zilongwang/ReadingBank huggingface dataset:
Title (16pt Bold) Author information – First name, middle initial, last name. (left justified, italics, 10pt font) Affiliation – left justified, italics, 10pt font –Include city/country with affiliation Summary (Heading Arial 12pt bold) Article text should be Arial 11pt. Introduction Theory and/or Method Examples Conclusions Acknowledgements References Reference Style (use Arial 9pt normal)
[3] Y. Yorozu, M. Hirano, K. Oka, and Y. Tagawa, 1987, “Electron spectroscopy studies on media and plastic substrate interface,” IEEE Transl. J. Magn. Japan, 2, pp. 740-741 [Digests 9th Annual Conf. Magnetics Japan, p. 301, 1982].
Title of the Communication (Times 14pt, bold, centred) …blank line… First Author, Second Author, … and Last Author (times 12 pt, centred) Full authors’ Addresses, one per line, including postal code (times 10 pt, italic, centred) corresponding.author@email (times 10pt, centred) …blank line… Abstract text (full justified without paragraph indentation; single spacing). Font: times 12 pt. Please do not change “page set up” parameters of this document and keep margins as they are. Look carefully to the examples provided here and please use the same style of presentation. Figures and Tables shall be centred in the page and numbered accordingly with their order of appearance in the text. Please avoid use of color in the figures, since they will appear black and white (grey scale) in the final print out. Tables must be concise and prepared using font arial 10 pt. The abstract (including figures, tables and references) must not exceed one page. …blank line above figures… Figura 1 – Legend of the figure (times 10 pt, centred) …blank line below figures… References shall be numbered and appear at the end of abstract headed by the word “References”, as illustrated below. Acknowledgements should appear at the end of the abstract, using the format specified below. Good work!… …blank line… References …blank line… 1. A. Author, B. Author and C. Author, J.Mol.Strcut., 1 (1990) 123. 2. Authors, Journal, Vol. (Year) 1st page. …blank line… Acknowledgements: The authors thank....
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Perspective: Students will be able to develop a multi-perspective analysis of local, global, international, and intercultural problems. Assessment Activity/Artifact: Class paper that asks students to engage in such an analysis : -Comparing systems of oppression, colonialism and racial segregation (for ex. comparing Fanon, Memmi and Dubois). Evaluation Process: Response will be graded on 5 point scale, with a score of 1 indicating failure and 5 indicating excellence. Minimum Criteria for Success: A score of 3 Sample: All students will be assessed To be entered at end of course Course Learning Outcome Students will be able to conduct an analysis of texts, discourses and representations produced in the Arab World and its diasporas taking into account global and local perspectives as well as the interconnections of these dimensions. Use of Results for Improving Student Learning To be entered at end of course
D Rear Reflective Board D.1 Passenger Vehicles approaching a double trailer from behind will be alerted to the special nature of the vehicle by a large rear reflective board warning about the length of the vehicle. Fitting such a board to the rear of each trailer will be requirement. Do you support this requirement? If not please justify your response and propose what you would support. E Flexible Trailer Interchange E.1 Trailers used in a double trailer combination can be interchanged to suit a companies operational requirements, so long as all the components, Head unit, trailers and dolly trailer are registered as double trailer components Do you support this requirement? If not please justify your response and propose what you would support. F Driver Qualification F.1 In addition to the normal driving license all drivers of double trailer combinations will be to have been trained and certified specifically in the handling and characteristics of this vehicle type. Do you support this requirement? If not please justify your response and propose what you would support. Can you identify specific training standards? G Permit Process G.1 Once the vehicle and trailers are registered for the purpose of being used as part of a double trailer combination a company will be able to apply for a permit. In addition to signing an undertaking to always meeting the technical requirements of operating, the permit will allow travel on specific routes. If the company wishes to travel on routes outside of those already authorised then it must specifically request those routes after which a decision will be taken on Do you support this requirement? If not please justify your response and propose what you would support.
COUNSEL FOR WRIT NO. J1/11/2014 NANA ASANTE BEDIATUO WITH HIM GARY NIMAKO MARFO AND MISS OFOSUWAA AMAGYEI FOR THE PLAINTIFFS. JAMES QUARSHIE IDUN WITH HIM ANTHONY DABI FOR THE 1ST DEFENDANT. WILLIAM KPOBI (CHIEF STATE ATTORNEY) FOR THE 2ND DEFENDANT. COUNSEL FOR WRIT NO. J1/9/2014 PLAINTIFF APPEARS IN PERSON. JAMES QUARSHIE IDUN WITH HIM ANTHONY DABI FOR THE 1ST DEFENDANT. WILLIAM KPOBI (CHIEF STATE ATTORNEY) FOR THE 2ND DEFENDANT.
Full Legal Name: (Print)________________________________________________ Signed: _________________________________ Date: ________________________ Witnessed:_______________________________ Date: ________________________ Form #1.3 (Print on Church Letterhead) Acknowledgement Form Information Received is strictly confidential This is to acknowledge that a copy of the Abuse Prevention Policy was provided to me. I have read, understand and agree to this Abuse Prevention Policy. May God bless our congregation in its continued ministry to one another! This will be maintained in a permanent personnel file in our office.
Record of Church Contact with a Reference or Church Identified by an Applicant for Children’s Work Name of Applicant: __________________________________________________________________________________________ Reference or Church Contacted Date of Contact Person Contacting the Reference or Church Method of Contact (phone, letter, in person) Summary of Contact
Form #1.7 Suggested ‘Script’ For Telephone Follow – up when Screening Applications “Hello, this is --------------. I serve on the Children’s Ministries Committee of (name of your congregation). Like many churched today, we have a screening policy for all of the people who volunteer to work with our children in Sunday School and other programs. I am calling your church because (applicant’s name)… Indicated on his/her application form that: He/she attended your church/taught in your Sunday School in---------------- (time/date)------------------------------ (age level)------------------------------- Can you verify this information? Would you have any reservations about (applicant) working with children? (If there are reservations, note them on the form) OR 2. (Applicant) listed you as a personal reference. How long have you known him/her? Would you have any reservations about (applicant) working with children? Thank you very much for your help.” Record all information on the follow-up form and return to ________________________ Telephone Follow-up Completed by__________________________________Date:__________ NOTE: I the person who first answers your call does not know the applicant, please try to get the name and number of someone who can help you. Form #2.1 (Print on church letterhead) Waiver & Medical Release Form Overnight Events
3. Describe one planned quality improvement activity or project in which at least the fellow will participate that will require the fellow to demonstrate an ability to analyze, improve and change practice or patient care. Describe planning, implementation, evaluation and provisions of faculty support and supervision that will guide this process. Limit your response to 400 words. 4. Describe how the fellow will: a) develop teaching skills necessary to educate patients, families, students, and other residents; b) teach patients, families, and others; and, c) receive and incorporate formative evaluation feedback into daily practice. (If a specific tool is used to evaluate these skills have it available for review by the site visitor.) Limit your response to 400 words. IV. Interpersonal and Communication Skills 1. Describe one learning activity in which the fellow will develop competence in communicating effectively with patients and families across a broad range of socioeconomic and cultural backgrounds, and with other physicians, other health professionals, and health related agencies. Limit your response to 400 words. 2. Describe one learning activity in which the fellow will develop their skills and habits to work effectively as a member or leader of a health care team or other professional group. In the example, identify the members of the team, responsibilities of the team members, and how team members communicate to accomplish responsibilities. Limit your response to 400 words. 3. Explain (a) how the completion of comprehensive, timely and legible medical records will be monitored and evaluated; and (b) the mechanism that will be used for providing the fellow feedback on his/her ability to maintain medical records. Limit your response to 400 words.
Regional National International 4. Professional Organizations (i.e. advisory councils, residency review committees, etc.) D. Creative Activities (since last site visit) 1. Basic Research (Insert additional rows as needed) Project Name Funding Source Intramural Extramural (non-industry) Industry None 2. Clinical Research (Insert additional rows as needed) Project Name Funding Source Intramural Extramural (non-industry) Industry None
March 20, 2018 The Honorable Heath Flora Member, California State Assembly State Capitol, Room 3098 Sacramento, CA 95814 RE: Assembly Bill 2727 - SUPPORT Dear Assembly Member Flora: The Board of Supervisors of XXXX County offer our support for your Assembly Bill 2727, which provides a personal income tax credit for costs incurred for training and equipment by qualified firefighters. XXXX County has XX rural fire districts, mostly comprised of volunteer firefighters. Rural fire districts rely heavily upon the volunteer services of members from their communities to provide a critical public service, responding to structure fires and emergency response calls. In addition, these firefighters are often on the first line of defense, along with the California Department of Forestry and Fire Protection, on the devastating wildland fires in their own communities. In some parts of rural California, volunteer firefighters are the only local fire department. Over the years, the training requirements and equipment for volunteer (and paid personnel) have increased in time and expense. While the fire districts generally provide the minimum training and safety equipment, often these individuals are not reimbursed for travel to the required training and incur expenses on additional training or higher quality safety equipment. It has become increasingly difficult for the rural fire districts to recruit and retain volunteer firefighters. AB 2727 would provide a personal income tax credit up to 80 percent of the amount incurred by qualified firefighters, not to exceed $1,500 a year. This is a small recognition that these individuals that put their lives on the line to protect the lives and properties of others within their community deserve to have some of their self-paid costs mitigated with a tax credit. For these reasons, XXXX County supports AB 2727. If you should have any questions or concerns, please do not hesitate to contact XXXX at (xxx) xxx-xxxx. Sincerely, XXXX
DOF shall notify every county and the Joint Legislative Budget Committee of its determinations. 20, p. 39-65 Welfare and Institutions Code Article 12 Hospital County Savings Formula Details the process to redirect realignment funds. Defines technical terms associated with the calculation. Defines costs. Defines the cost containment limit and provides exceptions to that limit. Defines revenues. Includes legislative intent that by Sept. 13, 2013, the Legislature shall codify an allocation methodology for other sources of funding that include unrestricted special local health funds (tobacco settlement or special assessment), one-time funds or carry-over funds, and county general purpose revenues. Total revenues and other funds payable for a fiscal year: Medi-Cal revenues + Uninsured revenues + Medicaid demonstration revenues + Hospital fee direct grants + Special local health funds + County indigent health care realignment amount + Imputed county low-income health amount + Imputed gains from other payers + The amount by which the public hospital system county’s cost exceed the cost containment limit (expressed as a negative number) multiplied by .50 MINUS Medi-Cal costs, uninsured costs, other entity IGTs, new mandatory other entity IGTs = Resulting amount shall be multiplied by by .70 in 2013-14 and .80 in 2014-15 and beyond. If the amount is positive, then that amount shall be redirected. If the amount is negative, then the amount shall be zero. The amount to be redirected shall not exceed the county indigent care health realignment amount for that FY. The calculation stays in effect until whichever is later: June 30, 2023 OR the beginning of a FY following two consecutive years when the interim calculation is within 10 percent of the final
