zilongwang/ReadingBank huggingface dataset:
Quantifying the likelihood of a 2013-magnitude event We first quantify the likelihood of the June-2013 total precipitation in the observed climate. Given the rarity of the event in the observed record (Fig. 2a), we fit a Pareto (heavy-tailed) distribution to the 1951-2012 observations (Fig. 2a,S3a). From the Pareto distribution, we estimate the sample-quantile (Qo) and return period (Ro) of the June 2013 total precipitation in the present climate (see Supplemental Methods). We find that the 2013 event exceeds the 99th percentile in the observed distribution (Qo= 99.1th quantile), yielding a return period of 111 years (Fig. 2a). Because the Pareto is a distribution, extreme events are less likely to be found anomalous, and thus the corresponding return period can be considered a lower bound. Next, we assess the influence of anthropogenic forcings on the likelihood of extreme June precipitation using the historical (“20C”) and preindustrial (“PI”) simulations from the CMIP5 climate model archive (Taylor et al. 2012). We use the Kolmogorov-Smirnov (“K-S”) goodness-of-fit test to identify the models that most closely simulate the observed distribution of June total precipitation over the impacted region (Fig. 1a). (To control for the mean-bias in the models, we first re-center each model’s distribution so that the model mean matches the observed mean.) Because the simulated change in likelihood of extremes can be heavily influenced by biases in the simulated distribution, we restrict our analyses to 11 models whose K-S value exceeds 0.2 (Fig. S3), ensuring a comparatively good fit of the overall distribution, including in the tails. Among these 11 models that pass this goodness-of-fit criterion, 4 show greater mean and variability of June precipitation in the 20C simulations (Fig. 2b). However, 7 of
Severe Precipitation in Northern India in June 2013: Causes, Historical Context, and Changes in Probability Deepti Singh, Daniel E. Horton, Michael Tsiang, Matz Haugen, Moetasim Ashfaq, Rui Mei, Deeksha Rastogi, Nathaniel C. Johnson, Allison Charland, Bala Rajaratnam and Noah S. Diffenbaugh* Supplementary Methods: S1: Datasets For the precipitation analysis, we use the 1x1 gridded daily dataset from the Indian Meteorological Department (IMD) (Rajeevan et al. 2006, 2010). This dataset is developed from approximately 2140 rain-gauge stations over India, and has been extensively used in literature to study the Indian Monsoon characteristics (Dash et al. 2009; Ghosh et al. 2012; Singh 2013). As shown in Fig. 1a of Rajeevan et al. (2006), all stations included in the development of this dataset have at least 90% data availability within the observational period. Daily atmospheric variables – including geopotential heights, atmospheric winds, and specific humidity – are obtained from the National Center for Environment Prediction/National Center for Atmospheric Research (NCEP/NCAR) reanalysis (R1) datasets at 2.5x2.5 spatial resolution (Kalnay et al. 1996). In order to match the period of record of the IMD precipitation dataset, we analyze the 1951-2013 period in the reanalysis.
GOVERNMENT OF INDIA MINISTRY OF ENVIRONMENT, FORESTS AND CLIMATE CHANGE LOK SABHA UNSTARRED QUESTION NO 688 ANSWERED ON 26.11.2014 BAN ON HYDRO FLUORO CARBONS 688 . Saraswati Shri Sumedhanand Will the Minister of ENVIRONMENT, FORESTS AND CLIMATE CHANGE be pleased to state:- (a) whether the Government has agreed to hold discussions under Montreal Protocol to discontinue the use of Hydro-Fluoro Carbons as Coolant; (b) if so, the details thereof; (c) whether Hydro-Fluoro Carbons increases global warming manifold in comparison to carbon-dioxide and if so, the details thereof; (d) the names of alternatives, if any, developed in place of Hydro-Fluoro Carbons; (e) whether several developed countries including the United States has offered assistance to India in this regard and (f) if so, the details thereof ? ANSWER
SYLLABUS BANA 6650, Project Management, Summer 2017 Section H01, Thursday, 6:00pm to 6:30pm, Business School Building Room 4500 Semester active from June 8, 2017 to July 27, 2017 Instructor: Michael D. Harper, Ph.D. Course Description: BANA 6650, Project Management Introduces the topic of Project Management (PM) in a business environment. Emphases will include the knowledge, skills, tools, and techniques as presented in the Project Management Body of Knowledge (PMBOK), a variety of managerial aspects commonly encountered in PM, and current extensions of PM. Projects in diverse contexts are examined. Cross-listed with URPL 6249. Restriction: Restricted to graduate majors and NDGR majors with a sub-plan of NBA or NBD within the Business School. Max hours: 3 Credits. Semester Hours:3to3. This is a Hybrid course. The hybrid design consists of in-class learning requirements and online learning requirements each week. Schedule # Thursday Class Content Quiz & Homework Due Saturday by 11:59pm Saturday #=Topic Q#=Quiz# H#=Homework# 1 June 8 Syllabus & Introduction 2 June 15 Topic 1. PMBoK: Context, Integration, Scope Topic 1. PMBoK: Time(CPM) June 17 Q1 3 June 22 Topic 2. PMBoK: HR, Time(PERT), Cost 2. Wysocki: Traditional (Ch.4-12) June 24 H1 & Q2 4 June 29 Topic 3. PMBoK: Communication, Quality Topic 3. Wysocki: Agile, Extreme July 1 H2 & Q3 5 July 6 Topic 4. PMBoK: Stakeholder, Risk Topic 4. Wysocki: PSO (Ch.13-16) July 8 H3 & Q4
To apply, please complete the following application form. Please type or print legibly. Contact and Household Information Personal Information First name: Middle name/initial: Last name: Home phone: ) - Cell phone: ) - Date of birth: / Email address: Gender: Female Male Ethnic Heritage of… (not names) Mother: Maternal Grandmother: Maternal Grandfather: Father: Paternal Grandmother: Paternal Grandfather: Permanent Residence Address (Number & Street): Apartment/Suite: City: State: Zip Code: County (not Country): Mailing Address (if different from above) Address (Number & Street): City: State: Zip/Postal Code: Parent or Guardian Information First name: Middle name/initial: Last name: Relation to applicant: Telephone: ) - Email address: Address (if different from above): Publicity How did you hear about this program? (please check all that apply) College/Career Counselor Teacher Family/Family Friend Internet (please specify): Other (please specify): First & last name: Financial Information Parents’ Financial Data (to be completed if student is still in parents’ household or claimed as a dependent. Use data based on most recently filed tax form or “Your Parents’ Information” on most recent FAFSA form) Adjusted Gross Income: (Form 1040 – line 37) Total Cash, Checking, Savings & Cash Value of Stocks: (exclude retirement plan IRA, 401K) Total Income of Father: Occupation of Father:
Printed maps to be installed in shelters also. Keep board design standard. ✔ One artist will ensure consistent design of all boards. Boards marked 9,10,11; clear trees to give a view to the river! Town Hall notice board. A general information 'What's going on?' board needed for the town. ? new location? ✔ Ongoing maintenance of this area is being investigated by the area office. Bellfield board proposed as central information point. Consider adding: Notice of Banchory West Church (public) Friday Coffee Morning (just celebrated 30years!). Only normally cancelled if it falls on Xmas/New Year’s Day! For community & funds raised support local charities. ✔ A notice can be permanently displayed in the Community noticeboards. 3 sided information board, Bellfield Car Park The car park is ugly and why not direct people to Scott Skinner Square. Making it more of a hub for information. ✔ Bellfield Car Park is the natural origin point for people who visit Banchory by car. It has the most car parking spaces and is located next to the High Street (access to shops) and Dee Street (access to Scolty Hill & Falls of Feugh). Facilities also include Public Toilets and Coach parking. This is to be the location for the structure. An additional 3 sided board at Scott Skinner Square will be costed to aid consideration. Very good idea. Another be good at Scott Skinner Square as we are wanting this to be a centre. A similar 3 sided board as proposed at Bellfield Car Park to also be in Scott Skinner Square. Should be 6 sides instead of 3 sides X Minimum of 3 panels required including general information, orientation and community events/information. Additional panels would be unnecessary..
Borough from the sale of land and the redevelopment. 3. To ensure that the market rate, Age-Targeted housing is attractive to “empty-nesters” and, to that goal, incorporates certain design and pricing principles into the development. These principles include modest unit size, limited number of bedrooms, single level living or limited living areas on multiple floors, accessibility for residents, covered, garaged and/or structured parking common area improvements conducive to senior living, price points at or below the median price of a home in Haddonfield, and other community and site features that support independent living of older adults. 4. To encourage high quality architectural design and construction of new residential buildings within the Redevelopment Area reflect the objectives and standards of the Haddonfield Historic District ordinance. 5. To integrate the affordable housing components seamlessly with the age targeted dwellings. The Plan identifies the consistency of the Plan objectives to the Haddonfield Master Plan (see pgs 27-30) noting for example: “The 1984 Master Plan and 2009 Reexamination Report both include goals concerning the Borough’s housing stock – both to maintain the predominantly single family character of the Borough and to expand housing opportunities to meet the needs of existing and future residents.” “The 1991 Reexamination Report urged the Borough to explore the possibility of developing housing for senior citizens. Notwithstanding the construction of Lincoln Commons, there is still an unmet need for age targeted housing in Haddonfield. This is housing, which would enable adults whose children have grown up and left the single family detached home in which they were raised to “downsize” into a smaller unit, perhaps on one level with limited maintenance responsibilities. This is the primary development goal of the Redevelopment Plan and it responds to a need which has been articulated in the Borough’s Master Plan and Reexamination Reports since 1984.” (emphasis added) The Municipal Land Use Law (N.J.S.A. 40:55D-1et.seq.), establishes the purposes of land development for the Planning Board includes the following purposes: (i) to promote a desirable visual environment through creative development techniques and good civic design and arrangement; (e) To encourage senior citizen community housing construction.
12. JOB DESCRIPTION AGREEMENT A separate job description will need to be signed off by each jobholder to whom the job description applies. Job Holder’s Signature: Head of Department Signature: Date: Date: Recruitment Person Specification Essential Desirable Qualifications/Training 1. Recognised dispensing qualification. 6 Experience 2. Previous dispensing experience 7. Previous dispensing experience in hospital Skills/Knowledge 3. Working knowledge of standard computer programmes Awareness of relevant pharmacy policies and procedures 8 Working knowledge of the emis pharmacy stock control and dispensing system Working knowledge of GJNH pharmacy and general policies and procedures. Additional job requirements Eg. unsocial hours 4. Participation in week end and public holiday rotas 9. Any other additional information 5. 10.
Understanding of SPSP initiatives Skills ILS Physiological monitoring and implications IT Skills A level of English language competency and communication skills necessary to perform this role safely and effectively Good verbal communication & interpersonal skills Clear written communication skills ALS Cannulation IV Drug administration Cath Lab skills Application form and interview Aptitude Innovative Enthusiastic Calm under pressure Must regard the patient and family as partners in care Willing to take on new concepts readily Interview Other e.g. Team Player, Be able to travel Multidisciplinary Team player Clearly demonstrates a passion to learn Cardiac Cath Lab practice and development Interview
Competency Identified by Evidence of substantial experience in an office environment covering a broad range of administrative tasks where accuracy is paramount. Can demonstrate the ability to work effectively to deliver a process which requires detailed knowledge, understanding and interpretation of rules and regulations. Can demonstrate direct delivery of an effective customer service, including resolution of challenging situations. Application/Interview Application/Interview Can demonstrate the ability to use a range of products from the Microsoft Office suite and have the ability to learn new systems and software. Application/Interview Has a good general education showing clear evidence of literacy and numeracy. For example, GCSE Maths and English A–C. