zilongwang/ReadingBank huggingface dataset:
Antonio E. Arocho Bio An educational administrator and school leader, Antonio Arocho serves as an administrator on a school district team and his duties are to support the instructional initiatives and achievement of a renewal school and other schools in the district. He works with principals, assistant principals, teachers and other educators to help support and improve the teaching and learning environments for children in NYC schools. He has served as a principal, assistant principal and science teacher. During his duties, he has devoted time and energy to a variety of community and civic-minded endeavors. He served as Chairperson for the School Leadership Team with the High School of Arts and Technology, and worked to form partnerships with a variety of entities, including the Children’s Aid Society, the Anti-Defamation League, Aspira of New York, Inc., and the American Museum of Natural History. As a testament to his dedication, Mr. Arocho earned a Fulbright Fellowship for Award Winning Principals in 2006. As part of the fellowship, he traveled to functions in Sao Paolo and Rio Grande do Sul, Brazil. An international travel enthusiast, he was a group leader of a student exchange program between the New York City Department of Education and Israel and he took part in a Young Diplomats International Student Exchange Program in Cairo, Port Said, Luxor and Alexandria, Egypt, in conjunction with Staten Island Technical High School. Director of School Renewal, Education Administrator July 2015 – Present Senior Network Team Achievement Manager, Achievement Coach, Instruction Specialist, Education Administrator July 2013 – June 2015 Head of School/ Principal (9-12) August 2011 – November 2012 Assistant Principal, Supervision, Biology and General Science (9-12) August 2002 – August 2011 Principal of Middle and Upper School (6-12) Colegio Americano de Bilbao, España September 2004 – July 2005 Teacher of Biology and General Sciences (7-12) – Bilingual Spanish/ Content Area Specialist September 1995 – August 2002 NYC Coordinator of the Angelo Del Toro Puerto Rican/ Hispanic Youth Leadership Institute
Combined P-gp inhibitor and moderate CYP3A4 inhibitor Moderate ↑ in apixaban concentration Concentration may be significantly ↑ in patients with impaired function All indications No specific dose adjustment recommended by manufacturer. Use with caution. Combined P-gp inducer and strong CYP3A4 inducer Significant ↓ in apixaban concentration All indications Avoid use Rivaroxaban67 Drug Class Type of interaction Indication Recommendations Combined P-gp inhibitor and strong inhibitor of CYP3A4 Significant ↑ in rivaroxaban concentration All indications Avoid use Combined P-gp inhibitor and/or moderate CYP3A4 inhibitor Moderate ↑ in rivaroxaban concentration Concentration may be significantly ↑ in patients with impaired renal function All indications CrCl 15 to <80 mL/min: Use only if the potential benefit justifies the potential risk* CrCl <15 mL/min: Avoid use Combined P-gp inducer and strong CYP3A4 inducer Significant ↓ in rivaroxaban concentration All indications Avoid use *While increases in rivaroxaban exposure can be expected under such conditions, results from an analysis in the ROCKET AF which allowed concomitant use with combined P-gp and either weak (e.g., amiodarone) or moderate CYP3A4 inhibitors (e.g., diltiazem, verapamil, and erythromycin), did not show an increase in bleeding in patients with CrCl 30 to <50 mL/min. Dabigatran68 Drug Class Type of interaction Indication Recommendations Inhibitors of P-gp Variable ↑ in dabigatran concentration Atrial Fibrillation CrCl 30-50 mL/min: 75 mg twice daily (dronedarone or systemic ketoconazole)* CrCl < 30 mL/min: Avoid use Treatment of DVT/PE CrCl < 50 mL/min: Avoid use
Language of material English. Existence and location of originals Returned in April 1978 to Mrs. Evelyn Imrie of Ilkley, daughter of Dr. Eurich. Archivist’s note Described by John Brooker, edits by Alison Cullingford. Rules or conventions ISAD(G) 2nd ed. Date(s) of description 12 April 2001 (minor edits May 2013). Indexing Persons Bell, John, d.1906 Eurich, Fritz Spear, John Subjects Anthrax – England – West Yorkshire – Bradford Anthrax – England – London Occupational diseases Wool trade and industry – Health aspects – England – West Yorkshire – Bradford Hides and skins industry – Health aspects – England – London Locations Bradford – West Yorkshire – England London – England
P-gp inducers Rifampin Carbamazepine Phenytoin Phenobarbital St. John’s wort Combined P-gp inhibitor and moderate CYP3A4 inhibitor Dronedarone Verapamil Diltiazem Eyrthromycin Cyclosporine Tamoxifen Combined P-gp inducer and strong CYP3A4 inducer Rifampin Carbamazepine Phenytoin Phenobarbital St. John’s wort DOAC MONITORING Atrius Health Anticoagulation Management Services do not monitor patients taking DOACs. Expert consensus recommends routine monitoring of adherence, risk for bleeding, renal function, drug interactions and select physical findings (e.g., blood pressure, fall risk) for all patients on chronic DOACs. Atrius clinicians prescribing should use the DOAC Monitoring Checklist created by Thrombosis Canada to regularly monitor patients. Standard work for clinicians, nurses, and/or population managers: use the SmartPhrase “.DOACstart” in a progress note at the time of initiation of DOAC and the SmartPhrase “.DOACmonitoring” for follow-up contacts with patient, ideally every 6 months but at least once yearly. Monitoring should occur more frequently in patients who are elderly, have renal impairment, or who are considered to be at higher bleeding risk. Weblink: SWITCHING DOACs FROM/TO WARFARIN AND OTHER ANTICOAGULANTS66-69 above, - edoxaban apixaban rivaroxaban dabigatran Switching FROM warfarin Discontinue warfarin and start when INR ≤2.5 Discontinue warfarin and start when INR <2.0 Discontinue warfarin and start when INR <3.0 Discontinue warfarin and start when INR <2.0
