zilongwang/ReadingBank huggingface dataset:
25 Letter Pages 4 Book contains all 25 letter pages 3 Book contains 24-20 letter pages 2 Book contains 19-15 letter pages 1 Book contains less than 15 letter pages Content 4 Excellent word selections and descriptions of how it relates to disease 3 Good word selections and descriptions mostly relates to disease 2 Word selections and/or descriptions are fair but does not appropriately relate to disease 1 Poor word selections and/or descriptions with little to no relation to disease Cover 4 Name of the disease, student name, and picture 3 Missing one need item 2 1 Missing more than one needed item Pictures 4 Book includes at least 5 pictures or illustrations that relate to disease 3 Book includes 4 pictures or illustrations that relate to disease 2 Book includes 2-3 pictures or illustrations that relate to disease 1 Less than 2 pictures or illustration OR 2-3 illustration do NOT relate to disease Appearance 4 Book is neat, attractive, and easy to read 3 Book is neat and easy to read 2 1 Book is not neat, messy, or disorganized Student: Total:
The learner receives their result and feedback on their performance in the examination in printed form as they leave the examination centre. All results are then confirmed to assessment centres on a weekly basis. Failing the examination may indicate the need for further study on the part of the learner which might be with direct assistance of the assessment centre or through focused themselves. This should be done prior to taking the examination for a further time. Application of special arrangements and reasonable adjustments The reasonable adjustments allowed for the external examination component are as follows: Additional time Where there is evidence of need, the centre may grant additional time to those learners whose ability to demonstrate attainment is affected by their disability or difficulty. Amanuenses An amanuenses is a person who, in an examination, records a learner’s dictated answers to questions. Learners are eligible to use amanuenses if they suffer from long term or temporary disabilities that prevent them from providing their answers by other means. Reader A reader is a person who, in an examination, reads questions to a learner. Learners are eligible to use a reader if they suffer from a long term or temporary disability which prevents them from reading the questions themselves. All special arrangements and reasonable adjustments must be requested at the time the learner is first registered for the qualification with ABBE. 2.17 Enquiries and appeals Verified units If learners are in disagreement with their assessors concerning assessment of evidence, they have the right to refer the matter to: The internal verifier within their centre. The centre manager, if the matter is still unresolved. The ABBE external verifier who may be consulted at the next visit. At this stage learners should provide the EV with records of the activity that has already been undertaken. In extreme circumstances, if the external verifier is unable to bring the matter to a satisfactory conclusion, then learners can appeal directly to ABBE. ABBE will only accept an appeal from learners if the above steps have already been taken. Further details on appeals can be found in the ABBE Centre Operations Guide. External examination Where learners wish to appeal against their result in the examination, the centre or learners can apply for a results enquiry. Further details on results enquiries and appeals can be found in the ABBE Centre Operations Guide available online. The costs associated with appeals or results enquiries can be found in the ABBE Fees List.
There is still much to learn in the actual part acquisition and building phase of the ultimate tailgate station next semester. Next semester will begin the actual PCB design phase of this project and integration with other acquired parts. With the original idea stemming from Tailgate Buddy, a previous senior design project, the Autonomous Brilliantly Engineered Cooler will have a greatly improved design to deliver the ultimate tailgating experience. Appendix Works Cited "400 Watt Power Inverter." Theinverterstore.com. N.p., n.d. Web. 9 Nov. 2012. <http://www.theinverterstore.com/400-watt-power-inverter.html>. "AC Motor Guide." Anaheimautomation.com. N.p., n.d. Web. 6 Nov. 2012. "Arduino Servo Motor." Azega. N.p., 23 Feb. 2011. Web. 22 Nov. 2012. <http://www.azega.com/arduino-servo-motor-part-1/>. "Brushless vs Brushed Motors." Dynetic.com. N.p., n.d. Web. 5 Oct. 2012. <http://www.dynetic.com/brushless%20vs%20brushed.htm>. "DC Motor Control Using an H-Bridge." Itp.nyu.edu. NYU, 24 Oct. 2011. Web. 24 Nov. 2012. <http://itp.nyu.edu/physcomp/Labs/DCMotorControl>. "DC Motor Size for a Project?" Yahoo.com. N.p., n.d. Web. 1 Oct. 2012. "Different Types of Solar Panels." One Block Off The Grid, 9 Jan. 2012. Web. 4 Nov. 2012. "GE Develops Thin Film Photovoltaic Panels." Web log post. Gotpowered.com. N.p., 17 Apr. 2011. Web. 8 Oct. 2012. "How to Build a Robot Tutorial - Society of Robots." How to Build a Robot Tutorial - Society of Robots. Society of Robots, 2005. Web. 05 Dec. 2012.
In spite of the growing concern regarding the possibility of a decline in the demand for US dollars capital has not ceased to flow into the . Such an appetite for US dollar-denominated liabilities has contributed to finance the swelling current account deficits at appreciably low interest rates. Resulting low US dollar interest rates have contributed to finance the housing boom in the , which in turn allowed for increased debt-financed spending by US households due to the resulting wealth effects. A similar process, albeit less significant for the global economy, can be traced for the . In 2005, despite the large current account and budget deficits, the US dollar strengthened and remained at fairly high levels. However, the present strength of the US dollar seems to result from a combination of temporary factors, namely: A relatively aggressive interest rate policy by the Fed, coupled with a passive interest rate policy by other central banks giving rise to an interest rate differential in favor of dollar assets. Higher growth rates in the than in other industrial economies, particularly Japan and , which gave rise to higher returns on investments in the . The demand for dollars resulting from the repatriation of profits fostered by the Homeland Investment Act. The dismal political performance of the EU, viz. the rejection of the European Constitution by France and The Netherlands and the protracted difficulties for the approval of the EU budget—all factors that have undermined investor’s confidence and discouraged US-dollar denominated investments from moving into the Euro. As pointed out by numerous financial analysts, current low interest rates are also unlikely to persist in the medium term. For sure, interest rates will rise if foreign investors fear the possibility US dollar devaluation and respond by reducing the rate of accumulation of dollar-denominated assets; or (even worse) if they react by cutting back their holdings of dollar-denominated assets. A dollar devaluation would itself entail domestic price increases in the , as the rise in the price of tradable goods impinges on domestic prices. The increase in domestic prices could in turn trigger a contractionary response by the Federal Reserve, which may decide to raise short-term interest rates. A rise in interest rates due to either of these causes (or most likely due to a combination of both) could prick the housing bubble reducing household consumption further thus worsening the contractionary impact of rising interest rates. Consumption growth in the may also prove to be be unsustainable at the current rate, for the following reasons:
Abell, J. N., & Dennison, S. (1994, April). Using objective measures in social work assessment and practice. Workshop delivered at National Association of Social Workers, Florida Chapter, Ft. Lauderdale, FL. (State) Abell, J. N. (1992, April). Developing successful support groups for HIV+ clients and their caregivers. Workshop delivered at National Association of Social Workers. (National) Invited Lectures and Readings of Original Work Abell, N. (2016, December). Global social work practice: Universal and culturally relative perspectives. Delivered at Belfast Metropolitan College, Belfast, Northern Ireland. (National) Abell, N. (2016, November). Awareness, acceptance & action: Applying mindfulness principles to social work practice education. Delivered at Queen's University Belfast, Belfast, Northern Ireland. (National) Abell, N. (2016, November). Awareness, acceptance & action: Applying mindfulness principles to social work practice education: From reactive to intentional service delivery. Delivered at Queen's University Belfast, Belfast, Northern Ireland. (National) Abell, N. (2016, November). Awareness, acceptance & action: Applying mindfulness principles to social work practice education: Translating from HIV/AIDS to the context of sectarian conflict. Delivered at Queen's University Belfast, Belfast, Northern Ireland. (National) Abell, N. (2016, November). Awareness, acceptance, and action: Applying mindfulness principles to social work practice in the context of The Troubles. Delivered at Practice Teacher Standardisation, Western Trust, Derry/Londonderry, Northern Ireland. (Regional) Abell, N. (2016, September). Awareness, acceptance, and action: Applying mindfulness principles to human rights-based social work practice. Delivered at Practice Teacher Standardisation, Southeastern Trust, Downpatrick, Northern Ireland. (Regional) Abell, N. (2016, September). Awareness, acceptance, and action: Applying mindfulness principles to human rights-based social work practice. Delivered at Practice Teacher Standardisation, Belfast Trust, Knockbracken, Northern Ireland. (Regional) Abell, N. (2014, March). A Global Look at Adolescent Pregnancy_Prevention: Strategies for Success. Delivered at Programme for Adolescent Mothers Community Symposium, Grenada Red Cross Society, Grenada, West Indies. (International)
September 1, 2015 Instructions for accessing reports on new ABEN platform - CE21: You should have received an e-mail from CE21 instructing you how to reset your admin password. This link was only valid for 72 hrs so if you did not receive or have a chance to reset please contact The HELP desk at help@aben.tv and ask them to send you a new link. Once your password has been reset for admin access log into this site: https://manager.ce21.com/ As you explore the admin your feedback and suggestions are encouraged as the reporting process is still in the early stages and we want to provide information that would be helpful! The left hand column is the "driver" for all information and reports. Profile: Feel free to edit your profile here: You can even upload and image here , add notes and change your password! Dashboard (above profile): In CE21 each state is termed "tenant." - Tenant Info at a Glance: Various stats included on this view; we are open to listing other stats you may find helpful!
Delegate(s) Name(s) and Organisation(s): Special Dietary Requirements: _______________________________________________________________ Name: ___________________________________________________________________________________ Address: _________________________________________________________________________________ Telephone: ______________________________ Email: ___________________________________________ Payment Method: Invoice: Cheque Enclosed: Cheques payable to: Ideas In Partnership Ltd Post to: Ideas in Partnership, Little Millbrex Cottage, Millbrex, Fyvie, Turriff, Aberdeenshire, AB53 8NT. For more information please see www.aberdeenentrepreneurs.co.uk Or contact Alison Murray on 01771 644163 / 01771 644630 Refunds are only available on cancellations received before 17:00 on Friday 18th May 2018 Interview with Stewart Milne with Question and Answer Session with Stewart Milne CBE, Executive Chairman at Stewart Milne Group Thursday 24th May 2018 at Doubletree by Hilton Aberdeen City Centre (Beach Boulevard) 6.45pm – 9.00pm £40pp including VAT (inclusive of one course lunch) Opportunities for you
castle using bat detectors to see what is out and about and learn more about bats and their nocturnal lifestyles. Then we will go back to see if we have caught any moths. Under 16’s must be accompanied. Bring warm clothing, stout footwear, sunglasses/wide-brimmed hat (to shield eyes from bright moth trap light), midge repellent & torch. Event organised by Marr Ranger in partnership with National Trust for Scotland Ranger Service & Butterfly Conservation. Booking essential – please mention any special requirements; cost £4.00 per person (+ parking charge for non-NTS members). MEET: at Craigievar Castle car park, near Alford CONTACT: the National Trust for Scotland on 01330 844810 or online This month at the Bennachie Visitor Centre …… exhibition and sale by local artist Roy Park, artwork from Strathburn Primary School, and our summer colour-in wall is back. Open every day 10am to 5pm. Free admission. Tel: 01467 681470, , or find us on Facebook.
