zilongwang/ReadingBank huggingface dataset:
Emigrant There are too many immigrants he felt Immigrant How many immigrants entering the country she said Envelop Envelope the child in your arms Envelope A brown envelope Expedient The most politically expedient method Expeditious Letter sent by the most expeditious method Feet His feet were too big Feat Getting that gold medal was a great feat Formally Dressed formally Formerly She was formally married Gorilla A gorilla in the zoo Guerrilla A guerrilla fighting in the jungle Human A human being Humane A humane person Meter He read the electric meter Metre She ran 100 metres Moral A moral tale Morale To keep the morale of the troops high Precede She preceded to current Monarch Proceed You may proceed Prescribe The doctor will prescribe the correct medicine Proscribe Certain political groups have been proscribed by the state Principle It’s a matter of principle Principal He is the head principal of the university Roll I’ll have a cheese roll Role He performed that role well Rhyme This poetry rhymes well Rime Frost formed on cold objects by the rapid freezing of water vapour in cloud or fog Stationary The car was stationary Stationery She was responsible for ordering the stationery
A BILL TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 1263685 SO AS TO ALLOW AN INCOME TAX CREDIT FOR CONTRIBUTIONS TO A SCHOLARSHIP FUNDING ORGANIZATION THAT PROVIDES GRANTS FOR STUDENTS TO ATTEND CERTAIN INDEPENDENT AND HOME SCHOOLS, TO SPECIFY THE MANNER IN WHICH THE CREDIT IS CLAIMED, TO SPECIFY THE PROCESS BY WHICH CERTAIN ORGANIZATIONS AND SCHOOLS BECOME ELIGIBLE, TO SPECIFY CERTAIN INFORMATION WHICH MUST BE MADE PUBLIC, AND TO ALLOW THE DEPARTMENT OF REVENUE TO ENFORCE THE PROVISIONS OF THE CREDIT. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. Article 25, Chapter 6, Title 12 of the 1976 Code is amended by adding: “Section 1263685. (A) As used in this section: (1) ‘Eligible school’ means an independent school including those religious in nature, other than a public school, at which the compulsory attendance requirements of Section 596510 may be met, that: (a) offers a general education to primary or secondary school students; (b) does not discriminate on the basis of race, color, or national origin; (c) is located in this State; (d) has an educational curriculum that includes courses set forth in the State’s diploma requirements and where the students attending are administered national achievement or state
KINDERGARTEN # STUDENTS Dubien, Leslie 22 Williams, Ashley 23 Winkler, Micayla 23 Goff, Janet 23 GRADE 5 # STUDENTS Butler, Victor 25 Greenland, Aimee 28 Renz, Mackenzie 26 GRADE 6 # STUDENTS Skinner, Janis 99 Cotten, Katrina Hubbard, Emily GRADE 1 # STUDENTS Dahl, Marla 29 Malpass, Kara 27 Pierce, Rebecca 27 GRADES 7/8 # STUDENTS Bird, Nicholas 213 Boisacq, Shawn Spray, Jon Bravo, Enrique Garber, Deidre Findlay, Rick Johnson, Kevin Christenson, Amanda GRADE 2 # STUDENTS Hannigan, Erin 30 Nieto, Sarah 31 TOTALS # STUDENTS KINDER 91 GRADE 1 83 GRADE 2 61 GRADE 3 82 GRADE 4 81 GRADE 5 79 GRADE 6 99 GRADE 7 112 GRADE 8 101 GRAND TOTAL 789 GRADE 3 # STUDENTS Newbold, Kaitlyn 28 Holmes, Karen 26 Piel, Kayla 28 GRADE 4 # STUDENTS Moya, Christine 26 Cisneros, Maria 28 Gill, Shilpa 27
CAMPBELL-SAVONA 1ST ANNUAL INDOOR SOCCER TOURNAMENT: March 25th 2017 Grade 4 (6v6 including goalie) Grade 6 (5v5 including goalie) Event is going to be held at Campbell-Savona high school: 8455 Co Rd 125,Campbell,NY 14821 *To register contact Shawn Nichols: Phone number:(607)-331-9724 E-mail:shawnnichols77@yahoo.com*
augmentative and alternative communication systems and providing training in their use; providing aural rehabilitation and counseling services to hearing impaired individuals and their families; enhancing speechlanguage proficiency and communication effectiveness; screening of hearing, limited to a passfail determination; screening of other skills for the purpose of speechlanguage evaluation; and identifying individuals with other communication disorders. (13) ‘The practice of speechlanguage pathology’ means the rendering of or the offering to render any speechlanguage pathology services to an individual, group, organization, or the public. (14)(15) ‘Speechlanguage pathology assistant’ means an individual who provides speechlanguage pathology services as prescribed, directed, and supervised by a speechlanguage pathologist licensed under this chapter. A person represents himself to be a speechlanguage pathology assistant when he holds himself out to the public by any title or description of services incorporating the words ‘speech aid’, ‘speechlanguage support personnel’, ‘speech assistant’, ‘communication aid’, ‘communication assistant’, ‘speech pathology technician’, or any similar variation of these terms, to describe a function or service he performs. (16) ‘Supervised Professional Employment’ or ‘SPE’ means a minimum of thirty hours a week of professional employment in speechlanguage pathology or audiology for at least nine months whether or not for wages or other compensation under the supervision of a speechlanguage pathologist or audiologist licensed under this chapter. The supervisor must have a minimum of three years of fulltime work experience. (17) ‘Telepractice’ means the application of telecommunications technology to deliver professional services at a distance by linking licensee to patient/client or licensee to another licensee for assessment, intervention, or consultation, or any combination thereof. The practice of speechlanguage pathology and audiology must be considered to occur in the licensing jurisdiction where the patient/client is located at the time services are rendered.” SECTION 2. Section 406750(A) of the 1976 Code is amended to read:
