zilongwang/ReadingBank huggingface dataset:
QCAT for Safer Chemicals Example Chemical Assessment Worksheet Chemical Name: CAS #: Also Called: Identify Applications/Functional Uses: Molecular Formula: Molecular Weight: Chemical Structure: Optional Physicochemical Properties: Delete row if not used Hazard Summary Table: Human Health Group 1 (HH1) Human Health Group 2 (HH2) Ecological Fate Physical C M R D E AT ST N SnS SnR IrS IrE AA CA P B Ex F Note: Please see Appendix A for glossary of hazard endpoint acronyms. Grades Initial Data Gap Final Human Health Effects – Group I Carcinogenicity (C) Hazard Level (H, M, L or DG): Research Summary: References:
CR 3 Access to a full range of education programs Partially Implemented CR 6 Availability of in-school programs for pregnant students Partially Implemented CR 8 Accessibility of extracurricular activities Partially Implemented CR 9 Hiring and employment practices of prospective employers of students Not Implemented CR 10A Student handbooks and codes of conduct Partially Implemented CR 12A Annual and continuous notification concerning nondiscrimination and coordinators Partially Implemented CR 14 Counseling and counseling materials free from bias and stereotypes Partially Implemented CR 15 Non-discriminatory administration of scholarships, prizes and awards Not Implemented CR 16 Notice to students 16 or over leaving school without a high school diploma, certificate of attainment, or certificate of completion Partially Implemented CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program Not Implemented CR 20 Staff training on confidentiality of student records Not Implemented CR 21 Staff training regarding civil rights responsibilities Not Implemented CR 24 Curriculum review Partially Implemented COORDINATED PROGRAM REVIEW CORRECTIVE ACTION PLAN Criterion & Topic: SE 9 Timeline for determination of eligibility and provision of documentation to parent CPR Rating: Partially Implemented Department CPR Findings: Student record review, documents, and interviews indicate that after the receipt of parental written consent, the district does not consistently convene a Team meeting to determine the student's eligibility and provide the parent with either a proposed IEP and placement or written explanation of no eligibility within forty-five school working days. Description of Corrective Action: Analysis of this issue indicates that scheduling conflicts after the completion of all evaluations is the primary cause of delays. Current practice places this responsibility in the central office rather than at the schools. The district will shift practice in the following ways: - Initial eligibility and triennial re-evaluation meetings will be scheduled by the primary contact for each student. - Upon receipt of the consent to evaluate, Primary Contacts will contact the parent
Sample: ICS Form 211 Incident Check-In List, ICS Form 211 1. Incident Name: 2. Incident Number: 3. Check-In Location (complete all that apply): 4. Start Date/Time: Date: Time: Base Staging Area ICP Helibase Other Check-In Information (use reverse of form for remarks or comments) 5. List single resource personnel (overhead) by agency and name, OR list resources by the following format: 6. Order Request # 7. Date/Time Check-In 8. Leader’s Name 9. Total Number of Personnel 10. Incident Contact Information 11. Home Unit or Agency 12. Departure Point, Date and Time 13. Method of Travel 14. Incident Assignment 15. Other Qualifications 16. Data Provided to Resources Unit State Agency Category Kind Type Resource Name or Identifier ST or TF ICS 211 17. Prepared by: Name: Position/Title: Signature: Date/Time:
bodies and referee report may be verified through the establishments and individuals I have indicated; I consent to my details being kept confidentially and used for specific and lawful purposes as specified in the Data Protection Act 1998; I agree to complete a criminal convictions check or a criminal convictions declaration form, if I am identified as the preferred candidate. Read, agreed and understood (check box) Date: PART C Application for (Job Title): Domestic Assistant, Band 2. 16hrs - Mon to Thurs.4.45pm to 8pm/ Fri. 4.30pm to 7.30pm. Perm Post Closing Date: Midnight Thurs. 19th July ‘18 Job Reference No: 0618/44059.SM Location: Motherwell Health Centre Candidate ID No: Qualifications Achieved Subjects Type of Qualification eg. Standard Grade, GCSE, Higher, BSc Grade Achieved Qualifications Currently Studying or Working Towards Subjects Type of Qualification eg. Standard Grade, GCSE, Higher, BSc Grade Anticipated Date Anticipated
Job Reference No: 0618/44059.SM PART C Candidate ID No: Statement in Support of Application – please tell us your personal qualities, skills and attributes, experience and any major achievements and show how they match those needed for this job. Where did you see the Advertisement for this Post? Newspaper (which one?) Professional Journal (which one?) Vacancy Bulletin SHOW (NHS Scotland Website) Job Centre Plus Other (please specify)
Center for Assessment & Learning English Language Acquisition The Office of English Language Acquisition and Academic Achievement (OELAAA) oversees the English Language Acquisition Professional Development (PD) state budget line-item In FY13, approximately $603,153 was appropriated to support PD for educators of English language learners (ELLs) implementing sheltered English immersion (SEI) and teaching English language acquisition. This funding supported the professional development of approximately 3,500 teachers. The Department used this funding to help develop PD capability within districts in multiple ways: By hosting several train-the-trainer workshops for the SEI Endorsement classes in which approximately 90 educators participated to become SEI PD trainers. By developing four SEI Endorsement courses including three teacher courses and one administrator course to be used for the entire length of the Rethinking Equity and Teaching for English Language Learners (RETELL) course window (2012-13 to 2015-16). By funding the procurement of approximately 90 pilot and full SEI courses. By funding one partnership initiative between districts and higher education institutions in order to build capacity within districts to prepare teachers to work with ELLs. This project was led by the University of Massachusetts - Amherst and it supported the Access to Critical Content and English Language Acquisition (ACCELA)/ESE scholarships for urban classroom teachers in the western part of the state. OELAAA also used federal funds from Race to the Top (RTTT) and Title III. In FY13, approximately $250,000 was appropriated to support PD for educators of ELLs implementing the World-Class Instructional Design and Assessment (WIDA), which is a statewide initiative to introduce and implement a new set of standards across all content areas and assessment for ELLs. During the fall and spring of SY2012-2013, the Department twenty regional trainings and numerous other district-specific workshops and consultations with these funds. The trainings were very well received by educators. More than 850 teachers and administrators participated in state sponsored WIDA PD this past school year. Funds were used for several types of PD offerings described below:
β4 and/or β5 is statistically significant, it indicates that, despite propensity score weighting, significant pre-intervention differences in Advancing STEM AP schools and comparison schools’ AP exam taking/passing rates remained. Appendix B: AP Exam Taking, Full Model Results
Appendix D: Summary of Key Results for all Models Summary Table: Advancing STEM AP Impacts by Subgroup Percentage Point Change Subgroup Subject Exam Taking1 Exam Passing1 Change Year 1 Annual Rate of Change Change Year 1 Annual Rate of Change All students Any ELA, Math, or Science 6.6 n.s. 2.0 0.3 ELA 3.7 n.s. 1.5 n.s. Math 2.7 n.s. n.s. 0.3 Science 1.9 n.s. 0.5 0.2 Male students Any ELA, Math, or Science 5.6 n.s. 2.1 n.s. ELA 3.1 n.s. 1.5 n.s. Math 2.3 n.s. 0.5 n.s. Science 1.2 n.s. 0.7 n.s. Female students Any ELA, Math, or Science n.s. n.s. 2.1 0.6 ELA 5.3 n.s. 1.9 n.s. Math 2.2 0.9 n.s. n.s. Science n.s. n.s. 0.4 0.4 White students Any ELA, Math, or Science 6.3 n.s. 2.4 n.s. ELA 4.9 n.s. 2.1 n.s. Math n.r. n.r. 0.7 n.s. Science 1.6 n.s. n.s. n.s. African American/Black students Any ELA, Math, or Science 4.4 n.s. n.s. n.s. ELA 3.9 n.s. n.s. n.s. Math 2.2 n.s. n.s. n.s. Science 1.6 n.s. n.s. n.s.
Subgroup Subject Exam Taking1 Exam Passing1 Change Year 1 Annual Rate of Change Change Year 1 Annual Rate of Change Non-SWD Any ELA, Math, or Science n.s. n.s. 2.4 n.s. ELA 4.5 n.s. 1.8 n.s. Math n.r. n.r. 0.6 0.3 Science 1.9 n.s. 0.6 0.2 Note: “n.s.” means “no significant findings.” Only statistically significant results are presented. “n.r.” means “not reported.” Findings are not reported because either the models did not converge and therefore produced no results or the samples of participating and non-participating schools were not balanced or partially balanced. 1Change in percentage points of students taking/passing an AP exam at a school. A positive number indicates an increase in the percentage taking/passing.
RADICAL RULES RADICAL VOCABULARY 3 is the index 27 is the radicand 3 is the root +/- RADICALS 5 + 6 5 + 6 5 + 6 5*5 + 6*2 Add ONLY when you have the same radicand Subtract ONLY when you have the same radicand Only + or – the coefficents! RADICALS * = If index is the same, put entire product under 1 radical sign If index is the same, put entire division under 1 radical sign Or, if everything is already under 1 radical sign, split in 2! RATIONAL EXPONENTS = Numerator = radicand exponent Denominator = radical sign index RADICAL OPERATIONS Index? 5 Radicand? 32 Root? 2 2*2*2*2*2= 32 + - + - + - + - - ( )(2)
Name: Date: School: Facilitator: 6.01 La Maison d’Anaïs As you listen to the audio file linked on the task page, select the image that best answers the comprehension questions in the table. Type the corresponding letter for your answer in the answer space. Question Image Answer Où est-ce que la famille d’Anaïs mange ? A. dining room B. kitchen Qu’est-ce qu’il y a dans la pièce ? A. chairs B. armchairs Qu’est-ce qu’il y a sur la table ? A. place setting B. flowers Identifie la chose qui n’est pas dans le salle de séjour. A. rug B. coffee table C. lamp D. desk Comment est le divan ? A. large sofa B. small sofa
Qu’est-ce qu’on fait sur le divan ? A. family watching TV B. person sleeping on couch Qu’est-ce qu’on fait en hiver ? A. hot chocolate B. fireplace Identifie la chose qu’on ne fait pas dans le salle de séjour . A. reading B. relaxing in a chair C. playing cards D. talking Identifie la chose qui n’est pas dans la cuisine. A. microwave B. dishwasher C. stove D. pantry Qu’est-ce que la mère prépare dans le four ? A. cake B. dinner Ou est-ce qu’on met des choses pour les chauffer ? A. microwave B. fridge Comment est-ce qu’on lave les assiettes ? A. by hand B. dishwasher
Ou est-ce qu’Anaïs se baigne ? A. sink B. shower C. bathtub Qu’est-ce qu’elle fait devant le miroir ? A. makeup B. toothbrush Qu’est-ce qu’Anaïs met dans l’armoire ? A. shoes B. clothes Qu’est-ce qu’elle fait devant son bureau ? A. sleeping B. doing homework Comment est la chambre d’Anais ? A. organized B. messy