School Number of pupils Number of votes Teacher’s name Teacher’s email address Aboyne Academy 661 Alford Academy 588 Banchory Academy 854 Banff Academy 906 Ellon Academy 1074 The Gordon Schools 787 Inverurie Academy 897 Kemnay Academy 681 Mackie Academy 1025 Mearns Academy 614 Meldrum Academy 928 Mintlaw Academy 777 Peterhead Academy 1332 Portlethen Academy 848 Turriff Academy 711
White and Asian Any other Mixed background White: British Irish Chinese or other ethnic group: Any other White background Chinese Any other Prefer not to answer Socioeconomic background: Have you ever been in care? That is, looked after by the state. Disability: The Equality Act 2010 defines disability as 'a physical or mental impairment which has a substantial long-term effect on a person’s ability to carry out normal day to day activities'. Do you consider yourself to have a disability? Yes No Prefer not to answer If yes, please give details below:
www.studynotesunisa.co.za Roles a good manager will use to ensure the project runs smoothly Managers to make sure that the project can be directed and guided to achieve aims Managers are prepared to listen to new ideas and also to accept new ideas if they are feasible Managers encourage staff members to talk about problems and to find solutions together, meaning that the staff will have the right to make decisions about parts of their work and not simply follow instructions. Managers give members feedback on what they are doing. Managers inspire people and encourages their staff efforts Good managers must keep abreast with the new developments and stay up-to- date Managers develop and maintain a culture of mutual respect so that all members are comfortable with sharing ideas and communicating without fear of being criticised. Good managers mediate between disagreements and does not choose sides. They make sure that conflicts are dealt with and does not affect members dignity. A project manager has to develop an atmosphere of accountability by holding discussions and by encouraging the project staff to exercise their own judgement. A project manager is accountable for the money spent in the project and takes the advice of the bookkeeper. He or she then reports to the staff and wide community on the use of the money. A project manager has to think about whether spending money will help the project achieve its goals in his decision, by making project managers consult with one another because it is important to check one’s judgements against other people’s views. Managers have good skills for handling personal relationships and also listening and negotiating skills inorder to bridge the gap by allowing the project to grow with the community. A project manager reports on what the group or person has done. An annual report is made to show what the project has accomplished thus far. www.studynotesunisa.co.za
Kim Fernandez, Assistant Principal 281-284-5110 Jenny Thomas, Principal 281-284-5110 2015-2016 Terrific Terrapin Team Office, 281-284-5100 Principal—Jenny Thomas Asst. Principal—Kim Fernandez Counselor—Linda Stiefel, 281-284-5114 Nurse– Kelly Jenkins, 281-284-5113 Secretary- Summer Molanders, 281-284-5112 Data Specialist—Terri Conway Office Clerk— BUILDING OPERATOR Lisa Fuentes CAFETERIA Lisa Bridges, Mgr. ext. 45116 Rene Slaughter, Monitor Joan Hobson, Monitor BLOCK TEAM ART - Nicole Gilmore MUSIC - Monica Garcia-team leader P.E. - Haley Cardenas, Mary Caruth LIBRARIAN Donna Casas, ext. 45115 INSTRUCTIONAL COACHES LITERACY/ESL – Mayra Sabell MATH - Heather Danek SPECIAL EDUCATION/Support Programs TEAM LEADER – Eloise Arnold RESOURCE – Kristin Franciotti, Kristen White SPEECH - Ashley Berry PPCD and Pre-K Margaret Lalich (4-yr-olds) Christine McCollom—Aide Lisa Lemons (3-yr-olds/PPCD) – team lead Daphne Madison—Aide Kindergarten Holly Stroud - team leader Jessica Serrano Jocelyn Helm Meri Bartholomew First grade Debra Moreno - team leader Diana Burridge Lisa Nicklow Nina Valverde Second Grade Janet Foltyn - team leader Savannah Barrett Diana Matlock Alicia Morin Third Grade Aneshea Soler (ELA/S.S.) - LaTashia Derouen (Math/Sci)-team lead Adrienne McIver (ELA/S.S.) Christina Munselle (Math/Science) Fourth Grade Heather Maloney(Math/Sci)-team leader Stacy Flahaut (ELA/SS) Ann Marie Krenek (Math/Science)
APPLICATION FOR STUDENT MOBILITY Obr. 107-1/2017 Please fill in the missing fields! Name and family name: Address: Telephone number: Email: Study program: Year of study: Name of the higher education institution: Exchange period: (Mark the squares) □ 3 months □ 3 – 6 months □ 12 months Knowledge of foreign languages: (Mark the squares) English □ active □ passive German □ active □ passive French □ active □ passive Spanish □ active □ passive Italian □ active □ passive Other languages: ______________ □ active □ passive Involvement in other activities that are related to your study: Type of mobility: (Mark the squares) □ clinical practice □ study □ combination of study and practice Your study/placements preferences: Student`s signature: Signature of the responsible person and his/her function: _________________________________________________________________________________ Place and date: _______________________ Stamp
