zilongwang/ReadingBank huggingface dataset:
If more than one survival surgical procedure on the same animal is performed, provide scientific justification below: b. Describe the aseptic technique you will follow: i. How will the animal be prepared for aseptic surgery? ii. What procedures will the surgeon use to prepare himself/herself for aseptic surgery? iii. How will the instruments be prepared for aseptic surgery? (Sterile instruments must be used for each animal). c. Survival surgery description: Describe the major steps in your survival surgical procedure. Indicate which group will undergo survival surgery. Remember to indicate the site of the incision, major intraoperative steps and how the incision will be closed. Describe how inter-operative recordkeeping will be recorded. How will the animal’s body temperature be maintained during surgery? 23. Postoperative and Postanesthesia Care Answer these questions only if an animal will undergo survival surgery or general anesthesia for any survival purpose. (NOTE: In addition to completing this form, the IACUC requires that you complete Surgical and Postoperative Care forms for all survival surgery. Sample forms are available in every Drexel aseptic surgical suite and in the University Laboratory Animal Resources office.) a. Where will the animal be kept (room/building) until it recovers from anesthesia? (NOTE: Recovery implies that the animal is awake enough to maintain sternal recumbency.) b. How often will the animal be observed until it recovers? c. Who will observe the animal until it recovers? [Supply name(s)] d. How will postoperative/post-anesthesia body temperature be maintained? e. If the animal will not be kept in its own cage until fully recovered, explain why. f. If skin sutures or clips are used, when will they be removed? (Note: Do not use absorbable sutures for skin closure unless they are subcutaneous).
Product range Pattern Finishing Code g/m2 roll size (m x m) rolls/ pallet qty/ pallet (m2) Decoveil Pre-glued & pre-painted GV190CE 210 50 x 1 18 900 Pre-glued T1010E 180 50 x 1 20 1000 Pre-glued & pre-painted T1013CE 200 50 x 1 18 900 Pre-glued & pre-painted T1006CE 185 50 x 1 30 1500 Pre-glued & pre-painted T1009CE 250 50 x 1 15 750 Pre-glued & pre-painted T2004CE 249 50 x 1 15 750 Pre-glued & pre-painted T3111CE 265 50 x 1 20 1000 Small fishbone Pre-glued & pre-painted T2101CE 220 50 x 1 24 1200
Methods for new business Prospects Cold calls Walks in at agents office Existing customers Cross sell Referrals ( friends, relatives Centers of influence, sell to other family members Figure 1 Market segment source – developed by the author Source – developed by the author High premium Medium premium Premium segment Popular – Mass segment
Over the period 2013 – 15 the textiles sector saw a 48.5% fall in employment and food and drink 50.5%. Note: Figures have been rounded to the nearest 100. Occupational Structure The information below is taken from the ONS Annual Population Survey and accessed through NOMIS. Data relates to the years 2011 - 15. Information is provided for the Hinckley and Bosworth area and England only. Observations In the Hinckley and Bosworth area 46.8% of occupations were as managers, directors and senior officials, professional and technical occupations. This is in line with the average of 45.7%. Over the period 2010 to 2015 the occupational groups that saw falls were associate professional and technical occupations and skilled trade occupations. Over the period 2012 to 15 there were falls in associate professional and technical occupations, administration and secretarial occupations and elementary occupations. Earnings The information below provides an understanding of workplace and resident earnings. Data is gained from the Annual Survey of Hours and Earnings (ASHE) 2016 and demonstrates gross weekly pay at national, local authority and district level. Data from ASHE is not available at a Local Enterprise Partnership area level. Workplace Earnings Observations The England mean average workplace earnings in 2016 were £544.20. This is greater than Leicester (£487.60) and Leicestershire (£496.60). Hinckley and Bosworth area workplace earnings were £476.10. This is £68.10 below the English average. Over the period 2011 – 16 England saw growth in gross weekly average pay of £40.20. In Leicester the figures was £23.20 and Leicestershire £26.70. In the Hinckley and Bosworth area there was growth of £5.20. Over the period 2013 – 16 the area saw a fall in earnings of £21.90 whereas England saw a rise of £23.90.
Example 2 Practice 2 Verbal Model Example 3 Practice 3 Translating verbal equations and inequalities Write an equation or an inequality. The quotient of a number p and 12 is at least 30. Describe and correct the error made in the problem below.
