather 2 Air Weather Service Headquarters 3 Air Weather Service & Air Force Weather Agency 4 1st Weather Wing 5 2nd Weather Wing 6 2nd Weather Wing 7 3rd Weather Wing 8 4th Weather Wing 9 4th Weather Wing 10 5th Weather Wing 11 6th Weather Wing 12 7th Weather Wing 13 9th Weather Recon Wing 14 AFGWC 15 1st Weather Group 16 2nd Weather Group 17 3rd Weather Group 18 4th Weather Group 19 5th Weather Group 20 6th Weather Group 21 7th Weather Group 22 8th Weather Group 23 9th Weather Recon Group 24 10th Weather Group 25 1110th Air Support Group 26 1st Weather Squadron 27 1st Weather Squadron 28 2nd Combat Weather Systems Squadron
29 2nd Systems Operation Squadron 30 2nd Weather Squadron 31 2nd Weather Squadron 32 3rd Weather Squadron 33 3rd Weather Squadron 34 4th Weather Squadron 35 5th Weather Squadron 36 6th WS (Regional) 37 6th WS (Mobile) 38 7th Weather Squadron 39 8th Weather Squadron 40 8th Weather Squadron 41 9th Operational WS 42 9th Weather Squadron 43 9th Weather Squadron 44 45 10th Weather Squadron 46 10th Combat Weather Sq 47 11th Operational WS 48 11th Weather Squadron 49 11th Weather Squadron 50 12th Weather Squadron 51 13th Weather Squadron 52 (AFCCC) 14th Weather Squadron 53 15th Operational WS 54 15th Weather Squadron 55 16tWeather Squadron 56 16th Weather Squadron
57 16th Weather Squadron 58 17th Operational WS 59 17th Weather Squadron 60 17th Weather Squadron 61 18th Weather Squadron 62 18TH Weather Squadron 63 19th Expeditionary WS 64 19th Weather Squadron 65 19th Weather Squadron 66 20th Operational WS 67 20th Weather Squadron 68 20th Weather Squadron 69 20th Weather Squadron 70 21st Operational WS 71 21st Weather Squadron 72 22nd Expeditionay WS 73 23rd Weather Squadron 74 23rd Weather Squadron 75 24th Weather Squadron 76 24th Weather Squadron 77 25th Operational WS 78 25th Weather Squadron 79 26th Operational WS 80 26th Weather Squadron 81 26th Weather Squadron 82 28th Operational WS 83 28th Weather Squadron 84 29th Weather Squadron
WEATHER RECONNIASSANCE SQUADRONS 112 Wea Recon Sq (Test) No 1 113 2nd Weather Recon Sq 114 53rd Recon Sq (LR) Wea 115 53rd Weather Recon Sq 116 53RD Weather Recon Sq 117 54th SRS (M) Weather 118 54th Weather Recon Sq 119 54th Weather Recon Sq 120 55th Weather Recon Sq 121 56th SRS (M) Weather 122 57th SRS (M) Weather & 57th Weather Recon SQ 123 57th Weather Recon Sq 124 58th SRS (M) Weather 125 58th Weather Recon Sq 126 59th SRS (VLR) Weather 127 59th RS (VLR) Weather 128 59th Weather Recon Sq 129 652nd Bomb Sq (HWR) 130 653rd Bomb Sq (LWR) 131 655th BSq HV (W Rcn HV) THE DISTINCTIVE HEADGEAR OF AFW’S PARACHUTISTS, COMBAT WEATHER TEAMS, and SPECIAL OPERATIONS WEATHER TEAMS [Note: Refer to footnote 3 on page 12-4 for source of below information]
MANAGEMENT CONTROL ACTIVITY ENTRIES: Entries Required for Requisitions for Government-Furnished Materiel. Routing Identifier Code 4-6 Enter the RIC of the source of supply. Distribution 54-56 Enter the distribution code of the Management Control Activity (MCA) validating the transaction or the MDN consisting of the MCA’s distribution code in rp 54 and two other alpha/numeric characters in rp 55-56. FIELD LEGEND TYPE REQUISITION BLOCK NUMBER(S) (MANUAL) RECORD POSITION(S) (MECHANICAL) ENTRY AND INSTRUCTIONS Routing Identifier Code 74-76 If required by the Component, enter the RIC of the validating MCA in rp 74-76. DLA DISPOSITION SERVICES ENTRIES: Entries Required When Requisitioning a Specific Item From Disposal. Disposal Turn-in Document Number 67-80 This entry is optional on DIC A01/A0A/A05/A0E requisitions and is mandatory on DIC A04/A0D requisitions. If applicable, the DTID suffix will be entered in rp 21.
Organisational Performance and Delivery (OPD) 3rd Feb 2015 Actions Agenda Item Lead Manager/AD Lead Director/AD Clinical Lead 7 Jan 2015 Actions 2. Locality Commissioning Primary Care strategy and Locality dashboards James Gleed Helen Edmondson Trudi Southam Dee Boardman Primary care strategy and co-commissioning: Develop options/elements for co-commissioning framework (JG) Develop proposal for a CCG GP IT group to be considered at April OPD. (JG) Provide an update on planned housing developments in CCG area to April OPD (JG) Provide an update on research activities to April OPD (JG) To summarise PN training plan for 15/16 and discuss with Sheilagh (JG) Locality: Review of information from Post Death Audits to be reviewed in context of SHMI. (RJ & SR with HE) Bring back locality actions plans based on issues identified in dashboards to March OPD (HE, TS). Develop proposal for locality dashboards to build in metrics from schemes and quality of primary care to March OPD (HE, TS). 3. Falls Chris Badger Sharn Elton Fiona Sinclair Local falls campaign to be ‘launched’. Pathways and business case for community falls prevention and rapid response provision to come back to next OPD meeting in March 2015. Phased implementation of service provision. commissioning
11. Acute in Hours Visiting Service Update Kay Dhesi Dee Boardman Nicky Williams Capacity mapping has to be completed when considering winter schemes as there was an impact on Out of Hours staffing in 14/15. Skill mix and case mix to be reviewed. Escalation process does need to be in place but not for ‘business as usual’. Formalise AIHVS contract basis from April 2015. 12. Outstanding Dec 2014 and Jan 2015 actions 13. Items for Governing Body All actions from December 2014 and January 2015 OPD are completed or are in progress through scheduled Development sessions. 3 items for future (February) Governing Body meetings: Integrated care programme board proposition Integrated business case for in practice and care home resource HomeFirst Brought forward agenda plan Lead AD/Manager Lead Director Clinical Lead Month Medicines Management and Optimisation Team core offer and options for additionality (Business case for in practice and care home support) Pauline Walton Chris Badger March Interface Geriatrician Trudi Southam Trudi Southam Robin Christie March Over 75 health checks progress update Trudi Southam Dee Boardman March Neurological Services (including coproduction bid) Jill Catchpole Beverley Flowers March Map of Medicine Trudi Southam Trudi Southam Robin Christie March
3rd Meeting of the Safeguarding Board for Northern Ireland To be held on 21 March 2013 – 2.00pm, Fisher Room 4, Armagh City Hotel AGENDA Item Number Item Paper Purpose Responsibility Apologies Noting Chair Minutes 02-01/13M Approval Chair Matters Arising 03-03/13MA Noting Chair Declaration of Interest Noting Chair Complaints Noting Chair Chairman’s Business: Adoption of Additional Panel Members S.E.T. Access to Minutes of Panels and Committees Presentation to Dept of Culture Arts and Leisure Invitation to present at a 4 Nation Conference entitled “How safe are our children” – run by NSPCC 18/19 April Inclusion of ‘Parenting’ within SBNI Strategic Plan Virtual College 03-03/13P1 Noting Noting Noting Noting Discussion Noting Chair Finalising the Strategic Plan & Board Approval of Equality Screening 03-03/13P2 Approval Sharon The SBNI’s Risk Register 03-03/13P3 Approval Sharon Discussion of Subgroup Structure 03-03/13P4 Approval Proposed Timetable for Board Committees Panels to report to SBNI 03-03/13P5 Approval Sharon AOB Noting Date, Time and Venue of Next Meeting: Board Development Day 15th May 2013 at 13:30 Antrim Civic Centre Whinstone Suite Noting Chair
Push the effective date out from Jan 1, 2018 to June 1, 2018 to allow time for changes The “buy and bill” legislation is meeting resistance from DHS and Sen. Jensen Elmer made a motion for MARRCH to publicly support the DHS reform package at the Senate hearing on Monday, March 6, with caveats in our testimony that we are still working with DHS on specific licensing and related items. Amendment by Hartford, to add that MARRCH will provide Winthrop and Weinstine direction to continue to work on the items we are concerned about. Casagrande seconded. Voice vote carried. Education/Spring Conference (Koziolek) – MACMHP Board is interested in some collaboration during respective fall conferences. The Spring Conference registration link is active now. The fall conference planning is underway. Suggestion to identify something creative to do to draw more attendance to the conference Governance and Structure (Committee Members): Reviewed discussion from most recent committee meeting and solicited Board feedback for further discussion around Board Structure Public Health & Harm Reduction (Hilger) – No meeting held this month Ethics (Egley) – No meeting held in February Youth Section – Rohret identified a possible Youth Summit to attract new members to the committee. Other ideas include: focus on prevention, partner with school-based mental health and identify other possibilities ACTION ITEM: Koziolek will identify 2-3 education committee members to work with 2-3 MACMHP committee members and forward that to Rohret and Hartford Status Reports/Updates Board of Governor Regional Plans – having a “Regional Governor Board Report” helps inform the membership committee; will allow for communication in the newsletter/website and hold governor’s accountable Elmer made a motion for each governor to submit reports quarterly to the board on their regional activity. Hilger seconded. Voice vote carried. ACTION ITEM: Rohret to remind BOG’s when the report is due. First report due at June 2nd Board meeting. AIAC update – no report
Project: S.P. Estimated Cost: Project Manager: Best-Value Low-Bid (2-step) Low-Bid (1-step) Letting: Proposals Due: RFP Release: Fed Review: Start RFP: Federal $? Yes No FFO? Yes No Date Modified: 6/30/11 Item Priority Champion Action Timeline General Staff Approved Layout Municipal Consent Value Engineering Project Estimate Environmental Environmental Document Status of Permits Wetland identification and mitigation Contaminated Materials Groundwater Contamination Noise Analysis
Activity 3.1.5 Student Resource Sheet Microsoft Excel 2013 Instructions Open a new file in Microsoft Excel. Copy and paste Table One from the Activity 3.1.5 handout into the top left corner of the spreadsheet. Make sure the Mike Smith box is located in column A, row 2, as shown below. Highlight the table by holding the mouse and dragging an arrow to form a box around your data. From the Menu heading at the top of the page, click on the “Insert” tab and select the “Scatter” type Chart. Select the chart subtype you wish to use. For our graph, select the scatter graph with “Straight Lines and Markers”. To correctly orient the data, click the button in the Chart Tools menu labeled “Switch Row/Column”. This will ensure that the series at the right side of the chart will be labeled “Gene 1”, “Gene 2” and “Gene 3”. Give your graph a title. In the Chart Tools menu, click on the “Design” tab, then “Add Chart Element” and next select the option “Above Chart”. Type the title you have selected in the “Chart Title” box. Note that you will need to label both the X-axis and the Y-axis. Again, click on the Add Chart Element icon in the Design Tab, you will need to choose “Axis Titles” and “Primary Horizontal Axis Title”. Follow the same procedure from Step 8 to label the Y-axis, but choose “Primary Vertical Axis Title.” Type in a title for the Y-axis. When choosing a title, think about the information you plotted on the Y-axis. Move the graph so that it is next to the data table. Set-up a new data table with the same headings as your original data table (Type in Patients 1-3 in the A column and genes 1-3 across the top) in your spreadsheet. Use the formula: =LOG(gene expression ratio, 2) to convert each gene expression ratio into a base 2 logarithm. Do this by clicking on the box for Mike Smith/Gene 1 in the new data table and type in “=LOG(B2,2).” Press enter. You should see the number 0.48542683 in the box. This is the base 2 logarithm of 1.4.
Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Section 162510 of the 1976 Code, as last amended by Act 166 of 2005, is further amended to read: “Section 162510. As used in this article: (1) ‘Household member’ means: (1)(a) a spouse; (2)(b) a former spouse; (3)(c) persons who have a child in common; or (4)(d) a male and female who are cohabiting or formerly have cohabited. (2) ‘Great bodily injury’ means bodily injury which causes a substantial risk of death or which causes serious, permanent disfigurement or protracted loss or impairment of the function of a bodily member or organ. (3) ‘Moderate bodily injury’ means physical injury that involves loss of consciousness, or that requires medical treatment but does not cause a substantial risk of death or which does not cause serious, permanent disfigurement or protracted loss or impairment of the function of a bodily member or organ. (4) ‘Deadly weapon’ means an article, instrument, or substance which is likely to produce or used to produce death or great bodily harm, including, but not limited to, a pistol, rifle, shotgun, knife, stiletto, sword, dagger, metal knuckles, or fists. (5) ‘Protection order’ means an order of protection, restraining order, condition of bond, or similar order issued in this State, another state, tribe, territory, or foreign jurisdiction for the purpose of protecting a household member. (6) ‘Prior conviction of domestic violence’ means conviction of a crime in this State, another state, tribe, or territory containing among the crime’s elements those elements enumerated in Section 162520(A) or 16-25-65, that is committed against a household member as defined in item (1).” SECTION 2. Section 162520 of the 1976 Code is amended to read: “Section 162520. (A) It is unlawful to: (1) cause physical harm or injury to a person’s own household member; or
A BILL TO AMEND SECTION 162510 OF THE 1976 CODE, TO PROVIDE NECESSARY DEFINITIONS; TO AMEND SECTION 162520 OF THE 1976 CODE, RELATING TO CRIMINAL DOMESTIC VIOLENCE OFFENSES AND PENALTIES, SO AS TO RESTRUCTURE THE CRIMINAL DOMESTIC VIOLENCE OFFENSES INTO DEGREES AND PROVIDE PENALTIES; TO AMEND SECTION 162530, RELATING TO THE ILLEGAL POSSESSION OF A FIREARM BY A PERSON CONVICTED OF A DOMESTIC VIOLENCE OFFENSE, TO PROVIDE THAT IT IS UNLAWFUL FOR A PERSON CONVICTED OF A CRIMINAL DOMESTIC VIOLENCE OFFENSE OR A PERSON SUBJECT TO AN ORDER OF PROTECTION FOR DOMESTIC OR FAMILY VIOLENCE TO SHIP, TRANSPORT, OR RECEIVE A FIREARM OR AMMUNITION, AND TO PROVIDE NOTICE TO A PERSON TO WHOM THE STATUTE APPLIES; TO AMEND SECTION 162565, RELATING TO CRIMINAL DOMESTIC VIOLENCE OF A HIGH AND AGGRAVATED NATURE, TO PROVIDE THAT THE COURT MUST ORDER PARTICIPATION IN A DOMESTIC VIOLENCE INTERVENTION PROGRAM AND ALLOW A RESTRICTION ON FIREARMS AND AMMUNITION AS A CONDITION OF BOND; AND TO AMEND CHAPTER 3, TITLE 16, RELATING TO OFFENSES AGAINST THE PERSON, BY ADDING ARTICLE 18, TO PROVIDE NECESSARY DEFINITIONS AND TO ESTABLISH A PROCEDURE FOR THE ISSUANCE OF PERMANENT AND EMERGENCY CIVIL NOCONTACT ORDERS UNDER CERTAIN CIRCUMSTANCES, TO PROVIDE FOR THE DURATION OF CIVIL NOCONTACT ORDERS, AND TO PROVIDE A PENALTY FOR THE VIOLATION OF CIVIL NOCONTACT ORDERS. Amend Title To Conform
Name:_____________________ Per:______ Writing Formulas & Naming NOTES: Type I Type II Who’s Bonding? 2 non-metals Metal + non-metal Example N2O3 Dinitrogen trioxide CaCl2 Calcium chloride Rule: name 1st element Prefix (except if only 1) + full name Full Name Rule: name 2nd element Prefix + -ide ending -ide ending* (*unless polyatomic ion) Special rules for this type? 1: mono- 2: di- 3: tri- 4: tetra 5: penta 6: hexa- 7:hepta- 8: octa- 9:nona- 10: deca- “Swap & Drop”! -Write Ion charges -Swap & drop the numbers -Write as a formula: Ca Cl2 Special situations: Transition metals (use roman numerals) Ex: CuBr2 Copper (II) Bromide Polyatomic Ions (name according to P. Table) EX: Ca(NO3)2 Calcium Nitrate Part I – Covalent Compounds (2 non-metals) Name Formula Formula Name 1. phosphorus trichloride 9. CO2 2. phosphorus pentachloride 10. CO 3. sulfur dioxide 11. NH3 4. sulfur hexachloride 12. SO3 5. silicon dioxide 13. P2Cl5 6. carbon tetrachloride 14. NO 7. dinitrogen monoxide 15. N2O3 8. nitrogen dioxide 16. Cl2
HAMMOND SCHOOL Terms and Holidays Autumn 2017 to Summer 2018 Term First Day of Term Half-Term Last Day of Term AUTUMN 2017 Inset Days: 4 September 5 September 24 November Wednesday 6 September Monday 30 October 23 Oct – 27 Oct Friday 20 October Thursday 21 December SPRING 2018 Thursday 4 January Monday 19 February 12 Feb – 16 Feb Friday 9 February Thursday 29 March SUMMER 2018 Inset Days: 4 June 29 June 23 July Monday 16 April Monday 4 June (BH May Day 6 May) 28 May – 1 Jun Friday 25 May Monday 23 July
Trevelyan Middle School Year 5 Entry September 2019 Supplementary Information Form This form is to enable parents to submit information and evidence about their child’s exceptional medical needs when being considered for admission to year 5 in September 2019. Children with exceptional medical needs are given priority for admission. Please read Trevelyan Middle School’s Admissions Arrangements for detailed information about this. This document may be download from the school website on This form should be submitted to Trevelyan Middle School office by 31 October 2018, along with any supporting documentary evidence you may have. Child’s personal details Surname: First forename: Other forenames: Gender (Male/Female): Date of birth (dd/mm/yyyy): Name and address of school currently attended: School postcode: School telephone: Parent or carer details Title (Mr/Mrs/Ms/Other): Name: Address for correspondence: Postcode: Home telephone: Mobile telephone: Email address: Details of Exceptional Medical Needs
Designate which partner will represent the mother and which partner will represent the father. Distribute the chromosomes to the appropriate partner. Note that the mother and father should have the following chromosomes: Mother  (2) Chromosome 11s  (2) X Chromosomes Determine the traits of both parents and complete the information below. Genotype (The genes present for a trait, i.e. allele letters) Phenotype (The traits shown based on the genotype, i.e., Does the person have the disease?) Sickle Cell Disease Mother Father Best Disease Mother Father Hemophilia Mother Father Work with your partner to “start your family.”  The mother looks away while the father places one of his chromosome 11s in each hand.  The mother randomly picks the hand she wants for their child. Lay the chosen chromosome on the table in front of you and set the other one aside.  Repeat this process for the sex chromosomes.  The mother now repeats all steps by placing the chromosomes behind her back while the father chooses chromosomes.  Lay all of the chosen chromosomes on the table. These represent the genes of your first child. You should now have two chromosome 11s and two sex chromosomes. Determine the traits of your first child and complete the information below. Genotype Phenotype Sickle Cell Disease Best Disease Hemophilia Determine the traits of your second child and complete the information below. Genotype Phenotype Sickle Cell Disease Best Disease
Hemophilia Record the traits for your first two children on the class data table on the board. Once the class has filled in their data, complete the data table below with the class information. Note: You will come back to this chart in future lessons. # of Children with sickle cell disease # of Children sickle cell carriers # of Children with Best disease # Children with hemophilia # of Males # of Females Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Totals: Conclusion 1. What is the purpose of mitosis? Why is it necessary for DNA to replicate first during mitosis? 2. Why is the end result of meiosis sex cells that contain half the DNA of body cells? 3. Describe the difference between how sickle cell anemia is inherited versus how Best disease is inherited. What causes this difference?
Havant Academy APPLICATION FOR SUPPORT STAFF APPOINTMENT Please use black ink in completing this form 1. Personal details Surname First Names Title Any previous Surnames Address E-mail Daytime tel. no. Evening tel. no. 2. Education (Secondary, Further / Higher) Establishment (name and town) From To Qualifications / Grade / Date awarded 3. Job related training (include membership of professional institutes, vocational and non-vocational courses) Institute / Courses studied From To Standard or level achieved and date awarded
were not engaging Stuart Birkett Ward Year 10 English English Blood brothers – reading as a class Key questions being asked to support students understanding of what they were reading Y Michelle Doherty Year 10 RS RS Keywords – spellings test Definitions of keywords Y Emma Cecil Year 10 History History History of medicine Differentiated worksheets for students Mostly – spoke with the key students who were not fully on task Tia Year 10 RS RS Keywords – spellings test Definitions of keywords Y Josh Carr Year 10 Geography Geography Capital cities test Embedding knowledge of capital cities / countries Y
Job title and salary of current / most recent post Start/end date of above: Main duties: Previous posts / employment (provide details of all previous posts and employment in reverse chronological order continuing on supplementary sheets if required) Employer (name and address) Post Start/end dates Reason for leaving Knowledge, experience and skills Using no more than 2 A4 pages, describe how you meet the requirements outlined in
Know final -e and common vowel team conventions for representing long vowel sounds. EERF.1.3.c. N/A Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. EERF.1.3.d. N/A Decode two-syllable words following basic patterns by breaking the words into syllables. EERF.1.3.e. N/A Read words with inflectional endings. EERF.1.3.f. N/A Recognize and read grade-appropriate irregularly spelled words. EERF.1.3.g. N/A
Ex. When reading a familiar, preferred text, the student sits and attends to the oral reading. EERF.1.4.b. Attend to a preferred, familiar text. Ex. Given a familiar text (i.e. Brown Bear, Brown Bear), the student orients and attends to the reading. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. EERF.1.4.c. N/A First Grade English Language Arts Standards: Writing Alaska Grade-Level Standards Alaska-DLM Essential Elements Instructional Examples Text Types and Purposes. W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and EEW.1.1. Select a familiar book and use drawing, dictating, or writing to state an opinion about it. EEW.1.1. Select a selected topic or book and use drawing, dictating, or writing to state an opinion about it. Ex. Select a book from a collection offered by the teacher and express an opinion about it by writing. Ex. Given the directions to write about a favorite book, select a book from the classroom library and type letters on an alternate keyboard to write about it.
Ex. At recess, use a sequenced message voice output device with the prerecorded messages, “go” and “stop” to tell partner to push wheelchair or to stop pushing. Ex. During snack with visual support from the teacher who points to the cup or food while saying, “Do you want to eat or drink?,” the student looks at the cup or food to indicate drink or eat. Use frequently occurring adjectives. EEL.1.1.f. With guidance and support, use familiar frequently occurring adjectives. (e.g., big, hot). EEL.1.1.f. Use adjectives. (e.g., big, hot). Ex. Using a multiple message communication system, describe a person or thing in the immediate environment using an adjective. Ex. Tell an adult that a drink is “hot.” Ex. When asked if he or she wants the little cookie or big cookie, the student responds, “Big cookie.” Ex. When looking at an object, state or choose a characteristic (e.g., big, small). Ex. When requesting an object (e.g., paper) and teacher says, “What color,” say or select a symbol of a color (e.g., “blue”). EEL.1.1.f. With guidance and support, use familiar frequently occurring adjectives (e.g., big, hot). Ex. After the teacher offers choices, such as “Is it big or little?,” accurately reply, “Big.” Ex. Select a symbol for an adjective that describes an object from choices (e.g., The student requests an object [e.g., paper] and the teacher holds up options and asks, “Which color?” The student says or selects a symbol of a color [e.g., “blue”]).
Ex 1: Find the measures of a and b. Provide reasoning. Ex 2: Find the values of c and d. Provide reasoning. Ex 3: Find the values of x and y. Provide reasoning. Ex 4: a) What is the measure of one interior angle in a regular hexagon? b) What is the measure of one exterior angle in a regular hexagon? Homework: Pg. 391: # 1 - 6, 9 - 12, 20, [21]
Project description - Course Plan Adapt form to your course by deleting or adding rows (you can also create your own table containing the same kind of information requested COURSE/ MODULE TEACHER(S) Indicate names if available or number of staff per course Sem. 1 hours (ECTS) Sem.2 hours (ECTS) Sem.3 N/A? hours (ECTS) Sem.4 N/A? hours (ECTS) Total Remarks/ Other Equipment and Pedagogical Approach per module or course (e.g. lectures, class instruction, e-learning/self-study, teamwork, seminars, booth exercises, virtual classes etc.) LINGUISTIC SUBJECTS/ LANGUAGES (eg Terminology etc – specify below) : e.g. Terminology Mr. Smith (EN) Herr Schmidt (DE) 30 h (3) 30h (3) 30h (3) 30h (3) N/A N/A 60h (6) 60h (6) Lectures ?? ?? ?? ?? ?? ?? ?? TOTAL LINGUISTIC SUBJECTS XX XX XX XX XX INTERPRETING CLASSES/ GUIDED PRACTICE Consecutive (without notes) Consecutive (without notes) Consecutive Consecutive Consecutive SUB-TOTAL XX XX XX XX XX Simultaneous Simultaneous
For additional participating partner institutions please add an additional Annex "Partners ' contribution" as necessary All amounts in euros (describe type of costs/activities) Total Coordinating institution (=Participating institution No 1) Participating institution No 2 Participating institution No 3 Participating institution No.... III.2 Details of Table 4 (Chapter 4.A – Chapter 4.G) If Details for table 4.A: Staff costs Nature of staff/ Staff activity (please adapt details to the structure of your project) Teaching hours within the action period (cfr. 2.2) (a) Hours for preparation of the courses (b) Total Hours (c) = (a) + (b) Hourly rate incl. social charges (d) * Total cost (€) (e) = (c) x (d) Coordination – name if available Administration – name if available Sub-total Teachers (Internal) – Languages taught/ Names if available Names if available/task/languages? Names if available/task/languages? Names if available/task/languages? Names if available/task/languages? Names if available/task/subject? Names if available/task/subject? Names if available/task/subject? Teachers (External) Names if available/task/languages? Names if available/task/languages? Speakers/referents Names if available/task/languages? External Examiners Names if available/task/languages? Internal Examiners Names if available/task/languages?