Position applied for Elected Member of the Alumni Association Advisory Board Effective from 1 September 2018 Length of tenure Three years – to 31 August 2021 Closing date for applications Wednesday 7 February 2018 Please complete the form by using Microsoft Word. Email the completed document to , mark the subject line as “Advisory Board application’. Please refer to the documentation for further information about the Advisory Board. Available here: Personal Details Name Home Address Email address Daytime/mobile phone Degree Details (type, subject & year) Statement of interest in joining the Alumni Association Advisory Board This must not exceed 300 words (only the first 300 words of any statement that exceeds this will be published). Statements will be made available to the wider alumni community and on Your Manchester website www.your.manchester.ac.uk
6. Describe and apply mental mathematics strategies for adding two 2-digit numerals. Calla’s Jingle Dress The Street Party Sports Camp Planting Seeds Math Makes Me Laugh 7. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals. The Street Party Sports Camp Planting Seeds Math Makes Me Laugh 8. Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context. Math Makes Me Laugh Calla’s Jingle Dress The Street Party Sports Camp Planting Seeds 9. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and numerals), concretely, pictorially and symbolically, by: • using personal strategies for adding and subtracting with and without the support of manipulatives • creating and solving Calla’s Jingle Dress The Street Party Sports Camp Planting Seeds Math Makes Me Laugh How Numbers Work Finding Buster 10. Apply mental mathematics strategies and number properties in order to understand and recall basic addition facts and related subtraction facts to 18. Calla’s Jingle Dress The Street Party Sports Camp Planting Seeds Math Makes Me Laugh 11. Demonstrate an understanding of multiplication to 5 × 5 by: • representing and explaining multiplication using equal grouping and arrays • creating and solving problems in context that involve multiplication • modelling multiplication using concrete Hockey Homework Calla’s Jingle Dress Sports Camp Planting Seeds
Standards Evidence Documents Moderation Criteria Level Department has no mechanism or standard of providing/ communicating the Code of Conduct to employees Less than 25% of SMS members completed financial disclosures, these were signed by EA and submitted to PSC by due date Level 1 Department has a mechanism or standard of providing/ communicating the Code of Conduct to employees At least 75% of SMS members completed financial disclosures, these were signed by EA and submitted to PSC on time (31 May of every year) Mechanism or standard of providing Code of Conduct to employees-such as training and induction programme Report that financial disclosures have been submitted to PSC Moderators to verify existence of mechanism or standard PSC secondary data to verify submission of SMS financial disclosure Level 2 Department provides all new employees with a Code of Conduct Department provides training on understanding and applying the Code of Conduct. All SMS members completed financial disclosures, these were signed by EA and submitted to PSC on time, and disciplinary action taken for non-compliance Report confirming that new employees received Code of Conduct Attendance register of training conducted List showing number and percentage of SMS financial disclosures submitted to PSC, and date of submission Report on disciplinary action for non-compliance Moderators to verify distribution of Code of Conduct, and training PSC secondary data to verify submission of SMS financial disclosures Verify that disciplinary action has been taken for non-compliance Level 3 Level 3 plus: Department analyses financial disclosures, identifies potential conflicts of interests and takes action to address these Level 3 plus: Document showing that analysis has been done and kind of action taken Level 3 plus: Moderators to verify that actions to address specific risks emanating from the assessment of the disclosures are appropriate Level 4
Permanently Mounted Equipment For the vehicle to be eligible for Permanently Mounted Equipment registration code (12-mount), the vehicle must: Be registered as a private carrier type – transporting own goods Have permanently mounted equipment covering approximately 75% of the deck Be used to transport only the mounted equipment and not have any additional load. (Motor Vehicles Policy 4.60.03) Note: Vehicles with this regulation code cannot pull a trailer. The following is a list of permanently mounted equipment that qualifies for registration. Aerial Ladder Aerial Lift and Boom (Hydraulic) Augers – Posthole Backhoes Cleaners Grain/Seed Cleaner Steam Cleaner (Vacuums) Vacuum Cleaner (for septic tank) Compressors Cranes Garland Crane/Mobile Ditchers & Diggers Posthole Drilling Equipment Drilling Rig Seismic/Auger Drill Water Well Boring Drill Radial Arm Drill Rathole Electro Rigging Unit Gradall Grain Vacuum Hydro Scopic Carrier Hydro Seeder Hydro-vac Truck Industrial Radiography Equipment Mobile Mil Photo Equipment (dark room) Pile Driver Pitman Picker Polecat Power Tongs Pumps Concrete Pumps (single or twin) Drilling Mud Pumps Steam Pressure/Water Pumps Power Wash Pump Units Hot Oil Pumps Frac Pumper Sandblasting Equipment Seismic Equipment Seismic Graph Perforating Recorder Recorder Torque Converter Jug Truck (hauls seismic cable) Sprayers Fertilizer Sprayer Stress Relieving Unit Tree Digger/Tree Spade Welders Well Servicing Units Oil Well Service Sand Blender Oil Well Service Rigs Well Stimulating Equipment Oil & Gas Well Testing Units Petroleum Heating Units Cardwell Hot Oil Unit Proving Tanks for Calibration Pipeline Meter Testing Equipment Logging & Completion Unit Pump Jack Service Rig Tool & Servicing Unit Wire Units Grad line Units Grad line Units Draw Works This is a quick reference. Photos of side and rear of vehicle may be required. The equipment name must then be put in the description box on your Vehicle - Form 2.