seven more than five times a number the square of three less than six times a number two third of a number is decreased by eleven five times the sum of a number and seven the sum of twice a number and ten, divided by four three less than the square of a number times six the square of a number increased by four times that number the sum of a number and the square root of sixteen seven more than five times a number the square of three less than six times a number two third of a number is decreased by eleven five times the sum of a number and seven the sum of twice a number and ten, divided by four three less than the square of a number times six the square of a number increased by four times that number the sum of a number and the square root of sixteen
Date of Count: Warehouse Name: Commodity: Shipment #: Unit Size: Stack Number Stack Card Quantity Physical Inventory Quantity Difference Between Stack Card and Physical Inventory Physical Condition TOTAL: Prepared by: Signature: Date: Verified by: Signature: Date: WH Manager: Signature: Date:
b. d. Answers C 2. ANS: B 3. ANS: C 4. ANS: A 5. ANS: D 6. ANS: A 7. ANS: D 8. ANS: B 9. ANS: A 10. ANS: A 11. ANS: D 12. ANS: B 13. ANS: A 14. ANS: C 15. ANS: C 16. ANS: 17. ANS: C 18. ANS: A REGENTS EXAM QUESTIONS (through June 2018) A.APR.A.1: Operations with Polynomials 330) If and , then equals 1) 3) 2) 4) 331) Express the product of and in standard form. 332) Fred is given a rectangular piece of paper. If the length of Fred's piece of paper is represented by and the width is represented by , then the paper has a total area represented by 1) 3) 2) 4) 333) Subtract from . Express the result as a trinomial. 334) If the difference is multiplied by , what is the result, written in standard form? 335) Which trinomial is equivalent to ? 1) 3) 2) 4) 336) When is subtracted from , the result is 1) 3) 2) 4) 337) The expression is equivalent to 1) 3) 2) 4) 338) What is the product of and ? 1) 3) 2) 4)
Week 5: Growing Up Male or Female + Gender and Academic Achievement Across Down 3. tough guy 7. space between 10. parental duty 11. desire to win 13. related to education 14. male or female 1. above all others 2. womanly 4. grown-up 5. doesn’t’ take “no” for an answer 6. award 8. strong 9. same meaning 12. to show favor
Module 1: Using the Comprehensive Long-Term Care Safety Toolkit: Applying Safety Principles Learning Objectives: Describe the purpose of the Long-Term Care (LTC) Safety Toolkit Explain how the LTC Safety Toolkit supports other quality and safety tools Demonstrate how to apply the LTC Safety Toolkit in your facility Purpose of the Toolkit Slide 3 Infection Prevention in LTC* Slides 4–5 Video Overview of Toolkit Modules Slides 6–13 Implementing Change Slides 14–16 Just Culture* Slides 17–21 Video Video Resources Slide 22 References Slide 23 *Video included in this section Topic: Infection Prevention in LTC Method: During a meeting, watch the Importance of Infection Prevention video. Discuss the video and why the team thinks infection prevention is important in your facility. Materials: Slides 4–5, Importance of Infection Prevention video Audience: All staff, including administrators and frontline staff; residents and families Topic: Overview of Toolkit Modules Method: During a leadership meeting, review the objectives of each of the LTC Safety Toolkit modules. Discuss your facility’s strength’s and opportunities for improvement and how the toolkit’s modules can supplement your safety culture efforts. Materials: Slides 6–13 Audience: LTC administrators and leaders Topic: Implementing Change Method: During a leadership meeting, discuss your facility’s safety culture and the how to implement change successfully. During the meeting, obtain a commitment from leaders to improve safety culture. Materials: Slides 14–19 Audience: LTC administrators and leaders
Module 4: Teamwork and Communication Learning Objectives: Define resident- and family-centered care Describe the key concepts of resident- and family-centered care in long-term care (LTC) Explain the importance of engaging residents and family members Describe different methods to engage residents and family members in safety initiatives Discuss the roles of resident and family advisors and LTC ombudsman programs in nursing homes’ safety teams Importance of Teamwork and Communication Among Staff* Slide 3–6 Video Overview of TeamSTEPPS© Slides 7–8 Using the TeamSTEPPS© Tools Slides 9–21 Video Communicating With Residents and Family Members Slides 23–26 Video Video Addressing Challenges and Barriers Slides 27–28 Communicating Adverse Effects Slides 29–31 Key Concepts Review Slide 32 Tools Slide 33 *Video included in this section Topic: Importance of Teamwork and Communication Among Staff Method: During a staff meeting, show the Communication video. Facilitate a discussion of things staff noticed about staff communicating with each other. Show slides 3–6. Reinforce these concepts by asking staff to share with a partner on their left their thoughts about the facility’s strengths and areas for improvement surrounding effective communications that increase safety. Materials: Slides 3–6, Staff Communication video Audience: All staff, including administrators and frontline staff; residents and families Topic: Overview of TeamSTEPPS© Method: Provide staff a handout containing the two slides during beginning of shift or safety huddle meeting. Ask them to review the content on these two slides and respond with how they imagine TeamSTEPPS© communication skills might allow improved effectiveness of staff communications such that they could potentially prevent residents from experiencing harm/ Materials: Slides 7–8 Audience: All staff, including administrators and frontline staff; residents and families
19. A wholesale distributor of packaged nuts sells two different mixes of peanuts and cashews, mix A and mix B. Each package of mix A nuts contains 8 ounces (oz.) of peanuts and 4 oz. of cashews. Each package of mix B nuts contains 6 oz. of peanuts and 6 oz. of cashews. Let x represent the number of packages of mix A nuts and let y represent the number of packages of mix B nuts. No more than 120 oz. of peanuts and no more than 96 oz. of cashews can be used each day. Which graph represents the numbers of packages of mix A and mix B that can be produced?
58. The Student Council is having a talent show. They plan to sell no more than 500 student tickets and no more than 300 general admission tickets. It costs $0.50 per ticket to advertise the show to the students and $1 per ticket to advertise the show to the general public. The advertising budget is, at most, $400 for the show. Student Council makes $6 profit for a student ticket and $9 profit for a general admission ticket. What is the maximum profit that the Student Council can expect from the show? 59. The Thompson family went to a baseball game. Mrs. Thompson has $30 to buy hamburgers and drinks for herself and 4 family members. Each hamburger costs $4.00 and each drink costs $2.50. Each person will get a drink. What is the maximum number of hamburgers that Mrs. Thompson can buy?