APPLICATION FORM FOR ENROLLMENT TO THE ADMISSION CONTEST AND MATRICULATION IN THE 1st YEAR OF UNDERGRADUATE STUDIES IN ENGLISH, ACADEMIC YEAR 2018-2019 JULY 2018 FACULTY OF MEDICINE STUDY PROGRAMME: MEDICINE (IN ENGLISH) FORM OF EDUCATION: FULL TIME Mrs. RECTOR, The undersigned _____________________________________________________, having the following personal data: No. Fields Subfields Data Surname at birth (from birth certificate), and initial/initials of the given name/names of the father (mother) Current surname (after marriage, divorce, adoption, change on request, if applicable) Given name Personal identification number Date of birth Year Month Day Place of birth Country Place Gender Male/Female Civil status Married Single Divorced/Widower Actual citizenship Permanent residence Country Place Complete Adress Personal identification document Serie Number Authority that issued the act Date of issuance Mobile phone number, Email Adress To the Rector of Titu Maiorescu University of Bucharest
At Risk Conditions ICD 10 Code Achondroplasia Q77.4 Birth Anomalies Gastroschisis Short Gut Syndrome Omphalocele Congenital Diaphragmatic Hernia Congenital Renal Failure Q79.3 K91.2 Q79.2 Q79.0 P96.0 Birth weight 1200 grams to 1500 grams P07.1 Cataracts (Congenital) Q12.0 Chronic Heart Condition I127.9 Congential Contractural Arachnodactyly (Beals Syndrome, Hecht-Beals Syndrome) Q68.8 Congenital Heart Disease/Conditions Coarctation of the Aorta Tetrallogy of Fallot Transposition of the Great Vessels Single Ventricle Defects Q25.1 Q21.3 Q20.3 Q20.4 Congenital/Neonatal Infection Newborn Group B Streptococcus Sepsis Group B Streptococcus Sepsis Meningitis Cytomegalovirus (CMV) Toxoplasmosis P36.0 A40.1 G03.9 B25.9 P37.1 Glaucoma (Congenital) Q15.0 Hyperbilirubinemia requiring exchange transfusion P59.9 Hypophosphotasia-Infantile E83.39 Hypothyroidism (congenital) E03.1 Intrauterine Growth Retardation (IUGR) - Severe P05.9 Intraventricular Hemorrhage Grade II P52.1 Klinefelter Syndrome Q98.4 Meconium Aspiration Syndrome/True Respiratory Distress Syndrome with Mechanical Respiratory Support P20.01 Neonatal Abstinence Syndrome with evidence of clinical symptoms such as tremors, excessive high-pitched crying, hyperactive reflexes, seizures, and poor feeding P96.1 Neonatal Seizures P90 Noonan Syndrome Q87.1 Small for Gestational Age (SGA) P05.10 Thrombocytopenia-Absent Radii Syndrome Q87.2 Traumatic Brain Injury S06.2X9A Treacher-Collins Syndrome Q75.4 Vater Anomaly Q87 Waardenburg Syndrome, Types I and II E70.3
Total cost of ownership is used to support decisions involving computing systems, vehicles, laboratory and test equipment, medical equipment, manufacturing equipment, etc. A good TCO analysis brings out the "hidden" or non-obvious ownership costs that might otherwise be overlooked in making purchase decisions or planning budgets. The model provides an effective tool for assuring business case builders and case recipients that every important cost item is included and that everything irrelevant is excluded. The analysis begins with the design of a comprehensive cost model that completely covers the subject of the case, and which supports the purpose and needs of decision makers. Cells of the matrix identify cost items that are planned and managed together (have common cost drivers); rows represent major resource categories, and columns represent RDT&E lifecycle stages. TCO analysis is not a complete cost benefit analysis. When this approach is used in decision support, it is usually assumed that the benefits from all alternatives are more or less equal, and that choices differ only on the cost side. Conclusion The purpose of this Return on Investment/Business Case Analysis is to establish a total cost of ownership/operation and have the information needed for a financial justification in any research project. For further information related to these topics, please go to the DAU website training program at ; Click on “Continuous Learning” -> “Browse Continuous Learning Modules” -> “Business Case Analysis” (CLL015) -> “Register for Course”.
Week One Monday Tuesday Wednesday Thursday Friday Main and Sides Chicken Curried Rice Lasagne bake Garlic bread Roast Pork and Roast Potatoes Breaded Chicken Fillet with Chips Battered Fish and Potatoes Dessert Chocolate and Mandarin Sponge Croissant and Fruit Pancake with Fruit Doughnut and Ice Cream Fruit Flapjack Week Two Monday Tuesday Wednesday Thursday Friday Main and Sides Macaroni Cheese and Garlic Bread Bolognaise Bake Roast Chicken and roast potatoes Chicken Fillet Nuggets and chips Breaded Fish and Potatoes Dessert Fruit Muffin Sultana Sponge Waffle and Fruit Doughnut or Ice Cream Apricot Biscuit Week Three Monday Tuesday Wednesday Thursday Friday Main and Sides BBQ Chicken with Garlic Bread Shepherd’s Pie Roast Gammon and roast potatoes Sausage and chips Salmon fingers and Potatoes Dessert Pineapple Sponge Raisin Shortbread Frozen Smoothie Doughnut or Ice Cream Apricot Sponge Every day we provide a fresh prepared featured vegetable. Fresh wholemeal bread is available daily from the salad bar along with fresh seasonal fruit and veg.