YES NO Certification and Benefit Issuance – Validation of the SFA certification of students eligibility for free or reduced-price meals Finding Detail: Verification – Validation of the process used by the SFA to confirm selected students’ eligibility for free and reduced-price meals Finding Detail: Meal Counting and Claiming – Validation of the SFA meal counting and claiming system that accurately counts, records, consolidates, and reports the number of reimbursable meals claimed, by category Finding Detail: Meal Patterns and Nutritional Quality YES NO Meal Components and Quantities – Validation that meals claimed for reimbursement contain the required meal components (also referred to as food components) and quantities Finding Detail: Offer versus Serve (provision that allows students to decline some of the food components offered) – Validation of SFA compliance with OVS requirements if applicable Finding Detail: Dietary Specifications and Nutrient Analysis – Validation that meals offered to children through the school meal programs are consistent with federal standards for calories, saturated fat, sodium, and trans fat Finding Detail: School Nutrition Environment YES NO Food Safety – Validation that all selected schools meet the food safety and storage requirements, and comply with the Buy American provisions specified by regulation Finding Detail: Local School Wellness Policy – Review of the SFA’s established Local School Wellness Policy Finding Detail: Competitive Foods – Validation of the SFA compliance with regulations for all food and beverages to students outside of the reimbursable meal Finding Detail: Professional Standards – Validation of SFA compliance with required hiring standards and annual training requirements Finding Detail: D. Civil Rights YES NO Civil Rights – Validation of SFA compliance with civil rights requirements as applicable to the Child Nutrition Programs
Part 1: Human Nature, Race, Evolution Tue 9/4: Horace Miner, “Body Ritual Among the Nacirema” (in the Culture and Fieldwork section of the reader, 3-6). Thu 9/6: L&S, Chapter 1, “What is Anthropology?” (3-18). Bruce Bower, “Slumber’s Unexplored Landscape” (in the Culture and Fieldwork section of the reader, 7-10). Tue 9/11: L&S Module 1, “Anthropology, Science, and Storytelling” (19-27). L&S Chapter 2, “Why is Evolution Important to Anthropologists?” (29-55). Sarah Blaffer Hrdy, “Mothers and Others” (20-26). Thu 9/13: L&S, Chapter 3 (Part 1 of 2), “What Can Evolutionary Theory Tell Us about Human Variation?” (57-73). Clarence C. Gravlee, “How Race Becomes Biology: Embodiment of Social Inequality” Tue 9/18: L&S, Chapter 3 (Part 2 of 2), “What Can Evolutionary Theory Tell Us?” (73-80). Barbara J. King, “Apes, Hominids, and the of Religion” (42-45). Thu 9/20: L&S Chapter 4, “What Can the of Primates Tell Us about Human Beings?” (91-109) Barbara Smuts, “What Are Friends For?” (46-51). Tue 9/25: L&S, Module 2, “Dating Methods in Paleoanthropology and Archaeology” (81-91). Barry Bogin, “The Tall and the Short of It” (52-55).
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: - Essay 1 Evaluation Process: Rubric for evaluation of assignments Minimum Criteria for Success: 75% of students will obtain a of 75% or higher Sample: All students will be assessed To be entered after each time course is taught Course Learning Outcome Demonstrate an understanding of the historical and contemporary of key local, regional and global religious and spiritual issues and events, including beliefs in magic, witchcraft, sorcery and various kinds of superstitions. Use of Results for Improving Student Learning To be entered at end of course
Table of Contents Introduction …………………………………………………………….. 3 History and Overview of NAGPRA ………………………………...….. 4 Where NAGPRA Falls Short ………………………………………...…. 9 Case Study: Kennewick Man …………...………………………..……..20 Conclusion: NAGPRA and the Anthropologist’s Duty …………….…. 23 Bibliography …………………………………………………………… 24
Risk Register and Treatment Plan # Risk Risk Sources and Impacts Current Risk Treatment Strategies (Existing Controls) Current Risk (Controls in place) Accept risk? Planned Risk Treatment Strategies (Additional actions to modify the risk rating) Target Risk (after new risk treatments) Risk Area (e.g. Governance; Research, Teaching &Learning; Reputation; Financial Management; Information Technology; Business Administration; People) title Risk description. Sources: xxx Impacts: xxx xx Consequence: Moderate Likelihood: Likely Risk Rating: Moderate No 1.1 xxx 1.2 1.3 Consequence: Moderate Likelihood: Unlikely Risk Rating: Low Risk title Risk description. Sources: xxx Impacts: xxx xx Consequence: Moderate Likelihood: Unlikely Risk Rating: Low Yes 2.1 xxx Broad Risk Area (e.g. Governance; Research, Teaching &Learning; Reputation; Financial Management; Information Technology; Business Administration; People) Risk Risk description. Sources: xxx Impacts: xxx xx Consequence: Moderate Likelihood: Almost Certain Risk Rating: High No 3.1 xxx Consequence: Moderate Likelihood: Unlikely Risk Rating: Low Risk title Risk description. Sources: xxx Impacts: xxx xx Consequence: Catastrophic Likelihood: Likely Risk Rating: Extreme No 4.1 xxx Consequence: Catastrophic Likelihood: Unlikely Risk Rating: Moderate
Minutes Committee Committee name Meeting no. Meeting number Date / time DD Month YYYY, HH.MMam/pm Venue details Attending Member’s name, Position Member’s name, Position Member’s name, Position Apologies Member’s name, Position Member’s name, Position Member’s name, Position Observers Name, Position Name, Position Name, Position Section heading Item title Item minutes Resolution Item resolution in summary Action ID Action item description, including who is responsible for delivery and the timeframe Item title Item minutes Resolution Item resolution in summary