‘hearing therapist’, or any similar variation of these terms or any derivative term or uses terms such as ‘hearing’, ‘auditory’, ‘acoustic’, ‘aural’, or ‘listening’ in combination with words such as ‘communicologist’, ‘correctionist’, ‘specialist’, ‘pathologist’, ‘therapist’, ‘conservationist’, ‘center’, ‘clinic’, ‘consultant’, or ‘otometrist’ to describe a function or service he performs. (3) ‘Audiology’ or ‘audiology service’ means screening, identifying, assessing, diagnosing, habilitating, and rehabilitating individuals with peripheral and central auditory and vestibular disorders; preventing hearing loss; researching normal and disordered auditory and vestibular functions; administering and interpreting behavioral and physiological measures of the peripheral and central auditory and vestibular systems; selecting, fitting, programming, and dispensing all types of amplification and assistive listening devices including hearing aids, and providing training in their use; providing aural habilitation, rehabilitation, and counseling to hearing impaired individuals and their families; designing, implementing, and coordinating industrial and community hearing conservation programs; training and supervising individuals not licensed in accordance with this chapter who perform air conduction threshold testing in the industrial setting; designing and coordinating infant hearing screening and supervising individuals not licensed in accordance with this chapter who perform infant hearing screenings; performing speech or language screening, limited to a passfail determination; screening of other skills for the purpose of audiological evaluation; and identifying individuals with other communication disorders. (4) ‘The practice of audiology’ means the rendering of or the offering to render any audiology service to an individual, group, organization, or the public. (5) ‘Board’ means the South Carolina State Board of Examiners in SpeechLanguage Pathology and Audiology. (65) ‘Director’ means the Director of the Department of Labor, Licensing and Regulation. (6) ‘Intern’ means an individual who has met the requirements for licensure as a speechlanguage pathology or audiology intern under this chapter and has been issued this license by the board. (7) ‘License’ means an authorization to practice speechlanguage pathology or audiology issued by the board pursuant to this chapter and includes an authorization to practice as a speechlanguage pathology intern, an audiology intern, and a speechlanguage pathology assistant.
Two-by-Four winter, 2014 Guide Dog Users of Canada Newsletter, Published Quarterly Contact Guide Dog Users of Canada, our mailing address is: Guide Dog Users of Canada 300 Hedonics Road Apt. 1009 Peterborough, Ontario K9J 7T1 Email to: Telephone/Fax: 1-877-285-9805 Website Editor: Penny Leclair Vice-President GDUC Email mail to: Assistant editor Laurie Scott Your suggestions or submissions are always appreciated. Contact Penny at the address given above. In This Issue:
Analyst | Analyst 819-934-2776 | télécopieur/facsimile 819-953-6019 | ATS/TTY 800-669-5575 Matthieu.Labelle@cta-otc.gc.ca Transports accessbiles | Accessible Transportation Direction générale du règlement des différends | Dispute Resolution Branch Office des transports du Canada | 15, rue Eddy, Gatineau QC K1A 0N9 Canadian Transportation Agency | 15 Eddy St., Gatineau QC K1A 0N9 Government du Canada | Government of Canada Navy Seal Dog When U.S. President Barack Obama went to Fort Campbell , Kentucky , for a very private meeting with the commando team that killed Osama bin Laden, only one of the 81 members of the super-secret SEAL DevGru unit was identified by name: Cairo, the war dog. Cairo, like most canine members of the elite U.S. Navy SEALs, is a Belgian Malinois. The Malinois breed is similar to German shepherds but smaller and more compact, with an adult male weighing in the 30-kilo range. (German shepherds are still used as war dogs by the American military but the lighter, stubbier Malinois is
in an attempt to prevent the twisting from happening again. The success rate of the surgery is very good, with almost 80 to 90 percent of the pets returning to a happy and healthy life. — Dr. Steven Berkowitz, emergency and critical care department of Oradell A
TABLE OF SPECIFICATIONS AND PRODUCT OFFERED ITEM IT EQUIPMENT Required Specifications Quantity Product Offered Rugged Tablet / Notebook PC Panasonic Toughbook CF-U1 Mk2 or similar Processor: 1.1 GHz; Durable (e.g. Shock Mounted) Hard Disk or Solid State Disk: 40GB; Touch screen/ Dust proof keyboard RAM: 2 GB; 55 units Make: Processor: 1.1 GHz; Hard or Solid State disk: Keyboard:
Destination (City/State): Temecula, CA Event Time: 8:00 am – 4:00 each day Departure Date: May 3rd Departure Time Preference: AM X PM No Preference Return Date: May 6th Return Time Preference: AM X PM No Preference Note: Departure/Return Time Prefences will be considered, however, travel costs will be the primary consideration when booking travel arrangements. Hotel Accommodations Destination (City/State): Temecula, CA Event Time: 8:00 am – 4:00 each day Check-In Date: May 3rd Check-Out Date: May 6th Assigned Hotel: (Is the conference/training being held at a hotel with designated accommodations?) Springhill Suites 28220 Jefferson Ave, Temecula, CA 92590 Group Booking Code/ Discount Code: Link Crew training double occupancy rate Account/Funding Source Funding Source: x District PO Auxiliary Operations Student Activities Account Number: 001.100.2213.6360.201.000 Administrator Approval: Thad Gates FOR DISTRICT USE ONLY Registration Purchase Order Received: ____________ PO Number: __________ N/A-Free Event ___________ Date Received: Processed by: (initials) Purchase Order # Date accommodation information sent to employee FLORENCE UNIFIED SCHOOL DISTRICT NO. 1. REQUEST FOR SCHOOL TRANSPORTATION Please remember that a 10 day notice for district vehicles and a 20 day notice for buses are required for all requests! District vehicles are for use within a 150 mile radius of your home site. Vehicle requests for travel over 150 miles should be directed to Mark Lamas, Transportation Director. Vehicles will be reserved on a first come, first served basis. TRANSPORTATION REQUEST Date of Request: 2/26/15 Name of Requesting Party: Spencer Jackson Purpose of Trip: (field trip, workshop, etc.) Link crew training Phone Number of Requestor: (personal number to contact with questions or while using bus/vehicle) Signature of Requestor: Administrator Approval: Purchase Order Number: (Required on all bus requests) Transportation Approval Transportation Denial: No vehicle Other available (Email response) Signature: _____________________ VEHICLE REQUEST (Check all that apply and quantity needed.) Bus District Car District Van