Bonds: Official Action Approval Official Action Project without Volume Cap Request Alliance for Inclusion and Prevention, Inc. (Boston) – $5,150,000 – Vote Bonds: Final Approval Final Approval with Volume Cap Request Wilshire Westminster LLC (Boston) – $14,495,000 – Vote STANDING BOARD COMMITTEES Origination & Credit Committee – Chair: J. Blake Report of June 12, 2018 Meeting Minutes of May 8, 2018 Meeting (informational) Lending Monthly Delegated Authority Report for Loan Approvals (informational) Approval of Contract for Derivative Valuation Services with Duff & Phelps, LLC – Vote Update to Emerging Technology Fund Guidelines – Vote New Markets Tax Credits (NMTC) NMTC Application 2018 – Approval to Submit Application to the Community Development Financial Institutions Fund of the U.S. Department of the Treasury – Vote [Handout (Certification, for signature & return)] NMTC Allocation to EC Springfield Realty, Inc. (Springfield) – $12,000,000 of Credits – Vote
Name: Date: School: Facilitator: 6.02 Les Pièces Take a picture of a DIFFERENT room in your house or find an internet picture that resembles it. IMPORTANT NOTE: This room must be different than the room you used for the previous Task. Do not repeat the same type of room. If you described a bedroom before, do not describe another bedroom. Using vocabulary that you have learned in this class, list at least five (5) items in the room. Then tell three (3) daily routines that you do in the room. Finally, tell one (1) chore that you do in that room. All of this is to be written in French. Before you begin look over the feedback you received previously. Image: Sentence 1: Sentence 2: Sentence 3: Sentence 4:
you apply what you All of the following are present: accurate details evidence of being able to evaluate what the key beliefs and practices of Buddhism are evidence of understanding how the Buddha teachings are followed by modern Buddhists No more than one of the following is missing: accurate details evidence of being able to evaluate what the key beliefs and practices of Buddhism are evidence of understanding how the Buddha teachings are followed by modern Buddhists No more than two of the following are missing: accurate details evidence of being able to evaluate what the key beliefs and practices of Buddhism are evidence of understanding how the Buddha teachings are followed by modern Buddhists How are you using your 21st century skills? 20 points All of the following are present: organized format easy to read and comprehend work is checked for spelling and grammar 15 points No more than one of the following is missing: organized format easy to read and comprehend work is checked for 10 points No more than two of the following are missing: organized format easy to read and comprehend work is checked for
Name: Date: School: Facilitator: 6.03 Teammate Evaluation Complete a peer review for each of your teammates on the research project. Title of Project Teammate #1 Name Assigned Responsibilities Did this individual bring items s/he was supposed to bring &/or attend scheduled meetings consistently? Always Sometimes Never Did this individual complete his/her individual portions of the assigned tasks? Always Sometimes Never Was this individual cooperative, reliable, and punctual when working on to the project? Always Sometimes Never Are you satisfied with the QUALITY of the work that this individual contributed? Yes Somewhat No In your opinion, what grade does this INDIVIDUAL deserve? A, B, C, D, or F Additional Explanation: Teammate #2 Name Assigned Responsibilities Did this individual bring items s/he was supposed to bring &/or attend scheduled meetings consistently? Always Sometimes Never Did this individual complete his/her individual portions of the assigned tasks? Always Sometimes Never Was this individual cooperative, reliable, and punctual when working on to the project? Always Sometimes Never Are you satisfied with the QUALITY of the work that this individual contributed?
“Above and Beyond” Message of week 6th October 2016 A major report, highlighting the workload pressures faced by social workers, has been welcomed by Sean Holland, the Department of Health’s Chief Social Work officer. The Northern Ireland Association of Social Workers report “Over and Beyond” showed that staff are having to work additional unpaid hours in teams where there are vacancies, to ensure the public aren't at risk. Among the greatest challenges for staff was the burden of paperwork and lack of administrative support. Commenting on the report, Sean Holland said social work is a job that requires huge level of commitment. “We are grateful for the hard work and dedication of all the social workers in the HSC system, the majority of whom go ‘above and beyond’ every day. “It is, however, important that individual social workers, like nurses and doctors, practise in accordance with their professional codes and within the limits of safety and are supported by their employers to do so. They should never be going so far ‘over and beyond’ that they compromise their own or others’ wellbeing.” Sean also pointed out that as part of the Social Work Strategy the Department had been working with NIASW and the Directors of Social work within each Trust to tackle some of the issues highlighted, including unnecessary bureaucracy. “We want to see exactly what NIASW want to see - qualified social workers spending the majority of their time practising social work and we recognise that paperwork is one of the greatest frustrations and challenges for frontline staff. “We have invested in initiatives in Trusts to tackle these issues, the impact of which has not yet been fully realised. Department officials recently met with the Directors of Social Work from each Trust who have agreed to drive forward the next phase of work to reduce unnecessary bureaucracy at a systems level, reflecting our joint commitment to supporting social workers.