Video In addition to this user guide, this video will demonstrate how to access, use and interact with the Ageing Better dashboards within Microsoft Power Bi: User Guide Step 1 In any web browser: Navigate to URL: Under ‘Already have an account’, click the ‘Sign In’ button. This will navigate to the Microsoft Power BI site (Figure 1). Login in with the username and password supplied. Usernames and passwords are case sensitive. Please ensure no spaces have been copied if you are copying and pasting a username or password. Passwords have been generated using a random password generator. Figure 1: Microsoft Power BI Login Screen Step 2 Once logged into the Power BI account, an initial dashboard will be viewable (Figure 2): Figure 2: Microsoft Power BI – Landing page To view other dashboards, click on the ‘Navigation Pane’ button (Figure 3). Figure 3: Microsoft Power BI – Navigation pane Clicking the ‘Navigation Pane’ will present a list of items to select. Dashboards are available for data relating to Demographics, Project Participation; Outcomes; and Programme Monitoring. It is worth noting that the navigation pane can be hidden if clicked on again. To view the shared dashboards, click on the ‘Shared with me’ link section as illustrated in Figure 4. Figure 4: Microsoft Power BI – Accessing Shared Dashboards Clicking on the ‘Shared with me’ link, brings up a list of named dashboards on the right, as illustrated in Figure 5. The user can then select the relevant dashboard. While in a dashboard, select ‘Shared with me’ again to view a different dashboard. Figure 5: Displaying a List of Shared Dashboards Step 3 After you have clicked and opened up a dashboard you can start to interact with the data and view the data that is of interest to you.
Click ‘File’ and navigate to the link called ‘Export to PowerPoint (Preview)’ Click on the ‘Export to PowerPoint (Preview)’. Figure 23: Initiating the PowerPoint Export This will then start the export of the dashboards to PowerPoint as illustrated in Figure 24. Figure 24: PowerPoint Export Progress Once the dashboard has finished exporting the PowerPoint file, a yellow warning dialog box will appear (Figure 25) at the bottom of the screen with various options including saving the file. To save the file: Click on the drop down arrow next to ’Save’ button – a pop-up menu will appear Select ‘Save as’ option and save it to your desired location. Figure 25: Saving the PowerPoint Export Locate the PowerPoint export file from your saved location, double-click this file to open it and it should look similar to Figure 26. Figure 26: Viewing the PowerPoint Export File
needs that require particular support. Task ‘The role of the Professional’ You are now asked to produce a second report in response to these case studies, which covers the task in relation to the identified service users in the case studies. You will be studying how working practices are used to successfully meet individual needs. Checklist of evidence required A report Criteria covered by this task: Unit/Criteria reference To achieve the criteria you must show that you are able to: D.P6 Explain why meeting the needs of the individuals require the involvement of different agencies. D.P7 Explain the roles and responsibilities of different members of the multidisciplinary team in meeting the needs of specific individuals D.P8 Explain the arrangements for managing information between professionals. D.M5 Assess the benefits of multi-disciplinary and multi-agency working for specific individuals with care and support needs. D.M6 Analyse the impact of legislation and codes of practice relating to information management on multi-disciplinary working. D.D3 Justify how organisations and professionals work together to meet individual needs while managing information and maintaining confidentiality. D.D4 Evaluate how multiagency and multidisciplinary working can meet the care and support needs of specific individuals
3. Focus Area (Professional development) Implementation Status Circle the most appropriate score Observations Does the school have clearly articulated measurable goals for professional development? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 Does the school provide instructional assistance and support to teachers of language arts and mathematics? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 To what extent is the school implementing Professional Learning Communities (PLCs)? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 How well are we using data to determine professional development for staff? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 What role do teachers have in deciding what assessments will be used to evaluate individual students or the program as a whole? What types of professional development has staff attended? What is the impact/effect of our professional development program? How are collective and individual decisions regarding professional development determined? How is implementation of professional development monitored?
4. Focus Area (graduation/promotion) Implementation Status Circle the most appropriate score Notes Does the school have clearly articulated measurable goals for graduation/promotion? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 Is there evidence to determine that the curriculum is clearly linked to the Core and other standards for student learning for promotion? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 Is data used to inform curriculum, instruction, and assessment decisions to meet promotion or graduation standards? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 Is the staff focused on supporting and challenging all students to meet promotion and graduation goals? Not at All 1 Minimally 2 Partially 3 Substantially 4 Fully 5 What evidence is there that there is a process for monitoring, evaluating and renewing the curriculum to meet the needs of all learners for promotion and/or graduation goals? How are instructional strategies and activities aligned with student learning needs and expected outcomes for achievement?