The Property Owner agrees that they will be responsible for the maintenance of the completed project for 1 year. The Property Owner agrees that by signing and submitting this application that they have not received mural installation funding from the StreetARToronto Program or the Economic Development Business Improvement Area Mural Program, and confirm that they will not apply for this funding in the future for this project. The Property Owner will ensure that the project will be carried out in accordance with the Building Code Act, 1992, City of Toronto By-laws, the Occupational Health and Safety Act, 1990 and all other applicable law, all as amended. The Property Owner acknowledges that the completed project is subject to inspection by the City of Toronto (the "City"). ____________________________________________________________________________ ______________________________________________ Property Owner ______________________________________________ Signature ______________________________________________ Appendix 1 StART Support Mural Program Terms and Conditions of Material Provision: By signing and submitting the StART Support Mural Program (the "StART Support") application (the "Application"), the applicant acknowledges and agrees to the following terms and conditions: 1.0 Use and Purpose of Material Funding 1.1 The materials provided by the City (the "Materials") must be used only for the purposes of the StART Support Mural Program as detailed in the application and conceptual sketch. 1.2 Designs and artwork are subject to final approval by the City. 1.3 The Property Owner (the "Property Owner") must notify City staff, as identified in Section 9.0, of any proposed changes affecting material requirements to the
A Level Subject Awarding Body Grade Date Awarded School/College of Further Education Other Subject Awarding Body Grade Date Awarded School/College of Further Education HIGHER EDUCATION University/College of Higher Education Period of Attendance Date of Examination Qualification Date Awarded Grade, Honours Class, Division PROFESSIONAL TRAINING (if not included above) University/College of Higher Education Period of Attendance Date of Examination Qualification Date Awarded Grade, Honours Class, Division EDUCATION QUALIFICATION(S) CURRENTLY BEING PURSUED Qualification being undertaken Expected date of completion University/College 8. TRAINING: other relevant qualifications and training Course title and subjects covered Date and duration Training organisation
Chapter 15 Waves Target your learning I CAN: Illustrate how waves are produced. Explain the relationship among waves, energy and matter. Compare and contrast the differences between compressional and transverse waves. Explain how waves can reflect from some surfaces. Explain how waves change direction when they move from one material to another. Describe how waves can bend around barriers. Describe the different aspects of a wave’s behavior and structure. Discriminate between the two major categories of waves.
Rhode Island AMAO Accountability Report District/Consortium Status Report Rhode Island Department of Education Annual Measurable Achievement Objective Status Report for 2013-2014 Based on school year 2012-2013 and 2013-2014 data CRANSTON 2013-2014 AMAO Status This district/consortium met 2 of 3 objectives Did Not Achieve AMAOs Classification: Title III Improvement II AMAO 1 Annual increases in the number or percentage of students making progress toward learning English Definition of progress: Gain of ≥ 0.5 overall composite score on the ACCESS for ELLs® from 2012-2013 1o 2013-2014 Target percentage of student making progress Number Eligible District Achievement State Achievement District Met Objective 40% 447 66% 60% YES AMAO 2 Annual increases in the number or percentage of students attaining English proficiency Definition of attainment: ACCESS for ELLs® composite score ≥ 4.5 on a Tier B or Tier C assessment from 2014 Target percentage of students attaining English proficiency Number Eligible District Achievement State Achievement District Met Objective 23% 591 35% 26% YES AMAO 3 Making adequate yearly progress for limited English proficient students* NOTE: Percentages are used for targets and achievement rather than the index proficiency. READING Grade Cluster State Achievement District Achievement District Met Objective 3-5 36.08 51.06 NO 6-8 30.06 78.13 YES 9-12 31.25 37.93 YES MATH Grade Cluster State Achievement District Achievement District Met Objective 3-5 26.35 31.58 NO 6-8 21.52 37.50 YES 9-12 9.45 10.34 YES Overall AMAO 3 Status NO * AMAO 3 determinations are based on results from the 2013 NECAP Reading and Mathematics assessments -- Fewer than minimum n-count of 20 students for AMAO 3
Our Lady of Grace School Growing in Knowledge and Grace Home of the Griffins 9A Timetable 2018 - 2019 Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 8:55 Warning Bell, Attendance, O Canada, Prayer Period 1 9:00 - 9:30 Religion Wells Religion Wells Religion Wells Religion Wells Religion Wells Religion Wells Period 2 9:32 – 10:19 Math Monaghan LA Kassis Math Monaghan Social Wells LA Kassis Fine Arts Period 3 10:25 – 11:12 LA Kassis Science Bruce Social Wells Health DiTosto PE Murray/DiTosto PE Period 4 11:14 – 12:01 Science Bruce PE LA Kassis Social Wells Science Bruce Math Monaghan 12:01 - 12:40 LUNCH Period 5 12:45 – 12:53 TA Period 6 12:55 - 1:42 Social Wells JH CTF LA Kassis JH CTF CTS Ford/McKague TAX Period 7 1:44 - 2:31 Science Bruce Science Bruce Math Monaghan Fine Arts CTS Ford/McKague JH CTF Period 8 2:33 – 3:20 Math Monaghan LA Kassis Social Wells Math Monaghan CTS Ford/McKague Fine Arts
Annual Measurable Objectives (AMO): A. How many Title I schools are identified for Corrective Action (Year 3)? Number _______* Or N/A _____ B. How many Title I schools are either in Planning for Restructuring (Year 4) or Restructuring (Year 5 or more)? Number _______* Or N/A ____ *Note: If the LEA had any schools questions A and/or B above, the LEA should ensure that the Corrective Action and/or Restructuring Cover Pages accompany the appropriate school improvement plans. Section III, Part B: Annual Measurable Achievement Objectives (AMAO): Check the AMAO(s) that the LEA did not meet: Part A. Making Adequate Progress in Language Acquisition – at a minimum, percent of ELLs making adequate progress in language acquisition Part B. Attainment of English Proficiency – Identification of students who have a first enrollment date in a U.S. school greater than five years and determining a percent who have attained proficiency Part C. Adequate Yearly Progress for the ELL Subgroup – 95% participation and percent proficient in Reading and Math Describe the factors that prevented the Local Education Agency from meeting AMAOs.