Note: Due to the timing of the procurement, DY 4 Quarterly Monitoring Report 1 will be completed by FSSA. 2.5.2. Contract Year Two (est. May 2019-April 2020) Deliverable Contractor Deadline for Submission to State (“Contractor Deadline”) State Deadline for Submission to CMS 2.4.3 DY 4 Annual Monitoring Report (**split across two contract years) See Contract Year One Table May 2, 2019 2.4.2 DY 5 Quarterly Monitoring Report 1 May 30, 2019 July 1, 2019* 2.4.2 DY 5 Quarterly Monitoring Report 2 August 30, 2019 September 30, 2019* 2.4.2 DY 5 Quarterly Monitoring Report 3 December 2, 2019* January 2, 2020 2.4.5.1 Draft Interim Evaluation Report December 15, 2019 January 31, 2020 2.4.5.2. Final Interim Evaluation Report 30 days after receiving CMS feedback 60 days after receiving CMS feedback 2.4.4 Mid-Point Assessment January 15, 2020 January 31, 2020 2.4.3 DY 5 Annual Report March 16, 2020 April 30, 2020 (leap year) 2.5.3 Contract Year Three (est. May 2020-April 2021) Deliverable Contractor Deadline for Delivery to State (“Contractor Deadline”) State Deadline for Submission to CMS 2.4.2 DY 6 Quarterly Monitoring Report 1 June 1, 2020* July 1, 2020 2.4.2 DY 6 Quarterly Monitoring Report 2 August 31, 2020* September 30, 2020 2.4.2 DY 6 Quarterly Monitoring Report 3 November 30, 2020 December 30, 2020 2.4.3 DY 6 Annual Monitoring Report (**split across two contract years) March 17, 2021 See Contract Year 4 Table 2.5.4 Contract Year Four (est. May 2021-April 2022)
Shojaei Baghini, M. (2008). Basics of Social Capital. Tehran: Institute of Social and Cultural Studies. Retrieved from www.adinehbook.com/gp/product/9642738564. Tanhaei, A. (2010). Introduction to Schools and Sociological Theories (6 ed.). Marandiz Publication and Dissemination of Bahman Borna. Retrieved from http://www.goodreads.com/book/show/22999329 Watson, G., & Papamarcos, S. (2002). Social Capital and Organizational Commitment. Journal of Business and Psychology, 16(2), doi:10.1023/A:1015498101372. Yong Koh, T., & Rowlinson, S. (2012). Relational Approach in Managing Construction Project Safety: A Social Capital Perspective. Accident Analysis & Prevention, 48, 134–144. doi:10.1016/j.aap.2011.03.020. 8/5/2016
for Irrigation Scheme within a Basement Complex. International Journal of Multidisciplinary Sciences and Engineering. 2(6): 81-84. Oyewande, B. (1992). A Research for Quality in the Construction Industry (June- July ed.). Builder’s Magazine, Lagos: 120-161. 12/25/2016
- Information technology infrastructures have a positive and significant impact on supply chain performance in petrochemical company of Fanavaran. Sub-hypotheses - The factor of government, as an infrastructure of information technology, has a positive and significant impact on supply chain performance in petrochemical company of Fanavaran. - The factor of economy, as an infrastructure of information technology, has a positive and significant impact on supply chain performance in petrochemical company of Fanavaran. Research method In this research, we aimed to examine the impact of information technology infrastructures on supply chain performance in petrochemical company of Fanavaran. The research method type in this research is descriptive-analytical, and it is applied in terms of the purpose. Statistical population The statistical population of this study is consisted of all specialists, experts and managers of organizations active in the supply chain of petrochemical company of Fanavaran of Mahshahr. Their number, after referring to the organization, was obtained as 950 ones. Testing the hypotheses Testing the main hypothesis Information technology infrastructures impact supply chain performance in petrochemical company of Fanavaran. Designing H0 hypothesis Information technology infrastructures impact supply chain performance in petrochemical company of Fanavaran. Designing H1 hypothesis Information technology infrastructures do not impact supply chain performance in petrochemical company of Fanavaran. Structural equations model The following figure shows the results of testing the main hypothesis through structural equations modeling. The following figure indicates the standard coefficient (R) among the information technology infrastructures affecting supply chain performance. The factor loads inserted on the arrows are all above the absolute value of 0.50 which indicates that the related indexes are good measures for latent variables. Another statistic which is used to reject or accept the measures, is T-value that given that the absolute value of all relations is greater than 2, it can be concluded that the obvious variables are good measures for measuring latent variables As can be seen, firstly, given the significance of t value (1.96<3.26), the main hypothesis is confirmed at 95% confidence level. Secondly, appropriate validity and fitness of the model is confirmed, because RMSEA value is lower than 0.07 and the ratio of chi 2 to degree of freedom is also lower than 4, and ultimately p-value is also greater than 0.05. Path analysis test Path analysis test in standard mode Path analysis test in T-Value mode Testing the first sub-hypothesis Designing H0 hypothesis
Bobur str. 61-44 Yakkasaroy district Tashkent city, 100090, Uzbekistan Telephone: +998903509081 E-mail: References: Rakhmanov I. Teaching oral speech in a foreign language. High school, Moscow, USSR, 1980;236. Barnard R, Zemach D. Materials for specific purposes. Cambridge University Press, Cambridge, UK, 2003;306-323. Thurstun J, Candlin C. Concordancing and Teaching Vocabulary of Academic English. ESP 1998;17:20-34. Lomb Kato. Polyglot: How I Learn Languages. TESL-EJ, Hungary, 2011. Oxford R, Scarcella R. Second language vocabulary learning among adults: state of the art in vocabulary instruction. Allyn and Bacon, Boston, USA, 1994;231-243. Sökmen A. Current trends in teaching second language vocabulary. Cambridge University Press, Cambridge, UK, 1997. Schmitt N, McCarthy M. Vocabulary: Description, Acquisition and Pedagogy. Cambridge University Press, Cambridge, UK, 2000;237-257. Nation I. Vocabulary: Practical English Language Teaching. McGraw Hill, New York, USA, 2003;129-152. Johns A, Dudley-Evans A. English for Specific Purposes: International in Scope, Specific in Purpose. TESOL Quarterly 1991; 25(2):297-314. 10/31/2017