Do you have your goals for this coming year? If so, please list. Component Financial Information Balance in Treasury as of July 1, 2018 Total income (July 1, 2017 – June 30, 2018) Total expenses (July 1, 2017 – June 30, 2018) Please attach the following: Financial statement of summary details of income and expense. Copy of your Budget for the last annual conference year. Copy of the financial assessments/requests on each congregation. List of officers
The information on the TIF does not match with the expectations the student discloses to the AC staff. (i.e. missing accommodations, student is requesting scratch paper, time does not match, etc. ). Keep in mind students are already coming in stressed and anxious. Anything we can do to prevent or any additional stress or tension is critical and should be our first priority. If the Instructor specifically states that something is NOT allowed talk to the student and show them. Once you start assisting a student do your best to be the staff that helps them from start to finish as much as possible. Email the instructor to notify them of the situation and cc the AC Coordinator. Talk with the instructor about the situation if you know they will be picking up the exam. Robert Norris, Grace Ball, or the AC Coordinator should be your first contact for any DSPS questions. If they are not available contact DSPS main office for guidance DSPS exams needing alternative media accommodations (i.e. Kurzweill, enlargements, etc.) should be dropped 24-72 hours before the student’s scheduled appointment. Flag those exams for the DSPS Specialist to follow-up with Instructor. See Page 6 for details on the procedures.
REFERENCES [1] B. Giddings, B. Hopwood, and G. O’Brien, “Environment, economy and society: fitting them together into sustainable development,” Sustain. Dev., vol. 10, no. 4, pp. 187–196, Nov. 2002. [2] C. Ucha, “Poverty in Nigeria: Some dimensions and contributing factors,” Glob. Major. vol. 1, no. 1, pp. 46–56, 2010. [3] D. for B. I. and Skills, “c Analysis of the Sector, BIS/13/958,” London, 2013. [4] C. Rhodes, “Construction industry: statistics and policy.,” London, 2015. [5] European Commission, “FWC Sector Competitiveness Studies N° B1/ENTR/06/054 –Sustainable Competitiveness of the Construction Sector- Final report,” 2011. [6] Department for Business Innovation and Skills, “Industrial Strategy: government and industry in partnership,” London, 2013. [7] Global Construction Perspectives and Oxford Economics, “Global Construction 2030. A global forecast for the construction industry to 2030,” Loddon, 2015. [8] The Insolvency service, “Insolvency Statistics – April to June 2016 (Q2 2016),” London, 2016. [9] Dun and Bradstreet Limited, “Global business failures report,” 2012. [10] M. Hodgson, “Insolvency figures show 23% of failures come from Construction Industry - Tremark,” 2013. [Online]. Available: [Accessed: 05-Jan-2016]. [11] European Commission, “Communication from the commission to the European parliament and the council: Strategy for the sustainable competitiveness of the construction sector and its enterprises {SWD(2012) 236 final}.,” Brussels, 2012. [12] R. A. I. Van Frederikslust, Predictability of corporate failure. Boston, MA: Springer US, 1978. [13] E. I. Altman, G. Marco, and F. Varetto, “Corporate distress diagnosis: Comparisons using linear discriminant analysis and neural networks (the Italian experience),” J. Bank. Financ., vol. 18, no.
C4 Be able to analyse and critically evaluate the information collected C5 Handle and restrain an animal safely and humanely, and instruct others in performing these techniques C6 Perform a comprehensive static and dynamic assessment C7 Advise on, and offer appropriate treatment C8 Recognise the value of research to the critical evaluation of practice C8 Be aware of a range of research methodologies C8 Be able to demonstrate a logical and systematic approach to problem solving C8 Be able to evaluate research and other evidence to inform their own practice C8 Recognise the need to discuss, and be able to explain the rationale for the use of manipulative treatment C9 Be able to change their practice as needed to take account of new developments C9 Be able to demonstrate a level of skill in the use of information technology appropriate to their practice C10 Be able to keep accurate, legible records and recognise the need to handle these records and all other information in accordance with applicable legislation, protocols and guidelines C10 Understand the need to use only accepted terminology in making records C11 Be able to gather information, including qualitative and quantitative data that helps to evaluate the animal’s response to treatment. C11 Be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the client C11 Be able to make reasoned decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately C11 Be able to evaluate treatment plans to ensure that they meet the needs of the animal