Section V – AMAO Only Develop a professional development plan based on scientifically based research to improve the specific program or method of instruction provided to ELLs. Accountability (3122) (b) WHAT WEAKNESS OR NEED IDENTIFIED IN ENGLISH LANGUAGE PROFICIENCY GOALS WILL THE PROFESSIONAL LEARNING ADDRESS? WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED? WHEN WILL THE SESSION BE DELIVERED? (Please list dates of future PD sessions, not those that have already taken place.) WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING? (Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?) HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE INTEGRATION OF STRATEGIES? WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES? Example: Title II, $....00 Dr. Verry Goode DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS
MAGMA RANCH K-8 SCHOOL Janeane candaleria, Principal Enrollment Report AUGUST 2017 KINDERGARTEN # STUDENTS Worthington, Samantha 30 Nielsen, Chandra 32 GRADE 1 # STUDENTS Diffen, Katherine 22 Iniquez, Annie 20 Johnson, Jacqueline 19 GRADE 2 # STUDENTS Larson, Beth 19 Ramey, Rebecca 21 Rudko, Jennifer 20 GRADE 3 # STUDENTS Murdock, Desiree 27 Cohen, Kayla 27 Davis, Lisa 26 GRADE 4 # STUDENTS Page, Tonya 29 Palmer, Kristen 26 Vasquez, Rogelio 28 GRADE 5 # STUDENTS Burkhart, Bethany 28 Carrington, Ashley 30 Custin, Ann 29 GRADE 6 # STUDENTS Garcia, George 98 Renna, Debra Milewski, Leonard GRADES 7/8 # STUDENTS Christ, Melissa 217 Bendel, Rebecca English, Erica Nord, Michelle Purcell, Maggie Zazick, Bonnie TOTALS # STUDENTS KINDER 69 GRADE 1 61 GRADE 2 59 GRADE 3 80 GRADE 4 83 GRADE 5 87 GRADE 6 98 GRADE 7 102 GRADE 8 115 GRAND TOTAL 754
queries or Ministerial requests if they arise from the Ministers’ consideration of the contract. Explanation of detail required: Contract Title – name by which contract is generally referred to Contract reference – reference to uniquely identify contract Purpose of the contract – why the contract is being entered into Contract description – description of goods or services or property covered by the contract Rationale for private sector procurement – explanation as to why the goods / services were sought from private sector, rather than NHS delivery. The purpose of this section is to explain what options were considered including in-house delivery and reasons for private sector procurement e.g. value for money, service quality, capacity etc. The degree of detail required here will range dependant upon the goods or services being procured. If the contract is for the provision of goods which can only be bought from the private sector the rationale for private sector procurement is straightforward – as the only source of the goods is the private sector. If the contract is for the provision of Healthcare at Home services, or services that may historically have been delivered by frontline healthcare professionals, or in a hospital / clinic setting, a more detailed explanation will be required setting out what options were considered for delivery within the NHS, and the improved outcomes ( quality, cost, value) achieved by private sector procurement. If such a contract is being pursued under a strategy or policy direction this should be cited in the rationale. Contractor details – details of the contractor(s) to whom the contract has been awarded, if a framework contract, information by lot of successful contractor(s) Contract value – Total value and annual value OJEU Requirements – Description of OJEU requirement and compliance Contract duration – Length of contract being entered into, start date & end date, and details of any option to extend Confirmation of Funding Stream – Description of funding source Identified Risks – Key contract risks This process does not apply to All Wales Capital Programme contracts, as the application, business case and approvals process for such activity already encompasses Welsh Ministers approval. These processes do not apply to situations where NHS Wales bodies access services which have been contracted for by a third party body e.g. Value Wales, NHS Supply Chain. In these situations NHS Wales is not the contracting body. However, if under such arrangements a Trust enters into
LHB & Trust Notification to Welsh Ministers of Contracts > £250,000 and < £500,000 that have been let in the last 6 months Local Health Board / Trust: Period: Contact Name: Position Held: Address: Contact Telephone No: E-mail: Contract Title Reference Contract Description Total Value (for main contract duration and any option to extend) / Annual Value £’s Duration (including Start / Finish Dates & extension options) Contractor(s) Details
LCEM – Laboratory Capacity Estimation Model LMS – Laboratory Messaging Services LOINC - Logical Observation Identifiers Names and Codes MA – Massachusetts MB – Mycobacteria and Brucella MN – Minnesota MPH – Master of Public Health MS – Master of Science MTWG – Methods technical Working Group NAHLN - National Animal Health Laboratory Network NAHRS – National Animal Health Reporting System NC – North Carolina NCAH – National Centers for Animal Health NDV - Newcastle disease virus NIES – National Import Export Services NIFA - National Institute of Food and Agriculture NLRAD – National List of Reportable Animal Diseases NPO – NAHLN Program Office NPDN – National Plant Diagnostic Network NPIP – National Poultry Improvement Plan NPPLAP - National Plant Protection Laboratory Accreditation Program NV - Nevada NVSL - National Veterinary Services Laboratories NWDP – National Wildlife Disease Program OCIO – Office of the Chief Information Officer OIE – World Organization for Animal Health PCR – Polymerase Chain Reaction PDCoV porcine delta coronavirus PDS – Professional Development Staff PEDv – porcine