Art and Careers 11 Point Grey Secondary School - Room 309 Teacher: Ms. Heather Dodge Email: hdodge@vsb.bc.ca Art and Careers 11 is a senior studio arts course designed for students considering post-secondary studies in visual arts fields. The course is made up of three components: art creation and the development of a portfolio, research into programs, and art viewing and critique. Art Creation and Portfolio Development Most art schools require a portfolio of a student’s work submitted by February of the student’s grade 12 year. Projects in the course will focus on the development of a strong and varied portfolio to showcase each student’s skills and interests. Part of portfolio development includes learning independent studio practice skills in anticipation of the rigours of art school. Research into Post-Secondary Programs in the Visual Arts Students will research local, national, and international art programs. They will research types of programs available, admission requirements, portfolio requirements, and funding that might be available to them. We will visit local art schools whenever possible, and schools will come to the school to give presentations. Art Viewing and Critique Students will visit galleries and other art exhibits throughout the year, studying and applying viewing and critiquing skills. Students will be required to talk and write about their own work, and the work of other artists. Required Materials Students are required to use a sketchbook in class. Sketchbooks should be approximately 9X12” with a quality binding or coil. They are available at any art or office supply store. The example on the left is available at Opus Art Supplies for about $10, but any similar sketchbook will work. Art Careers 11 students do not need to buy a new sketchbook for class, but can continue in their current sketchbook. Students may use art room supplies for all of their projects. Senior students will benefit from having their own kit of supplies they like, such as:
Contact: Crystal Meier Certified Angus Beef LLC 330-345-0427 Editor: Click on links for downloadable print quality photos More award information available at: Foodservice distributors recognized for marketing, leadership Certified Angus Beef ® brand honors dedication to quality WOOSTER, Ohio – Sept. 22, 2014 – Chefs look to suppliers for center-of-the-plate menu solutions to satisfy sophisticated palates, and leading distributors continue to deliver the premier products and “know-how” they seek. The Certified Angus Beef ® brand recognized top distributors for their focus on premium beef and helping chefs bring their best to the table. Awards were presented Sept. 18-19 at the brand’s annual conference in Marco Island, Fla., where ranchers and chefs joined the discussion on the importance of quality, from farm to table. “These companies deliver more than great-tasting beef to chefs and ultimately consumers,” says John Stika, the beef brand’s president. “They offer a vital link between consumers and ranchers who are equally passionate about bringing their best to the table with the Certified Angus Beef ® brand.” , in Pocomoke City, Broadline Foodservice Distributor Marketer of the Year, featured the Certified Angus Beef ® brand at local consumer events and on delivery trucks. It also introduced new items to chefs through special promotions and a focus on healthcare solutions. , Kansas City, Specialty Meat Company Marketer of the Year, shared beef quality and on-trend cuts with chefs to bring new items to the menu. Scavuzzo’s also displayed the brand on trucks to reach consumers in its market. , Nebraska, Value-added Products Marketer of the Year, introduced smoked beef brisket through staff promotions and meetings. It also offered meal solutions to healthcare businesses and featured premium beef items at food shows. Conference attendees selected to receive the People’s Choice Award for the most creative and results-oriented promotion by a broadline company. The distributor’s “biggest gainer” promotion awarded points for each pound of Certified Angus Beef ® product sold. The promotion led the team to achieve its overall sales goal, and top sellers earned cell phone reimbursements for several months. -more-
Contact: Bryan Schaaf Certified Angus Beef LLC 330-345-0307 Video available at: Photo available at: Caption: Chef Brett Sawyer, The Plum, receives the Culinary Innovator award from the Certified Angus Beef® brand’s Mark Polzer (left) and John Stika, president (right). The Plum’s beef navel pushes culinary innovation The Certified Angus Beef ® brand applauds the stars of steak NASHVILLE, Tenn. – Oct. 5, 2017 – When Chef Brett Sawyer opened his much-lauded west Cleveland restaurant, , in 2016, he saw it as a destination for folks in the foodservice industry to come dine on their off days. And with such an audience in mind comes the freedom to be innovative in the kitchen, which is precisely how Sawyer and his team stumbled upon the rarely-menued beef navel. “It’s like a really gristly steak – but in a good way,” says Sawyer, who describes the cut as part steak and part brisket. Though previously used in ground beef for the most part, or cured to make beef bacon or pastrami, the beef navel has been found in various iterations on Sawyer’s menu since Plum’s opening, with each drawing rave reviews from his ever-growing clientele. As such, the Ohio-born chef who cut his culinary teeth under well-known restaurateurs Paul Kahan and Johnathon Sawyer recently was named the Certified Angus Beef ® brand’s inaugural at the Certified Angus Beef ® brand’s Annual Conference held in Nashville, Sept. 27-29. The award honors chefs pushing the bounds of innovation with regards to beef in their kitchens. Brett Sawyer’s Plum, which was recently tabbed “, sources Ohio-raised Certified Angus Beef ® brand cuts through family-owned specialty meat purveyor Blue Ribbon Meats. Read more about Sawyer’s beef navel .