Patient Information Reason for Admission: School: Grade: Grades at School: Concentration Issues: ⃣ YES ⃣ NO Behavior at School: Patient Lives with: Conflicts at Home (if so, who): Abuse History: Medical Concerns: Past medical history: Prior Hospitalizations (if so, when): Family Mental Health History (if so, who): AOD use (ETOH, Caffeine, Cigarettes, and illegal drugs): Sexually Active: ⃣ YES ⃣ NO Safe Sex: ⃣ YES ⃣ NO Last Bowel Movement: FEMALES ONLY: Last Menstrual Period: Pregnancy Concerns: ⃣ YES ⃣ NO Immunizations Up to Date: ⃣ YES ⃣ NO Allergies: Intake Concerns (appetite, N/V, Eating D/O): Sleep Concerns (falling/staying asleep): Number of hours: Nightmares: ⃣ YES ⃣ NO Involuntary Urination at Night: ⃣ YES ⃣ NO Current Medical Medications: Prescribing Physician: Next Apt (Date/Time) Currently taking Psychiatric Medication: ⃣ YES ⃣ NO Current Psychiatric Medications: Previously tried medications: How long has the patient been taking psychiatric medication? Prescribing Physician: Next Apt (Date/Time): How often does the patient see his/her psychiatrist? Does the patient currently see a Counselor/Therapist: ⃣ YES ⃣ NO How long has the patient been in counseling? Name/Number: Next Apt (Date/Time): How often does the patient see his/her counselor/therapist? STATEMENT OF FINANCIAL RESPONSIBILITY & ASSIGNMENT OF BENEFITS Date: ____________________________ *** PLEASE NOTE – ALL SECTIONS MUST BE COMPLETED. ***
CaliforniaVolunteers – Office of the Governor AmeriCorps Committee Meeting CaliforniaVolunteers 770 L Street, Suite 1160 Sacramento, CA 95814 April 19, 2013 AGENDA Friday, April 19, 2013 10:00 am – 10:30 a.m. ______________________________________________________________________ 10:00 Welcome 10:05 Review of School Turnaround AmeriCorps Funding Opportunity 10:10 Action Items: Approve staff recommendations for the FY 13 School Turnaround AmeriCorps competitive submission. 10:30 Adjourn
FALL SCHEDULE 2018 BRAILLE INSTITUTE - ANAHEIM CENTER WEDNESDAY, SEPTEMBER 5 to FRIDAY, NOVEMBER 16, 2018 Temporary Location: Anaheim Christian Reformed Church, 530 N. Dale Avenue, Anaheim, CA 92801 Class sizes may be limited while we are at our temporary location. MONDAY 9:30 – 11:20 MONDAY 12:30 – 2:20 Basic Cooking - Colleen Bowling - Dan Daily Living Skills – Emily Exercise for Health - Sally Computer Keyboarding - Beverly Profiles of Fascinating People - Jackie Victor Reader Stream (9/10-6 wks) - Steve Beginning Guitar (12:30-1:30) - Raul Braille Reading & Writing - Steve Great Debate - Susan Holiday Potluck Cooking - Emily Learn GPS with iPhone - Hugo Living with Vision Loss - Cathleen TUESDAY - No Classes TUESDAY - No Classes WEDNESDAY 9:30 – 11:20 WEDNESDAY 12:30 – 2:20 Braille Reading & Writing - Steve Exercise for Health - Sally Holiday Potluck Cooking – Emily Scrabble - Terri Sensory Awareness - Linda Zoomtext Fusion – Beverly Advanced Jaws - Hugo Basic Cooking - Emily Braille Reading & Writing - Sharon Daily Living with Technology - Matt Walk for Health for Active Adults - Barbara THURSDAY 9:30 – 11:20 THURSDAY 12:30 – 2:20 Basic Cooking - Emily Braille Reading & Writing - Steve Cribbage - Danny Exercise for Health - Sally Jaws Essentials (9/6 - 6 wks) Beverly Jaws & Gmail (10/18 - 6 wks) Beverly Rocking Geology & Science - Jeff Sensory Awareness – Colleen Conversational Spanish - Carmen Daily Living with Technology – Matt/Emily iPhone for Spanish Speakers - Hugo Music Appreciation - Stan Walk for Health – Audrey Holiday Potluck Cooking - Colleen FRIDAY 9:30 – 11:20 FRIDAY 12:30 – 2:20 Braille Reading & Writing - Steve Computers for Spanish Speakers - Hugo Holiday Potluck Cooking Spn – Emily Men’s Support Group - Richard Self Defense – Master Yung Basic Cooking – English Speakers - Emily English as a Second Lang. - Arial iPhone Voiceover – Beg/Adv. - Hugo Yoga 12:00 – 1:30 - Tyler
A.694(17),IMORes.A.808(19),IMOMSC/Circ.862. .2 Eachpieceofequipmentistobearrangedina ship-likemanner. For Full-Mission Bridge (Virtual arrangement is acceptable for dedicated GMDSS simulator and Mini-Station Bridge) .3 Itshallbepossibleforthelearnertomove“ownship”inthenavigation area (for FMB). The radio communication station shall at least consist of the following main components where all necessary sub-systems are to be included: .4 VHFradiotelephonewithDSC(digitalselectivecall). .5 AtleastonehandheldVHFset. .6 SatelliteEPIRB(emergencyposition-indicatingradiobeacon). .7 NAVTEXreceiver. .8 SART(SearchandRescueTransponder). .9 RadarforreceivingSARTsignals. .10 MF/HFradiotelephonewithDSC(DigitalSelectiveCall), NBDP (NarrowBandDirectPrinting) and Radio Telex. .11 InmarsatA,B,orF shipearthstation(Telephone,telex,includinga distressprioritytelephoneandtelexserviceto/fromRCC) or equivalent. .12 InmarsatC shipearthstation (Store-and-forwarddataandtelexmessaging,withEGC(Enhanced
Scenarios in each competenceshall comply with the STCW Code Table A-IV/2 in column 1& 2. Scenario 1 Scenario 2 Scenario 3 Scenario 4 Scenario 5 Scenario 6 1 C1-KUP 1.Searchandrescue radiocommunications, includingproceduresin theInternational Aeronauticaland MaritimeSearchand Rescue(IAMSAR) Manual. 2 C1-KUP 2. The means to prevent the transmission of false distress alert and the procedures to mitigate the effects of such alerts. 3 C1-KUP 3. Shipreportingsystems. 4 C1-KUP 4.Radiomedicalservices. 5 C1-KUP 5. UseoftheInternational CodeofSignalsandthe IMOStandardMarine both writtenandspoken, forthecommunicationofinformationrelevantto safetyoflifeat sea.
