zilongwang/ReadingBank huggingface dataset:
Attachment A - Example of a Rehabilitation Checklist Hole ID Date Drilled Drill hole Coordinates (GDA94 Lat\Long or GDA94 Zone # UTM) Rehabilitation ( or date completed) Post-closure Monitoring (1 Year after) Sign off and Comments Drill holes plugged/capped Drill spoils buried/backfilled Sample bags/core removed Sumps backfilled Topsoil/vegetation replaced Drill pad ripped Access track ripped Rubbish removed Is radiation within background levels? Date of Monitoring Is site nominated for ongoing monitoring? Is the site revegetated? Are there signs of erosion? Are there weeds? Is there subsidence? Is radiation within background levels? RC01 20/09/11 312345mE 8123456mN 15/05/12 X X X X J Smith RC02 02/09/12 312543mE 8123654mN 03/11/12 03/11/12 03/11/12 X X X X 03/11/12 03/11/12 J Smith – Rehab waiting on earthwork machine availability ETA 25/11/12 Attachment B – Example of a Rehabilitation Register Rehabilitation Status Summarise the rehabilitation status of all exploration sites during the current and previous reporting periods.
Exploration Activities Rehabilitation Summary (Cumulative) Reporting period Tenement MMP Reference Drill Holes /Pads (No.) Drill Holes/ Pads under Rehab (No.) Drill Line/ Access Track Length (km) Drill line/access track under Rehab (km) Camp (ha) Camp under Rehab (ha) Costeans /Bulk Samples (No.) Costeans /Bulk Samples Under Rehab (No.) Comments Provide details (where applicable) of the rehabilitation activities that were conducted during the past 12 months and from previous reporting periods. Drill Hole/Pad Rehabilitation Status Tenement Drill Hole ID Easting (GDA 94 Zone #) Northing (GDA 94 Zone #) MMP Reference Date Drilled Drilling Method* Size of Drill Pad (m2) No. of sumps Status† Rehab Date Planned Rehab Date Comments EL1234 RC01 312345 8123456 2010 20/09/2011 RC 750 1 C 25/11/2011 EL1234 RC02 312543 8123654 2010 02/09/2012 RC 800 PR 25/11/2012 03/11/2012 - Drill pad and sump requires earthworks
Checklist: Work Due Today Read: Editorial Cartoon Materials Read, print, and annotate: a second essay from Complete: Analysis of four editorial cartoons, using the cartoon analysis forms, discussed in class Read the following materials from Patterns for a Purpose, add to the activity, "A Writer's Palette," and complete dialectical responses (as explained in class): for "Comparison-Contrast" 349-41 and "Dissect an Ad" 685-688 Read: "Locating, Evaluating, and Drawing on Sources" (701-716) Bibliography Read the following (website): Review previously read section from Patterns for a Purpose: "Writing in Academic Settings" (91-114) DAY ELEVEN (9/19) Providing and Considering Feedback Checklist: Work Due Today Rough Draft of Project Three DAY TWELVE (9/24) Argumentation Checklist: Work Due Today Final Draft of Project Three DAY THIRTEEN (9/26) Argumentation continued Checklist: Work Due Today Complete: Idea Generation and Outline for Project Four Read the following from Patterns for a Purpose, add to the Writer's Notebook activity, "A Writer's Palette," and complete dialectical responses as discussed in class: Argumentation-Persuasion (571-651) DAY FOURTEEN (10/1) Argumentation / Idea Generation, Project Four/ Incorporating & Documenting Sources Checklist: Work Due Today Rough Draft and Works Cited Draft for Project Four DAY FIFTEEN (10/3) Preparing for Project Five Presentations and In-Class Essays Checklist: Work Due Today Final Draft of Project Four Project Five Materials (to work with in class) DAY SIXTEEN (10/8) Project Five: Your Group Presentation and Individual In-Class Essay Checklist: Work Due Today Writer's Notebook (includes the Writer's Notebook activity, "A Writer's Palette," as discussed in class Project Five Materials, including: dialectical responses for at least one additional chapter from Some We Love, Some We Hate, Some We Eat (as discussed in class) Today's In-Class Essay
AAA School-Wide Rules/ Expectations Matrix Classroom Hallways Bathroom Cafeteria I am RESPECTFUL Raise Hand Eyes on the speaker Ears listening Use encouraging and kind words Inside voices Quiet Walking silently Keep body to self Maintain place in line Keep the bathroom clean Flush the toilet Respect privacy Quiet voices Talk quietly and politely. Use kind words with peers Good table manners Listen to the monitors Respond politely to adults I am RESPONSIBLE Arrive on time Follow directions Accept consequences without arguing or complaining Complete work accurately and on time Stay in assigned area Be a positive digital citizen Follow directions Accept consequences without arguing or complaining Walk to the right Walk in a safe manner Follow directions Wash and dry hands Accept consequences without arguing or complaining Use bathroom in an appropriate and timely manner Turn off sink faucet Throw trash in container Follow directions Accept consequences without arguing or complaining Raise your hand for assistance Clean up eating area Maintain place in line and at the lunch table Avoid sharing food I am READY Have the appropriate pass when leaving the classroom Have necessary materials Turn in or take out homework Unpack and be at your desk before requested time Have needed materials and homework and pack Face forward Walk the shortest hallway route to your destination Have a pass when appropriate Ask for permission before leaving Have bathroom pass Return to class quickly and ready to join the class Bring lunch card or money Remain in the lunch line until you are served Get utensils and napkins before sitting Begin eating immediately
quickly at the end of the day. AAA School-Wide Rules/ Expectations Matrix Recess Specials Assemblies Community I am RESPECTFUL Take turns and cooperate Include others Use encouraging and kind words Treat books, materials and equipment carefully Raise your hand Work cooperatively Follow routines Participate appropriately Listen, watch, learn Applaud politely Maintain personal space Use kind words Walk on public pathways/sidewalks Speak politely to the crossing guard Handle your backpack and materials safely I am RESPONSIBLE Follow directions Accept consequences without arguing or complaining Share Equipment Return equipment Use equipment appropriately Follow directions Accept consequences without arguing or complaining Stay in assigned location Put materials away Follow directions Accept consequences without arguing or complaining Stay in assigned area Accept consequences without arguing or complaining Keep the neighborhood clean Inform parents of problem situations Go directly home
Grade: JNC 3-6: £16,417 -£18,016 Pro Rata Hours : 7per week (evenings) REQUIREMENT ESSENTIAL DESIRABLE EDUCATION & QUALIFICATIONS Must demonstrate ability and commitment to achieve a Level 2 Youth Work Qualification as recognised by the JNC Report for Youth and Community Workers within 2 years Level 2 Youth Work Qualification recognised by the Report for Youth and Community Workers (or previous equivalent) EXPERIENCE Demonstrate previous experience of how involvement with young people has contributed to their development. Experience of working effectively and developing sound professional relationships with young people Activity organisation Experience of work with other agencies on safeguarding matters Working as part of a Youth service team SKILLS & KNOWLEDGE An understanding of the issues affecting young people in today's society. Demonstrate a commitment to developing an awareness of equalities issues. Demonstrate effective communication skills. Knowledge of safeguarding issues/ procedures. Awareness of Working Together to Safeguard Children Knowledge of accreditation schemes for young people. Basic Computer Literacy Activities organisation BEHAVIOURAL COMPETENCIES/ABILITIES Ability to develop, build and sustain effective relationships with young people. Demonstrate the enthusiasm and self motivation to work effectively with a busy team delivering a challenging service. Ability to contribute to risk assessments and ensure safe working Demonstrable ability to write basic proposals, plans and reports and fill in record sheets accurately Ability to ensure appropriate processes and procedures are followed including those relating to employment reporting requirements (eg time cards, annual leave) Ability to deliver Group Work Ability to offer 1:1support of young people Able to work on own initiative, be adaptable and assess risks
The Equality Act defines disability as “a physical or mental impairment that has a 'substantial' and 'long-term' negative effect on your ability to do normal daily activities”. White British Mixed White and Black Caribbean Irish White and Black African Any other white background* White and Asian Any other mixed background* Black or Black British Caribbean Asian or Asian British Indian African Pakistani Any other Black background* Bangladeshi Chinese or Other Ethnic Group Chinese Any other Asian background* Other Ethnic Group* * Please specify If you wish, you may disclose information about yourself in this section about your: Religion: Sexual Orientation:
Misconduct Official’s ejection/incident Reports 1. The officials go to the website 2. They choose their sport and the password is “123” 3. Click on Ejection Misconduct 4. Fill out the form 5. The form then comes to the CIFLA office and also the offending school. 6. You can then say if a post ejection report or letter is needed or give a suspension. 7. The school can upload the post ejection report or letter if necessary and then you can mark the misconduct as complete.
How many days per week for practice and games in the spring? In the fall? Roughly 2. Sometimes 3...mostly 2 What days of the week are anticipated for games and practices? This is tricky. We tend to spread them out so that kids with conflicts don't miss everything. For example, if we put all practices on Tuesday and Thursday, a kid in 2nd grade baseball could never come. So we spread it out over several different days. What time of day on weekdays, if any, would practice be? Evenings? Mornings? Both? Any difference in time for spring vs. fall? Evenings...around 6:30 or 7:30pm. Rarely in the mornings on weekends, if ever. No difference in time from Spring to Fall. Is the tournament local or potentially an overnight? 100% local How do you handle spring break? 100% no hockey over spring break. What are the attendance expectations? i.e. if we have a vacation planned? Or if the player also plays baseball or soccer? We are big supporters in multi-sport kids. While we want people to attend as much as they can so teams can develop together, we totally understand that families go out of town and people plan vacations. All we ask is that you connect with the coach in advance. Is there a cap on tryout registration numbers? Is there a registration fee? No cap for registration tryout numbers. Fee is $25 If I have a 2009 but he will be a 4th grader, can he play 2008? Yes
Transcript of Records at the Receiving Institution Start and end dates of the study period: from [day/month/year] to [day/month/year] Table C After the mobility Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Was the component successfully completed by the student? [Yes/No] Number of ECTS credits (or equivalent) Grades received at the Receiving Institution Transcript of Records and Recognition at the Sending Institution Start and end dates of the study period: from [day/month/year] to [day/month/year] Table D After the mobility Component code (if any) Title of recognised component at the Sending Institution (as indicated in the course catalogue) Number of ECTS credits (or equivalent) recognised Grades registered at the Sending Institution (if applicable)
LEARNING AGREEMENT - Geplantes Studienvorhaben Planned period of the mobility: to Student Last name(s) First name(s) Date of birth Nationality Sex [M/F] Degree course at HS Ulm / Studiengang an der HS Ulm Sending Institution Name Faculty/ Department Function Address Country Contact person name; email; phone Ulm University of Applied Sciences – Hochschule Ulm International Office Director Office Prittwitzstrasse 10, D - 89075 Ulm Stephanie Wagner +49 731 5028272 Receiving Institution Name Faculty/ Department Function Address Country Contact person name; email; phone Study Programme at the Receiving Institution: Course unit code (if any) Course unit title Number of credits Recognition at HS Ulm as: (wird an der HS Ulm angerechnet als (Name des Fachs)) Recognition ECTS (an der HS Ulm Unterschrift des Total: Commitment Name Email Position Date Signature Student Student Responsible person at the Sending Institution – international office Stephanie Wagner Director Office Responsible person at the sending Institution (Dean of the department/Dekan) Departmental coordinator at the sending Institution
Sources of information to support you with this Assignment Templates for budgeting can be found at: - has templates and exemplar payslips Information about loans can be found at: Other assessment materials attached to support this Assignment Brief The tutor should provide leaflets from financial organisations or hyperlinks to useful web sites. An exemplar payslip would also be helpful. Flip chart, whiteboard, pens and paper, camera, video recorder.