4. Partner Institution/s Include the full name, university and department of each member Additional AC21 Members: 1. 2. Other non-AC21 Institutions (if any): (Please include the country location) 5. Total Project Budget: Grant amount sought: (Up to $10,000) (Attach a separate detailed itemized budget) University in charge of budget management: 6. Timeline of Activities April May June July
DEVELOPMENT STAGES KEY POINTS Detail the equivalent junior and senior rates / Ranks of the Royal Navy, Army, and the Royal Air Force. Differences and similarities Ways to remember Detail the equivalent Officer Ranks of the Royal Navy, Army, and the Royal Air Force. The ranks that are used by the Cadet Forces CONSOLIDATION SUMMARISE KEY POINTS Recap the rates and Ranks Use the handouts to enforce memory Use a quiz or test PLANNED QUESTIONS What is the equivalent of a Leading rate in the Army & Air Force? What is the equivalent of a Sub Lieutenant in the Army & Air Force? What is the equivalent of a Captain in the Army & Air Force? LINK REFERENCE TEST To the next lesson on the training program Point out that the ranks can be seem around the unit. A test will be applied to complete the workbook
Risk Management Strategy (Please attach separate document if space is insufficient. If your organisation already has a Risk Management Strategy you can attach that instead.) Reason for Risk Management Strategy: Date of event: Person responsible for Risk Management Strategy: Step 1: Risk Identification Step 2: Risk Assessment Step 3: Risk Management List of possible risks Likelihood of risk H/M/L Impact if risk happens H/M/L What are we already doing about it? (mitigating factors) What more can we do about it? Timescale Person responsible Reviewed level of risk H/M/L i.e. Erection of temporary marquee falls down and causes injury to a member of the public. M H Have the marquee hire company set up the marquee to ensure it is erected correctly. Check the weather conditions. If windy conditions request the hire company to use extra tie downs. Day before event Event organiser L Comments: Key H = High M = Medium L = Low
or less than the acceptable expected casualty threshold, not the exact value for Ec. Hence, an applicant may begin the risk management process using conservative assumptions and mitigate risks during the vehicle design, development, test and operational mission planning process to ensure that public safety considerations are satisfied. Original Signed by: Patricia Grace Smith Associate Administrator for Commercial Space Transportation 25
April 2014 Member Referral Campaign Short term objectives Increase membership base by 25 new members Send email with “ask” to all current members for member referrals Keep them engaged with additional reminder emails of once every two weeks-Pick a benefit and email just a short snippet. Key Metrics Membership #’s FB and email response
Notecards Revolutionary America, 1763-1800 Assignment: 41 points 1. copy each of these terms onto their own separate index card on the back of the card write bullet points 1. defining the term (def) 2. explaining why that event was so important in American history (sig) Example: Term: Civil War Definition: Fight between the North and South that lasted from 1861 to 1865. Significance: The American Civil War finally settled the issue of slavery that had plagued America since its inception. Also, the Union victory firmly established the Federal Government’s supremacy over state governments and their claims for local control and state’s rights. (Do write definition and significance) For an era term, please put the dates of the time period (including the events that started and ended the era), the theme of the era, and the major events of the time period. The index cards will be due two classes before the unit test. Have them rubber banded, numbered, and in the exact order I listed them for you when you turn them in. Please write how many cards you have left blank also. Save these index cards so you can use them when you go to study for the AP exam Terms: Revolutionary Era, 1754-1800 French and Indian War (Seven Year’s War) Albany Plan of Union Pontiac’s Rebellion Proclamation of 1763 Stamp Act John Locke & Natural Rights Philosophy Sons of Liberty Virtual vs. Actual Representation Debate Townshend Acts Boston Massacre Coercive Acts (AKA Intolerable or Repressive Acts) Thomas Paine: Common Sense Declaration of Independence Loyalists French Alliance of 1778 (Reasons for it by both sides) African Americans during the Revolutionary War Articles of Confederation structure (give 4 + examples) Articles of Confederation successes (3+ give concrete examples) Articles of Confederation failures (give 3+ concrete examples) Northwest Ordinance Effects of the Revolution on Women Effects of the Revolution on African Americans Republican Motherhood Shays’ Rebellion The Great Compromise Slavery and the Constitution: (international slave trade, 3/5 clause, fugitive slave clause) Federalist Papers Constitutional Structure (give 4 + examples) Bill of Rights (give 3+ examples) Beard Thesis Why did political parties develop from 1789-1800? (List 5+ examples with a T chart comparing Federalists & Democratic Republicans Ideologies) Hamilton’s Financial Program 1st National Bank Debate Whiskey Rebellion French Revolution/ Neutrality Proclamation Jay’s Treaty Washington’s Farewell Address XYZ Affair Alien and Sedition Acts Virginia and Kentucky Resolutions