epidemic diarrhea virus pH1N1 - pandemic H1N1 (H-hemagglutinin, N-neuraminidase) PhD – Philosophiae Doctor (doctor of philosophy) PPE – personal protective equipment PRRSV – Porcine Reproductive and Respiratory syndrome Virus PRT - Proficiency Testing and Reagents PRV – pseudorabies virus PT – proficiency tests Q & A – question and answer QA - Quality Assurance QMS – Quality Management System RI – Rhode Island RSSS – Regulatory Scrapie Slaughter Surveillance RT-PCR – Real-Time-Polymerase Chain Reaction SAAH – Subcommittee on Aquatic Animal Health SD ADRDL – South Dakota Animal Disease Research and Diagnostic Laboratory SDSU – South Dakota State University SECD – swine enteric coronavirus diseases SNOMED – Systematized Nomenclature of Medicine SOP – standard operating procedure SQL - Structured Query Language STAS – Science, Technology and Analysis Services TX – Texas US – United States USAHA - United States Animal Health Association USAID - United States Agency for International Development
Nichols, April 22 GRADE 1 # STUDENTS Bocchino, Michelle 20 Jukich, Kimberly 21 Timas, Kuuipo 23 GRADE 2 # STUDENTS Cluff, Sheila 23 Michael-Dobson, Sonja 25 Ross, Karen 24 GRADE 3 # STUDENTS Cayen, Tiera 21 Dowd, Brenda 22 Marschall, Beth 20 Winkler, Linda 22 GRADE 4 # STUDENTS Garroutte, Karen 26 Kemper, Zak 27 Shitara, Kristen 27 GRADE 5 # STUDENTS Exley, Shannon 23 Potter, Lindsey 27 Sperry, Monica 26 Sudol, Lisa 26 TOTALS # STUDENTS KINDER 65 GRADE 1 64 GRADE 2 72 GRADE 3 85 GRADE 4 80 GRADE 5 102 GRADE 6 84 GRADE 7 105 GRADE 8 86 GRAND TOTAL
SIPOC Diagram Who supplies the process inputs? What inputs are required? What are the major steps in the process? What are the process outputs? Who receives the outputs? New product development Design and process CTQ’s Internal audit Monthly quality report Site management Site quality steering team External standards Advanced quality planning Corrective actions Marketing leaders Customer service Quality control plans Dock audit Inspection and traceability records External auditors QC equipment suppliers PFMEA risk factors Control plan execution Warranty information system Measurement equipment Quality metrics reporting Internal audit calendar Continuous improvement
Application for a C3/C4 Diversion Enquiry C3 Enquiry - There is no charge for a C3 Enquiry. This is only to be used for budget purposes. If you wish to proceed with the diversion, you will need to complete a C4 Enquiry application. C4 Enquiry - There is a charge of £452.70 per C4 enquiry which is non-refundable. This charge is required prior to South East Water looking into a C4 diversion enquiry. Please submit this form to South East Water, who will be in contact with a reference number. Please use the reference number when making a payment. Do not make a payment prior to receiving the diversion reference number. South East Water Diversion Request Form SEWDIV Applicant Name Company Name Applicant address Contact details Site Address Site grid reference Northing: Easting: Description of the works Details of excavation. Expected start Date: Expected completion date: Snodland ME6 5AH TELEPHONE 03330 000 060 facSimile 01634 242764 EMERGENCY LINE 0845 603 2 603 WEBSITE www.southeastwater.co.uk South East Water Ltd Registered in No. 2679874 Registered Office: , Snodland, ME6 5AH South East Water is an Investor in People
8.2 Related Documents Incident Reporting Policy Being Open Policy Serious Incident Policy MONITORING COMPLIANCE Area to be monitored Methodology Who Reported to Frequency The completion of action plans within the agreed timescale and organisational learning and dissemination Weekly Incidents, Inquests, Complaints, Claims and Actions Meeting Assistant Director of Governance Clinical Governance and Quality Meeting Quarterly Divisional performance assurance framework Director of Nursing Performance Meetings Quarterly Sharing Learning assurance through reporting to Quality and Safety / Board of Directors Learning from Deaths Lead Quality and Safety Committee / Board of Directors Quarterly Quality of structured reviews Quality assurance of all reviews to be conducted by the Learning from Deaths Lead Learning from Deaths Lead Clinical Governance and Quality Meeting Quarterly
DRAFT WELSH AMBULANCE SERVICES NHS TRUST MINUTES OF THE CLOSED MEETING OF THE TRUST BOARD HELD ON 19 NOVEMBER 2014 AT GLYNDWR UNIVERSITY, WREXHAM BOARD MEMBERS PRESENT: Mick Giannasi Tracy Myhill Emrys Davies Pam Hall Judith Hardisty Sara Jones Brendan Lloyd James Mycroft Patsy Roseblade David Scott Martin Woodford Chairman of the Board Interim Chief Executive Non Executive Director Non Executive Director Director of Workforce and Organisational Development Director of Quality and Nursing Medical Director Non Executive Director Director of Finance and ICT Non Executive Director Non Executive Director MG TM ED PH JH SJ BL JMy PR DSc MW TRUST BOARD REPRESENTATIVES: Mike Collins Mike Coupe Nathan Holman Nigel Heal Melfyn Hughes Michael Jose Steve Owen Bleddyn Roberts Dawn Sharp Director of Operations Director of Strategy, Planning and Performance Staff Side Representative (GMB) Staff Side Representative (RCN) Welsh Language Officer Staff Side Representative (UNISON) Corporate Governance Officer Staff Side Representative (UNITE) Corporate Secretary MC MC2 NHo NHe MH MJ SO BR DSh APOLOGIES John Morgan Non Executive Director and Vice Chair JMo 30/14 PROCEDURAL MATTERS RESOLVED: That the standing declaration of Mr Emrys Davies as a retired member of UNITE be noted; and the video recording of the closed session was for Board Members feedback only and would be destroyed after review completed. 31/14 PERFORMANCE UPDATE Members held a discussion in terms of how the performance figures would be reported at future meetings.