Requirements for an Audit Firm NO. PROCEDURES STATUS NOTES 1. Adequacy of office space Reception area. Meeting area. Store for files. 2. Available equipment Desks & chairs. File cabinets. Visitors’ chairs. Computers & printers. Telephone. Reference library. Work tables. 3. Management of the firm Availability of practicing certificate. Availability of partnership deed. Availability of succession plan. CPD attendance & returns. A4. Firm’s staff Number of full & part-time staff. Staff qualification. Employment contracts. Staff training. Staff files. Human resource manual. Disciplinary code/ policy. Workman’s compensation. 5. Literature International Auditing, Assurance and Ethics Pronouncements (IAAEPs). International Financial Reporting Standards (IFRS).
On-Time Initial Response Max pts: 1 Max pts: 1 Initial Response posted by the end of Wednesday of the week’s session. Initial Response not posted by the end of Wednesday of the week’s session. Quality, response Max pts: 2 Responses clearly address the discussion topic including student’s own thoughts as well as the responses posted by others. Responses address the discussion topic but do not respond to responses posted by others. Responses do not address the discussion topic. Appropriate number of responses Max pts: 2 A minimum of two responses is posted. Only one response is posted No responses are posted. Webquest: There will be one webquest assignment. The webquest will ask participants to search the web for information related to the course content. Participants are asked to search for a website that is relevant to the assignment and provide a thorough answer to the question posed by the instructor. Each participant will be expected to complete the webquest assignment as described in the weekly session. The rubric point scale will be used to assess your work based on a 5-point scale. One webquest is assigned at 5 possible points. Rubric = 2 pts. possible for choice of website 3 pts. possible for quality response (well-written, appropriate response to the question/topic). Rubric for Webquest 3 points 2 points 1 point 0 points Choice of website Max pts: 2 Max pts: 2 Website chosen is highly relevant to the assignment. Website chosen is moderately relevant to the assignment Website is not chosen or not relevant to the assignment
Determination of No RACM Present /Amount of RACM Present is Below Established Thresholds for Demo Project (see Section I) Inspector’s Name Certified Lab Name Inspector’s Accreditation No. Lab Accreditation No. Inspection Date (mm/dd/yy) Analysis Date (mm/dd/yy) Procedure, including analytical method, if appropriate, used to detect the presence of asbestos material Attach the following copies: • Signature page of inspection report for inspection date indicated (above) • Lab Analysis Report for analysis date indicated (above) NOTE: The Asbestos Negative Declaration Demo Notification Form AAC-2(b) will not be processed without these attachments. Asbestos Containing Material (ACM) Not to be Removed from Structure Prior to Demolition (if ACM is present) RACM Non-regulated ACM Type of Asbestos Material TSI Ceiling Tile Fireproofing Other VAT Mastic Asphalt Roofing Other Amount of Asbestos Material Not Removed linear feet linear feet square feet square feet cubic yards cubic yards Demolition Contractor Contractor Name Contact Name Mailing Address Contact Email City State Zip Phone ( ) Scheduled Demolition Dates Start Date (mm/dd/yy) Completion Date (mm/dd/yy) Governmental Agency-Ordered Demolition (Complete only if you answered “Yes” in Section II) Agency Representative Name Title Agency Date Issued (mm/dd/yy) Date Ordered to Begin (mm/dd/yy) Attach a copy of the Demolition Order from the governmental agency identified (above). NOTE: The Asbestos Negative Declaration Demo Notification Form AAC-2(b) will not be processed without this attachment. Emergency Demolitions (Complete only for emergency event indicated by checked “Emergency” box on page 1) Date of Emergency (mm/dd/yy) Time of Emergency Describe the sudden, unexpected event requiring immediate attention
If there are communication breakdowns, how does the child try to get his/her message communicated? Does the student initiate communication and take turns? Sensory influences or challenges that impact communication: Are there hearing issues? Are there visual concerns? Does the child seek or avoid sensory information? Mobility/Positioning/Gross Motor: How does the child move? If the child uses a mobility support, what do the use? Fine Motor: How does the child reach and point? Specific)? Does the child have vocabulary to support communication in the different environments? Environmental Factors: How do things in the environment impact the child? (lighting, noise, busyness, expectations) Does the child require prompts and modeling for communication? Enhanced team: Likes: What are favorite topics that are motivating to communicate about? Dislikes: Goals/New Activities to Target: .
Appendix C: SETT Questionnaire – Blank SETT Framework: Attendees: STUDENT/SKILLS What are client’s strengths and needs? ENVIRONMENT Where does client go? Who and what supports him/her? TASKS What would we like client to be doing? (Goals) TOOLS What tools or strategies will support client with his/her goals at home or at school? Medical Status: Strengths: Concerns/Challenges: Likes: Dislikes: Vision: Hearing: Motor: Home: School: Community: Resources/Equipment: Enhanced team: Typical Day: Goals/New Activities to Target: Priorities: Tools Tried in the Past: Strategies Tried in the Past: New Ideas for Today: Device Features Needed: Mounting: Plan:
GOVERNANCE 2017/2018 ACADEMY ADVISORY COMMITTEES Tregonwell Academy Queen’s Park Academy Longspee Academy King’s Park Academy Manorside Academy St Aldhelm’s Academy Hilary Evans Chair of AAC Teaching, Learning & Assessment 18.06.15 Paul Budden Chair of AAC Health and Safety 11.02.15 David Alderson Acting Chair of AAC Safeguarding & Behaviour 15.12.15 Kay Errington Chair of AAC Safeguarding & SEND 01.03.15 Steve Welch Chair of AAC Health & Safety Maria Seabright Chair of AAC Alicia Humphreys CEIAG Welfare Safeguarding 01.04.12 Liz Sage (staff) Safeguarding 02.11.15 Bryan Sullivan Vice Chair of AAC Leadership & Management 01.09.13 Catherine Phillips (staff) 01.03.15 Sarah Smith Sue Evans-Thomas Health and Safety 10.06.15 Jane Kelly Personal Development Behaviour & Welfare 23.10.14 Michelle East 03.03.17 Laura Carrington Achievement & PPG 14.07.14 Samuel Badger Health and Safety 02.03.16 Kruti St Helen Shelley Fripp Safeguarding 8.5.2014 Blair Crawford Leadership & Management Pupil Outcomes 05.03.15 Abigail Bedford 03.03.17 Dorothy Ashby SEND 14.07.14 Jez Du Puy 02.03.16 Roberto Rocca Mitchell Stuart Rev Peter Homden Outstanding Achievement for All
AAC Treatment Approaches – Quick Reference Therapy Approach Specific dx or goal area Population served Recommended Tx dosage (frequency; duration) Research Evidence (key or seminal studies) The ImpAACt Program Eight-step protocol for partner instruction in AAC Communication partners of peds or adults 1-2x/wk over 7 sessions Binger and Kent-Walsh (2010); Kent-Walsh, Binger, C., and Malani (2010) Language Modeling Techniques, including Aided Language Input Learn to recognize and use new symbols; compose more syntactically complex aided messages and/or multisymbol messages; increased communicative turn taking Peds or adults Varies Beck et al (2009); Drager (2009); Binger and Light (2007); Binger et al (2010); Dada and Alant (2009); Drager (2009); Goosens (1989); Harris and Reichle (2004) Read, Ask, Answer, Prompt (RAAP) Build communication skills during storybook reading Peds or adults with developmental disabilities Varies Kent-Walsh et al (2010) Enhanced Milieu Teaching Teach partners to use EMT with AAC Young children and their caregivers Varies Kaiser and Wright, 2013 Systematic Instruction Vocabulary Instruction; device operations Peds or adults Varies Beukelman and Mirenda (2013) Evidence-Based literacy intervention Phonologic awareness, letter-sound correspondences, decoding, sight-word recognition, reading comprehension skills, early writing/keyboarding skills Peds or adults with developmental disabilities Varies Light, J., McNaughton, D., Weyer, M,. & Karg, L. (2008) Conversational Coaching Greater conversational interactions / “turns”. Peds or adults Varies Beukelman and Mirenda (2013)
strategy use intervention for generative message communicators exchanges in many environments aphasia and/or AOS who can convey some novel info on their own, but require AAC for breakdowns Buekelman and Mirenda (2013) Independent strategy use intervention for specific need communicators Communicate in situations requiring specificity, clarity, or efficiency. Adults with speech and gestures adequate for most social situations Intermittent basis Garrett and Lasker (2005); Buekelman and Mirenda (2013)
MEMBER MEETING AGENDA - DRAFT Date: Wednesday, 12th July 2017 Location: JAS-ANZ Offices FECCA House, 4 Phipps Close, Deakin, ACT 2600 Schedule of events: Time and Activity Required Attendees 12:30pm General Meeting – Open Session AACB Associate Members AACB General Members Invited Guests Other interested parties 4pm – 5pm AACB General Meeting – Closed Session AACB General Members only 5pm Scheduled meeting close Member Representatives attending Member Representatives apologies Adam McDean (AM) – Chair QMSCS Craig Bates (CB) TQCSI Adam Maxwell (AMX) – Secretary Secretary Glenn Tate (GT) IAPMO Ben White (BW) Sci-Qual Yngve Amundsen (YA) DNV Andrew Baines (AB) Exemplar John Edwards (JE) DLCSI Leon Michailidis (LM) Equal Assurance David Gover EWPAA Mark O’Brien (MOB) AUS-QUAL Member Representatives tentative Fadi Alzubaidi (FA) DLCSI Ron Gui AREMT Fiona Loughlan (for Heather Ledger) IHCAC Judy Parr (for Des Ede) SAA Approvals Member Representatives no response to invitation Herve Michoux (HM) Global Mark Oliver Evans (OE) IC Paul Bonsak (for Glenn Tate) IAPMO Richard Burrow (RB) AssureQuality Gerry Bonner- non voting if AM present at meeting QMSCS Swami Nathan SC Chris Wealthy (CW) AGA Invited Guests Lloyd Knipe (for Elaine Clayton) EESS Conformity Certification James Galloway and other key JAS-ANZ staff members as relevant JAS-ANZ
Name of Employer: Date commenced: Date completed: Name: Position: Telephone: Email: Job Title: Name of Employer: Date commenced: Date completed: Profession: Name: Position: Telephone: Email: Job Title: Name of Employer: Date commenced: Date completed: Profession: Name: Position: Telephone: Email: ATTACHMENT C: AACBT Supervised CBT Practice Log
AACBT Supervised CBT Practice Log (Cont’d) Dates from and to (e.g., Individual/ Group/Peer supervision Name of supervisor, group facilitator, peer supervisor/s Frequency of meetings (e.g., weekly, fortnightly, monthly, etc.) Duration of meetings Total Duration
Figure 1: AACRS Monitoring and Evaluation Framework Program Results (What?) Method (How?) Responsibility (Who?) Timing (When?) 1 Project Outcomes Snapshot Reports Project Completion Reports NGOs NGOs Six-monthly 2017 2 Program Outcomes Annual Reports Annual Reflection AACRS Completion Report Scheme Manager (SM) AusAID, SGC, NGOs, Afghan CSOs, TRG, SM SM, TRG Draft – before Annual Reflection Final– after Annual Reflection Annually, March in Year 1 and in June from Year 2, Kabul 2017 3 Learning Themes at Annual Reflections: -Year 1: Partnerships -Year 2: Capacity development -Year 3: Community Resilience -Year 4: Results – what has changed? (Gender inclusion to be integrated into each theme) AusAID, SGC, NGOs, Afghan partner CSOs, TRG, SM Annual - during Annual Reflection 4 Accountability SGC leadership & oversight Financial statements Grant acquittals Timesheets Mid-Term Review Independent Completion Report SGC NGOs, SM NGOs SM, TRG Independent Independent One per year (minimum) Six-monthly Six-monthly Monthly 2015 2017 5 Useable information Lessons learned Brochure / audio-visual materials NGOs, SM, TRG NGOs, AusAID Ongoing throughout 2017
not approved for marketing) Studies phases 2 through 4 Studies with at least 1 U.S. site or conducted under IND/IDE Results and adverse event reporting is required for studies that meet the above registration requirements if they study drugs, biologics, or devices that are approved, licensed, or cleared by the FDA. after first patient is enrolled. Results and adverse events must be reported for these studies (if required) within 1 year of completing data collection for the pre-specified primary outcome. September 2008. Results reporting launched with optional adverse event reporting. September 2009. Adverse event information became required. ICMJE[3] The following must be registered in ClinicalTrials.gov or other approved registry: Interventional studies of any intervention type, phase, or geographical location No results reporting requirements July 1, 2005. Studies initiated after this date must be registered before first patient enrolled; studies initiated before this date must be retrospectively registered to be considered for publication. EMA[4,5] The following must be registered in ClinicalTrials.gov or other approved registry: Interventional studies of drugs or biologics (whether or not approved for marketing) Phase 1 studies (pediatrics only); Studies in phases 2 through 4 Studies taking place in at least 1 European Union site Results reporting required for all studies that meet registration requirements. May 1, 2004. EMA launched EudraCT https://eudract.ema.europa.eu/ March 22, 2011. The EU Clinical Trials Register was launched by the European Medicines Agency (EMA). (https://www.clinicaltrialsregister.eu/) * Adapted from [1]. For complete descriptions of policy requirements, see the references cited. EMA denotes European Medicines Agency; FDAAA, Food and Drug Administration Amendments Act; ICMJE, International Committee of Medical Journal Editors; IDE, investigational device exemption; IND, investigational new drug application. Based on these requirements, the following are examples of characteristics that may influence the likelihood that a study is included in the ClinicalTrials.gov registry: Interventional studies are more likely to be registered than observational studies. Studies that began before the ICMJE requirement in July 2005 are less likely to be registered, especially if their results are unpublished (e.g., negative studies). Studies with drug, biological, or device interventions are more likely to be registered than studies of other interventions.
Word Combinations: SOLID: uses skill independently* 80% of the time or more, across multiple activities, communication partners and settings. STRONGER EMERGING: uses skill independently* 50% to 80% of the time, across more than 1 activity, communication partner or setting. WEAKER EMERGING: uses skill independently in at least 25% of opportunities within a highly structured activity or activities. NOT YET IN REPERTOIRE: uses skill only when prompted or not at all. DON’T KNOW: person filling out form is not sure about the student’s use of this skill. Uses primarily single words Uses primarily combinations Uses a primarily word phrases Uses a variety of 5+ word phrases Grammar: SOLID: uses skill independently* 80% of the time or more, across multiple activities, communication partners and settings. STRONGER EMERGING: uses skill independently* 50% to 80% of the time, across more than 1 activity, communication partner or setting. WEAKER EMERGING: uses skill independently in at least 25% of opportunities within a highly structured activity or activities. NOT YET IN REPERTOIRE: uses skill only when prompted or not at all. DON’T KNOW: person filling out form is not sure about the student’s use of this skill. Uses “ing” Uses “in” Uses “on” Uses plural “s” Uses irregular past tense verbs Uses possessive “s” Uses articles (a, the) Uses regular past tense Additional Observations: Recommendations:
the central compartment (mg/h). There is clearance (Cl) from the central compartment measured in L/h, which has Volume (V) measured in liters (L). The central and peripheral compartments are connected by the first-order rate constants Kcp and Kpc (h-1). Once the standard model was developed, the potential effect of growth (size) and development (maturity) on the PK of teicoplanin was investigated. This was conducted using clinical measures that are readily accesible, such as weight and age. We also examined the relationships between other potentially relevant covariates and the PK (e.g. albumin). The Bayesian individual posterior median estimates for clearance and volume of distribution were obtained from the standard model for each patient. These were then plotted against the covariates of interest to interrogate any possible relationships. In neonates and children, clearance generally scales with size in a nonlinear manner that is best described using a power function. A scaling exponent of 0.75 is most frequently used (i.e. Clearance is proportional to weight0.75). In addition, physiological maturation may also affect clearance and this is especially important for neonates and young infants (18, 19). In our model building process, we switched from clearance to using Ke (h-1) as the first-order elimination rate constant, where Ke = Cl/V and Ke is proportional to weight-0.25. While it is possible to directly estimate the scaling exponents, we chose to fix these values as previously described by us and others (18–20). There is a theoretical basis for using fixed scaling exponents that is related to fundamental relationships between size and a range of biological functions. Weight for each individual patient was normalized to a 70 kg adult (19, 21). Consequently, values for Ke0 and V0 approximate adult values.
19. Three liters of Normal Saline is charted over 12 hours. The drop factor is 15. The IV has been running for 9 hours and 45 minutes. 500 mLs remain. How many drops per minute are needed so that the IV finishes in the required time? 20. One hundred milliliters of IV Fluids is charted over 2.5 hours. The drop factor is 15. Calculate the number of drops per minute.
Enabling auditing for AD FS In order to gather data and analyze, the health agent for AD FS needs the information in the AD FS Audit Logs. These logs are not enabled by default. Note This only applies to the AD FS farm, for example the ADFS1 and ADFS2 computers in our configuration. You do not need to enable auditing on WAP farm, i.e. the WAP1 and WAP2 computers in our configuration. To enable AD FS auditing and locate the AD FS audit logs, proceed with the following steps: Open a remote desktop connection on the ADFS1 computer that will be also your sync server. Follow the instructions as per section § Accessing the various machines of the test lab environment and specify in step 2 "10.0.0.201" for the ADFS1 computer. Log on as the LITWARE369 domain administrator account AzureAdmin with "Pass@word1!?" as password. Open Server Manager on the Start screen, or Server Manager in the taskbar on the Desktop. In Server Manager, click Tools, and then select Local Security Policy. An eponym window Local Security Policy opens up. Navigate to the Security Settings\Local Policies\User Rights Assignment folder, and then double-click Generate security audits. On the Local Security Setting tab, verify that the AD FS service account NT SERVICE\adfssrv is listed. If it is not present, click Add User or Group and add it to the list, and then click OK. Close Local Security Policy. Open a command prompt with elevated privileges and run the following command to enable auditing: PS C:\> auditpol.exe /set /subcategory:"Application Generated" /failure:enable /success:enable In Server Manager, click Tools, and then select AD FS Management in order to open the AD FS Management snap-in. In the Actions pane, click Edit Federation Service Properties. In the Federation Service Properties dialog box, click the Events tab. Select the Success audits and Failure audits check boxes. Click OK. Close the AD FS Management snap-in. In Server Manager, click Tools, and then select Event Viewer. An eponym window Event Viewer opens up. Navigate to Windows Logs and select Security. On the right, click Filter Current Log... A Filter Current Log dialog opens up.
A word about modern authentication Modern authentication is an OAuth-based authentication stack used by Office 2013/2016 client applications against Office 365. This enables sign-in features such as Multi-Factor Authentication (MFA), SAML 2.0-based third-party identity providers with Office 2013/2016 client applications, smart card and certificate-based authentication, and it removes the need for Outlook to use the basic authentication protocol. From a technical implementation standpoint, the Active Directory Authentication Library (ADAL) replaces, for Windows clients, the Microsoft Online Sign-in Assistant (SIA). Understanding seamless SSO flows Let’s illustrate a typical seamless SSO flow. Figure Seamless SSO flow First the user attempts to access a resource that trusts security tokens issued from Azure AD, such as SharePoint Online (SPO) for Office 365. SharePoint Online then redirects the user to authenticate against Azure AD. The user is then invited to provide their username so that Azure AD can establish if the seamless SSO feature is enabled for their organization. Assuming seamless SSO is enabled for the organization, the following occurs: Azure AD challenges the client, via a 401 unauthorized response, to provide a Kerberos ticket. The client requests a ticket from Active Directory for the Azure AD. Active Directory locates the computer account, created by Azure AD Connect and returns a Kerberos ticket to the client, encrypted with the machine account's secret. The ticket includes the identity of the user currently signed in to the computer. The client sends the Kerberos ticket it acquired from Active Directory to Azure AD. Azure AD decrypts the Kerberos ticket using the previously shared key, and then either returns a token to the user or asks the user to provide additional proofs such as multi-factor authentication as required by the resource. Seamless SSO is an opportunistic feature, which means that if it fails for some reason, the user simply need only enter their password on the sign-in page as usual.