65. Susan wants to make cupcakes and cookies to sell at the school bake sale. It takes her 30 minutes to make a dozen cookies and 1 hour to make a dozen cupcakes. It costs her $3 to buy supplies for each dozen cookies and $4 to buy supplies for each dozen cupcakes. She has 14 hours available to cook and has $50 to spend on supplies. She will make at least 1 dozen cookies and 1 dozen cupcakes. Which system of inequalities models these constraints?
Tamara has two sisters. One of the sisters is 7 years older than Tamara. The other sister is 3 years younger than Tamara. The product of Tamara’s sisters' ages is 24. How old is Tamara? Let x represent Tamara’s age. Let x+7 represent the older sister’s age. Let x-3 represent the younger sister’s age. Write: Solve for x. x = 5 Define your variables. Check your answers. Remember than “is” means =. Area, Volume and Perimeter Problems Typical Problem in English Mathematical Translation Hints and Strategies If the length of a rectangular prism is doubled, its width is tripled, and its height remains the same, what is the volume of the new rectangular prism in relation to the volume of the original rectangular prism? Use the formula V = lwh. Let the volume of the original rectangular prism be represented by lwh. Let the volume of the new rectangular prism be represented by , which simplifies to 6 times lwh. The new rectangular prism has six times the volume of the original rectangular prism. Use a geometric formula as a guide. Coin Problems Typical Problem in English Mathematical Translation Hints and Strategies Byron has 72 coins in his piggy bank. The piggy bank contains only dimes and quarters. If he has $14.70 in his piggy bank, write an equation that can be used to determine q, the number of quarters he has? The total value of all coins is 1470 cents. Let the number of quarters be represented by q and the value of quarters be represented by 25q. Let the number of dimes be represented by 72 – q and the value of dimes be represented by 10(75 – q) Write: Solve for q. Work with cents as units. Remember that each coin has a specific value in cents Consecutive Integer Problems Typical Problem in English Mathematical Translation Hints and Strategies The sum of three consecutive odd integers is 18 less than five times the middle number. Find the three integers. [Only an algebraic solution can receive full credit.] Let x represent the first integer. Let x + 2 represent the middle integer. Let x + 4 represent the 3rd integer. Write: For consecutive integer problems, define your variables as x, x + 1, and x + 2 For consecutive even or odd integer problems, define your variables as x, x +2, and x + 4.
The second sentence tells us that “A cell phone plan charges a base fee of $62 ....” so we can substitute this specific information into our general equation and we have We can eliminate answer choices a and b. The correct answer is either c or d. The second sentence also tells us that the overage charge is “...$30 per gigabyte of data that exceed 2 gigabytes.” We can use this information to choose between answer choices c and d. Answer choice c is . This doesn’t make sense, because the value of the term becomes negative if the number of gigabytes used is greater than 2, and the total cost becomes negative if the number of gigabytes used is 5 or more. Answer choice c can be eliminated. Answer choice d is the only choice left, and is the correct answer. DIMS? Does It Make Sense? Yes. could represent the plan when more than 2 gigabytes are used, as shown in the following table of values for this function.. PTS: 2 NAT: A.CED.A.1 TOP: Modeling Linear Functions
IV. IMPLEMENTATION 19. Responsibilities of Deans and Heads of Department 1. Deans of Faculties and Directors of Institutes, Centres and School shall ensure that applicable University regulations and policies regarding the use of human subjects in research are followed. 2. Deans of Faculties and Directors of Institutes, Centres and School shall ensure that the research activities covered by this policy are related to the academic programmes of the faculty and department. 20. Responsibilities of the Researcher 1. Researchers shall prepare a protocol giving a complete description of the proposed research. In the protocol, researchers shall make provisions for the adequate protection of the rights and welfare of prospective research subjects and ensure that pertinent laws and regulations are observed. 2. Researchers are responsible for preparing and submitting a protocol to the Faculty Research Ethics Committee and for including a sample of proposed informed consent forms – in English and Maltese - with the protocol when appropriate. 3. Researchers shall submit a supplement to an original protocol to the Faculty Research Ethics Committee when: (a) it is proposed to involve human subjects, and the activity previously had only indefinite plans for the involvement of human subjects; or (b) it is proposed to involve human subjects, and the activity previously had no plans for the involvement of human subjects; or (c) it is proposed to change the involvement of human subjects and that involvement is significantly different from that which was initially approved by UREC. 4. Researchers shall be responsible for complying with all Faculty Research Ethics Committee’s and UREC’s decisions, conditions and requirements. 5. Researchers are responsible for reporting promptly to UREC any injuries to human subjects, any anticipated problems which involve risks to the human subjects or others and any serious or continuing non-compliance with the requirements of this policy or the determinations of UREC. Prior to initiation, researchers shall obtain the review and approval of the Faculty Research Ethics Committee and UREC for any proposed changes in the research activity.