Anupam Goradia - CPA, CISA, CITP, Senior Manager Anupam has over 17 years of professional experience in public accounting. He is a member of the Risk Advisory, Cybersecure and IT Audit and Healthcare niches at Withum. He has extensive experience in providing internal audit and consulting services to not for profits and public companies. He has led several engagements related to risk assessments, internal audits, process and systems control and improvement, and Sarbanes Oxley compliance and audits. Anupam is a member of the American Institute of Certified Public Accountants (AICPA) and the New Jersey Society of Certified Public Accountants (NJSCPA). Anupam is active with the Institute of Internal Auditors and is a board member at its Central Jersey Chapter. He is a regular contributor of articles for risk advisory services. He was also recently published in the Institute of Internal Auditor’s international publication “Internal Auditor”. Anupam is a certified public accountant and an Indian chartered accountant. In addition, he is a CISA (Certified Information Systems Auditor) and a CITP (Certified Information Technology Professional). He graduated from the University of Bombay, India, with a bachelor's degree in accounting and finance. In addition, he has a Diploma in Information Systems (IS) audit from the Institute of Chartered Accountants of India and a bachelor's degree in Law from the University of Bombay, India.
control problem has been posted to us by the Australian Defense Science and Technology Group in their practical use of such UAVs. In this talk, we show how to design formation controllers to steer UAVs’ orientations while the aim is to achieve a desired formation configuration for the UAV group subject to constant-speed constraints. We consider several different formation design approaches in achieving a target formation shape with stable circular motions via limited interactions. In the last part of the talk, we also show experimental verifications involving a group of fixed-wing UAVs to validate the performance of the proposed circular formation controllers
Sr. No. Title, Journal with Volume / Issue no., Year and page numbers First / Corresponding author Co-author ISSN API* Score API Score verified III.(B) Publication of Books:(* Max API Score: 30 for International / 20 for National / 15 for local) Sr. No. Book Title, Authors / Editors, Publishers and Year Publishers International / National / First / Corresponding author / Editor / Editor ISBN API* Score API Score verified III. (B)Publication of Chapters in Books:(* Max API Score: 10 for International / 5 for National) Sr. No. Title with page numbers Book Editors, Publishers and Year Publishers International / National / First / Corresponding author / Editor / Editor ISBN API* API Score verified III (C) Research Projects: (i) Sponsored Projects: (* Max API Score – Major Projects (above Rs.5 lakhs) – 20 points; Major Projects (between Rs.3 and Rs.5 lakhs) – 15 points; Minor projects (between Rs.1 and Rs.3 lakhs) – 10 points) Sr. No. Title Agency and Period Amount Project Status API * Score API Score verified (ii) Consultancy Projects: (* Max API – 10 points for amount mobilized with a minimum Rs.2 lakhs) Sr. No. Title Agency and Period Amount Project Status API* API Score verified
expenditure. The data on these purchases of households is generally available in the balance of payments accounts. These adjustment entries are needed only when household final consumption expenditure is compiled from sources other than a household expenditure survey, especially the retail sales surveys. Further, if the data on imports and exports used in national accounts already includes these expenditures (in some countries, the BoP statistics already include such expenditures under import and export of services), no further adjustments are necessary. The ICP recommends that these net purchases of households be allocated against individual products (basic headings) under household final expenditure. Guidance for this is available if countries have compiled tourism satellite accounts (TSA). If not, the tourism characteristic or tourism connected products could be chosen for allocation of these expenditures. However, expenditures of foreigners who meet the criteria of ‘residence of households’ (being present for one year or more in a territory orintending to do so is sufficient to qualify as resident in the economic territory)and their expenditures should be recorded under household final consumption expenditure. Services of owner occupied dwellings The imputed value of housing services provided to owner-occupiers can be estimated on the basis of the rentals that would be paid on the market for accommodation of comparable size, quality and type. However, where few dwellings (Less than 25% of all dwellings) are rented, rents actually paid cannot be regarded as typical and the standard procedure cannot be applied. When the standard procedure cannot be used (when more than 75% of the houses are owner occupied), the suggestion is to estimate expenditure on dwellings by the user cost approach. The user cost approach consists of estimating each of the expenditures that owners of dwellings would need to take into account in fixing a market rent if they decided to rent their dwellings to other people rather than to live in them, that includes the net return on the owners’ capital (which can be estimated by applying an interest rate to the estimated value of dwellings; the interest
5. Jumping to conclusions - You interpret things negatively when there are no facts to support your conclusion. Mind Reading : Without checking it out, you arbitrarily conclude that someone is reacting negatively to you. Fortune-telling : You predict that things will turn out badly. Before a test you may tell yourself, "I'm really going to blow it. What if I flunk?" If you're depressed you may tell yourself, "I'll never get better." __________________________________________________________ 6. Magnification - You exaggerate the importance of your problems and shortcomings, or you minimize the importance of your desirable qualities. This is also called the "binocular trick." __________________________________________________________ 7. Emotional Reasoning - You assume that your negative emotions necessarily reflect the way things really are: "I feel terrified about going on airplanes. It must be very dangerous to fly." Or, "I feel guilty. I must be a rotten person." Or, "I feel angry. This proves that I'm being treated unfairly." Or, "I feel so inferior. This means I'm a second rate person." Or, "I feel hopeless. I must really be hopeless." __________________________________________________________ 8. "Should" statements - You tell yourself that things should be the way you hoped or expected them to be. After playing a difficult piece on the piano, a gifted