6 C2-KUP 1. Abandonship. 7 C2-KUP 2. Fireonboardship. 8 C2-KUP 3. Partial orfullbreakdown ofradioinstallations. 9 C2-KUP 4. Preventivemeasuresforthe safetyofshipandpersonnel inconnectionwithhazards related toradioequipment, including electrical and non-ionizingradiation hazards IV – SIX (6) SCENARIOS FOR GMDSS Details of Scenario Scenario 1 Scenario 2 Scenario 3 Scenario 4 Scenario 5 Scenario 6 Competency being addressed
European Russia (Belgorod) 21.7 61 356* Ivanova S.A. et al. Modern problems of science and education, №4, 2014 Irkutsk 7-12 39.5±0.9 177-304 Rudikovskaya et al. Acta Physiol. Plant. (2015) 37:238 Buryatia (introduce) 6-7 31.3±0.5 192-224 Rudikovskaya et al. Chem. Natur. Compounds (2014) V. 50 (4) Buryatia (natural) 1-2.6* 15 10-32* Bakchanova et al. News КrasGАU (2014) №9 Yakutia 35±0.2 Sarabaykina S.М. Modern problems of science and education (2011) № 6 India (the foothills of the Himalayas) 820 73600 Sharma R., Proc. Natl. Acad. Sci., India (2015) Table 2. Content of ascorbic acid in different parts of the world. The lowest concentration of ascorbic acid was observed in natural populations of Siberian crabapple growing in the Republic of Buryatia (10-32 µg / g dry weight). Ascorbic acid content in the fruit can increase by an order of magnitude (up to 304 µg / g dry weight) after the introduction of these trees in the neighboring region of Buryatia (about 100 km) and in the neighboring Irkutsk region (600-800 km). Looking at the data in a geographically wide context, you can observe the following picture. Ascorbic acid content steadily increases with the increased distance from the natural habitat. It forms a geographic cline. Content of vitamin C rises to the west (Belgorod → Kiev → Warsaw (уосо), & northeast (Yakutsk) & and the south (the Himalayan foothills, India). There it reaches the maximum value (73 600 mg / g dry weight). According to the results of Professor Sedov, the reverse pattern was observed for the cultivated apple. Ascorbic acid content increases with the promotion along Europe to the north and east. The information about interspecific hybrids is rather fragmented but it allows noting that, for example, fruits grown in
answers. Use copies of exemplar pieces of learner writing in the middle band range. Proofreading Learners in pairs read through a piece of writing where accuracy is an issue, and annotate errors in pencil according to relevant, agreed criteria: circle errors; use omission marks to signify points which need extension, e.g. because they read as a list; put brackets around material which drifts, repeats or is otherwise irrelevant; identify expressions or vocabulary to refine. Use the relevant section of mark scheme and learners consider the likely mark. Correcting 50% Learners consider the annotations to correct a given percentage of errors, e.g. correcting 25/50/75% of the errors in the piece of writing/using asterisks to add relevant material, and deleting unnecessary material. The corrected versions are discussed in group in terms of the likely mark difference in each case. Model answer Learners are all given the same piece of exemplar writing by a previous learner, to correct and improve in every possible way, making a note of any changes they make and why. Class shares and discusses the suggested changes. AO2: AO1: R1-R5 Reflecting on feedback, experience and setting targets Learners identify typical errors/challenges in timed conditions and review their own work/that of others to highlight targets for improvement. Use an exemplar text with areas of weakness indicated. Highlights from examiner reports commenting on qualities of good and weak expression in Papers 3 and 4. ‘How to...’ slide shows Learners in pairs present a three-minute explanation of a typical error/challenge using a short extract from their own practice pieces to illustrate and offer advice on how to deal with/avoid such difficulties. Interview learners Learners interview older learners to find out the challenges/mistakes they suggest might need addressing for success in examinations based on their own experiences/that of others around them. Learners visit the class below them to offer advice and answer questions (based on their findings and their own observations) to learners just starting/about to start their Cambridge IGCSE (9–1) course.
James Bigwood, Audio Supervisor Jillian Kuchman, Post Production Audio Technician MSgt. James DeVaughn, Audio Mixer MSgt. Loren Zimmer, Audio Mixer Audio Audio Composite David Wainwright, Audio Post Production Public/Current/Community Affairs - Program/Special Unlocking Invisible Fences Mark Keefer, Executive Producer Nancy Yamada, Reporter Jeff Salkin, Anchor Melinda Wise, Associate Producer Roxana Bardan, Associate Producer Still another Emmy Award was earned as, under the tutelage of their professor, MPT’s Mike English, executive producer, Content Division, a graduate-level American University class earned a regional Emmy for its film Chesapeake Villages. The students won this Student Emmy” in the category of “Long Form Non Fiction.” Chesapeake Villages premiered on MPT during the 2015 Chesapeake Bay Week®. In the past decade alone, MPT productions and personnel have earned nearly 60 regional Emmys®. Since its launch in 1969, Maryland Public Television has also been recipient of four national Emmy® Awards. About MPT Launched in 1969 and headquartered in Owings Mills, MD, Maryland Public Television is a nonprofit, state-licensed public television network and member of the Public Broadcasting Service (PBS). MPT’s six transmitters cover Maryland plus portions of contiguous states and the District of Columbia. Frequent winner of regional Emmy® awards, MPT creates local, regional, and national television shows. Beyond broadcast, MPT’s commitment to professional educators, parents, caregivers, and learners of all ages is manifest in its year-round instructional events and super-website Thinkport which garners in excess of 1.4 million visits annually. ###