2nd week Monday 20.07 Tuesday 21.07 Wednesday 22.07 Thursday 23.07 Friday 24.07 10:00 – 13:00 Item 9 Sport and racism [Todd Crosset, Professor, University of Massachusetts, USA; Delia Douglas, Professor, University of British Columbia, Canada; Benjamin Cohen, Head of Governance & Legal Affairs, International Basketball Federation (FIBA)] Item 10 Panel discussion to provide a comparative perspective on national, regional and subregional mechanisms [Michelo Hansungule, Professor, Centre for Human Rights, University of Pretoria, South Africa & Commissioner, International Commission of Jurists; Linda Ravo, Directorate Fundamental Rights and Union Citizenship, European Commission; Lyal S. Sunga, Head, Rule of Law Programme, The Hague Institute for Global Justice] Item 11 Questionnaire [Oral updates; Discussion on the questionnaire and follow up] General discussion and exchange of views Item 12 Discussion on the introduction of new/list topics…consideration of new/list topics Conclusions and Recommendations Conclusions and Recommendations General discussion and exchange of views 15:00 – 18:00 Item 9 continued Sport and racism [Gerd Dembowski, Diversity & Manager, Fédération Internationale de Football Association (FIFA); Daniela Wurbs, Football Supporters Europe (FSE) Coordinator/CEO; Des Tomlinson, Intercultural National Coordinator, Irish Sports Federation] General discussion and exchange of views Conclusions and Recommendations General discussion and exchange of views Conclusions and Recommendations Compilation of the Report Item 13 Adoption of the report of the 7th session
Annex II Programme of work Time Monday 5 October2015 Tuesday 6 October 2015 Wednesday 7 October 2015 Thursday 8 October 2015 Friday 9 October 2015 Morning: session: from 10:00 to 13:00 Item 1: Opening of the session Item 2: Election of the Chair-Rapporteur Item 3: Adoption of the programme of work Item 4: General Statement by States and Regional groups Statement by Civil Society Organization Item 5: Discussion on the implementation of the Programme of Activities of the International Decade for People of African Descent (IDPAD) Presentation by: – Mr. Celeste Ugochukwu President of African Diaspora Council of Switzerland and member of the Swiss Federal Commission Against Racism – Mr. Yury Boychenko (2) Chief, Anti-Racial Discrimination Section Discussion Item 5 (cont’d) Discussion Item 6 (cont’d) or Item 7: Discussion on conclusions and recommendations on items 5 and 6 Item 7 (cont’d) Item 7 (cont’d) Afternoon session: from 15:00 to 18:00 Item 5 (cont’d) Presentation by: – Ms. Carole Boyce Davis Professor of Africana Studies at Cornell University, New York Item 6: Preparation of the 15th Anniversary of the adoption of the Durban Declaration and PoA (DDPA) Discussion Item 7 (cont’d) Discussion on conclusions and recommendations on items 5 and 6 Item 7 (cont’d) Item 7 (cont’d)
Time Monday 12 October 2015 Tuesday 13 October 2015 Wednesday 14 October 2015 Thursday 15 October 2015 Friday 16 October 2015 Morning: session: from 10:00 to 13:00 Item 8: Discussion on Racism and Poverty Presentation by: – Mr. David Woodward Senior Advisor, UNCTAD – Mr. Marcelo Jorge De Paula Paixao Professor of African and African Diaspora Studies at Austin University – Texas – Ms. Jotaka Eaddy Advisor on government and regulatory affairs for Silicon Valley based companies (Washington DC) Discussion Item 9 (cont’d) Preparation of the report Afternoon session: from 15:00 to 18:00 Item 8 (cont’d) – Mr. Carlos Augusto Viáfara López Associate Professor in Economics Department at the Universidad del Valle Discussion Item 9 (cont’d) Item 9 (cont’d) Preparation of the report Adoption of the report
Annex 4. Stab Wound / Laceration Chart NAME:____________________________________CASE NO: _____________ Location of wound: WOUND NO. 1 2 3 4 5 6 7 8 9 10 Head Neck Chest Abdomen Back ARM< Right Left LEG< Right Left The skin wound is: Horizontal Vertical Oblique Centimetres from wound to: Top of head Right of midline Left of midline Wound size in centimetres Width Length 5. Course of stab wound Backward Forward Upward Downward Medially Laterally Photographs taken of all wounds: YES____ NO____ REMARKS: Examined by:________________________________________ Date: ________
It is important that all people with disabilities are treated fairly and get what they need. This means women, girls and children with disabilities too. Making sure that all people with disabilities are treated fairly People with disabilities should be treated fairly at all times. They should never be: left out treated in a worse way than other people Countries should have good laws about this.
CEDAW (Reservation art, 29) – CEDAW (Reservation art, 29) CRC (Reservation art. 21 (b, c, d, and e); Declaration arts, 1, 38, 24 f, and 41) – CRC (Reservation art. 21 (b, c, d, and e); Declaration arts, 1, 38, 24 f, and 41) OP-CRC-AC- (General declaration) – OP-CRC-AC- (General declaration) OP-CRC-SC (Declaration arts, 2, 3,and 7 – OP-CRC-SC (Declaration arts, 2, 3,and 7 ICRMW (Declaration art. 92, para. 1) – ICRMW (Declaration art. 92, para. 1) B. Other main relevant international instruments Status during previous cycle Action after review Not ratified Ratification, accession or succession Convention on the Prevention and Punishment of the Crime of Genocide Rome Statute of the International Crimial Court Palermo Protocol Conventions on refugees and stateless persons (except 1961 Convention on the Reduction of Statelessness) Geneva Conventions of 12 August 1949 and Additional Protocols I, II and II ILO fundamental conventions ILO Convention No.169 concerning Indigenous and tribal Peoples in Independent Countries UNESCO Convention against Discrimination in Education ILO Convention No. 189 1961 Convention on the Reduction of Statelessness
B. Cooperation with special procedures Status during previous cycle Current status Standing invitations Yes Yes Visits undertaken Special Rapporteur on trafficking in persons, especially women and children (2009) Special Rapporteur on the human rights of migrants (2010) Independent Expert on the issue of human rights obligations to access to safe drinking water and sanitation (2010) Special Rapporteur on health (2012) Independent Expert on foreign debt (2013) Special Rapporteur on sale of children (2015) Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression (2016) Visits agreed to in principle Working group on Arbitrary detention Special Rapporteur on health Special Rapporteur on adequate housing (2015) Visits requested – Working group on Arbitrary detention (reminder). Special Rapporteur on minorities issue (2016). Special Rapporteur on racism (2013). Special Rapporteur on hazardous substances and waste. Special Rapporteur on the promotion of truth, justice, reparation and guarantees of non-recurrence. Responses to letters of allegation and urgent appeal During the period under review, 10 communications were sent. The Government replied to 9 communications. C. Status of national human rights institutions National human rights institution Status during previous cycle Status during present cycle Japan National Institute for Human Rights N/A No requested yet for accreditation
CEDAW July 2011 2015 – Eighth periodic report pending consideration CAT – 2016 May 2017 Sixth periodic report due in 2021 CRC October 2011 – – Combined 5th to 6th reports overdue since June 2017 CRPD – 2011 September 2014 Combined 2nd to 3rd reports due in 2019 Responses to specific follow-up requests from concluding observations Treaty body Due in Subject matter Submitted CAT HR Committee CEDAW CERD 2018 2016 2013 2013 Outcome of investigations by the Prosecutor’s Office and the National Police Agency in relation to the death of Mr. Baek, on the outcome of any proceedings in relation to the Sewol Ferry accident, on the closing of remaining “substitute cells” and on the establishment of the office of the military Ombudsman. Discrimination on the grounds of sexual orientation and gender identity; conscientious objection; peaceful assembly To adopt a comprehensive Anti-Discrimination Act that includes a clear prohibition of all forms of discrimination; To take the necessary measures to encourage the reporting of domestic and sexual violence cases Discrimination, exploitation and lower or unpaid wages for migrant workers; to protect the rights of undocumented migrant workers; ensure unhindered and equal access to official procedures for lodging – 2017 Ongoing dialogue Ongoing dialogue
of the Crime of Genocide (1960) Geneva Conventions of 12 August 1949 Additional Protocols I and II to the 1949 Geneva Conventions – 1961 Convention on the Reduction of Statelessness – – Rome Statute of the International Criminal Court – – Conventions on refugees and stateless persons (except 1961 Convention on the Reduction of Statelessness) – – Palermo Protocol – – ILO fundamental Conventions Nos. 138 and 182 ILO Convention No. 182 ILO Convention 189 ILO Convention 169. – – Convention against Discrimination in Education – – II. Cooperation with human rights mechanisms and bodies A. Cooperation with treaty bodies Reporting status Treaty body Concluding observations included in previous review Latest report submitted since previous review Latest concluding observations Reporting status CERD August 2009 2017 August 2014 Combined 22nd to 23rd reports pending consideration CESCR May 2012 – – Fifth periodic report due in 2017 HR Committee – 2011 March 2013 Sixth periodic report due in 2018 CEDAW – 2012 July 2014 Ninth periodic report due in 2018
CAT – 2011/2017 November 2012 Seventh report pending consideration CRC – 2013 Jan. 2016 Combined sixth and seventh report due in 2021 CRPD April 2012 – – Combined second and third report due in 2018 ICRMW – 2013 April 2015 Second periodic report due in 2020 CED – 2016 – Initial report pending consideration Responses to specific follow-up requests from concluding observations Treaty body Due in Subject matter Submitted CERD 2015 Indigenous peoples and exploitation of natural resources; implementation of the Comprehensive Collective Reparations Plan; social conflict arising out of projects involving natural resource exploitation; and combating racial stereotypes 2016. Ongoing dialogue HR Committee 2014 Accountability for human rights violations perpetrated during the armed conflict between 1980 and 2000; excessive use of force by law enforcement officials and members of the security forces; and trafficking in persons, forced labour and domestic servitude Reminder sent CEDAW 2016 Violence against women and discriminatory stereotypes; and legalization of abortion 2016 CAT 2013 Conducting prompt, impartial and effective investigations; ensuring or strengthening legal safeguards for persons detained; and prosecuting suspects and sanctioning 2014
Tables for UN Compilation on Canada I. Scope of international obligations A. International human rights treaties Status during previous cycle Action after review Not ratified/not accepted Ratification, accession or succession ICERD (1970) ICESCR (1976) ICCPR (1976) ICCPR-OP 2 (2005) CEDAW (1981) CAT (1987) CRC (1991) OP-CRC-AC (2000) OP-CRC-SC (2005) CRPD (2010) -- OP-CAT ICRMW ICPPED Complaints procedures, inquiries and urgent action ICCPR, art. 41 (1979) ICCPR-OP 1 (1976) OP-CEDAW, art. 8 (2002) CAT, arts. 20, 21 and 22 (1987/1989) -- ICERD, art. 14 OP-ICESCR OP-CRC-IC ICRMW OP-CRPD ICPPED Reservations and / or declarations Status during previous cycle Action after review Current Status CRC (Reservations, arts. 21 and 37 (c) / Declaration, art. 30, 1991) -- CRC (Reservations, arts. 21 and 37 (c) / Declaration, art. 30) OP-CRC-AC (Declaration, art. 3. para. 2, 2000) -- OP-CRC-AC (Declaration, art. 3. para. 2) CRPD (Declarations, arts. 12 and 33.2/ Reservations, arts. 12 and 12.4, 2010) -- CRPD (Declarations, arts. 12 and 33.2/ Reservations, arts. 12 and 12.4)