3. Risk for Ineffective individual coping, related to stress regarding possible school failure, developmental stressors that exacerbate symptoms, anxiety, possible associated depression and knowledge deficit of school resources. 1. Student will learn and use positive, effective coping strategies to deal with anxiety episodes. 2. Student will identify triggers or sources of anxiety and fear. 3. Student will identify his/her support system at school, at home, and within his/her community. 1. Assist student to identify coping strategies he/she uses, effective and ineffective. 2. Assist student to learn effective coping strategies. 3. Reinforce the use of effective coping strategies. 4. Assist student in identifying the triggers and sources of her anxiety and fear. 5. Determine students risk for depression and suicide. School Nurse/Counselor - ongoing School Nurse/Counselor – ongoing School Nurse/Counselor/Teacher – ongoing School Nurse/Counselor/Teacher – ongoing School Nurse/Counselor - ongoing Student will identify 2 ways to express his/her needs. Student will identify 3 coping strategies that can be utilized when experiencing symptoms of anxiety and fear. Student will demonstrate 2 effective coping strategies that reduce his/her anxiety. Student will identify 2 family members and 2 staff members at school who can help him/her in a crisis or as a resource for assistance.
September 10, 1935 – Nuremberg Laws were passed, imposing extensive racist legislation and forbidding marriage between Jews and Aryans; Jews were stripped of German citizenship. November 9-10, 1938 – Kristallnacht or “Night of Broken Glass” - Anti-Jewish riots throughout Germany and Austria. More than 30,000 Jews were arrested, 191 synagogues were destroyed, 7,500 shops were burnt and looted, and nearly 100 Jews killed. All Jewish property was “registered” and Jewish businesses were “Aryanized.” September 1, 1939 – Invasion of Poland by Germany, beginning War II. September 21, 1939 – Establishment of ghettos in Poland October, 1939 – T4 Project was begun – to kill mentally and physically disabled German citizens, which Hitler called “useless eaters” and lives unworthy of life. November 23, 1939 – Jewish star armband was required of all Jews in Central Poland. April 29, 1940 – Directive to establish a concentration camp at Auschwitz. January 20, 1942 – Wannsee Conference was held, where a plan was detailed to annihilate the eleven million Jews of Europe. June 6, 1944 – Allied Invasion of Normandy. January 17, 1945 – Prisoners from Auschwitz began “death marches” to evacuate the camp. April 30, 1945 – Hitler commits suicide. May 8, 1945 – Germany surrenders, marking the end of Hitler’s “Thousand Year Reich.”
Academic Vocabulary SOCIAL STUDIES ELA SCIENCE MATH FINE ARTS Antisemitism Concentration Camp Cultural Resistance developed nations developing nations distribution of resources diversity Euthanasia ethnic heritage Genocide Gestapo Kristallnacht immigration patterns perspective Propaganda policy Racism Swastika (*More vocabulary and definitions offered by the Sherwin Miller Museum found in the resource section.) Assumption bandwagon description euphemism fear flashback foreshadowing glittering imagery name calling opinion testimonial transfer viewpoint visual literacy dominant genetics heredity phenotype recessive trait proportion rate ratio scale factor probability unit rate art history background composition content create design expression foreground medium middle ground perception subject matter symbol
INDIVIDUALISED EDUCATION PLAN - Academic Child’s Name: Class: Teacher: Specific Learning Outcome Focus Area Linked to the Curriculum Intervention plan, curriculum adaptations, teaching strategies, resources, personnel Assessment, Monitoring & evaluation strategies Time Frame INDIVIDUALISED EDUCATION PLAN – Social / Behavioural Child’s Name: Class: Teacher:
Anzac Spirit Study Tour judging rubric Answer this question: How did the role of Australian women help to shape the Anzac Spirit during World War I? Excellent Very Good Good Satisfactory Historical Accuracy 30% Great depth of factual knowledge. Proficient selection of relevant information from sources regarding: actions, events, people’s values and attitudes and the physical world. Thorough factual knowledge. Relevant facts selected with some context and background apparent. Use of a number of relevant and accurate details. Some factual knowledge. Information used is appropriate and relevant. Limited, factual description: only surface knowledge. Facts reported are not always relevant. Connections 30% Make strong connections between the actions and behaviour of Australian and the Anzac Spirit, past and present. Make some connections between the actions and behaviour of Australian women and the Anzac Spirit, past and present. Make connections between the actions and behaviour of Australian women and the Anzac Spirit, past or present. Limited connections between the actions and behaviour of Australian women and the Anzac Spirit, past or present. Creativity 20% A unique and creative approach, combining historical and current knowledge to create a strong, logical and focused response. Some unique aspects evident. Creative use of historical and current knowledge to create a sound, logical response. Some aspects of either originality or creativity in the use of historical and current knowledge to create a sound response. Little evidence of unique or creative elements. Sources 10% A range of quality primary and secondary sources used as evidence and accurately and consistently acknowledged in the bibliography. A range of primary and secondary sources used as evidence and acknowledged in the bibliography. A range of primary or secondary sources are acknowledged in the bibliography. Sources are few and limited. Presentation 10% Strong and polished example of the chosen mode of presentation, with no errors. Strong and polished example of the chosen mode of presentation. Good example of the chosen mode of presentation. Limited example of the chosen mode of presentation.
Discursive Level First order categories Clusters Discursive Themes Macro Disruptive globalisation Disruption Stability in Security in family ownership and values Stability Community Relations (incl.government and media) Meso Tradition of Innovation Mastering Materiality of Mastery Steel Axes 3D Printing Engineering Mastering Production & Strategy New Product Development Awareness of Competition The Principal/s (Family) Dynamic Principal Agent Relations Identities The Agent (CEO) Micro Protection Against Injuries Eliminating Threats Reducing reject products Positive Acceptance of Drug and Alcohol Testing Positive acceptance of automation E-Work Manuals Knowledge Capture Quality systems Table 2 Narrative discourse Themes, Categories and Exemplar Quotes 1. Stability in Instability
GOVERNANCE CONTEXT A.1 – Governance and Program Administration Accreditation Criteria A1.1 – Podiatry is a distinct entity located in a registered higher education institution in Australia or New Zealand A1.2 – Governance arrangements are in place to support the effective operation of the program of study A1.3 – The education provider has a monitoring process to ensure that the program of study meets national qualification frameworks A1.4 – Results of evaluations are provided to a full of groups with an interest in graduate outcomes Enter SER text below (add additional pages as required) A.2 - Strategic Directions and Autonomy
Accreditation Criteria A2.1 – Podiatry has defined, or adopted, and implements an overarching strategic plan and a program specific mission statement, which aligns with student achievement of the ANZPAC competencies and education provider defined course outcomes A2.2 – External, autonomous input into the design and ongoing management of the program of study is gained from a range of key stakeholders Enter SER text below (add additional pages as required) A.3 - Academic Leadership Accreditation Criteria
Dietary and requirements. As some subjects are taught as residential programs, please advise if you have any requirements that we should be aware of. How did you hear about this program? Please mark with an X Internet Colleague Manager Learning and Development Dept ANZSOG information session Other ANZSOG program Other (please specify): Checklist. Your application must be complete to be processed by ANZSOG. Please ensure you have:  Completed Parts A & B of the application form  Signed the declaration section  Attached certified copies of academic transcripts  Attached a certified copy of proof of permanent residency if citizenship not Australian or New Zealand  Provided the name and contact details of your manager  Provided the name and contact details of your referee  Obtained and included a completed Referee Report  Provided the name and contact details of your mentor while you are on the program. It is essential that you attach certified copies of academic results. A certified copy is a photocopy of the original document with the signature and official stamp of an appropriate authority, confirming it is a true and accurate record. Finalising your application form  Complete Part A online and print  Combine a copy of Part A with a printed version of Part B  Add attachments (see checklist)  Ensure signature sections are completed  Take three copies  Send the original and two copies to your HR coordinator. Keep one copy for yourself. Note: The original and a copy will be forwarded to the Department of Premier and Cabinet by your HR Coordinator. Once received at DPC, documents are final and cannot be amended. The ANZSOG selection process The final decision is by the Selection Committee at ANZSOG. You will be notified of ANZSOG’s decision. If place is confirmed, ANZSOG will contact you regarding enrolment at your nominated university. Enquiries Information ANZSOG and the EMPA can be found on . If you have any further queries about the course, contact Linda Losanno, Student Coordinator at ANZSOG: Phone: +61 3 8344 1969 Fax: +61 3 9349 5849 Email: Enquiries the application process should be directed to the HR section in your agency.
Session 3 3.30pm 3.40 4.15 4.25 4.40 Endovenous laser ablation 1470nm Biolitec - ELVeS Method complications results and follow up Live demonstration of 1470nm endovenous ablation Tips and tricks for laser thermal ablation Radiofrequency thermal ablation – Venefit procedure ClosureFast catheter for varicose veins Methodology complications and results Anterior accessory vein reflux from the groin to large varices: Options for treatment Comment Discussion Rebecca Jack Rebecca Jack Naomi Hunter TBC Richard Harris Glen Benveniste Sunday 4 September Session 4
Top tip: you will not be asked to label a skeleton in your exam but you do need to know the names of the bones that articulate at the ankle, knee, hip, shoulder and elbow. Joints The skeleton is a framework joined together by joints. Joints are necessary for muscles to bones, thus creating movement. A joint is formed where any two or more bones meet. Joints are classified by how much movement they allow. There are three types: 1. Fibrous joint. 2. Cartilaginous joint.
Movement Upward phase Agonist Plane Axis Type of contraction Lever system Hip action Knee action action Knee and action in a squat Movement Downward Agonist Plane Axis Type of contraction system Hip action Knee action action Complete the movement analysis below of the hip, knee and ankle action in the drive and recovery phase of running Hip action Recovery Drive Movement Agonist Axis Type of contraction Lever system Movement Agonist Plane Axis Type of contraction knee action Recovery Drive Movement Agonist Plane Axis Type of contraction Lever system Movement Agonist Plane Axis Type of contraction
var a4 = "measuredate="+msg.timestamp; var a5 = "newreading="+data.temp; msg.url=urlbase+"&"+a1+"&"+a2+"&"+a3+"&"+a4+"&"+a5; return msg; Commented Code: Comments Line 1 – Change the IPADDRESS to the instructor provided IPADDRESS var urlbase =""; var data=msg.payload.d; msg.timestamp= new Date().toISOString(); msg.payload=null; Comments Line 5 – Make the following changes, the ASSETNUM to your asset var a1 = "assetnum=1234567890"; Comments Line 6 – Make the following changes, METERNAME to your meter var a2 = "METERNAME=TEMP-C"; var a3 = "siteid=bedford"; var a4 = "measuredate="+msg.timestamp; var a5 = "newreading="+data.temp; msg.url=urlbase+"&"+a1+"&"+a2+"&"+a3+"&"+a4+"&"+a5; return msg; In the Name field enter: Build RESTAPI URL Click OK. Double click the http request node and make the following changes. Change the Method to POST In the Name enter: POST Meter Reading to Maximo Click OK. Double click the debug node and make the following changes. Change the Output to ‘Complete msg object’ In the name field enter ‘JSON Output’. Click OK Your flow should look like this. Now connect the nodes by left-clicking (keep the mouse key depressed) a gray rounded square on one node and moving the mouse to the gray square on the node you wish the flow the data. Your screen should look like this.
An Emerging World Power Primary Sources 1890-1917 Background Quote Questions Americans Charge to Victory When Theodore Roosevelt assumed command of the US Regiment of Volunteer Cavalry, the press nicknamed his new unit “Roosevelt’s Rough Riders.” On July 1, 1898, the Rough Riders, together with other units—including African American troops from the US Ninth and Tenth Cavalries—stormed into battle outside Santiago, Cuba. A junior officer who would later become a decorated general remembered the unity of his fellow soldiers as the Americans charged up Spanish-held San Juan Hill “White regiments, black regiments, regulars and Rough Riders, representing the young manhood of the North and South, fought shoulder to shoulder, unmindful of race or color…mindful only of their common duty as Americans”—Lieutenant John J. Pershing What does the quotation suggest the ability of soldiers to work together against a common foe? America Eyes Hawaii John Stevens, US minister to Hawaii, was not talking about fruit when he sent this note to the Secretary of State in 1893. He was talking about the US taking over the Hawaiian Islands—along with their rich fields of sugar cane and pineapples. And Stevens did more than just talk. He ordered the US Marines to aid in a revolt against the queen of Hawaii. Five years later, the Senate finally agreed to annex Hawaii. The “Hawaiian pear” became part of the US “The Hawaiian pear is now ripe and this is the golden hour for the United States to pluck it.” What does the description of Hawaii as a “pear” indicate about the way that the US views the islands? Remember the MAINE! On February 15, 1898, an explosion ripped through the hull of the USS in Havana harbor, in the Spanish colony of Cuba. More than 250 American sailors died. The incident ignited a furor as Americans clamored for war with Spain. In “and shall our country let it pass, this deed of foul intent? And shall our country dare believe it was an accident?...Come arm, we all, and let us teach a lesson to bold Spain. We will avenge, by more than speech and destruction of the Maine!”—HW Petrie, lyrics from “The Wreck of the Maine” 1898 What does H. W. Petrie want people to think caused the Maine’s destruction? How do you think Petrie wants the US to “teach a lesson” to Spain?
Three-step process in the early transition period of the church: First, apostles selected and ordained elders (Acts 14:23). Second, those who were close to the apostles appointed elders (Titus 1:5). Finally, elders appointed elders (1 Tim 4:14). This is the current practice – church leadership appointing elders. Payment of Elders Elders were paid in the early church (1 Tim 5:17-18). The nature of ministry demands support (1 Cor 9:1, 3-9) “Such subsidy is optional” (1 Cor 9:6). “Elders may choose to support themselves by working outside the church.” Number of Elders “The norm in the New Testament church was a plurality of elders. There is no reference in all the New Testament to a one-pastor congregation.” A plurality of elders “is the only pattern for church leadership given in the New Testament.” “Only by following this biblical pattern will the church maximize its fruitfulness to the glory of God.” MacArthur rejects the argument that the “angels” in Rev 2 and 3 refer to pastors. Leadership Elders Leadership does not imply superiority. James was “apparently regarded as a leader and spokesman for the entire church” (Acts 12:17; 15:13), but “was not in any kind of official position over the other elders.” The Elders and the Congregation The Congregation is to respect, love, appreciate and cooperation with the Elders (1 Thes 5:12-13). They are also to obey them (Heb 13:7). Mark Dever – Lay Elders Number of Elders He agrees with MacArthur that churches should have a plurality of elders. He has reported the historicity of Baptists plural elders in their churches in the 18th and 19th centuries. The letters to the seven churches are addressed to the singular messenger of each church. Paul wrote not to the elders in Ephesus, but to Timothy alone. It is consistent with choosing one elder and giving him the primary teaching responsibility. Elders and Church Staff Church “staff” consists of people the church has paid to work for the church (which includes individuals who are not elders). The majority of the church elders are not paid. Elders and the Pastor
‘Why shouldn’t they try for higher Eric (along with Sheila) support the workers’ right to strike and is sympathetic to their cause (showing his compassionate side). Even although his actions (getting Eva pregnant) were immoral, he does try to help her by giving her money to help her through (even if he does steal it). This potentially shows that even before the Inspector arrived, on some level he understood that he needed to take responsibility. ‘We helped to kill her.’ – Eric, like Sheila, accepts his responsibility in Eva’s death. ‘Whoever that chap was, the fact remains that I did what I did…It’s still the same rotten story whether it’s been told to a police inspector or to somebody else.’ And ‘You’re beginning to pretend as if nothing’s really happened at all. And I can’t see it like that. The girl’s still dead, isn’t she?’ - Eric realises that no matter the consequences, his actions were still appalling and his response here shows he has truly learned a lesson from the Inspector and as a result will become more socially responsible. ‘I’m ashamed of you’ – Eric makes it clear that he does not approve of his parents uncaring attitude and distances himself from their opinion. ‘That doesn’t matter to me’ – the theories of innocence that Gerald and Birling are concocting do not take away the fact that Eric feels guilty for his actions. His opinions have changed irrecoverably. ‘We did her in all right’.
(check all that apply) A) 4-year institution teaching university research university 2-year institution technical / vocational institution community college B) Online distance institution Hybrid institution Percentage of the courses available online (estimate) C) Public Private What is the estimated student enrollment of your institution? 0 – 5,000 5,000 – 10,000 10,000 – 15,000 15,000 – 20,000 20,000 – 25,000 25,000 – 30,000 Over 30,000 Please provide the percentage of students requiring accessibility services in your institution if this information is available to you. (textbox)
not go away. The `five moments' are consecutive but also simultaneous. · Theories of ontology (what is the form and nature of social reality and, thus, what can be known) and epistemology (what is the nature of the relationship between the knower and would-be knower and what can be known) are central to understanding the forms of knowledge that are produced through qualitative approaches. I would add the following imperatives, drawn from Mason (1996) · Qualitative research should be conducted systematically and rigorously. This means that, like all social researchers, qualitative researchers have to use key principles of research design such as linking the research questions to the methodological approaches, considering issues of analysis and data collection as integrated and being clear about the purposes of the research. · Qualitative research should be conducted in a flexible and contextual way. This means that qualitative researchers make decisions on the basis of their research design and in terms of the changing contexts and situations in which the research takes place. One of the strengths of qualitative approaches is that this flexibility can enhance the research leaded to unanticipated, but significant, issues. · Qualitative research should be conducted through critical, enquiry. This means that the researcher should be constantly asking questions about her or his role in the research process. · Qualitative research should produce social explanations to intellectual puzzles. This means being explicit about the logics that have produced these explanations (eg. sampling, selection of events for analysis, researcher's role and so on).
What “type of diffusion” describes the spread of Hip Hop? Why is it labelled this? What is hierarchical diffusion? Explain how this took place in the spread of Hip Hop What is stimulus diffusion? Explain how this took place in the spread of Hip Hop What is relocation diffusion? Explain how this took place in the spread of Hip Hop What is an impermeable barrier? What are impermeable barriers to Hip Hop? Part Three: The Diffusion of A Genre What Are You Doing? Just as the textbook did, you will be exploring the diffusion of a genre of music through a geographical lens. You can choose any genre of music you like, it is up to you. Make sure to use proper terminology and include as many types of diffusion as possible and impermeable barriers. How Are You Doing This?
As he rose to the surface, gasping for breath, he saw that he had been a long time under water; he was perceptibly farther downstream nearer to safety. The soldiers had almost finished reloading; the metal ramrods flashed all at once in the sunshine as they were drawn from the barrels, turned in the air, and thrust into their sockets. The two sentinels fired again, independently and ineffectually. The hunted man saw all this over his shoulder; he was now swimming vigorously with the current. His brain was as energetic as his arms and legs; he thought with the rapidity of lightning. The officer," he reasoned, "will not make that martinet's error a second time. It is as easy to dodge a volley as a single shot. He has probably already given the command to fire at will. God help me, I cannot dodge them all!" An appalling plash within two yards of him was followed by a loud, rushing sound, diminuendo, which seemed to travel back through the air to the fort and died in an explosion which stirred the very river to its deeps! A rising sheet of water curved over him, fell down upon him, blinded him, and strangled him! The cannon had taken a hand in the game. As he shook his head free from the commotion of the smitten water he heard the deflected shot humming through the air ahead, and in an instant it was cracking and smashing the branches in the forest beyond. "They will not do that again," he thought; "the next time they will use a charge of grape. I must keep my eye upon the gun; the smoke will apprise me--the report arrives too late; it lags behind the missile. That is a good gun."