Activity milestones (to correspond with activities in Results Framework) Milestone Number Milestone Description Planned to take place during (indicate quarter with an X) FY12 FY13 FY14 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 1 Activity 1 1.1 Break down activity milestones, for example, the appointment of staff, purchasing of equipment, obtaining permissions, tendering work ANNEXURE 1: RESULTS FRAMEWORK Project name and objective Project Name Specify the project name
supply of goods and services (supply side), while an outcome reflects changes in the utilisation of goods and services (demand side). Outcome Indicators (by component): Provide indicators for the outcome listed: how will you know that you have achieved the intermediate outcome? Baseline: Target: An Indicator is a measure that can be used to monitor or evaluate an intervention. Indicators can be qualitative (in which case they usually entail verbal feedback from beneficiaries) or quantitative (derived from measurements of the intervention) Output Indicators (by component): Provide indicators for the outputs listed. How will you demonstrate that you have achieved an output? Baseline: Target: An Indicator is a measure that can be used to monitor or evaluate an intervention. Indicators can be qualitative (in which case they usually entail verbal feedback from beneficiaries) or quantitative (derived from measurements of the intervention).
protect themselves from subjective and biased information. 16-19 Valuing equality, diversity and inclusion (8) Individuals need to share in the commitment to equality, diversity and inclusion as a British and international value. By countering stereotyping, discrimination and prejudice, individuals can realise their own ambitions and help others to do the same. 3 4 16-19 Learning about safe working practices and environments (9) Learning about safe working practices and environments helps individuals to keep themselves and others healthy and safe at work. 3 4 16-19 Developing your career management and employability skills Outcome Element of learning Key stage When Does this happen? Where Does this happen? Who Makes it happen? How Do we know this? Making the most of careers information, advice and guidance (CEIAG) Individuals need to learn how to recognise, access and make effective use of trustworthy sources of information, advice and guidance which are offered on a one-to-one or small group basis, both online and in person. This 3 4
If any of the above results to the questions on student impact and staff fidelity are not desirable, consider the following questions for further exploration: Q#3: Is there an opportunity for high quality implementation? ⃝ 1: Opportunity and resources are just beginning to align in support of the program. ⃝ 2: Basic resources and opportunities are available, but significant gaps need to be filled. ⃝ 3: Many necessary resources are aligned with program goals, but more are needed. ⃝ 4: Necessary support and resources (time, funding, attention) are solidly in place. Q#2: Do participants have the knowledge/skill to implement? ⃝ 1: Participants were beginning to acquire the necessary knowledge and skills. ⃝ 2: A solid start was documented, but many skill levels and much knowledge need to be acquired. ⃝ 3: Much knowledge and skill were evident, but few skills (or some knowledge bases) still need work. ⃝ 4: Participants had sufficient knowledge and skills to succeed. Q#1: What is the [school or staff’s] readiness to implement? ⃝ 1: Interest and/or commitment were low. ⃝ 2: Some promising elements exist, but were mixed with major gaps in knowledge or confidence. ⃝ 3: Support and commitment were generally high, but some concern or work remains. ⃝ 4: Stakeholders were fully prepared to implement. Summary of Key Findings Achievements or Accomplishments Barriers or Challenges Program Adjustments that are Needed Additional Resources or Supports to be Provided Progress Monitoring: Date we will follow-up: Summative Evaluation: What decision was made regarding the continuation of the program/strategy/initiative? ⃝ Continue “as is” ⃝ Continue with adjustments noted above ⃝ Discontinue Program Administrator: Date: NOTE: This compact form was intended to process school improvement strategies and state/federal funded programs more quickly to determine which program(s) a more thorough program evaluation should be addressed using the actual MDE Program Evaluation Tool found in ASSIST or accessible on . In order to have a better visual of the potential initiatives to evaluate and document those considered, plot on a .