Introduction This policy applies to all individuals requiring access to any Abbey College Cambridge Boarding House. The Boarding House is where students have their bedrooms, bathrooms and social spaces and it is their home. It is important that students have privacy and independence and that this is respected by all individuals entering the boarding house and by fellow students. Access is categorised as: Abbey College Cambridge boarding staff Abbey College Cambridge non boarding staff who may require routine access for inspections, cleaning and maintenance Abbey College Cambridge non boarding staff joining the students for dinner/breakfast Non Abbey College Cambridge staff such as external contractors Alpha Plus Group staff Friends and Family of the students in accommodation Access to the boarding houses is by coded key pad, key or electronic ID card. Boarding House keys are signed in and out via the school reception each day to cleaning and maintenance staff. The keys to the boarding house must not be copied without authorisation from the Director of Boarding. The codes to the doors are changed each term to maintain the security of the building. Associated documents Security Policy
Lowell J. Levine, DDS (#007) 02/01/1976 02/28/2021 240 Brentwood Ct. West Albany, NY 12203 (518) 464-7130 Philip J. Levine, DDS (#099) 02/18/1992 Deceased 6202 North 9th Ave., Suite 1-B Pensacola, FL 32504 (904) 474-0001 NAME & CERTIFICATE NUMBER CERTIFICATE ADDRESS & PHONE DATE CERTIFIED EXPIRES James M. Lewis, DMD (#139) 2/17/2008 02/28/2018 165 Intracoastal Dr. Madison, AL 35758 (256) 509-0567 John A. Lewis, Jr., DDS (#100) 02/18/1992 02/28/2022 407 Heritage Pl. Flowood, MS 39232 (808) 497-0748 Barry E. Lipton, DDS (#120) 02/16/2004 02/28/2019 2549 Eagles Crossing Dr. Clearwater, FL 33726 727-259-4418 Stephen M. Lojeski, DDS (#142) 02/28/2009 02/28/2019 600 North Santa Anita Avenue Arcadia, CA 91006-2722 (626) 574-7020 Kim M. Look, DDS (#118) 04/16/2002 02/28/2022 1885 S. Academy Blvd Colorado Springs, CO 80916-4511 (719) 392-3448 Peter W. Loomis, DDS (#121) 02/16/2004 02/28/2019 700 Ranchitos Rd NW Los Ranchos, NM 87114 505-271-2381 Holland Maness, DMD (#160 ) 02/18/2013 02/28/2018 508 Fernwood Dr. Spartenburg, SC 706-860-2200
Certificate 062 Retired/Deceased WILLIAM M. MORLANG, D.D.S. Dr. Morlang serves as a forensic consultant to the Armed Forces Medical Examiner, Armed Forces Institute of Pathology (AFIP) and Air Force Office of Special Investigation. He is an adjunct Associate Professor, School of Dental Medicine, Tufts University, and Associate Clinical Professor, School of Medicine, Wright State University. He is also a faculty member at the AFIP. Dr. Morlang is a graduate of the University of Florida, West Virginia University, Armed Forces Staff College, National Defense University, and Inter-Agency Institute for Federal Healthcare Executives at George Washington University. He trained in oral pathology, forensic dentistry, aerospace pathology, and advanced forensic pathology at the Armed Forces Institute of Pathology and FBI Academy. He served in the U. S. Air Force from 1966 until 1996 where he served as the Consultant in Forensic Dentistry to the Surgeon General. He served on the ABFO Board of Directors, ABFO Research, Mass Disaster, Bitemark, Certification and Examining, and Ad Hoc Validation Committees. Dr. Morlang was the 1996 president of the American Society of Forensic Odontology. He is a fellow of the American Academy of Forensic Sciences, Academy of General Dentistry, American College of Dentists, and International College of Dentist. He is a member of the American College of Legal Medicine, and American Academy of Oral and Maxillofacial Radiology. 06/04 Certificate 063 GERALD M. REYNOLDS, DDS Certified 1984 – Retired/DECEASED I was born in Los Angeles, March 7, 1929. My college education was completed June 8, 1952, at La Sierra University now in Riverside, California. My major emphasis was in Biology, with minors in Chemistry and Secondary Education. After a time in the Army of the United States (1953 to 1955) as a Clinical Laboratory Technologist in which capacity I never picked up a test tube! I went east to Howard University for a Master's degree in Pharmacology. Having completed that, I engaged in applied research in inhalation toxicology testing what later was
6800 (505) 881-1100 Rayond D. Rawson, , MA (#040) 02/21/1978 02/28/2018 (702) 870-6382 Stuart A. Reder, (#084) 11/01/1988 Retired (907) 344-0928 Jacqueline S. Reid, DDS (#158) 02/20/2012 02/20/2017 390 Main Street Chatham, NJ 07928 (973) 635-9456 Gerald M. Reynolds, (#063) 06/10/1984 Retired PO Box 995 Penn Valley, CA 95946-0995 (916) 477-8034 Neal R. Riesner, (#025) 02/16/77 02/28/2017 , Third Floor (914) 472-1883 NAME & CERTIFICATE NUMBER CERTIFICATE ADDRESS & PHONE DATE CERTIFIED EXPIRES Bruce A. Schrader, (#144) - Suite B (512) 996-8413 David B. Scott, (#010) 02/01/1976 Retired (703) 360-0230 David R. Senn, (#119) 04/16/2002 02/28/2017 UTHSC at , Mail Code 7919 (210) 567-3379
123 James D. Wood, 124 Robert E. Wood, , Ph.D 125 Kathleen M. Crowley, DMD 126 Veronique F Delattre, 127 Kathy A. Law, 128 Richard A. Weems. 129 Cynthia Brzozowski, DMD 130 John Filippi, 131 Lillian Nawrocki, 132 Anthony Sur, 133 Warren Tewes, 134 Stephanie Kavanaugh, DMD 135 William Silver, 136 John Williams, 137 Paula C. Brumit, 138 Kenneth Cohrn. 139 James M. Lewis, DMD 140 Adam J. Freeman, 141 Laura A. Kaiser, DMD 142 Stephen M. Lojeski, 143 Roger D. Metcalf, 144 Bruce A. Schrader, 145 Anthony R. Cardoza, 146 Sheila M. Dashkow, 147 A. Dobrin, DMD 148 Kathleen A. Kasper, 149 Janice W. Klim- Lemann, 150 Gregory L. Mar, 151 Peter J. Marsh, 152 Barbara L. Needell, DMD 153 Charles M. Berner, 154 Raymond J. Johansen, DMD 155 Denise C. Murmann, 156 Edgar W. Turner , DDS 157 Scott H. Hahn, DMD 158 Jacqueline S. Reid, DDS 159 Delora L.Fletcher, DDS 160 Holland Maness, DMD 161 Eric S. Wilson, DDS
(DISTRICT NAME) SCHEDULE OF EXPENDITURES OF FEDERAL AWARDS For the Year Ending August 31, 20XX 1 2 3 4 5 6 7 8 9 10 Expenditures Federal Agency Name Pass Through Agency Name Federal Program Title CFDA Number Other Identification Award Number From Direct Awards From Pass Through Awards Total Passed Through to Subrecipients Foot note The Accompanying Notes to the Schedule of Expenditures of Federal Awards are an Integral Part of this Schedule.