Save and close the attribute-filter.xml file. Restarting Shibboleth 2 IdP and verifying functionality To restart Shibboleth 2 IdP and verify functionality, proceed with the following steps: Follow the steps as per section § Restarting the Shibboleth web server to take into account the updated configuration. Follow the steps as per section § Ensuring that the Shibboleth IdP is running. Follow the steps as per section § Performing configuration tests. These steps stop and start Apache Tomcat to restart Shibboleth 2 IdP and ensure the updated XML files are loaded. Shibboleth may fail to start if there is a problem with one or more of the configuration files. In the Shibboleth 2 IdP status page, Azure AD should normally appear as a Relying Party at the bottom: If you encounter any issue, check Tomcat and Shibboleth’s log files after restart, located at: %TOMCAT_HOME%\logs\ catalina.DATE.log localhost.DATE.log %IDP_HOME%\logs\ idp-process.log If you are still stumped, please check out on the Shibboleth Community wiki. Installing Windows PowerShell for single sign-on with Shibboleth 2 Azure AD domains are federated using Windows PowerShell and cmdlets of the Microsoft Online Services Module for Windows PowerShell. Note For additional information, see the Microsoft TechNet article .
second analysis evaluated the circadian modulation of PVT brain responses using an empirical marker of the circadian process: the mean melatonin levels across volunteers (Fig. 3A, red). We simultaneously assessed whether brain responses to the PVT were modulated by accumulating sleep pressure (blue) and how circadian rhythm and homeostatic sleep pressure interact (green). Because no pure marker of homeostatic sleep pressure can be derived from empirical data obtained during sleep deprivation, its effect was modelled as monotonically decreasing with elapsed time awake and increasing after recovery sleep (Supplementary materials), as empirically observed (14) and usually modelled (15). A Fig. 3.PVT fMRI analysis 2. Illustration of dimensionless fixed-effects fMRI contrasts testing (1) a decrease in response with increasing sleep pressure during wakefulness and its recovery after sleep (blue), (2) their fluctuation in association with mean melatonin level (red) and the interaction between these two factors (green). Note that the interaction is characterized by a steady level of response up to the evening sessions of day 3. Middle column: significant effects of homeostatic sleep pressure (blue), circadian (red) and their interaction (green), displayed at pFamily Wise Error (FWE) whole brain<0.05 over an individual normalized T1-weighted MR scan. Left- and right-hand side columns provide two different representations of the time course of brain responses which were significant for sleep debt (blue border), circadian (red border) or the interaction (green border) contrasts. Irrespective of the contrast, beta estimates are plotted against clock time (left-hand panels, linear regression is computed with respect to time awake during the SD period) and time relative to DLMO (right-hand panels; mean melatonin levels in grey; activity estimates have been interpolated every 2h24min from -12h to +28h). Coordinates expressed in mm along z axis. NS: non-significant. This second analysis indicated that the time course of responses significantly correlated with mean melatonin levels in a number of subcortical areas (midbrain, cerebellum, basal ganglia,
Table 8: The multiple factors that influence the phenomenon of school dropout. Factors Indicators Practicies Consequencies Level of income and education experience of the household • Child labour • Early marriage Dropout of school Cultural Religious, traditions and believes • Religious educa-tion • Dominance of one religion. • Early marriage • Pregnancy • Gender discrimi-nation Dropout and withdraw from school Political Lack of good corruption, political influence, instability, and Decentralization Poor education services, lack of facilities. Child solider Leaving school School Language Behaviors Lack/weak school system Violence Pregnancy Mass Dropout of school Others • Drought and • Pandemic dis-eases (HIV/AIDS) Child labour Sickness and disabilities Dropping out of school Source: Prepared by the author
Email: Time Topic / Title Presenter 08:00 - 08:30 Registration 08:30 - 08:50 Official Opening Joanne Argent, Parent Housekeeping 08:50 - 09:30 Session 1 - Gastrointestinal Disorders 1 Epidemiology of gastroenterological disorders in people with intellectual disability Survey of gastrointestinal disorders – Rett syndrome Prof Nicholas Lennox Prof Helen Leonard 09:30 - 11:00 Session 2 - Dysphagia and Nutrition Speech pathology approach to dysphagia Nutritional supplements Enteral feeding/PEGs Ms Tanya Govey Ms Jodie Ellis Dr Jacqui Dalby-Payne 11:00 - 11:30 Morning Tea Break 11:30 - 13:00 Session 3 - Gastrointestinal Disorders 2 Gastro-oesophageal Reflux Disease Case Studies and Discussion Dr Reuben Jackson Panel 13:00 - 14:00 Lunch Break & AADDM AGM 14:00 - 15:30 Session 4 - Obesity Epidemiology / New interventions/ Population based approaches – in children Surgical approaches Restrictive Practices Dr Shirley Alexander Dr Reg Lord Ms Amanda Wood 15:30 - 15:45 Afternoon Tea Break 15:45 - 17:15 Session 5 - Gastrointestinal Disorders 3 Gluten Intolerance /malabsorption Lower GI disorders Dr Samantha Tilakaratne Dr Martin Weltman 17:15 - 17:20 Conference Close Prof Nicholas Lennox