Rubric 5 ________________ Student will start paper with an introductory paragraph to introduce the topic and a claim or thesis. (10 points) ________________ Student will write 3 full paragraphs supporting the overall claim. Paragraphs will have 6-9 sentences each. Sentences will be complete and on topic. (10 points) ________________ Support will include some evidence directly from text as well as facts, definitions and concrete details. (10 points) _______________ Writing is appropriate for audience and purpose according to the prompt. (10 points) ________________ Paragraphs will start with a sentence stating the main idea/ topic for that grouping of sentences and end with a sentence that sums up the information in that paragraph. (10 points) ________________ Student will use transition words at the beginning or within 4-5 sentences to create flow in the paper. (5 points) ___________ Sentences will include 2-3 complex or compound sentences. Student will correctly use at least 3 commas or semi - colons (10 points) ________________ Student will use some key words and 4-5 higher level vocabulary words. (10 point) _______________ Paper will end with 2-3 sentences to sum up topic. (10 points) ____________ Student will use correct grammar including verb agreement, pronoun usage, and avoiding double negatives. (10 points) _______________ Teacher content rule: Student will include (15 points) Transition Word Bank: For example In conclusion In addition according to On the other hand Therefore As a result However For Instance Finally Rubric 6
________________ Each paragraph will have at sufficient examples from text research that are explained with a response and credited to the author of the text. (or warrant.) (5 points) ________________ When appropriate, student acknowledges opposing or alternate claims. ________________ Student will use a variety of high level transition words when appropriate, ie moving from one thought to the next, connecting two ideas, etc. (5 points) ________________ Sentences will include at least 8 complex and compound sentences and at least 1 compound-complex. (5 points) ________________ Student will use several key words and at least 10 higher level vocabulary words and precise words to give a clear meaning. (10 point) ___________ Student will write in a formal manner (5 points) _______________ Student will appropriately and impressively use some type of figurative language in his or her paper (10 points) _______________ Student will write in a manner that brings in interest, tone, mood, and voice. (10 points) ________________ Student will be able to incorporate multi-media information, graphics, pictures, etc. into writing. (5 points) _________ Teacher content rule: Student will include ___ (15 points) Rubric 10 ________________ Student will start paper with an Introductory paragraph which will hook the reader, fully introduce topic and include a claim. And summary paragraph will tie up the information in an interesting way that makes the reader want more information. (5 points)
Week 3 HOT Lunch Allergens Sides Pasta Pot Monday 100% Beef burgers Gammon & Egg (Sb,Cg) E Pasta Chips Red Pesto – M,Cg,E,N Tuesday WM Breaded Chicken Lasagne Cg (Ce,E,M) M, (E,Cg) Pasta Wedges Roasted Vegetable - Cg Wednesday Roast Turkey Roast Potatoes – Cg, Mash – M,Cg (Sb,Ce) Gravy – Cg,(E,Ce,Sb,M,Mu) Roast Mash Pasta Italian Tomato – Cg Thursday Chicken Pie Salmon Fillets Cg,M F,Cg Pasta Waffles Mash 3 Cheese – Cg, M Friday Hot Dogs Roll Roll – (Sb,Se),Cg Cg Pasta Chips Tuna Pasta Bake – Cg,F Week 4 HOT Lunch Picnic Lunch Sides Pasta Pot Monday Wholemeal Pizza Sole Goujons Cg,M F,Cg Pasta Chips Green Pesto – Cg,N,E,M Tuesday Chicken Curry 100% Beef burgers M,(Mu,TN,P) Naan:M,E,Cg. Bhaji:Cg (Sb,Cg) Pasta Wedges Rice Carbonara – M,Cg Wednesday Roast Beef Roast Potatoes – Cg, Mash – M,Cg (Sb,Ce) Gravy – Cg,(E,Ce,Sb,M,Mu) Roast Mash Pasta Italian Tomato – Cg Thursday Pasta Bolognaise Fish Cakes Cg Cg,F Pasta Waffles Red Pepper – Cg Friday Sausages Cg Pasta Chips Macaroni Cheese – Cg,M