girls; Immigration detention, asylum-seekers and non-refoulement; Indigenous lands and titles. CEDAW 2018 Minister of Women; National gender strategy; Gender equality policies; Murdered and missing indigenous women and girls. -- CAT 2013 Legal safeguards for detainees; Conducting, prompt, impartial and effective investigations; Prosecuting suspects and sanctioning perpetrators of torture or ill-treatment. 2013 CRPD 2018 Declaration and reservation; Equality and -- Views Treaty body Number of views Status HR Committee 2 Ongoing dialogue Country visits and/or inquiries by treaty bodies Treaty body Date Subject matter CEDAW 2015;2016 Missing and murdered aboriginal women B. Cooperation with special procedures Status during previous cycle Current status Standing invitations Yes Yes Visits undertaken Food Indigenous Peoples (2013) African Descent (2016) Business and transnational corporations (2017) Visits agreed to in principle Racism African Descent Transnational corporations and Business and transnational Sale of Children Health Violence against women
corporations Poverty Visits requested Summary executions Water and sanitation Sale of children Indigenous Peoples Disabilities Freedom of peaceful assembly and association Indigenous Peoples Responses to letters of allegation and urgent appeal During the period under review 12 communications were sent. The Government replied to 11 communications Follow-up reports and missions Indigenous Peoples (mission 2013 and report) C. Status of national human rights institutions National human rights institution Status during previous cycle Status during present cycle Canadian Human Rights Commission A (May 2011) A (May 2016)
Rwanda Standard procedure The Working Group transmitted a case to the Government concerning Mr. Olivier Maniriho, allegedly last seen on 9 February 2014 in Kigali, Nyarugenge District. Urgent appeal On 2 October 2014, the Working Group transmitted, jointly with another special procedures mechanism, an urgent appeal to the Government concerning allegations that, since mid-July 2014, as many as 40 bodies had been seen floating on lake Rweru and in the Kagera River flowing from Rwanda. A similar urgent appeal was sent to the Government of Burundi. Information from the Government On 16 October 2014, the Government responded to an urgent appeal sent on 2 October 2014. In its reply, the Government stated that it was not aware of the information contained in the letter and that it had read it in the media. The Government stated that it had requested the Government of Burundi for cooperation and collaboration in the investigation. Saudi Arabia Information from sources A source provided information on one outstanding case. Clarification On the basis of information provided by the source, the Working Group decided to clarify one case. Spain Information from sources A source provided information on one outstanding case. Other letters On 7 January 2015, the Working Group transmitted, jointly with another special procedures mechanism, a letter concerning allegations of the possible closure, due to lack of funding, of a laboratory in Ponferrada the services of which are used in the exhumation of the remains of victims found in mass graves left by the civil war. Sri Lanka Standard procedure The Working Group transmitted 10 cases to the Government, concerning: (a) Mr. Madushka Haris De Silva, allegedly last seen on 2 September 2013 in Anuradhapura North Central Province; the police is allegedly responsible for his disappearance;
the equation found at step 3? 6. The charges, C, in dollars from a taxi company for traveling a distance of x miles is represented by the equation Which of the following is a possible step and valid explanation for the process of solving for x in terms of C?
F – Inequalities, Lesson 2, Interpreting Solutions (r. 2018) INEQUALITIES Interpreting Solutions Common Core Standard A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. Next Generation Standard AI-A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients by letters. Note: Algebra I tasks do not involve solving inequalities. LEARNING OBJECTIVES Students will be able to: Identify solutions to inequalities as sets of solutions that can be plotted on a number line. Use proper notation to define solution sets. Identify integer values within solution sets. Determine if a specified integer value is within a solution set. Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) VOCABULARY integer solution set open dot closed dot curved parentheses square parentheses number line BIG IDEAS Inequality Symbols: The solution of an inequality includes any values that make the inequality true. Solutions to inequalities can be graphed on a number line using open and closed dots. Open Dots v Closed Dots Square vs Curved Parentheses
BIG IDEAS Standard Form of a Quadratic: Quadratic Formula: Discriminant = Analyzing the Discriminant The discriminant can be used to determine the number of and type of solutions to a quadratic equation. Every quadratic can have zero, one, or two solutions. Solutions can be real or imaginary numbers. If the Value of the Discriminant Is: Characteristics and Number of Solutions of the Quadratic Equation Are: Examples Negative If the value of the discriminant is negative, then there will be two imaginary number solutions and no x-axis intercepts. Zero If the value of the discriminant is zero, then there will be one real solution and the graph will touch the at one and only one point. Positive Perfect Square If the value of the discriminant is a positive perfect square, then there will be two integer solutions and two x-axis intercepts. Positive Not a Perfect Square If the value of the discriminant is positive, but not a perfect square,
E – Linear Equations, Lesson 3, Writing Linear Equations (r. 2018) LINEAR EQUATIONS Writing Linear Equations Common Core Standard A-REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). Next Generation Standard AI-A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane. Note: Graphing linear equations is a fluency for Algebra I. Students become fluent in solving characteristic problems involving the analytic geometry of lines, such as writing down the equation of a line given a point and a slope. Such fluency can support them in solving less routine mathematical problems involving linearity; as well as modeling phenomena. LEARNING OBJECTIVES Students will be able to: Determine if different equations represent the same mathematical relationship between two variables. Write the equation of a line of a line given two points on the line or one point and the slope of the line. Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) VOCABULARY transform isolate equivalent y = mx +b form relationship BIG IDEAS Three Facts About Graphs and Their Equations 1. The graph of an equation represents the set of all points that satisfy the equation (make the equation balance).
I – Systems, Lesson 7, Other Systems (r. 2018) SYSTEMS Other Systems Common Core Standard A-REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x)=g(x); find the solutions approximately, e.g., technology to graph the functions, make tables of values, or find successive approximations. cases where f(x) and/or g(x) are linear, rational, absolute value, exponential, and functions. PARCC: Tasks that assess conceptual understanding of the indicated concept may involve any of the function types mentioned in the standard except exponential and logarithmic functions. Finding the solutions approximately is limited to cases where f(x) and g(x) are polynomial functions. Next Generation Standard AI-A.REI.11 Given the equations y = f(x) and y = g(x): i) recognize that each x-coordinate of the intersection(s) is the solution to the equation f(x) = g(x); ii)find the solutions approximately using technology to graph the functions or make tables of values; and iii) interpret the solution in context. (Shared standard with Algebra II) Notes: Algebra I tasks are limited to cases where f(x) and g(x) are linear, polynomial, absolute value, and exponential functions of the form where a > 0 and b > 0 (b ≠ 1). Students should be taught to find the solutions by using technology to graph the and by making tables of values. When solving any problem, students can choose either strategy. LEARNING OBJECTIVES Students will be able to: 1) use technology to create tables and graphs to find solutions of systems of equations involving linear and non-linear functions. Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) VOCABULARY absolute value equation exponential equation families of functions linear equation piecewise equation quadratic equations slope intercept form solution of a system
ANNEXURE SL.NO. NAME, DOB & PANEL SL.NO. TVL. PRESENT CIRCLE ALLOTTED CIRCLE 1. P.SARAVANAN 25.02.1968 Panel Sl.No.16 CHENNAI EDC/ WEST THIRUVANNAMALAI EDC 2. V.JUSTIN ARRON 05.06.1971 Panel Sl.No.17 C.E./D./TIRUNELVELI REGION TIRUPATTUR EDC 3. M.KANNAN 04.05.1968 Panel Sl.No.18 MADURAI E.D.C. DINDIGUL EDC 4. H.RAJKUMAR 04.06.1968 Panel Sl.No.19 THANJAVUR E.D.C. VELLORE EDC 5. K.G.SREE REKHA 12.05.1971 Panel Sl.No.20 COIMBATORE EDC/ NORTH M.T.P.S. 6. U.KUMAR 06.05.1973 Panel Sl.No.21 N.C.T.P.S-II TIRUPATTUR EDC 7. A.DEIVARAJ 14.05.1974 Panel Sl.No.22 NAMAKKAL E.D.C. METTUR EDC 8. S.BALASUBRAMANIAN 07.02.1974 Panel Sl.No.23 DINDIGUL E.D.C. DHARMAPURI EDC 9. V.VENKATESAN 27.05.1971 Panel Sl.No.24 THENI E.D.C. THIRUVANNAMALAI EDC 10. T.PONNUSWAMY 17.07.1969 Panel Sl.No.25 DINDIGUL E.D.C. DHARMAPURI EDC 11. S.PARAMASIVAM 12.05.1960 Panel Sl.No.26 CHENNAI EDC/WEST CHENNAI EDC/WEST 12. A.K.BALAKRISHNAN 30.05.1972 Panel Sl.No.27 CHENNAI EDC/NORTH VILLUPURAM EDC 13. K.SUBRAMANIAN 19.04.1972 Panel Sl.No.28 GENERATION CIRCLE/ KADAMAPARAI METTUR WORKSHOP CIRCLE Sd/-xx17.05.2017. SUPERINTENDENT
SAFETY TAS OH&S REVIEW Contract #: Occupational Health & Safety Owner / Prime Contractor Responsibilities Does the contractor have a system in place to assume prime contractor responsibilities? Does the contractor have a system in place to ensure compliance to the OH&S Act for their sub-contractors / owner operators? Prime contractor’s certificate of recognition number (COR#) .. Who will represent the designated ‘prime contractor’ if absent from worksite? (MUST confirm in writing) Procedure to Handle Violation of Health & Safety Regulations Procedure to Handle “Imminent Danger” (consultant’s project inspector’s authority – see owner’s guidelines) Policy on PPE (mandatory PPE required for everyone on worksite) Accident Reporting Personal injury / third party / utility Site Specific Safety Issues Have any specific hazards been identified? Emergency plan Who is on-site designated safety representative? Public Safety / Traffic Accommodation Do all traffic control devices meet department standards? Are all flaggers trained & certified? Who will be responsible for signing the various components of the work? Primary signing Sub-contractor Utility Who will be responsible for maintaining the regulatory and warning signs? Site Specific Traffic Accommodation Issues Have specific traffic accommodation issues been identified? Is there a need to implement unique traffic control procedures? Contractor / sub-contractor / utility company MUST develop & supply traffic accommodation plans Who is designated to monitor & maintain traffic accommodation? Additional Items Monitoring the Project: How will the project be monitored / inspected? Contractor – Who? How often? Consultant – Who? How often? Will the project be monitored / inspected after hours? Any areas of concern that have occurred on previous projects? Is everyone aware of the Bonus/Penalty system that has been implemented for this contract season? Reminders: Monthly H&S Meetings – Monthly H&S Summary – Project Completion H&S Review Notification of Construction Operations – Order Fixing Maximum Speed