Area Agency on Aging Planning and Service Area Provider Intake Contact Olympic Area Agency on Aging 11700 Rhody Drive, Port Hadlock, WA 98339 Phone: 360-379-5064, Toll free:1-866-720-4863 Fax: 360-379-5074 Roy Walker, Director PSA #1 (DSHS REGION 3) Clallam, Grays Harbor, Jefferson, Pacific Carol Ann Laase 360-379-5064 Northwest Regional Council 600 Lakeway Drive, Suite 100, Bellingham, WA 98225 Phone: 360-676-6749, Toll free:1-800-585-6749 Fax: 360-738-2451 Dan Murphy, Executive Director PSA #2 (DSHS REGION 2) Island, San Juan, Skagit, Whatcom Michael Dunckel 360-676-6749 Snohomish County Aging & Disability Services Division 3000 Rockefeller Ave. M/S 305, Everett, WA 98201 Phone: 425-388-7200, Toll free:1-800-422-2024 Fax: 425-388-7304 Laura White, Executive Director l.white@snoco.org Aime Fink, Director PSA #3 (DSHS REGION 2) Snohomish Kile Beaudry 425-388-7218 Aging & Disability Services 700 5th Ave., 51st Floor (Office); PO Box 34215 (Mail), Seattle, WA 98124-4215 Phone: 206-684-0660 Toll free: 1-888-435-3377 Fax: 206-684-0689 Cathy Knight, Director PSA #4 (DSHS REGION 2) King Gemma Borg 206-233-7205 Andrea LaFazia-Geraghty 206-684-0708 206-684-0708 Pierce County Aging and Disability Resources 1305 Tacoma Ave., Suite 104, Tacoma, WA 98402 Phone:253-798-4600, Toll free: 1-800-562-0332 Fax: 253-798-3812 Aaron Van Valkenburg, Director PSA #5 (DSHS REGION 3) Pierce Lynn Merrell 253-798-4424 Area Agency on Aging Planning and Service Area Provider Intake Contact
Lewis/Mason/Thurston Area Agency on Aging 2404 Heritage Court SW Suite A, Olympia, WA 98502 Phone: 360-664-2168, Toll free: 1-888-545-0910 Fax: 360-664-0791 Nicole Kiddoo, Executive Director PSA #6 (DSHS REGION 3) Lewis, Mason, Thurston Joy McBride 360-664-2168 Area Agency on Aging & Disabilities of Southwest WA 201 NE 73rd St., Suite 201, Vancouver, WA 98665 Phone: 360-735-5720, Toll free : 1-888-637-6060 Fax: 360-696-4905 David Kelly, Director PSA #7 (DSHS REGION 3) Clark, Cowlitz, Klickitat, Skamania, Wahkiakum Tom Waltz 360-735-5716 Aging & Adult Care of Central WA 50 Simon St. S.E. Suite A., East Wenatchee, WA 98802 Phone: 509-886-0700, Toll free: 1-800-572-4459 Fax: 509-884-6943 Bruce Buckles, Executive Director PSA #8 (DSHS REGION 1) Adams, Chelan, Douglas Grant, Lincoln, Okanogan Laurie Miller 509-886-0700, ext. 211 Southeast WA Aging and Long Term Care 7200 W Nob Hill Blvd., Suite 12 (Office); PO Box 8349 (Mail), Yakima, WA 98908-0349 Phone: 509-965-0105, Toll free: 1-877-965-2582 Fax: 509-965-0221 Lori Brown, Director PSA #9 (DSHS REGION 1) Asotin, Benton, Columbia, Franklin, Garfield, Kittitas, Yakima, Walla Walla Emily Beuchler 509-965-0105 Area Agency on Aging Planning and Service Area Provider Intake Contact Yakama Nation Area Agency on Aging 91 Wishpoosh (Office); PO Box 151 (Mail), Toppenish, WA 98948 PSA #10 (DSHS REGION 1) Yakama Reservation Beth Downs 509-865-7164
27. In addition to coal dust, another more toxic dust found in coal mines is _____. quartz [silica]* rock dust along belts wood dust from sawing timbers none of the above 28. CWP is an acronym for _____. cold workers pneumonia certified worker position coal weighted production coal workers' pneumoconiosis* 29. Particles capable of reaching the air sacs in the lungs are generally less than _____ microns in diameter. 3 5 7 10* 30. The most effective means of controlling respirable coal mine dust are water application and _____. good ventilation* dry roadways good lighting good eye protection 31. The battery "surface charge" generally dissipates within _____ minutes after the pump is turned on. 15* 30 45 60 32. Modifications to the sampling head assembly are permitted _____. upon approval of the District Manager at no time* by Zefon International by the state mine inspector
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Development activities should help strengthen your overseas community’s ability to sustain activities after Friendship Grant or other assistance has ceased. Activity implementation costs should be allocated to the Activity Costs budget line in the Application Form. This includes travel and accommodation for implementing the Activity in-country. Organisations should remember that value for money is a significant aspect of the assessment of activities for funding. Can I Spend Grant Money on Administration or Monitoring and Evaluation Costs? Within the Friendship Grant amount, you may use: Up to 10% on administration costs, including: Relevant and appropriate employee training for paid staff and volunteers including Committee and Board members, in-line with the proposed Activity; operating and administration expenses directly related to the project as per the grant agreement, such as: telephones; computer/IT/website/software; insurance; utilities; postage; stationery and printing; accounting and auditing; and travel and accommodation costs for one ACO representative to attend the Bootcamp and Learning Forum (please note up to two representatives can attend the Bootcamp and Learning Forum but only one can be paid for from Friendship Grant funds). Up to 10% on monitoring and evaluation costs for the funded Activity, including: Travel and accommodation for an ACO representative to visit the Activity to conduct monitoring and evaluation overseas. At least 80% of your Friendship Grant money must be spent on Activity implementation. You cannot use the grant for the following activities: Research, conferences, seminars, training events and/or exchanges to Australia or partner country; Costs associated with participants attending events; Substantial freight of goods and supplies to the overseas country; Major capital expenditure (purchase of buildings or land);