5 Chapter 2: Skills You Need: Memory, and Studying Research Based Study Strategies Mindtap Assignments (Time for Actions and Critical Thinking) Mindtap Online Chapter Quiz 6 Chapter 3: Setting Goals and Making the Most of Your Time Goal Setting: The ABC’S Approach Chapter 3 Reading Assignment 7 Chapter 3: Setting Goals and Making the Most of Your Time Time Management Mindtap Assignments (Time for Actions and Critical Thinking) Writing Assignment: Multi-Tasking: Exploring the Research in Summary Worksheet Mindtap Online Chapter Quiz 8 Chapter 4: It’s Show Time: Tests, Papers, and Presentations Test-Taking Skills Chapter 4 Reading Assignment 9 MIDTERM EXAM Mid-Semester Reflection Exam Writing Assignments: Mid-Semester Reflection Paper 10 Chapter 4: It’s Show Time: Tests, Papers, and Presentations Papers and Presentations Visit Library Finding Two Possible Articles for the Presentation Mindtap Assignments (Time for Actions) Mindtap Online Chapter Quiz 11 Chapter 5: Motivation, Motivation, Resilience, and Stress Management Chapter 5 Reading Assignment
Resilience, Stress Management: Strategies for When College and Life Get Challenging Mindtap Assignments (Time for Actions) 12 Chapter 6: How Are You Doing? Maximizing Learning via Self-Regulation and Reflection Chapter 6 Reading Assignment Mindtap Assignments (Time for Actions) Mindtap Online Chapter Quiz 13 Research Article Presentations Presentations 14 Chapter 7: Making Good Academic, Career, and Financial Decisions Decision Making Process Career Exploration and Decision Making Chapter 7 Reading Assignment 15 Chapter 7: Making Good Academic, Career, and Financial Decisions Academic Decisions and Your Degree Plan Financial Decisions Mindtap Assignments (Time for Actions) Written Assignments: College Plan and Career Project Due Mindtap Online Chapter Quiz 16 FINAL EXAM and End of Semester Reflection Exam Writing Assignment: End of Semester Reflection
Results :What should have been written down as the result? Interpretation of Result : 05. What Is the use of iodine sqlution? 06. Explain the change in colour of the treated leaf after iodine is added. 07. Apply your knowledge on photosynthesis, briefly describe how is starch formed in the leaf. Conclusion Q8.What did you find out in this experiment? Further Discussion : 09. Why did we need to boil the leaf for 20 seconds? 010. What was the purpose of boiling the leaf in ethanol? 011. Why did we need to turn off the Bunsen burner when boiiing t'le leaf in ethanol? 012.Why did we put the leaf in hot water a second.time? 013.Explain why there were many bubbles found on the lower.surface .of the leaf after.it was placed in hot water at the start of the experiment.
FTF: DO NOT REMOVE For details, visit geocaching.com DO NOT REMOVE For details, visit geocaching.com FTF: DO NOT REMOVE For details, visit geocaching.com DO NOT REMOVE For details, visit geocaching.com FTF: DO NOT REMOVE For details, visit geocaching.com DO NOT REMOVE For details, visit geocaching.com Date: Date: Date: Time: Time: Time: Date / Name Date / Name Date / Name Date / Name Date / Name Date / Name Date / Name Date / Name Date / Name
Data Driven Decision Making Action Plan Program/Department/Committee: Counseling Chair: Program Head – Salene Cowher Date: April 19, 2011 Assessments Examined: NCE pass rate, Comprehensive exams, site supervisor midterm and final evaluations, Alumni surveys, MAKSS, KSD at candidacy and internship, Rubrics for individual classes (identified target outcomes for core classes), employer survey, interview of site supervisors, course evaluations by students, student ratings of clinical experiences. Conceptual framework Summary of Data Analysis: NCE pass rate – 90+% pass rate Comprehensive exams, - 90+% pass rate site supervisor midterm and final evaluations, Vast majority are 4& 5s (scale of 1-5). Very few identified as problematic – we have a Dispositions policy, a Grade Appeal Policy in plce for concerns. Supervision by clinical faculty of no more than 6 per class. Alumni surveys, - every 3 years – reports written – shared with faculty, uploaded on web page for sharing with students. 90+% employment, MAKSS All students show an increase in awareness, knowledge and skills concerning diversity over the course of the program. KSD at candidacy and internship, Students demonstrate the ability to self-evaluate re: knowledge, skills and dispositions necessary for professional counseling. Rubrics for individual classes (identified target outcomes for core classes), - Majority of students score Target or Acceptable on target outcomes – if a pattern of lower than acceptable occurs, the course is reviewed for changes in pedagogy or teaching strategies. employer survey, - done evry 3 years – majority identify that they would hire grads again.