2) Explain electrocardiography by drawing a normal EKG and explaining its elements, and then giving examples of cardiac abnormalities that can be detected using this diagnostic tool. Be able to explain/draw Figure 18.16/18.17 Be able to explain Figure 18.18 What happens in Junctional Rhythm? Second-degree Heart Block? Ventricular Fibrilation? Compare the action potentials between the Nervous, Muscular, and Cardiovascular Systems. Be able to explain differences between Figures 11.11, 9.9/9.10, and 18.12 What ions are moving and from where? When are these ions moving? What are the pre- and post-synaptic structures? What are the resting membrane potentials? Other essay topics to possibly consider based on content not yet discussed in class: Discuss the effects of exercise on the heart. Discuss the hormones involved in blood volume regulation under high and low BP conditions.
Name Date Hour Accentuate the Negative Unit Test REDO 1. Rewrite numbers in order from least to greatest. , 0, , , ______ ______ ______ ______ ______ 2. Find each sum or difference. a. 30 − − 17 ________ b. − 17 − − 30 ________ c. − 150 + 75 ________ d. 1.5 – 2.7 ________ e. − 14 + − 15 ________ f. + − ________ 3. Find the value of the expression below. Show your work. 10 + 9 • (−5) − (−1 + 8) 4. a. Write two subtraction sentences to complete the fact family for − 8 + n = 2 _________________________ _________________________ b. Use one of the fact family sentences to find the value of n.
SAFETY SUMMARY What happened On 29 July 2011, at 0756 Eastern Standard Time, a loss of separation occurred between a Boeing Company 737-838 aircraft, registered VH-VZC (VZC), and a Boeing Company 737-8FE aircraft, registered VH-VOT (VOT), in the holding pattern at an IFR reporting point south-west of Brisbane, Queensland. The aircraft were inbound to Brisbane on the same air route, with a requirement to hold at BLAKA for sequencing. The air traffic controller, who had been recently endorsed on the control position, did not identify that the sequence in which the two aircraft entered the holding pattern had changed, and twice assigned VOT descent through the flight level of VZC. The flight crew of VZC identified the confliction and queried the controller, who then took action to recover the compromised separation situation. Separation reduced to 3.9 NM (7.2 km) and 400 ft. The required separation standard was either 5 NM (9.3 km) or 1,000 ft. What the ATSB found The Australian Transport Safety Bureau (ATSB) identified that the controller received a reduced amount of on-the-job training, was allocated multiple training officers, and was required to intermittently another control position during and immediately following their training on the Gold Coast en route sector. As a result, the controller probably had not consolidated effective control techniques for the sector, particularly for high workload situations. The ATSB also found that, even though the quality of the controller’s training had been affected by several factors, the controller’s planned on-the-job training period had been reduced from 6 weeks to 4 weeks. More importantly, there was no requirement for a systematic risk assessment to be conducted and documented when the planned amount of training for a controller was reduced. What has been done to fix it Airservices Australia advised that it would develop a training variation form to systematically assess risk associated with amendments to the planned length of controller training programs, and completion of the form required the involvement of the controller’s line manager and the Operational Training Manager. Airservices also indicated several other proposed enhancements to its controller training. Safety message In order for the training of operational personnel to be managed safely and effectively, organisations should have a structured risk assessment process in place to evaluate proposed changes to a training program.
DOCUMENT RETRIEVAL INFORMATION Report No. AO-2011-090 Publication date #dd Mmmm 2013 No. of pages # ISBN # ISSN # Publication title Loss of separation – BLAKA (IFR reporting point) - 29 July 2011 - VH-VZC, Boeing Company 737838 and VH-VOT, Boeing Company 737-8FE Prepared By Australian Transport Safety Bureau PO Box 967, Civic Square ACT 2608 Australia Reference Number ATSB-XXXXX
19 For consistency, in the last paragraph of the section titled Pinnacle operations, the commercial helicopter pilot licence acronym was replaced by a more generic text. 31January 2014 22 Last paragraph of the section titled Wreckage and impact information deleted and information moved to the section titled Helicopter information on p7. 31January 2014 29 For completeness, additional text added to the second sentence of the second paragraph of the section titled Tasking for the occurrence flight. 31January 2014 34 For clarity, textual changes made to the last paragraph of the section titled Loss of hydraulic assistance and the paragraph divided into two paragraphs. 31January 2014 35 Minor textual changes made to the last paragraph of the section titled Environmental and operational factors for additional understanding and a new subsection added titled Summary of accident development. 31January 2014
Published by: Australian Transport Safety Bureau Postal address: PO Box 967, Square ACT 2608 Office: 62 Northbourne Avenue Canberra, Australian Capital Territory 2601 Telephone: 1800 020 616, from overseas +61 2 6257 4150 Accident and incident notification: 1800 011 034 (24 hours) Facsimile: 02 6247 3117, from overseas +61 2 6247 3117 Email: Internet: © Commonwealth of Australia 2013 In the interests of enhancing the value of the information contained in this publication you may download, print, reproduce and distribute this material acknowledging the Australian Transport Safety Bureau as the source. However, copyright in the material obtained from other agencies, private individuals or organisations, belongs to those agencies, individuals or organisations. Where you want to use their material you will need to contact them directly. ISBN and formal report title: see ‘Document retrieval information’ on page v