EXAMPLE SCHOOL DISTRICT SCHEDULE OF EXPENDITURES OF FEDERAL AWARDS For the Year Ending August 31, 20XX 1 2 3 4 5 6 7 8 9 10 Expenditures Federal Agency Name Agency Federal Program Title CFDA Number Other Number From Direct Awards From Awards Total Passed Through to Sub recipients U.S. Department of Agriculture WA OSPI Child Nutrition Cluster School Breakfast Program 10.553 WA12345 $25,000 $25,000 3 National School Lunch 10.555 WA12345 $200,000 $200,000 National School Lunch – 10.550 WA12345 $15,000 $15,000 Subtotal Child Nutrition Cluster $240,000 Treasurer Schools and Roads – Grants to States 10.665 NA $25,000 $25,000 Total U.S. Department of Agriculture $265,000 $265,000 U.S. Department of Education WA OSPI Title I, Part A, Grants to LEAs 84.010 A12345 $400,000 $400,000 4,7 Title I, Part C, Migrant Education 84.011 F12345 $100,000 $100,000 $50,000 Special Education Cluster: Special Education – Grants to States 84.027 B12345 $400,000 $400,000 Special Education – Preschool Grants 84.173 B67890 $100,000 $100,000 Subtotal Special Education Cluster $500,000 Impact Aid 84.041 C12345 $50,000 $50,000 Education for Homeless Children and Youth 84.196 D12345 $200,000 $200,000 $100,000 Twenty-First Century Community Learning Centers 84.287 G12345 $100,000 $100,000 Improving Teacher Quality – State Grants 84.367 E12345 $200,000 $200,000 5,6 Subtotal US Department of Education $50,000 $1,500,000 $1,550,000 $150,000 U.S. Department of Health and Human Services ESD 123 Head Start 93.600 10CH002 $90,000 $90,000 2 WA HCA Medicaid Administrative Match 93.778 WA12345 $20,000 $20,000 Subtotal US Department of Health and Human Services $95,500 $95,500 TOTAL FEDERAL AWARDS EXPENDED $50,000 $1,875,000 $1,925,000 $150,000 Pass-
Examples of Activities: These activities MUST be related to forensic toxicology. Examples of Documentation: Meetings of professional organizations (scientific sessions only) 0.25 points/contact hour Registration receipt or badge Meetings, short courses, workshops or seminars 2 points/day Certificate of participation Relevant college or university level courses 10 points/3 credit hours Transcript Other documented education (distance learning, self-study) 0.25 point/hour Certificate of completion Professional/Technical Development (10 points max in 1-year period) Where Presented/Publish/Submitted Points Examples of Activities: These activities MUST be related to forensic toxicology. Examples of Documentation: Research presented at a meeting or published a Copy of written works peer-reviewed journal article (provide citation) 5 points Letter from Editor Authorship of a book chapter or monograph 5 points Copy of review Reviewer/referee of a technical manuscript 1 point per manuscript Provide name of journal and number of reviews only Leadership (5 points max in 1-year period) Organization/Institution Points
ABF comments on Wayfinding Standards AS1428.4.2 – 15 February 2016 Section Section ID Paragraph / Table / figure / Comment / Note Page Number Comment type Comment detail Proposed change Foreword Foreword 7 7 Editorial Inconsistent use of “vision impaired” and “low vision” Proposed change aims at strengthening concepts of non-visual and visual needs Change all references within document from “people with vision impairment” and “people who are blind or have vision impairment” to “people who have low vision” / “people who are blind or have low vision” 1 1.1 Scope Para 2 9 Editorial Inappropriate use of term “blind or vision impaired people” Change to “people who are blind or have low vision” (See comment above) 2 2.2 General Note 13 Editorial Information to alert people using the standard that all pedestrian entrances whether deemed accessible or not need to be a part of the wayfinding system is not clearly articulated Additional note that specifically links all pedestrian entrances to the wayfinding system
encourage member participation in general and regional assemblies. Board Exchange information between WBU and Asia Pacific representatives contact WBU and Asia Pacific Presidents and other office holders to ensure that ABF receives information on ongoing developments. seek feedback from Australia’s representatives on Committees, Executive etc. WBU delegates to promote greater awareness and information sharing ABF to circulate any relevant information, including ABF updates to WBU Policy Advisor WBU Delegates WBU Delegates Policy Advisor Ongoing Provide Australian reports to both the General and Regional Assemblies seek information and prepare reports circulate reports to ABF Members WBU Delegates After each meeting of Assemblies GOAL 6: INCREASE MEMBERSHIP OF ABF AND ENCOURAGE FULL MEMBERSHIP Strategy Action Responsibility Actions completed Recruit new members follow up with members that have not renewed their membership and invite other organisations to become members actively identify and recruit new organisations with an interest in blindness or vision impairment Chair, Board Board, Policy Advisor Ongoing Seek program funding evaluate opportunities for obtaining funding for specific projects, particularly in relation to research and policy development Board, Policy Advisor Ongoing
Does each classroom have details of lockdown procedures (e.g. in the teacher’s drawer, or posted on the wall alongside fire drill information)? Each teacher has a copy of the details to follow. How often do you review your procedure for updates or improvements? Annually and after every situation IN THE EVENT OF CHILDREN NOT BEING ABLE TO LEAVE THE SCHOOL FOR A PERIOD OF UP TO 24 HRS Adequate supplies of dry food products are kept on site. This includes water and biscuits. Disaster Recovery In the event of the school being inaccessible or unsuitable for normal lessons, students will be moved to another site for learning to continue. This will come into effect following consultations between Head Office and the Principal. Please refer to Business Continuity Plan on the Policies Portal: Media Protocol Alpha Plus Group:
In case of adults it can be done with arterialized ear lobe sample How arterialized capillary sample is taken Site – Finger, toe, heel or ear lobe Wrapping in warm pad (40-43 C) for 10 minutes Massage ear lobe for 2-3 minutes Heparinised capillary tube should be sealed after collecting sample with clay at one end Short steel wire is inserted then other end is sealed Steel wire is moved with magnet to mix the sample Correlation between the ABG, VBG & CBG Normal Values Arterial Capillary venous PH 7.35 - 7.45 7.35 - 7.45 7.32 - 7.42 PO2 90 – 100mmHg 60 – 80mmHg 24 – 48mmHg PCO2 35 – 45mmHg 35 – 45mmHg 38 – 52mmHg O2 saturation 90 – 100% 90 – 100% 40 – 70% HCO3 19 - 25 m Eq /L 19 - 25 m Eq / L 19 - 25 m Eq /L Base excess -3 to +3 -3 to +3 -3 to +3 Correlation between VBG & ABG There is a good correlation in PH (pooled mean difference to 0.035 pH units), HCO3 (Mean difference – 1.41 mmol/L), Lactate (mean difference 0.08), Base excess (Mean
New customer check list Application for inspection and certification obligatory annex – current excerpt from the commercial register (or appropriate formal acknowledgement, if excerpt from the commercial register does not exist) Name of the company Postal code, city, state: Address: Contact person: Phone: Mobile phone: Homepage: Email: VAT number: Commercial register number: Further company/farm units: if so, please provide the addresses, contact details and the activity of the respective company in a obligatory annex to the new customer checklist. yes no Kind of company: (trader, processor, importer, exporter, wild collection, farmer) General product range: Interest in inspection/certification according to which standard: Only in case of organic certification – does/did a contract exist with another certification body? If so, with which CB? yes, with: no Experience with aspired standard: Language (if not English): How did you get to know about us? Print media: Chamber of trade: Association/standard holder: Exhibition: Processor/trader: Other: Inspector´s name:
Results of Meetings 2010 SPRING MEETING WINNER- Trevor Murphy 40 pts SECOND – Rod Crisp 39 pts CAPTAINS AND LADIES WINNERS – Derek Hill & Mary Robertson 46 pts SECOND – Mike Morris & Molly Hunt 45 pts THIRD – John Durban & Mollie 44 pts FOUR COUNTIES SOUTH Bucks Captains came Second with 188 pts. CAPTAIN’S DAY WINNER – David Buckingham 43 pts SECOND – Tony Wallington 39 pts THIRD – Douglas Ebdon 37 pts FOUR COUNTIES NORTH Bucks Captains came Fourth with 173 pts. AUTUMN MEETING WINNER – John Pettitt 43 pts. SECOND - John Sterling 41 pts ocb THIRD - Mike Morris 41 pts
Bachelor of General Studies 1. What is the Bachelor of General Studies (BGS)? The Bachelor of General Studies is a multidisciplinary general degree, which exists to provide an individual with the opportunity to self-design a personal curricular plan, i.e. to take courses in more than one area of interest, resulting in a broad-based program of study. The Bachelor of General Studies is offered through the Center for General Studies. 2. What are the degree requirements? The BGS is awarded upon completion of 120 semester credit hours, which include completion of the General Education Core Curriculum, 33 elective hours, and 45 advanced hours. The advanced hours must consist of at least 12 hours in each of three academic concentrations in which the courses are linked by a common theme or focus. In addition, a minimum grade of "C" is required in all advanced coursework as well as a cumulative grade point average of 2.0. 3. What is a "concentration"? A concentration is an academic area of specialization, such as criminal justice, computer science, communication, family studies, global issues, social and behavior sciences, and geography. 4. What are "advanced hours"? Advanced hours are upper-division (junior and senior) level courses. 5. How do I know if a course is junior or senior level? The numeric portion of the course code for a junior level course begins with the number "3," and a senior level course begins with the number "4." For example, SOCI 3310 is a junior level course, and MISY 4360 is a senior level course. BGS Concentration Areas – (examples) Computer Science COSC 3301B Digital Media COSC 3301C Web 2.0 Social Networking COSC 3301D Internet Security COSC 3320 Web Design COSC 4320 Advanced Web Design COSC 4332 Programming Mobile Devices Corporate Communications COMM 3315 Advanced Public Speaking COMM 3340 Interviewing COMM 3361 Desktop Publishing COMM 3362 PR Writings COMM 4310 Communication Law & Ethics COMM 4340 Organizational Communication COMM 4350 Corporate Training and Development Crime and Criminal Justice CRIJ 3309 Class, Race, and Gender CRIJ 3311 Crime and Criminals CRIJ 3315 Criminal Behavior
[If no, no further questions.] 4. Will Makena be administered at a dosage of 250 mg intramuscularly once weekly for up to a maximum of 21 doses? [If no, no further questions.] 5. Is the patient less than 16 years of age? [If yes, no further questions.] 6. Does the patient have a current or history of thrombosis or thromboembolic disorders? [If yes, no further questions.] 7. Does the patient have known or suspected breast cancer, other hormone-sensitive cancer, or a history of these conditions? [If yes, no further questions.] 8. Does the patient have undiagnosed abnormal vaginal bleeding unrelated to pregnancy? [If yes, no further questions.] 9. Does the patient have cholestatic jaundice of pregnancy? [If yes, no further questions.] 10. Does the patient have uncontrolled hypertension? [If yes, no further questions.] 11. Has the patient had an allergic reaction to any ingredients in Makena (hydroxyprogesterone, castor oil, benzyl benzoate, and benzyl alcohol)? [If yes, no further questions.] 12. Is the current gestational age less than 16 weeks, 0 days? [If yes, no further questions.] 13. Is the current gestational age 16 weeks, 0 days up to 36 weeks, 6 days? I affirm that the information given on this form is true and accurate as of this date. Prescriber (Or Authorized) Signature and Date
CURRICULUM VITAE Personal Details: Name Dr. Abha Singh Present position Scientist-C Date of Birth 26 September 1979 Permanent address 22A Shankar Puri Colony, Kamta, Chinhat, Lucknow-226028 Uttar Pradesh, India Corresponding address Birbal Sahni Institute of Palaeosciences 53-University Road, Lucknow-226007 Uttar Pradesh, India E-mail Educational Qualifications: Examination Passed Name of Board / University Name of Institution where studied Year of Passing % of marks Subjects Ph. D. University of Lucknow University of Lucknow 2012 - Geology Proficiency in French Language University of Lucknow University of Lucknow 2009 81.00 French M. Sc. University of Lucknow University of Lucknow 2004 72.20 Geology B. Sc. University of Lucknow University of Lucknow 2002 61.72 Chemistry, Botany, Geology Intermediate CBSE Board Rani Laxmi Bai Memorial Senior Secondary School 1998 66.00 English, Hindi, Physics, Chemistry, Biology High School CBSE Board Rani Laxmi Bai Memorial Senior Secondary School 1996 78.00 English, Hindi, Mathematics, Science, Social Science
Research Experience: Organisation Where worked Period Post Held Pay-Scale Nature of Duties Reasons for Leaving From To Birbal Sahni Institute of Palaeosciences, Lucknow 1st July 2016 Present PB 3 Rs.6600/- Research Continue Birbal Sahni Institute of Palaeobotany, Lucknow 22nd January 2013 31st June 2016 PB 3 Rs.5400/- Research Promoted as Birbal Sahni Institute of Palaeobotany, Lucknow 22nd November 2011 21st January 2013 Junior Research Fellow Rs. 19,200/- (Consolidated) Research Selected as Birbal Sahni Institute of Palaeobotany, Lucknow Birbal Sahni Research Scholar (BSRS) Rs. 16,800/- (Consolidated) Research Tenure completed Birbal Sahni Institute of Palaeobotany, Lucknow 27th October 2005 27th June 2006 Technical assistant in a DST sponsored project Rs. 6000/- (Consolidated) Maceration and slide preparation of soil samples for palynological studies Selected as BSRS Professional Details: Educational qualification M.Sc., Ph.D. (Geology). Topic of thesis “Subsurface Cretaceous calcareous nannofossil biostratigraphy from Tanot Bore Well-1, Jaisalmer Basin, Rajasthan, India.” Research interests Calcareous nannofossil biostratigraphy, Palaeobiogeography and paleoecology from Indian Basins, Oceanic Anoxic Events. Training programme/Workshop attended 2007
Abhinavagupta’s concept of music Prof.C.Rajendran Paper presented at the National seminar on Abhinavagupta at Department of Sanskrit, Calicut University, Kerala Though Abhinavagupta’s contributions to the Śaiva systems of Indian philosophy, Sanskrit poetics and dramaturgy are well known, the same cannot be said about his contributions to music and musicology, which remain a relatively unexplored subject yet. The reason for this seems to be that Abhinava’s stature in philosophy and aesthetics is so imposing that we tend to underrate his achievements in other fields. However the fact remains that Abhinava has made significant contributions to the aesthetic, philosophical and technical aspects of music. Madhurāja Yogin portrays him in his meditative verse(dhyānaśloka) as playing on the nādavīnā and giving instructions in music to his disciples. He is one of the few musicologists mentioned as an authority by Śārngadeva in his Saṅgītaratnākara. Abhinava’s treatment of music can be broadly distinguished as falling into two categories, viz. his treatment of technical aspects of music, especially music related to dramaturgy as gleaned through works like Abhinavabhāratī and his philosophical explication of music as a part of his aesthetic philosophy found in works like Tantrāloka. Let us take up these aspects one by one. I In Dhvanyāloka, Abhinava has portrayed the contours of music as consisting of concepts like śruti, jāti, amśa, grāma, rāga, bhāṣā, vibhāṣā, antarabhāṣā, deśi and mārga, which list fairly represents music of his times.Many concepts in this listing, however are absent in Bharata’s music. Bharata maintains that music is indispensable for play production by asserting that production (prayoga) is the union of song, instrument and action. The Nāṭyaśāstra treats music as an ancillary of theatre and not as an independent art pursued for its own sake. Therefore we get only glimpses of Abhinavagupta’s attitude to theatrical music and not to pure music as such. Nāṭyaśāstra represents the post Vedic phase of Indian music wherein rāga, the pivotal concept of Indian music had not yet fully developed. Indian music had not yet branched off into Hindustani and Carnatic systems. A big problem confronting musical researchers is the fact