22 23 24 25 26 27 28 February 2015 2/16/2015 –2/19/2015 – Mardi Gras-No School 2/20/2015- Teacher Prof Development – No School 2/27/2014 – End of 2nd Trimester February – 15 Instructional Days March 2015 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 March 2015 3/2/2015-3/6/2015 – Parent Conferences – Early Dismissal 2pm March – 22 Instructional Days April 2015 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 April 2015 4/3/2015 – 4/10/2015 – Spring Break 4/13/2015 – Classes Resume April – 16 Instructional Days May 2015 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Appendix “A” – Map showing proposed park naming Cold Tea Creek Reserve – Belmont South Appendix “B” – Map showing proposed park naming Geoffrey Pasterfield Sports Complex – Cameron Park Appendix “C” – Map showing proposed park naming Estellville Park – Holmesville Appendix “D” – Map showing proposed park naming James Brady Reserve – Marmong Point Appendix “E” – Map showing proposed park naming Don Spence Park – Windale
3.5 ISO 14001 Environmental Management System Paper P Roseblade 3.6 Major Incident Plan - Confidential paper Paper G Roberts 3.7 “Treating People Fairly” an update on our Strategic Equality Plan Paper C Vaughan 3.8 Update on Clinical Contact Centre Configuration Paper P Roseblade
MAY, 2018 SUNDAY SCHEDULE MAY 6 MAY 13 MAY 20 MAY 27 GREETER USHER EDWARD O’NEILL CHUCK KROTZ EDWARD O’NEILL BRUCE HALE ALTAR GUILD MAUREEN ECCLESINE DARCEY HALE KALORA FINUCANE MAUREEN ECCLESINE ALTAR FLOWERS TERESA SAYWARD LYNNE GOEPPER TERESA SAYWARD BOBBI PEREZ LAY READER LINDA HACKER HAROLD BEDOUKIAN DAPHNE HALLOWELL DEAN CAVNEY PRAYERS OF THE PEOPLS CAROL HARSH CLAUDIA CAVNEY BOB HARSH JAN BEDOUKIAN CHALICE BEARER BILL FINUCANE CAROL HARSH TERESA SAYWARD BILL FINUCANE ACOLYTE CLAUDIA CAVENEY DARCEY HALE LINDA ROCKEFELLER DARCEY HALE POT LUCK THE HARSHS THE O’NEILLS THE BEDOUKIANS SAYWARD SHEPARD
REF. DEBIT CREDIT Dec 31 Bal. (a) 1,500 15,400 16,900 ACCOUNT RENT EXPENSE ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 (b) 1,900 1,900 ACCOUNT PREPAID RENT ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 Bal. 2,400 (b) 1,900 500 ACCOUNT SUPPLIES EXPENSE ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 (c) 600 600 ACCOUNT SUPPLIES ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 Bal. 1,300 (c) 600 700 ACCOUNT DEPRECIATION EXPENSE ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 (d) 900 900 ACCOUNT ACCUMULATED DEPRECIATION ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT
Dec 31 Bal. (d) 900 4,300 5,200 ACCOUNT ADVERTISING EXPENSE ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 Bal. (e) 900 1,900 2,800 ACCOUNT ACCOUNTS PAYABLE ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 Bal. (e) 900 3,600 4,500 ACCOUNT SALARY EXPENSE ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 Bal. (f) 1,100 3,500 4,600 ACCOUNT SALARY PAYABLE ACCOUNT NO DATE ITEM JRNL. REF. DEBIT CREDIT BALANCE DEBIT CREDIT Dec 31 (f) 1,100 1,100 (continued) P 3-34A Req. 3 Arlington Air Purification System Adjusted Trial Balance December 31, 2012 ACCOUNT DEBIT CREDIT
Chapter 3 Appendix Alternative Treatment of Prepaid Expenses and Unearned Revenues E 3A-1 Req. 1 (Supplies recorded initially as an asset; CP = cash payment; Adj. = Adjustment) Supplies Supplies expense Beg Bal 1,100 Adj 5,400 Adj 5,400 CP 5,000 Bal 5,400 Bal 700 Req. 2 (Supplies recorded initially as an expense) Supplies Supplies expense Adj 700 Beg Bal 1,100 Adj 700 Bal 700 CP 5,000 Bal 5,400 Req. 3 Account balances are the same under both approaches. E 3A-2 Req. 1 (Unearned revenue recorded initially as a liability) Journal entries: Journal DATE ACCOUNTS AND EXPLANATIONS POST. REF. DEBIT CREDIT
Accumulated depreciation (5,500) 43,500 Total assets $ 62,200 LIABILITIES Current liabilities: Accounts payable $ 4,500 Salary payable 500 Unearned service revenue 5,100 Total current liabilities 10,100 Long-term liabilities: Long-term note payable 4,400 Total liabilities 14,500 OWNER’S EQUITY O’Brion, capital 47,700 Total liabilities and owner’s equity $ 62,200 Req. 2 2012 2011 Current Ratio = Total current assets Total current liabilities = $18,700 $10,100 = 1.85 1.49 Since the current ratio was 1.49 one year ago, during the current year, Brian O’Brion Dance Studio’s ability to pay its current liabilities has improved. Debt Ratio = Total liabilities Total assets = $14,500 $62,200 = 0.23 0.29
Degree Planner: Fall 2015 – Summer 2016 Entering Students MPH: Management, Policy and Community Health – Health Care Management Major Name: _________________________ Student Number:____________________ Department: _____________________Campus: ______________________ Date: _________________ Course Credits Term Title Sem 1 Term/yr Sem 2 Term/yr Sem 3 Term/yr Sem 4 Term/yr Sem 5 Term/yr Sem 6 Term/yr Sem 7 Term/yr Sem 8 Term/yr Sem 9 Term/yr Sem 10 Term/yr Sem 11 Term/yr Sem 12 Term/yr Sem 13 Term/yr Sem 14 Term/yr Sem 15 Term/yr CORE COURSES PUBLIC HEALTH CORE COURSES (16 credit hours) PHM 2610 3 Fundamentals of Epidemiology PH 1690 or PH 1700 4 4 Foundations of Biostatistics, or Intermediate Biostatistics PHM 1110 3 Social and Behavioral Aspects of Community Health PH 2120 or PH 2110 3 3 Fa (a) Sp (b) Man’s Impact on the Environment Or Overview of Environmental Health PH 3715 3 All- a,b,cd Introduction to Management and Policy Sciences OTHER REQUIRED COURSE (1 credit hour) PHM 5010 1 Fa (a) Sp (b) Ethics in Public Health MAJOR COURSES (22 credit hours) PH 3744 or PH 5200 3 3 Fa (a) Fa (a) Organizational Behavior in Healthcare Organizations, Or Foundations in Leadership PH 3720 3 Fa (a) Healthcare Finance PH 3736 3 Sp (b) Healthcare Payment Systems and Policy PH 3738 3 Sp (b) Legal Issues in Healthcare PHM 3746 3 Fa (a) Quality Management and Improvement in Healthcare PH 3735 3 Sp (b) Healthcare Strategic Management PH 3747 3 Fa (a) Healthcare Operations Management All- a,b,cd All- a,b,cd