Acceptable Unacceptable Standard Exceeds Standard 4 Meets Standard 3 Partially Meets Standard 2 Does Not Meet Standard 1 Score Intercultural Competencies Recognizes specific commonalities and differences among/between cultures Recognizes general commonalities and differences among/between multiple cultures Partially recognizes general commonalities and differences among/between multiple cultures Fails to recognize general commonalities and differences among/between multiple cultures Civic Responsibility Demonstrates specific ability to apply knowledge to improve the quality of life in a community through political or processes Recognizes basic responsibilities to improve the quality of life in a community through political or non-political processes Partially recognizes basic responsibilities to improve the quality of life in a community through political or non-political processes Fails to recognize basic civic responsibilities Engages in Communities Demonstrates effective engagement in communities Recognizes basic methods to engage effectively in communities Partially recognizes basic methods to engage in communities Fails to recognize the need to engage in communities
and recycling operations in Turkey’, Waste Management 23 (2003), 425–432. Steiner M., 2007, ‘MBT in Europe – There’s life in the old dog yet’, Waste management world Turkey, 2012, Türkiye’de atık yönetimi, Ministry of Environment and Urbanisation Waste management department, April 2012 (in Turkish). Turkish Court of Accounts – TCA, 2007, ‘Waste Management in Turkey’ UN, 2010, ‘National reporting to the eighteenth session of the commission on sustainable development TURKEY
Starts making the shape 28’18’’ Starts with two parallel segments 11’18’’ Continues upwards 28’24’’ Continues shape on both sides 11’21’’ Continues downwards 28’28’’ Finishes on one side 11’25’’ Finishes the shape 28’32’’ Finishes the other side 11’40’’ Figure 3. The same motif, two different procedures (left Marilena Niculiţӑ, right Niculina Nigӑ)
If you need immediate medical attention Emergency room care $50 copay/visit then 10% coinsurance $50 copay/visit then 10% coinsurance Copay waived if admitted or for an accidental injury. Emergency medical transportation 10% coinsurance 10% coinsurance Mileage limits apply. Urgent care 10% coinsurance 30% coinsurance None If you have a hospital stay Facility fee (e.g., hospital room) 10% coinsurance 30% coinsurance Preauthorization is required. Physician/surgeon fee 10% coinsurance 30% coinsurance None If you need mental health, behavioral health, or substance use disorder services Outpatient services $20 copay/visit; deductible does not apply 30% coinsurance for Mental Health; 10% coinsurance for substance abuse Your cost share may be different for services performed in an office setting. Inpatient services 10% coinsurance 30% coinsurance for Mental Health; 10% coinsurance for substance abuse Preauthorization is required. If you are pregnant Office visits No charge; deductible does not apply 30% coinsurance Maternity care may include services described elsewhere in the SBC (i.e. tests) and cost share may apply. Cost sharing does not apply to certain maternity services considered to be preventive. Childbirth/delivery professional services 10% coinsurance 30% coinsurance None Childbirth/delivery facility services 10% coinsurance 30% coinsurance None If you need help recovering or have other special health needs Home health care 10% coinsurance 10% coinsurance Preauthorization is required. Rehabilitation services 10% coinsurance 30% coinsurance Physical, Occupational, Speech therapy is limited to a combined maximum of 60 visits per member, per calendar year. Habilitation services 10% coinsurance 30% coinsurance Applied behavioral analysis (ABA) treatment for Autism – when rendered by an approved analyst - is covered through age 18, subject to preauthorization. Skilled nursing care 10% coinsurance 10% coinsurance Preauthorization is required. Limited to a maximum of 120 days per member, per calendar year.
Mode of grading: (check one) Letter grade Passed/not passed P/NP Justification required. (P/NP) justification Grading criteria: Some formal, written evaluation is required. Provide percentages for each element. Participation cannot count for more than 10 percent of the grade. Program director approval: __________________________________________________ _________________ Signature Date
2014 NSCA Annual Advisory Council Meeting Minutes Friday January 31-February1, 2014 – National Shooting Complex The meeting was called to order by Steve Schultz at 8:20 AM on Friday, January 31, 2014. Steve Schultz thanked everyone for attending the meeting. We have a court reporter here today taking the minutes, please speak clearly and slowly. Please stand and say your name when you have something to say. We have some gusts here today, please stand and state your name. Guests Present were: Rollins Brown – FL Delegate Sam Lancaster – Claythorne Lodge Don Buchner – Level II Instructor, Canada Judy Morris – Team USA Manager John Dennert – WI Delegate Charlie Parker - Lonesome Charlie’s Zachary Kienbaum – TX Shooter Steve asked Glynne Moseley to call the roll. He also asked all new Advisory Council Members to stand and be recognized. Steve also stated that we will briefly go over the binder material after which the committees will break out into their committee meetings. Something new this year; there will be no more than 8 Advisory Council members on each committee and there will be 2 Executive Council members as Chairman and Vice Chairman of each committee. Those present: * = new Advisory Council Member Industry *Russ Arnold – Shooting Sports Consulting – ACUI Anthony Matarese, Jr – AIM Shooting School John Calandro, III – Clay Shooters Supply Mike McAlpine – Clay Target Academy *John Commerford – NRA *Sean McLelland – Youth Target Foundation Heyward Cunningham – Promatic, Inc. *Carlton Nether – Beretta USA *Lynne Green – Green Girl Photos John “Mo” Parsons – Blaser USA Jim Greenwood – Greenwood Custom Stocks Steve Schultz – Target Line Shooting School *Pat Lieske – Pat Lieske Shooting School Zach Snow – NSSF Range Owners/Managers *Justin Bounds – Caney Creek Shooting Sports David Rippetoe – Silverleaf Shotgun Sports *George Hopkins – Hopkins Game Farm Scott Robertson – Elm Fork Shotgun Sports Frieda Lancaster – Claythorne Lodge Dan Twitchell – Ben Avery Clay Target Center Anthony Matarese, Sr – M & M Sporting Clays Randy Voss – Caribou Gun Club Tim Miles – Coyote Springs Sporting *Richard Whaley – Dallas Gun Club Jason Miller – The Shooting Academy Shooters Dr. Paula Benbow – Sobieski, WI *Anne Mauro – Baltimore, MD *Don Currie – Trenton, FL Derek Moore – Chester, NJ Andy Duffy – Polson, MT *Adam Pinto – Enterprise, UT
