zilongwang/ReadingBank huggingface dataset:
Annex 2 – Curricula Vitae (CVs) A summary is to be inserted at the beginning of this Annex using the table below. The table must not exceed one (1) A4 page (single-sided). Position ARF job level & classification Name Nationality Gender Brief description of key qualifications, expertise and experience Proposed total number of days (including preparation, design, delivery) Workshop Leader/ Designer Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert
Date/Position/Company: Dot points of duties and responsibilities: Referees: Name: Position: Company: Work Phone: E-mail: Name: Position: Company: Work E-mail: Certification: “I certify that this curriculum vitae is accurate and I acknowledge my willingness and availability to participate in the Australia Awards Short Course tender in the role of [position title]”. Signature: Date: Annex 3 – Draft Workshop Programs Brief overview of the two workshops (no more than 2 pages) outlining their approach to the design and delivery of the workshop to enable the achievement of program outcomes and the course purpose and goals, including: Short description of intended course topics; Intended teaching and learning material; Intended delivery Annex 4 – Statutory Declaration
Short course overview and objectives: Organisation’s role in the design and delivery of the short course: Support services provided: Core personnel provided and functions performed: Annex 2 – Curricula Vitae (CVs) A summary table (as below) is to be inserted at the beginning of this Annex. The table must not exceed one A4 page. Position ARF job level & Name Nationality Gender Brief description of key qualifications, expertise and experience Proposed total number of days (including preparation, design, delivery) Course Leader/ Course Designer B4 Insert Insert Insert Insert Insert Additional nominated Insert Insert Insert Insert Insert Insert
And I make this solemn declaration by virtue of the Statutory Declarations Act 1959, and subject to the penalties provided by that Act for the making of statements in statutory declarations, conscientiously believing the statements contained in this declaration to be true in every particular. Insert signature (Signature of person making declaration) Declared at insert location on the insert date Before me, Insert the name and the title of the person before whom the declaration is made
Short course overview and objectives: Organisation’s role in the design and delivery of the short course: Support services provided: Core personnel provided and functions performed: Annex 2 – Curricula Vitae (CVs) A summary table (as below) is to be inserted at the beginning of this Annex. The table must not exceed one A4 page. Position ARF job level & classification Name Nationality Gender Brief description of key qualifications, expertise and experience Proposed total number of days (including preparation, design, delivery) Course Leader/ Course Designer D4 Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert
Annex 2 – Curricula Vitae (CVs) A summary table is to be inserted at the beginning of this Annex using the table below. The table must not exceed one (1) A4 page (single-sided). Position ARF job & classification Name Nationality Gender Brief description of key qualifications, expertise and experience Proposed number of days (including preparation, design, delivery) Course Leader/ Course Designer Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Course Coordinator Insert Insert Insert Insert Insert Insert Welfare Officer Insert Insert Insert Insert Insert Insert Gender Equality, Disability and Social Inclusion Advisor Insert Insert Insert Insert Insert Insert
Countries of work experience: Professional experience (with particular reference to tender requirements) Date/Position/Company: Dot points of duties and responsibilities: Date/Position/Company: Dot points of duties and responsibilities: Date/Position/Company: Dot points of duties and responsibilities: Referees: Name: Position: Company: Work Phone: E-mail: Name: Position: Company: Work Phone: E-mail: Certification: “I certify that this curriculum vitae is accurate and I acknowledge my willingness and availability to participate in the Australia Awards Short Course tender in the role of [position title]”. Signature: Date: Annex 3 – Draft Course Program Brief overview of the course (no more than 2 pages) outlining their approach to the design and delivery of the short course to enable the achievement of program outcomes and the course purpose and goals, including: Short description of intended course topics;
2 – Curricula Vitae (CVs) A summary table is to be inserted at the beginning of this Annex using the table below. The table must not exceed one (1) A4 page (single-sided). Position ARF job level & classification Name Nationality Gender description of key qualifications, expertise and experience Proposed total number of days (including preparation, design, delivery) Course Leader/ Course Designer Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Additional nominated positions (if applicable) Insert Insert Insert Insert Insert Insert Course Coordinator Insert Insert Insert Insert Insert Insert Welfare Officer Insert Insert Insert Insert Insert Insert Gender Equality, Disability and Social Inclusion Advisor Insert Insert Insert Insert Insert Insert
Name: Position: Company: Work Phone: E-mail: Name: Position: Company: Work E-mail: Certification: “I certify that this curriculum vitae is accurate and I acknowledge my willingness and availability to participate in the Australia Awards Short Course tender in the role of [position title]”. Signature: Date: Curriculum Vitae of Gender Equality, Disability and Social Inclusion Advisor Position title: Specialist fields of expertise of nominee: Name: Nationality: Academic qualifications: Languages & degree of proficiency: Professional affiliations: Other training:
ii) 2017/18 Budget ii) Grants Actively being Explored b. Programs Offered by the Association – Alastair Beddie (5 minutes) c. Membership Has Its Privileges – Kyle Harnett (5 minutes) d. Development Directors Report – Michael Wilson (10 minutes) i) Trends in Development ii) Business Plan 6. Compost Anyone? - Alla Guelber (10 minutes) 7. Thank you – Ronald Waters (5 minutes) 8. Appointment of Auditors Resolution – Terry Paukstat (5 minutes) 9. Election of Directors – James Brunton (10 minutes) 10. Nomination Committee – Michael Wilson (5 minutes) a. Introduction of Slate – Lauren Harnett (5 minutes) b. Election of Officers – Michael Wilson – (5 minutes) i) Election of Secretary Registration and refreshments begin at 6:30
2016/17 ii) 2018 Budget iii) Auditor Resolution b. Programs – the Future Looks Good - Alastair Beddie (5 minutes) c. Membership Can it be more Inclusive? – Kyle Harnett (5 minutes) d. Development Permits that Introduce a New Neighbour – Debbie White (10 minutes) 7. Thank you – Ronald Waters (5 minutes) 8. Election of Directors – James Brunton (10 minutes) 9. Election of Officers – Kyle Harnett (10 minutes) Registration will 6:30 You are cordially invited to stay for refreshments at the conclusion of the Annual Meeting
K-6th Afternoon Schedule M, T, Th, F Arrival Times 2:35 – Dunlap 2:25 – South Shore 2:40 – Wing Luke Bus 2:30–3:00 – Drop Offs 3:45 – Rainier View Bus 2:25-2:40 Free Choice 2:40-2:50 Clean Up 2:50-3:00 Welcome Game 3:10-3:30 Snack/Free Choice 3:30-3:45 Clean Up/Transition 3:45-4:15 Outside/Gym Time 4:15-4:25 Return to Kids Co. 4:25-5:00 Homework/Quiet Time 5:00-5:30 Project/Activity Time 5:30-6:00 Free Choice/Clean Up W Arrival Times 1:10 – South Shore 1:15-1:30 – Drop Offs 1:20 – Dunlap 1:25 – Wing Luke Bus 3:30 – Rainier View Bus 1:10-1:30 Free Choice 1:30-1:40 Clean Up 1:40-2:10 Project/Activity Time 2:10-2:25 Clean Up/Transition 2:25-2:55 Outside/Gym Time 2:55-3:05 Return to Kids Co. 3:10-3:30 Snack/Free Choice 3:30-4:10 Project/Activity Time 4:10-4:40 Homework/Quiet Time 4:40-4:55 Clean Up/Transition 5:00-5:30 Outside/Gym Time 5:30-6:00 Free Choice/Clean Up
Navigation: Management > Search for an Asset Enter a Unit. Enter other search criteria as desired. Click the Hint link for additional information when selecting criteria. Click the Search button. Search results display with details available from these tabs: Information displays business unit, asset ID, description, asset type, asset subtype, tag number, serial ID, and status. Asset Cost Information displays business unit, asset ID, description, ChartFields, cost type, quantity, cost, and currency. Acquisition Detail displays business unit, asset ID, description, PO business unit, PO number, receiving business unit, receipt number, AP business unit, voucher ID, PC business unit, project ID, and activity. displays business unit, asset ID, description, employee ID, custodian, asset custodian department ID, and offsite status. Work Maintenance displays business unit, asset ID, description, use-as-tool option, schedulable option, capitalized asset option, overbooking option, work order location, work order business unit, work order shop, and VIN. More displays business unit, asset ID, description, profile ID, parent ID, group ID, location, lease end date, manufacturing ID, model, and replacement cost. Select an asset to continue, click the radio button. To display detailed information select an option from the Drill-Down To options include: Asset Accounting Entries Asset Basic Information Asset Cost Adjust/Transfers Asset Cost History Asset Depreciation Asset Retirements Copy Asset Define Tax/Depr Criteria (define tax and depreciation criteria) an Asset View Component Hierarchy Reports and Queries Navigation: Reporting Tools > Query > Query Viewer For a list of Management Queries, enter “NDU_AM” in the search criteria field.
Squadrons that have been on the honor roll for 25 years Palm Beach Sail/8 Squadrons that have been on the honor roll for 30 years Cape Fear Sail/27 Dallas Sail/21 Durham Sail/27 Squadron recipients who have been on the honor roll for 35 years Galveston Bay Sail/21 Mount /27 Membership Committee Doing it Right Awards Westchester Sail/2 Bayside/3 Captree/3 Great South Bay/3 Hempstead Bay/3 Jones Beach/3 Neptune/3 Oyster Bay/3 Patchogue Bay/3 Peconic Bay/3 Smithtown Bay/3 Patuxent Sail/5 Susquenango/6 Akron Sail/7 Rocky River Sail/7 Homestead/8 Key West Sail/8 Palm Beach Sail/8 Pompano Beach/8 St. Lucie River/8 Vero Beach/8 Birmingham/9 Dearborn Sail/9 Port Sail/9 South Bend Sail/9 Great Blue Hill Sail/12 Fort Walton Sail/15 New Orleans/15 Pass Sail/16 Bellingham Sail/16 Atlanta Sail/17 Chattanooga Sail/17 Anna Maria Island/22 Crystal River/22 San Carlos Bay Sail/22 Sanibel Captiva Sail/22
Sarasota Sail/22 St. Petersburg Sail/22 Venice Sail/22 Beach Sail/23 Charleston Sail/26 Tybee Light Sail/26 Albemarle Sail/27 Cape Fear Sail/27 Cape Lookout Sail/27 Catawba Sail/27 Charlotte/27 Durham Sail/27 Goldsboro Sail/27 Greensboro/27 Lake Norman Sail/27 Pamlico Sail/27 Raleigh Sail/27 Rocky Mount/27 Shallotte River Sail/27 Southport Sail/27 Tar River Sail/27 San Luis Rey/28 Grand Lake Sail/31 15th USPS National Boarman Youth Poster Contest Winners Ages 6 - 8 3rd place Zacary Morris St. Louis Sail/30 2nd place Ethan Long Marion/29 1st William Yeamans Patchogue Bay/3 Ages 9 -11 3rd place Christian Florio Lackawanna Sail/4 2nd place Ethan Reynolds Charleston Sail/26 1st place Cassandra Vasquez District 2 Ages 12 -14 3rd place Megan O’Brian Central Wisconsin Sail/10 2nd Dorothy Morgan Northern Neck Sail/5 1st place Summer Bruce Charleston Sail/26 ______________________________________________ C/C Alter presented Honorary Member and Emeritus Member awards to the following members:
Supplementary Table S3 Deconvoluted XPS data according to the binding energy estimated from Pt 4f core-level XPS spectra of PtCo/C and PtCo/C-PNIPAM. Supplementary Table S4 Electrochemical surface areas (ESAs) of PtCo/C and before and after the ADT. a The ESAs were calculated from the charge density associated with monolayer hydrogen adsorption of 210 µC cm-2 in the Hupd region in CV. b It was assumed that the ESA before the ADT was 100 % for each sample.