9. Managing a Quality Service Exemplify positive customer service behaviours and promote a culture focused on ensuring customer needs are met Take little action when customer needs are not being met Establish how the business area compares to customer service expectations and industry best practice and identify necessary improvements in plans Ignore external trends that impact on the business area Make clear, pragmatic and manageable plans for service delivery using programme and project management disciplines Allow programmes or service delivery to lose momentum and focus and have no contingencies in place Create regular opportunities for staff and customers to help improve service quality and demonstrate a visible involvement Make changes to service delivery with minimal involvement from others Ensure the service offer thoroughly considers customers’ needs and a broad range of available methods to meet this, including new technology where relevant Maintain a limited or out-dated view of how to respond to customers’ needs Ensure adherence to legal and regulatory requirements in service delivery and build diversity and equality considerations into plans Disregard non–compliance with policies, rules and legal requirements and allow unfair or discriminatory practices 10. Delivering at Pace Get the best out of people by giving enthusiastic and encouraging messages about priorities, objectives and expectations Lose focus, giving a confusing sense of what is important Clarify business priorities, roles and responsibilities and secure individual and team ownership Take the credit for delivery of outcomes without acknowledging the contribution of their teams Adopt clear processes and standards for managing performance at all levels Fail to set standards for timeliness and quality of monitoring in their own area of responsibility Act as a role model in supporting and energising teams to build confidence in their ability to deliver outcomes Overly focus on task delivery at expense of motivating and building capability to perform Maintain effective performance in difficult and challenging circumstances, encouraging others to do the same Fail to take a constructive approach to adversity, resorting quickly to blaming others for shortcomings Review, challenge and adjust performance levels to ensure quality outcomes are delivered on time, rewarding success Allow performance to drop without challenging quickly and responsively - continually focus on the negatives
from the data subject but from another source, within a reasonable period, depending on the circumstances of the case. Where data can be legitimately disclosed to another recipient, the data subject should be informed when the data are first disclosed to the recipient. Where the controller intends to process the data for a purpose other than the one for which the data were collected the controller should provide the data subject prior to that further processing with information on that other purpose and other necessary information. Where the origin of the data could not be provided to the data subject because various sources have been used, the information should be provided in a general manner. (50) However, it is not necessary to impose this obligation where the data subject already possesses this information, or where the recording or disclosure of the data is expressly laid down by law, or where the provision of information to the data subject proves impossible or would involve disproportionate efforts. The latter could be particularly the case where processing is for archiving purposes in the public interest, or scientific and historical research purposes or statistical purposes; in this regard, the number of data subjects, the age of the data, and any appropriate safeguards adopted may be taken into consideration. (51) A natural person should have the right of access to data which has been collected concerning him or her, and to exercise this right easily and at reasonable intervals, in order to be aware of and verify the lawfulness of the processing. This includes the right for individuals to have access to their personal data concerning their health, for example the data in their medical records containing such information as diagnosis, examination results, assessments by treating physicians and any treatment or interventions provided. Every data subject should therefore have the right to know and obtain communication in particular for what purposes the data are processed, where possible for what period, which recipients receive the data, what is the logic involved in any automatic data processing and what might be, at least when based on profiling, the consequences of such processing. Where possible, the controller may provide remote access to a secure system which would provide the data subject with direct access to his or her personal data. This right should not adversely affect the rights and freedoms of others, including trade secrets or intellectual property and in particular the copyright protecting the software. However, the result of these considerations should not be that all information is refused to the data subject. Where the controller processes a large quantity of information concerning the data subject, the controller may request that before the
zodiac combination,changes slowly due to precession as well When the ancients first thought up this idea, the Sun was in Aries on March 22nd, the vernal equinox (what some people call the first day of spring). → But due to precession it's now in Pisces. That's why your astrological sign doesn't match where the Sun actually is in the sky. 2000 years of precession has changed them. One of the many reasons astrology is silly. It's incredible to think about: The Earth, the Sun, the stars - they allow us to tell the time and time of year just by looking up and paying attention. This is why the stars were so important to ancient humans. The stars were like a clock and a calendar in the sky, long before we had invented either We actually learned a lot about the sky just by looking at it. Of course, some of the stuff I've explained we learned through other means. The Earth is spinning, stars have different intrinsic brightness and so on. → But all of that knowledge and far more got its start by people who went outside and looked up. Later as we applied maths and physics to what we observed we learned even more and could then go back and explain what we saw So don't discount naked eye astronomy; it's all we had for thousands of years In fact, you might argue we lost something when we started using clocks and calendars and moving to cities with bright lights that washed away the stars from the sky. Those folks long ago were tied to the sky. They knew it like you know the streets in your neighbourhood. They could see the Stars rise and set they knew the glory of the Milky way sprawled across the heavens, even if they didn't know exactly what it was; → We do know now, with our knowledge gained over the centuries. But it comes at the cost of losing touch with the sky, not living under it as much as we once did Next episode on Crash Course Astronomy: The Moon Phases
4-6 months 7-12 months > 12 months Knowing the device was working 0-1 month 2-3 months 4-6 months 7-12 months > 12 months Keeping device on all your child’s head all waking hours 0-1 month 2-3 months 4-6 months 7-12 months > 12 months One issue that most families have at some point is how to keep hearing devices on the head their active child. Another issue that may concern parents is damage to the hearing device from moisture or dirt. Identify the accessory products that your family has used with the hearing devices and their level of usefulness to you: a. Ear Gear: (description) Never heard of this product The audiologist mentioned it, but discouraged us from using it because_____________ I knew about it but never tried it I never felt that my child needed this to help keep hearing device on and/or protected from moisture/dirt We have tried this (if so, then please check the ratings below) 1 = poor 2 = fair 3 = good 4 = excellent Effectiveness (how well it kept the hearing device on the child’s head and/or protected from moisture/dirt): 1 2 3 4 Child safety (think about sharp edges, keep hearing device out of child’s mouth, etc.): 1 2 3 4 Durability (think about breakage, how it holds up after laundering, comes apart easily, wears out, etc.): 1 2 3 4 Ease of use: 1 2 3 4 It helps to keep the hearing device on the child’s head and working: 1 2 3 4 Your comments about Ear Gear: b. Hanna Andersson Caps (description) Never heard of this product The audiologist mentioned it, but discouraged us from using it because_____________ I knew about it but never tried it