K – Polynomials, Lesson 3, Factoring Polynomials (r. 2018) POLYNOMIALS Factoring Polynomials Common Core Standard A-SSE.2 Use the structure of an expression to ways to rewrite it. For example, see as, thus recognizing it as a difference of squares that can be factored as . PARCC: Tasks limited to numerical and polynomial expressions in one variable. Recognize as a difference of squares and see an opportunity to rewrite it in the easier-to -evaluate form (53+47)(53-47). See an opportunity to rewrite as (a+7)(a+2). NYSED: Does not include factoring by grouping and factoring the sum and difference of cubes. Next Generation Standard AI-A.SSE.2 Recognize and use the structure of an to identify ways to rewrite it. (Shared standard with Algebra II) e.g., Note: Algebra I expressions are limited to numerical and polynomial expressions in one variable. Use factoring techniques such as factoring out a greatest common factor, factoring the difference of two perfect squares, factoring trinomials of the form ax2+bx+c with a lead coefficient of 1, or a combination of methods to factor completely. Factoring will not involve factoring by grouping and factoring the sum and difference of cubes. LEARNING OBJECTIVES Students will be able to: factor monomials factor binomials, and factor trinomials Overview of Lesson Teacher Centered Introduction Overview of Lesson - activate students’ prior knowledge - vocabulary - learning objective(s) - big ideas: direct instruction - modeling Student Centered Activities guided practice Teacher: anticipates, monitors, selects, sequences, and connects student work - developing essential skills - Regents exam questions - formative assessment assignment (exit slip, explain the math, or journal entry) VOCABULARY binomial factor completely greatest common factor monomial perfect square term trinomial BIG IDEAS Factoring polynomials is one of four general methods taught in the Regents mathematics curriculum for finding the roots of a quadratic equation. The other three methods are the quadratic formula, completing the square and graphing.
Art and Nature. See Aesthetics. Aesthetic categories. Other aesthetic categories. Nature/Art. Art and Philosophy. See Other subjects. Other disciplines. Art. Art and-. Art and Play. See Other subjects. Other disciplines. Art. Art and-. Art and Pleasure. See Other subjects. Other disciplines. Art. Art and-. Art and Politics. See Other subjects. Other disciplines. Art. Art and-. Art and Psychology. See Other subjects. Other disciplines. Art. Art and-. Art and Reason. See Other subjects. Other disciplines. Art. Art and-. Art and Religion. See Other subjects. Other disciplines. Art.Art and-. Art and Science. See Other subjects. Other disciplines. Art. Art and-. Art and Sexuality. See Other subjects. Other disciplines. Art. Art and-. Art and Semiotics. See Semiotics. Semiotics of art. Art and Society. See Other subjects. Other disciplines. Art. Art and-. Art and Spirituality. See Other subjects. Other disciplines. Art. Art and-. Art and Technology. See Other subjects. Other disciplines. Art. Art and-. Art and Truth. See Other subjects. Other disciplines. Art. Art and-. Art and War. See Other subjects. Other disciplines. Art. Art and-. Art criticism. See Aesthetics. Specific. Art critics. See Other intellectuals. Art critics. Art film. See Genres. Film. Specific. Art film. Art for Art’s Sake. See Aesthetics. Specific. Other topics. Art history. See Other subjects. Other disciplines. Art. General. Art history. Arteries. See Motifs. A motifs. Arthritis. See Motifs. A motifs. Arthropoda. See Motifs. A motifs. Arthurian cycle. See English Authors. Anonymous English works. Articles. See Motifs. A motifs. Articles (English). See Linguitics. English. Specific. Articles. Artifice. See Aesthetics. Aesthetic categories. Other aesthetic categories. Artificial animals. See Motifs. A motifs. Artificial humans. See Motifs. A motifs. Artificial insemination. See Motifs. A motifs. Artificial intelligence. See Cybernetics. Artificial intelligence. Artificial languages. See Linguistics. Other linguistic categories. Artificial satellites. See Motifs. A motifs. Artificial speech. See Linguistics. Other linguistic categories. Artificial life. See Motifs. L motifs. Life. Artificial life.
(*) Asterisk indicates required documentation Document Under 10 hours delivery Over 10 hours delivery (includes Qualifications, ESW and ESOL) Partnership Delivery (National Delivery Only) Teaching and Learning A. Up to date Register * * * Scheme of Work * * Lesson Plan * * Learner Induction Checklist (includes supporting information – Appendix A) * * * Course Outline and Information Sheet * * * Group Profile * Handouts/Teaching resources * * * Internal Quality Assurance B. TRS – Tutor Record Sheet of learner progress (Optional for tracking long course AC ) Optional tracking sheet Do not submit for IV Optional tracking sheet Do not submit for IV 2. IV2 replacing TRS – hard copy to be returned with register and booklets * * *
(not needed for Highfield courses) Document Under 10 hours delivery Over 10 hours delivery (includes Qualifications, ESW and ESOL) Partnership Delivery (National Delivery Only) 3. Previous IV3 Reports (hard copy not required) * * (or Partnership Report) 4. Assessment Booklet/Learner Evidence * * * Health & Safety C. Health & Safety Tutor Guidance Health & Safety Checklist Risk Hazard Notification Form Accident, Incident Reporting Form Field Trip Risk Assessment Form Course Activity Hazard Assessment Form * * * * * * * * * * * * * * * * * * Staff Development D. CPD Record * * (for all tutors delivering) Observation of Teaching & Learning Record * * *