S. et al. Electric-Field Control of Nonvolatile Magnetization in in Co40Fe40B20/Pb(Mg1/3Nb2/3)0.7Ti0.3O3 Structure at Room Temperature. Phys Rev Lett 108, 137203 (2012). doi: 10.1103/PhysRevLett.108.137203 Baek, S et al. Ferroelastic switching for nanoscale non-volatile magnetoelectric devices, Nat. Mater. 9, 309. (2010)
Figure S4. The IR images and SEM images of the repetitive stretching test. (a) N = 1, (b) N = 3, (c) N = 5. Table S1. Electroplating time, sheet resistance Rs, transmittance T, fill factor fF, and Tf of CFH for different electrospinning times. ts (s) tp (s) Rs (Ω·sq-1) T (%) fF (%) Tf (%) 5 2 0.370 96 6 94 90 5 0.266 60 36 64 180 10 0.101 30 65 35 Table S2. PAN nanofibers and copper-plating parameters for each case. Case Experimental result ts (s) Dp (μm) Lt (μm) Ip (A) Ca Dc (μm) 5 0.51 145.76 3.094 0.0270 1.16 90 0.50 367.95 3.193 0.0276 1.18 180 0.51 751.65 3.294 0.0279 1.19 Table S3. The element ratio of the CFH with T = 96% during the 20-cycle test. Element (Weight %) Before the cycling test 10 cycles After 20 cycles Cu 97.4 96.7 95.3 O 0.4 0.7 0.8 C 2.2 2.6 3.9 Table S4. The properties for the CFHs in Figure 3d.
4. The effect of local gating on spin transport. In this section, we discuss the effect of locally applied top gate voltages on the spin transport. In the non-local configuration, a charge current (I) is sent from the injector electrode (2) to the reference electrode (1), and the electrochemical potential difference between the detector electrode (3) and the second reference electrode (4) is measured. The non-local signal (RNL) is given by . The non-local configuration allows for detecting the spin dependent signal and filters the charge related spurious contributions. Figure S4b shows the RT VTG dependence of RNL and τS at fixed VBG = 0 V. Here, electrode 5 is utilized to locally modulate the charge carriers only in the charge current path. The measured RNL from Hanle precession measurements and the extracted τS seem to very weakly depending on the VTG and confirm that spin and charge paths are completely isolated from each other in the non-local geometry. Figure S 4c shows the VTG dependence of non-local resistance at VBG = -30 V and B = 0 T, when the modulation is applied to electrode 6. While electrode 6 significantly modulates the spin signal, electrode 5 does not have any noticeable effect on spin transport. Figure S4: (a) Schematics of the dual-gated, encapsulated device. (b) VTG dependence of RNL and τS at VBG =0 V. The measurement is performed at RT in Sample B, with the modulation applied only to electrode 5. (c) VTG dependence of RNL at B = 0 T and VBG = -30 V. The measurement is performed at 2 K. 5. The effect of annealing on charge transport. Annealing above 300 °C is a standard process to improve the electronic mobility of graphene by removing the fabrication-related residues. Nevertheless, such high temperature annealing degrades the ferromagnetic electrodes. Here, we show the charge transport properties of a partially encapsulated bilayer graphene spin valve device. While the encapsulated regions are protected against the fabrication residues, non-encapsulated region is
Figure S6. Worm-like movement of photothermal PP0.29PD70 (25 mm in length, 3 mm in width) under NIR laser irradiation (Io = 253 mW). Figure S7. plot for displacement (filled symbols) and bending (angles in open symbols) properties comparing different PEDOT based soft actuators. Figure S8. Photothothermal movement of sunflower-B under one sun condition (AM1.5, 100 mW cm−2) at room temperature. Table S1. The electrical conductivity and sheet resistance of bimorph with different thickness. Thickness of (nm) Sheet resistance (Ω) Electrical conductivity (S/cm) Δσave (%) On Si wafer On PDMSa On Si On PDMS 129 102 103.5 760 749 1.4 148 95.6 96 705 702 0.3 232 44 42.7 981 1011.7 3.1 257 47.3 50.3 823 774 6 370 28.6 29 943 932 1.1 380 29 26.3 907 999 10.1 a Thickness of PDMS = 300 μm Table S2. Displacement and bending properties of PP-PEDOT/PDMS bimorphs as compared PEDOT PEDOT
Figure S6 Height profiles of nGO, nGO@DOX, and nGO@DOX-cPEG flakes. Figure S7 (A) FACS results todetermine cellular apoptosis of prostate cancer cells following treatments with nGO@cPEG and nGO@DOX-cPEG flakes including free DOX, with or without NIR irradiation. (B) Western blot analysis to determine apoptosis related protein’s expression by prostate cancer cells following treatments with nGO@DOX-cPEG and nGO@DOX-cPEG+NIR including free DOX. Figure S8 Representative organ histopathological images of mice from Control and nGO@DOX-cPEG treated groups. H&E staining, scale bars: 120 μm.
image of the liquid-metal pattern after encapsulation (50 μm width). (d) Magnified view of (c). Figure S3. Circuit designs and specification of the inductive coil. (a) Circuit diagram of the NFC device. (b) Design of the coil and device. (c) Table showing the specification of the liquid metal coil. Di, Do, N, L, Ct, and R1 are the inner diameter, outer diameter, the number of turns of the coil, tuning capacitance, and resistance of the commercial SMD, respectively. Figure S4. Cross-sectional SEM images of the liquid metal microchannel (a) SEM image of the liquid metal coil embedded in a PDMS matrix. (b) Magnified cross-sectional image of the liquid metal coil. (c) Cross-sectional SEM image of the strain sensor. Figure S5. (a) Successive images of liquid patterning process via selective wetting of reduced GaInSn using NaOH. (b) Screen printing of GaInSn without NaOH treatment. Figure S6. Initial resistance of the patterned liquid metal strain sensors. (a) Initial resistance values of the strain sensors for various lengths with the same line width (70 μm). (b) Initial
Michelson interferometry measurement. These observations suggest that the standing wave within the cell does not arise from the substrate vibration. Supplementary Figure S6│Circular textures observed in a square cell with circular electrodes. We prepared a cell using two square glass substrates with a circular electrode (~ 5 cm diameter). When a pulse train signal was applied to the cell, the concentric ring textures were observed, although the structures were not as periodic as those observed in the cell with square electrodes. This observation clearly shows that the texture pattern is related to the boundary condition. Supplementary Figure S7│Determination of the handedness of concentric defects in a cell containing chiral dopant LCs. We prepared two cells containing R811 and S811 doped LCs, respectively. The director profile in each cell was analyzed the optical transmittance observation and the optical compensator method from oblique directions. The red and green dots represent the clockwise and
Carbon nanoneedles/ Au 0.1 M PBS 20 mV/s 10 mM 0.15V 1 Mesoporous doped carbon 0.1 M PBS 10 mV/s 50 mM -0.36 V 2 Porous carbon PCDF-900 0.1 M PBS 10 mV/s 50 mM -0.3V 3 Graphene/Cu nanocubes 0.1M KOH 100mV/s 10mM -0.1V 4 Pd-Ni/CNT 1.0 M NaOH 10 mV/s 10 mM -0.25 V 5 Pd/C 0.05 M H2SO4 100 mV/s 10 mM 0.0 V 6 Au NPs/single wall carbon nanotubes 0.1 M PBS 10 mV/s 2 mM 0.0V 7 N-doped graphene/Au 0.1 M PBS 100mV/s 0.5mM -0.22V 8 Cuo NP; 0.2 M NaOH 20 mV/s 30 mM -0.15V a 9 AuCuSn (20% Sn) 0.1M KOH 50 mV/s 10 mM -0.1 V a 10 VGNWs-45 0.1M KOH 50 mV/s 50 mM -0.42 V This work Potential vs. Ag/AgCl (3M KCl) SI video_FG: This video clip displays the slow removal of large sized nitrogen bubbles from the surface of flat graphene during hydrazine oxidation. SI video_VGNH: This video clip displays the faster removal of small sized nitrogen bubbles from the surface of vertical graphene nano-hills during hydrazine oxidation. References 1. Dudin, P. V, Unwin, P. R. & Macpherson, J. V. Electro-oxidation of hydrazine at gold nanoparticle functionalised single walled carbon nanotube network ultramicroelectrodes.
Your Name address Objective Seeking a position as an Administrative Medical Assistant which will allow me to utilize my existing skills and enable me to learn new skills. I want to put all of my effort in enhancing the productivity of the organization and delivering exemplary work. SUMMARY OF QUALIFICATIONS Strong organization Customer Service Skills Bilingual Phone Etiquette Microsoft Word & Medical Terminology Type 34 WPM Prescriptions CMS-1500 Problem solving Basic ICD-9 coding Pharmacology Knowledge First Aid & CPR Certified education Milan Institute Date Administrative Medical Assistant Work of experience rEFERENCES Happily provided upon request
SEN LOCAL OFFER At Aston Manor Academy we strive to support all pupils to enable them to achieve at school and to meet their potential both socially and academically. In order to do this many steps are taken to support our pupils through their learning journey. As well as a challenging learning environment, we provide support, acceptance and real opportunities for friendships and positive relationships. Quality teaching is vital; however for some pupils there are occasions when they need further provision that is different from and additional to that made generally for others of the same age. 1. What kinds of Special Educational Needs does our school make provision for? TYPES OF NEED AND WHAT THAT COULD LOOK LIKE EXAMPLES OF SUPPORT IN OUR SCHOOLS Cognition and Learning Pupils who are not achieving age related expectations, even with appropriate differentiation. Pupils with specific learning difficulties. Differentiated curriculum Targeted small group interventions Literacy support eg. Lexia (Reading programme) Pupil & School Support involvement In support from Teaching Assistant (TA) Specialist teaching programmes to accelerate progress. One-to-one individual support when appropriate. Communication and Interaction Pupils with Speech, Language and Communication Needs Pupils with ASD, including Aspergers Syndrome & Autism. Social interaction and communication groups. Level 1 Autism Awareness training whole staff training. Level 2 Autism Awareness training for Inclusion Staff. Communication and Autism Team involvement. Social, Emotional and Mental Health difficulties Pupils may experience a wide range of Social & emotional difficulties which manifest themselves in many ways. ‘Friends’ group -supporting anxiety School Nurse Educational Psychologist (Authority) Educational Psychologist and Counsellor (Independent). Designated family Support Worker. Sensory and/or Physical needs Students who require Special Educational provision which prevents or hinders them from making use of the educational facilities generally provided. Unfortunately, due to the nature and age of our original school buildings we are unable to meet the needs of Appropriate outside agency involvement Some specialist personalised resources in the classroom, as appropriate