SECTION E: COURSE INFORMATION FOR DC AND PC APPROVAL Note: Items preceded by an asterisk are to be completed by the Department. All other items are to be completed by the Faculty Manager. Course code * Full title Fee (Indicate year in brackets) Year: ( ) * Course Convenor CESM (To third order) * Contact time per week * NQF course level (Refer to help document) select NQF course level - Press F1 for help * NQF credit value HEMIS course level (Refer to help document) HEMIS unadjusted credit values (List credit value for each qualification for which this course may be taken for credit) Qualification Qualification specific HEMIS value * Is this a foundation course? Please select If yes, indicate foundation credit value * Mode * Contact * Distance * Projected enrolment * Pre-requisites (Complete or indicate if none) * Co-requisites (Complete or indicate if none) * Course outline (Maximum 200 words for undergraduate courses. Follow instructions in help document. Outline will be included on student transcript supplements and handbooks.) * Weighting of final result (Percentages must total 100%) Coursework Exam Dissertation Nature of Assessment DP requirements
To address carrier sites that are inaccessible to an individual with a disability before or after the Web site accessibility deadline, we retain the provisions requiring carriers to disclose Web-based discounts applicable to the individual’s itinerary and waive fees applicable to telephone or ticket counter reservations for individuals who contact them through another avenue to make a reservation and indicate they are unable to access the Web site due to a disability. If the carrier charges a fee for Web site reservations that applies to all online reservations, the carrier may charge the same fee to a passenger with a disability requesting a reservation for a Web-based fare. We have noted earlier the commenter assertions and the Lazar study findings that some carriers do not consistently make Web-based discounts available or waive telephone or ticket counter reservation fees for those unable to use an inaccessible Web site. Therefore, we encourage carriers to ensure that their customer service staff is properly trained to comply with these requirements, as failures in this regard could result in enforcement action. We also encourage individuals with disabilities to immediately request a complaints resolution official (see 14 CFR 382.151) when they encounter any difficulties obtaining the required accommodation. Ticket Agent Web Sites Comments: All carrier associations and individual carriers commenting on the provision to require carriers to ensure the accessibility of ticket agent Web sites strenuously opposed it and most urged the Department to regulate ticket agents directly. These commenters cited significant added costs to carriers in order to monitor ticket agent Web sites and a lack of leverage on the carriers’ part to make the agents comply. ANA also sought clarification of the provision that carriers must ensure compliance with the accessibility standard on ticket agent “Web pages on which [their] airline tickets are sold.” They wanted to know the extent of a carrier’s obligation to
Patch Test Methodology for Latex Glove Allergy Individuals who have skin complaints should be assessed with patch testing. The standard protocol used by the North American Contact Dermatitis Group (NACDG) should be employed as described below. The allergens to be routinely tested include: Black rubber mix 1% Carba mix 3% Ethylenediamine 2HCL 1% Imidazolodinyl urea 2% Mercaptobenzothiazole 1% Mercapto mix 1% O-Phenylenediamine 1% Thiuram mix 1% Triclosan 2% Volunteer-supplied latex glove If the worker is exposed to glutaraldehyde (Cidex, Sporocidin) in the course of their work, this should also be included. METHOD: The allergens are applied to Finn chambers. The Finn chambers are placed on the upper back and affixed with Scanpor tape. The patches are left on for 48 hours. The patches are then removed and the sites left for 15 to 30 minutes to let the pressure effects wear off. The first reading is then completed. At 96 hours, the second reading is performed. The sites are scored as follows: 0: Negative or "doubtful" reaction 1: Weak (non-vesicular) reaction 2: Strong (edematous or vesicular) reaction 3: Extreme (bulbous or ulcerative) reaction 1R: Irritant reaction
existing premises with an increase in gross floor area, where not complying with all acceptable outcomes in Section A of the Industry code outcomes and Section A outcomes only Table 5.9.1.B—Acacia Ridge—Archerfield neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Acacia Ridge—Archerfield neighbourhood plan code Table 5.9.1.C—Acacia Ridge—Archerfield neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Acacia Ridge—Archerfield neighbourhood plan code Table 5.9.1.D—Acacia Ridge—Archerfield neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Acacia Ridge—Archerfield neighbourhood plan code