2S1C. Test Takers (Completers) Passing Credentialing Test Rate* Met Met 2S1D. Completers Passing Credential Test Rate** Met Met 2S1E. Completers who passed a credentialing test plus Completers who earned an Advanced Studies Diploma and did not pass acredentialing test** Met Met 3S1 Secondary School Completion Met N/A 4S1 Student Graduation Rate Met N/A 5S1 Secondary Placement (Transition) Rate Met Met 5S1 Program Completer Response Rate Not Met N/A 6S1 Nontraditional Career Preparation (Enrollment) Met N/A 6S2 Nontraditional Career Preparation (Completion) Met N/A The 2016-2017 Statewide Annual Performance Report will be located at
Create a Lesson Plan to teach Rules for EACH Location (3 separate Lesson Plans): (See Attachment in Brainshark for Rules Lesson Plan SAMPLE) Rules Lesson Plan Location 1: Classroom Rules: (paste from Expectation/Rules Chart all rules under this location) Positive Example: Non-example: EXAMPLE: Keep hands to yourself Hands by side, in pockets, or behind back Touching the walls or bulletin boards I will follow directions the first time. Follow classroom rules Defiance/Refusing to follow directions I will follow classroom procedures. Follow classroom procedures and traffic patterns Defiance/Refusing to follow procedures I will keep “HBO” to myself. Hands by side of behind back Touching others, others’ belongings or bulletin boards I will be in control of my own actions. Staying in my own assigned area Leaving my assigned area I will work cooperatively with others. Using kind words/actions Bothering other students/using profanity Resources used to teach this Lesson Plan (2-3 resources with specific websites, curriculum, programs, etc.): Explicit teaching of rules and expectations/practice CHAMPs Character Education BCPS Code of Conduct Handbook BCPS Code of Conduct Video Discipline Assemblies Specific steps of Lesson Plan (3-5 sentences. Include lesson format, activities, and details to replicate): Teachers will explicitly teach the CHAMPs expectations during the first few weeks of school. Teachers will then continuously re-teach and enforce the CHAMPs expectations within their classroom. The Guidance Counselor and the Behavior Specialist will reinforce school-wide expectations and behavior consequences during discipline assemblies and individual behavioral incidences. The MTSS process will be utilized to address students who continue to have behavioral difficulties, which will include specific behavioral interventions that are tailored to meet the needs of the individual students. Lesson Plan Dates & Times (also document in classroom plans AND master calendar – minimum of 4 dates) 1. August 17, 2016 8:30am 2. October 9 2016 at 3:15pm 3. December 7, 2016 at 3:15pm 4. March 1, 2017 at 3:15pm Who is responsible for teaching the Lesson Plan? Teachers Guidance Counselor Behavior Specialist
The title of Godhead is His; No praises can ever excel The worth of a Saviour like this. The earth is so little, beside Creation’s unmeasured reach— A small speck of dust undescried, A drop of the sea on the beach: But Love wrought its victory here, A conquest of glory supreme; And Calvary’s accent is clear Through heaven in each rapturous theme. Awake! it is time, oh! my soul, Be strong to forget every pain; ' The Church of all nations extol, The praise of the Lamb that was slain: The work is so vast in its plan, Too few are the words of the earth, Too feeble the talents of man, To tell the Atonement’s full worth. [[@Page:125]]The Feast of Atonement is nigh, The world is to share in the feast— Let all the bright stars of the sky Be bells of fine gold for the Priest! His praise let all powers make known— ‘He reconciled us unto God! The Aaron who died to atone, He liveth, with glory endowed.’ Let all worlds in concert unite To give the Redeemer His due, Until their rejoicing delight Th’ eternal dominions of blue: All space be an ocean of praise, And waves of harmonious refrain Surge back over infinite ways To the shores of creation again! Oh! sinner, hast thou not a voice For Him who is Refuge alone! The angels adoring rejoice That He for us all did atone: Their wonder they ever confess, To think of His death in our room: But is their astonishment less,
Ride to battle, ride victorious (Marchog Iesu yn llwyddianus) Speak, O Christ! the gentle-hearted (O llefara, addfwyn Iesu) In lonely desert place (Mewn anial dyrys le) The glory is coming (Fe welir y dyddiau) Who’ll give me balm of Gilead (Pwy ddyry im’ falm Gilead) To Thee, my God, my Saviour (Fy Nuw, fy addfwyn Iesu) Jesu’s blood can raise the feeble (Gwaed y Groes sy’n codi fyny) When human help is at an end (Pan ballo ffafor pawb, a’u hedd) If Thou would’st end the world, O Lord (Duw os wyt am ddybenu’r byd) [[Ann Griffiths >> Page:53]] [[53 >> Page:53]] Great Author of Salvation (O Arglwydd Dduw Rhagluniaeth) Blessed day of rest eternal (O ddedwydd ddydd! tragwyddol orphwys) [[@Page:156]]Heaven sweetly will remember (Bydd melus gofio y cyfamod) Must I face the stormy river? (Os rhaid wynebu’r afon donog) There’s a day to journey homewards (Mae’r dydd yn dod i’r had brenhinol) [[Morgan Rhys >> Page:70]] [[70 >> Page:70]] I promise every day (Gwnes addunedau fil) All praise to Christ the Righteous (Tragwyddol glod i’r Cyfiawn) Lord, open mine eyes to behold (O agor fy llygaid i weled) O welcome, blessed morrow! (Henffych i'r boreu hyfryd) Thy gracious ancient promise (Dy hen addewid rasol) [[David Williams >> Page:75]] [[75 >> Page:75]] Unbelief, let me have quiet (Anghrediniaeth, gad fi’n llonydd)