[What will students do to demonstrate their mastery of the lesson objectives/ standard(s)?] HOMEWORK [What activities or assignments will be used to reinforce learning?] PROJECTS/LABS (IF APPLICABLE) [How will students demonstrate knowledge and new understandings?] Academic Enrichment See Intervention Schedule for 7th period See Intervention Schedule for 7th period See Intervention Schedule for 7th period See Intervention Schedule for 7th period See Intervention Schedule for 7th period Lesson plans are to be submitted to the main office each Thursday by 4:00 p.m. (Revised September 2018)
Document Management Printed versions are only valid on the date of print. For the latest version, please refer to the electronic version stored on the Hub. PROJECT REFERENCE Network Amadeus Pipeline NT Project No. IT AM02 Project Alias No. Project Name Application Renewal Program Budget Category SIB Capex Risk Rating High Reference Docs PROJECT APPROVAL Prepared By: Trevor Coles, Applications Manager, Information Technology Reviewed By: Heather Reynolds, Vendor Manager Information Technology Approved By: Bill Fazl, General Manager Information Technology TABLE OF CONTENTS
(i) to maintain and improve the safety of services; or breaches. Any failure will have impacts on the safety of services the capital expenditure is necessary: (ii) to maintain the integrity of services; or The integrity of the services will be impacted if there are risks on critical systems being available. the capital expenditure is necessary: (iii) to comply with a regulatory obligation or requirement; or Regulatory obligations would be breached if the systems were not available)
the capital expenditure is necessary: (i) to maintain and improve the safety of services; or Making this investment reduces the risk of failure of the critical systems or security breaches. Any failure will have impacts on the safety of services the capital expenditure is necessary: (ii) to maintain the integrity of services; or The integrity of the services will be impacted if there are risks on critical systems being available. the capital expenditure is necessary: (iii) to comply with a regulatory obligation or requirement; or Regulatory obligations would be breached if the systems were not available.
ANNEXURE VI Details of Capital evolution of the transferee/resulting and transferor/demerged companies: Date of Issue No. of shares issued Issue Price (Rs.) Type of Issue (IPO/FPO/ Preferential Issue/ Scheme/ Bonus/ Rights, etc.) Cumulative capital (No of shares) Whether listed, if not listed, give reasons thereof
long-term ß-lactam antibiotic are the cornerstone for management of respiratory exacerbations, but unfortunately their application is restricted due to delayed-type hypersensitivity reactions. Reactions develop at a higher frequency when compared to the general population (greater than 30% of adult patients with cystic fibrosis experience hypersensitivity) (1, 2). Patients present with rashes, fixed drug eruptions, arthralgia and drug fevers. β-lactam antibiotics interact with and bind covalently to specific lysine residues on protein generating an antigen that may activate cellular immune responses in susceptible patients. We have recently focused on three commonly used drugs in patients with cystic fibrosis, piperacillin, meropenem and aztreonam and found that each forms a distinct haptenic structure on albumin resulting in activation of drug-specific CD4+ T-lymphocytes isolated from hypersensitive patients (3-5). T-cell cross-reactivity with the different drugs was not observed. The absence of detectable drug-specific T-cells in tolerant patients exposed to several drug courses suggests that T-cells are directly involved in the disease pathogenesis. Drug protein adducts might also activate B-cells promoting hapten-specific immunoglobulin production (6-8). Once activated B-cells differentiate they are able to acquire a memory phenotype characterized by expression of cell surface receptors such as CD27+ (9). Memory B-cells reside primarily in peripheral blood and secrete immunoglobulin following to antigen. In vitro activation of memory B-cells following mitogen or antigen stimulation can be visualized using an IgG ELIspot or increases in CD27 expression (10, 11). Antigen-specific memory B-cells can be detected ex vivo in the presence or absence of circulating serum IgG; hence, it is important to measure memory B-cell activation alongside serum antibodies to obtain a more detailed analysis of the antigen-specific humoral immune response.
Stamp participants’ passports. (2 minutes) You will then move to the next table on your schedule. In total, you’ll lead the above scenario at four different tables. Thank you so very much for your service. OA Board-Approved. © 2017 Overeaters Anonymous, Inc. All rights reserved.