This is one unit of alcohol… …and each of these is more than one unit FAST Scoring system Your score 0 1 2 3 4 How often have you had 6 or more units on a single occasion in the last year? Never Less than monthly Monthly Weekly Daily or almost daily Only answer the following questions if the answer above is Never (0), Less than monthly (1) or Monthly (2). Stop here if the answer is Weekly (3) or Daily (4). How often during the last year have you failed to do what was normally expected from you because of your drinking? Never Less than monthly Monthly Weekly Daily or almost daily How often during the last year have you been unable to remember what happened the night before because you had been drinking? Never Less than monthly Monthly Weekly Daily or almost daily Has a relative or friend, doctor or other health worker been concerned about your drinking or suggested that you cut down? No Yes, but not in the last year Yes, during the last year Scoring: If score is 0, 1 or 2 on the first question continue with the next three questions If score is 3 or 4 on the first question – stop here. An overall total score of 3 or more is FAST positive. What to do next? If FAST positive, complete remaining AUDIT questions (this may include the three remaining questions above as well as the six questions on the second page) to obtain a full AUDIT score. Score from FAST (other side)
guardian or LAR, if applicable, or modified to the satisfaction of the participant and the guardian or LAR, if applicable, as needed. The completed and signed PCP will be distributed by the case manager to the participant, family, if authorized, guardian or LAR, if applicable, designated representative, if applicable, and providers. Review of Person Centered Plans: Frequency of Review. The PCP shall be reviewed and updated on a quarterly basis. The participant or other team members may request more frequent reviews depending on the participant’s desires, goals, needs, and circumstances. Within one year of the date on which a PCP was developed, the case manager shall convene a meeting of the team to review and update the participant’s PCP to develop a PCP for the upcoming year. The case manager shall obtain and distribute any new or updated assessments, review monitoring reports generated by the State Agency and the provider(s), and in consultation with the participant and other team members, make appropriate revisions to the PCP based on a review of the following: the satisfaction of the participant and others, including the participant’s family and guardian or LAR, if applicable; progress toward achieving the goals identified in the PCP; any significant changes in the participant’s circumstances or abilities including: changes in the participant’s physical or mental health, including a review of the appropriateness and effectiveness of current medications, if applicable; changes in the participant’s financial resources; changes which may affect the participant’s service or support needs; changes in the participant’s ability to make informed decisions regarding his or her personal or financial affairs; and changes in the availability of needed services and supports;
Patient Consent Obtained (date of letter – copy to be retained on patient file) Proposed Start Date for Therapy (add clinic date)*: Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C61 – Malignant neoplasm of prostate HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.
eating disorders in various ways. One way describes a "disdain for traditional female roles and social limitations," while the other is a fear of "'The Female,'" or "voracious hungers and sexual insatiability." Based on culture's influences on her self-perceptions, the anorexic fears seeming too needy and dependent on those around her, which increases her sense of need to control her body (41). These gender stereotypes also affirm contemporary beauty ideals, which individuals with eating disorders choose to shun in response. Thin, spry bodies and sharp angles embrace a boyish appearance and masculine stereotypes of bodily control and freedom over self. Inversely, there are factions of Anorexics and their supporters that are open about the merits of Anorexia Nervosa. These individuals describe themselves by the friendly term (Richardson and Cherry, 2011). They claim that there is no problem whatsoever with Anorexia, because it is a "lifestyle choice rather than an illness" which they embrace (119). There are many anonymous blogs geared towards those who define themselves as "Anas," which strive to provide a safe and encouraging place. On such websites are entries about what and when to eat, how to fool doctors into thinking one is not underweight, and "trigger pictures." Trigger pictures are usually emaciated women parading around on runways, exuded On the other hand, some sites also include reverse triggers as a means of or pictures of individuals that are obese, overweight, or even of a normal, healthy weight. Anas resist feminine body types, and go even further to resist society's- already slim- view of the ideal beauty, in favor of the extreme-thin. One goal is to drop so low in weight as to stop normal menstruation cycles, leaving another identifier of womanhood behind. In Girl Model, a 2013 movie on a young, Siberian teen who seeks a modeling career, this body type is described in terms of the modeling business. Thirteen-year-old Nadya is chosen to model in Japan because she is slim and "fresh-faced," meaning that she is young-looking, but is told to
PROJECT BUDGET: Total of Components cannot exceed the maximum total award amount GRANTEE CERTIFICATION I am the representative of the provider (“Grantee”) listed above who is authorized to execute this form. The above named project /grant award is in accordance with Section 13 of Public Act 15-1, the Notice of Grant Award, General Grant Conditions and NGP Grant Conditions. The Grantee has authorized the project for which it will receive State of Connecticut funds. The information contained on this form is true, accurate and complete. By (signature of authorized representative): ________________________________________________ Printed Name: Dennis Perry Title: Executive Director Signed at , Connecticut, this day of 20 . (town/city/or borough) FOR OPM USE: Grant Administrator Name: Valerie Clark Grant Administrator Phone: 860-418-6313 Grant Administrator Email: Valerie.clark@ct.gov