During reading, stop three to five times to model your thinking. Your think-alouds should be brief so as not to interrupt the flow of the story. After the read-aloud have students do a turn and talk with their neighbor focusing on one or two the focus questions below. DAILY FOCUS QUESTIONS: What would Grace do after hearing or reading a story? Why did Raj say Grace couldn’t play Peter Pan? Why did Natalie say that Grace couldn’t play Peter Pan? What did the teacher do to solve the problem? Where did Nana and Grace go on Saturday? Who was to play Peter Pan? The text says, she had heard them, and sometimes while they were still going on, Grace would act them out." Teacher think-aloud: "It really seems like Grace is creative since she can act out stories. I wonder what else she will be creative with in this story.” Sample answers to focus questions: She would pretend to be that character. She could not be Peter Pan because she was a girl. She could not be Peter Pan because she was black. The teacher held auditions to choose who was best for each part. They went to the ballet to see Rosalie Wilkins in Romeo and Juliet. was cast as Peter Pan. Everyone voted for Grace. THIRD READING: Whole class responds to the focus questions for the day. DAILY FOCUS QUESTION: What do we know about each of the characters that Grace acts out? Why did the author show Grace acting as the characters Joan of Arc and Anansi the Spider? Note to Teacher: Students may need to review the proper and receive background knowledge about the historical characters and how they helped to develop Grace as a character See sample completed chart for responses. Sample Answer to Focus Question: All of the characters that the author mentioned in the story have similar characteristics of being brave and determined, which Grace exemplified by the end of the story.
Memory (page 1)– the ability to remember something; an experience, person, or thing one remembers Exciting (page 1) – interesting Fortune (page 9) – treasure Adventure (page 9) – a trip or activity that is dangerous or exciting Sparkle (page 16) – to shine Audition (page 20) – tryout Wicked (page 3) – evil in actions or Imagine (page 19) – made up or make believe Stun (page 17) – to or amaze Fantastic (page 20) – excellent; wonderful Success (page 23) – a good result or “win” from doing something well Amaze (page 23) – to surprise very much Explore (page 4) – search or travel Kingdom (page 4) – area of land ruled by king or queen Companion (page 9) – buddy Fun Extension Activities for this book and other useful Resources You Tube has a copy of Amazing Grace being read aloud Pair text with When Marian Sang by Pam Munoz Ryan; Have students compare the main characters from each story for similar character traits. Have students research and then dress up to represent the characters mentioned during the third reading and share who they were and what made them important. Note to Teacher Materials you will need: 1 copy of Amazing Grace Graphic organizer for each child For extension and paired text lessons only: 1 copy of When Marian Sang
CGC1D/P CULMINATING ACTIVITY RUBRIC A CANADIAN AMAZING RACE Criteria Level 1 (50%-59%) Level 2 (60%-69%) 3 (70%-79%) Level 4 (80%-100%) Mark KNOWLEDGE Students will demonstrate and understanding of human and physical diversity of Canada Demonstrates limited understanding of human and physical diversity of Canada Demonstrates some understanding of human and physical diversity of Canada Demonstrates considerable understanding of human and physical diversity of Canada Demonstrates thorough understanding of human and physical diversity of Canada /20 THINKING Students form conclusions by interpreting data and determining the relevance of information Forms conclusions with limited effectiveness Forms conclusions with some effectiveness Forms conclusions with considerable effectiveness Forms conclusions with thorough effectiveness /30 COMMUNICATION Students clearly express and logical organize ideas and information in a written component Communicates ideas and information with limited clarity and organization Communicates ideas and information with some clarity and organization Communicates ideas and information with considerable clarity and organization Communicates ideas and information with a high degree of clarity and organization /20 Students demonstrate accurate mapping conventions Uses mapping conventions with limited effectiveness Uses mapping conventions with some effectiveness Uses mapping conventions with considerable effectiveness Uses mapping conventions with a high degree of effectiveness APPLICATION Students will transfer knowledge and skills to effectively promote tour. Transfers knowledge and skills to effectively promote a city with limited effectiveness Transfers knowledge and skills to effectively promote a city with some effectiveness Transfers knowledge and skills to effectively promote a city with considerable effectiveness Transfers knowledge and skills to effectively promote a city with a high degree of effectiveness /20 Students will transfers information to a map and create a budget using the appropriate skills. Transfers information to a map and create a budget with limited effectiveness Transfers information to a map and create a budget with some effectiveness Transfers information to a map and create a budget with considerable effectiveness Transfers information to a map and create a budget with a high degree of effectiveness TOTAL /100
How to support PAL-does not cost you anything! Amazon: Go to http://smile.amazon.com/ Sign in your normal Amazon username and password. Amazon will prompt you to select an organization-type in Parents of Addicted Ones-Pal do not just type PAL it will not find it Select the Glendale AZ PAL and then to make sure you have signed up correctly, look to the top left of the page under the search bar for the word “supporting” which is orange in color. Next to supporting it should now say Parents of Addicted Loved Ones (PAL) in white letters. You're now correctly signed up. Simply always go to https://smile.amazon.com/ to sign in (not at amazon.com) and make your Amazon purchases and by doing so you are helping to support PAL. Fry's (Kroger’s) Food Store: Go to Click on community/community rewards. Click on Enroll now if you have a Fry's VIP, if not, click on blue click here to create one. Sign in using your normal Fry's username and password. (If you do not have an account it is simple to create one – just follow the directions on the page) Select Parents of Addicted Loved Ones-PAL Gilbert AZ- yes it is different in that it says Gilbert rather than Glendale like Amazon but it is still us. Fry's will then prompt you that you are enrolled properly and that you have selected PAL as your preferred organization. Please make sure that every time you shop at Fry's that you type in your VIP card or Alt ID (typically phone #) at checkout-by doing so you are supporting PAL. The above Fry's instructions need to be renewed annually in August of each year. Many, Many thanks for taking a brief 10 minutes on your computer or Smartphone to support PAL!
Hi Families! Do you shop on Amazon? Did you know part of your purchase price can be returned to (PTO/PTA name)? It’s called the Amazon Smile program and it’s very simple to use. Here is how you can make sure your purchases count towards our donation: Visit instead of the regular amazon website. Don’t worry! This is the same Amazon, with the same products sold at the same prices. Smile is just Amazon’s charitable website. On your first visit, you need to search for your charity. Select: EXACT SCHOOL PTO NAME AS LISTED ON THE AMAZON WEBSITE That’s it! Shop just like normal and part of your purchase price will be donated to our school! Here’s the best part: You only have to pick your charity on the first visit. it will remember your choice on all future visits. After the first visit, always start shopping at smile.amazon.com so every purchase you make all year long will count towards our donation. If you visit the regular Amazon website first, it won’t count! Just remember to start shopping at smile.amazon.com! Thank you for your help! This extra funding will go a long way toward providing (LIST HOW THE DONATIONS WILL BE USED). Sincerely, Name of PTO/PTA officer
Only count 1 re-contact per 24 hours. This indicator should capture the number of individual patients (identified by same location and patient gender) who re-contact 999 within 24 hours of their initial call. All locations should be captured within this indicator. There should be no exclusions for non-residential addresses or events. If the patient’s gender is unknown on the re-contact, it should be included, to ensure no patients are missed. The second call from the patient (the re-contact) cannot count as the primary contact for a further call. All calls that have been passed from 111 as requiring an ambulance response either electronically or manually should not be included in this indicator. From 01 April 2007, all “urgent” calls have been prioritised and classified in the same way as emergency calls. However, these “urgent” calls should not be included with data for emergency calls for this indicator. Exclusions (for components ‘a)’ and ‘b)’ of this indicator) This indicator measures patients re-contacting 999 within 24 of original emergency call; the following calls should be excluded from the numerator: - Re-contact for different patient - Patients transported first attendance on scene Re-contact rates are based on address and gender information, rather than patient level information. Therefore it should be noted that data may not be available for: - patients calling from public places; - patients calling from locations not in their own home for first contact; (b) Re-contact, following discharge of care from treatment at the scene SQU03_2_2_1: Patients treated and discharged on scene where re-contact occurs within 24 hours. Patients treated and discharged on scene where with the ambulance service via 999 occurs from the same location and patient gender within 24 hours of time of their initial call. SQU03_2_2_2: Patients treated and discharged on scene. Number of patients treated at the scene only. Only count 1 re-contact per 24 hours. This indicator should capture the number of individual patients (identified by same location and patient gender) who re-contact 999 within 24 hours of their initial call. All addresses should be captured within this indicator. There should be no exclusions for non-residential addresses or events.
X307 Erin Meisner Relationship Manager X316 Luis Tovar Evelyn Harris AFL-CIO Community Services Liaison Resource Development Associate X315 X306 COMMUNITY IMPACT Angie Williams Director, Community Impact X303 Megan Sikes Community Engagement Manager X311 FINANCE AND HUMAN RESOURCES Joe Stephan Vice President, Finance & Admin. X304 Mariann Director, Financial Accounting & H. R. X302 Richard Cioni BMO Harris Bank Aaron McDermott Latitude Co. Denise Conlon NIPSCO Marlon R. Mitchell, PhD Ivy Tech Community College Thomas Dabertin Shared Resource Solutions Evelyn Morrison Methodist Hospitals Marijo Dluzak Dluzak & Associates, Inc. Dan Murchek Lake County Sheriff Department
Line 2: City: Postcode: Alternative Address [e.g. University residence] Line 1: Line 2: City: Postcode: Number: Address: Emergency Contact Name: Relationship to you: Emergency Contact Phone Number: Volunteering Questions Why would you like to volunteer as a Beat Ambassador? What makes you passionate about eating disorders and raising awareness? What skills do you think you could bring to the Ambassador role?
Able to expand on knowledge of 4-H Comments: Expands little on knowledge of 4-H Comments: Explains little about knowledge of 4-H Comments: Lacks knowledge of area Comments: 10-9 8 – 7 - 6 5 – 4 -3 2-1 Publicity of 4-H Excelled in publicity at local, state, national level Explanations of spreading the word about 4-H Many examples publicity outside of displayed Comments: Displayed publicity at local, state, national level Explanations of spreading the word about 4-H Some examples of publicity outside of Comments: Minimal examples of publicity at local, state, national level Minimal explanations of 4-H publicity Minimal amount of publicity outside of Comments: Lack of publicity at local, state, national level No explanations of publicity Lack of outside publicity of 4-H Comments: COMMENTS:
4-H Community Service Section 5 5% Member involved in 4-H community service activities. Provides details to give a clear picture of what was accomplished and involvement. Only lists 4-H community service. Member involved 4-H community service activities. Entries lack full details of what was accomplished and involvement. Only 4-H community service. Member involved in no 4-H service activities. Entries do not explain what was accomplished and involvement. Includes non- 4-H roles, or fails to clearly explain it is a 4-H activity. Comments Excellent Good Fair Points Possible Points Awarded 4-5 2-3 0 - 1 5 Non 4-H Experiences Section 6 5% Lists significant non-4-H experiences in school, community, sports, church, or other organizations such as leadership, community service, awards and recognition. Lists some non-4-H experiences in school, community, sports, church, or other organizations such as leadership, community service, awards and recognition. Lists few to non-4-H experiences. Comments Excellent Good Fair Points Possible Points Awarded 4 - 5 2 - 3 0 - 1 5 My 3 Month Project Story Section 7 40% Clearly communicates information requested (I-VI) regarding the implementation of 3 Month Project. Information is relevant, organized, and thorough. The scoring of this section will be as follows: Abstract = 4 pts Assessment = 6 pts Plan = 10 pts Implementation = 10 pts Evaluation = 6 pts Summary = 4 pts Partially communicates information requested (I-VI) regarding the implementation of 3 Month Project. Information is somewhat relevant, organized, and thorough. Poorly communicates information requested (I-VI) regarding the implementation of 3 Month Project. Information is not relevant, organized, or thorough. Comments Excellent Good Fair Points Possible Points Awarded 27-40 14-26 0 - 13 40 4-H Photos And Certificate of Achievement 10% Pictures in page protectors & show wide variety and/or depth of projects, leadership, service and activities that represent 3 month project involvement. Photos are dated with detailed captions. Photos show good project involvement, but fail to show both leadership and service involvement. Captions are missing or lack details and dates. Photos show limited project involvement. Photos fail to show both leadership and service involvement. Captions are missing or lack details and dates. Comments Excellent 8 - 10 Good 4 - 7 Fair 0 - 3 Points Possible 10 Points Awarded
in thought Professionalism Honesty and Integrity Reference Signature: _________________________________________ Date: ________________________
2) Punch out the 3 knock out holes on the back plate . (Fig. 2b-A, B & C) Attach the machine to the wall with a wood screw through the top hole (A) on the back plate . After leaving the machine, install 2 more screws through the lower holes (B & C) to firmly secure the machine . Note: •The wall should be concrete . Wood 2 cm (3/4") or thicker •Minimum screw size for wooden wall : Round head wood screw No . 10 x 1 (5 mm D x 25 mm L) •For concrete wall use appropriate size anchors with the above woodscrews. 3. Operation 3500/3600 Series 1) To adjust the printing position, loosen the 2 screws that secure the card stopper as shown in Figure 12, move the card stopper to desired position and tighten the screws.. (Refer to Section 7 "Adjustment of Printing Position") 2) Connect A .C . power to the machine 3) Press the printing push bar (3) at the top of the machine to print . (Refer to Fig. 3.) 4. Hands Setting Procedure Minute Advance •Pull up the minute advance with the red cap (7) and release it This will advance the minute hand one minute . (Refer to Fig. 6.) Quick Advance Pull up the minute advance lever (7) and hold it. While the minute advance lever is being held up, turn the blue minute gear (8) in the direction of the arrow until the clock hands come to the desired position. (Refer to Fig. 6.) Caution •The minute gear will not turn counterclockwise The time indicated on the clock should match the time printed •Do not touch the clock hands 5. Typewheel Setting Procedure Date or Day Typewheel Setting 1) To set or change the date or day typewheel (9) ,turn the typewheel (9) in the same direction as the hour and minute typewheel as shown in Figure 7 . 2) After adjust or change the typewheel setting, make several imprints on a time card to check if the setting is correct Year and Month Typewheel Setting Procedure 1) Year and Month typewheel (10 ) can be adjusted or set by pressing down the plate spring (11) Gently .
If you would prefer not to claim all or part of your expenses and you are a UK tax payer, by first claiming and then donating back your expenses, Breast Cancer UK can claim Gift Aid on your donation, increasing its value by 25%. In order to do this, HMRC require the following steps to be followed:- Claim your expenses in full following the usual procedure Breast Cancer UK will reimburse your expenses to your bank account If you wish, donate all or part of your expenses back to Breast Cancer UK by BACS or cheque Complete a Gift Aid Donation Form – downloadable from the website and post it with your donation or email it to the Finance Officer Breast Cancer UK will then claim Gift Aid on this and any future donations you choose to make. You will only need to complete the Gift Aid declaration once. Please note, it is the policy of Breast Cancer UK to fully reimburse all expenses suffered in the course of carrying out work for the charity. Donating expenses back to the charity is purely voluntary. Please contact the Finance Officer if you require any further information.
"What is it?" I took her arm and tried to lead her out of the bedroom. She took a few steps before speaking up again. "Where are we going?" I stopped. "Amber, do you want to do this?" "Yes." "Then stop asking me questions and just do what I tell you to." "I'm sorry." "Come on." I led her to the back door. When I opened it, she squeaked in fright and began shivering even harder. I could see her jaw vibrating as the fought the urge to ask me what was on. She followed me out to my car, now shaking so hard that she had trouble walking. I lived on a fairly large wooded lot, and so far no one could see us. But that was about to change. Amber climbed into my car when I opened the door. By the time I got into the driver's seat she was on the verge of tears, shaking and gasping in her seat. "You want to ask me where we're going, don't you?" She nodded violently. "You'll see eventually. This is part of your training. You want to be a slut, don't you?" She nodded again. "All right. Here we go." I started the car and drove out of the garage. It was quite dark, and was short enough that no one was going to see much of her unless they looked directly into the car. But she probably didn't realize that. Her arms were pressed across her body now, one over her breasts, the other in her lap. I took the arm closest to me and pulled it away from her breasts. "Relax your arms. Never cover yourself unless I tell you to." Still shaking in fear, she lowered her arms to her sides. I outside of town to a local park, finally stopping on a hill overlooking the town. No one else was around, which was fine for now. Amber had calmed down a little while I was driving, but when I stopped
Tetanus ………………………. …../…../……….. Polio ………………………. …../….../………. Name and Address of your GP I declare that to the best of my knowledge I have no infections or contagious or debilitating medical conditions and that I know of no reason relating to my health which could in any way restrict my ability to carry out the functions and duties required in Health Profession. I am aware that it is my responsibility to maintain up to date immunisation against infectious disease. I do not know of any reason which, on medical grounds, would prevent me from giving care or assistance to a member of the public. I hereby confirm that I am not currently in receipt of sickness benefit from any employer or from the state.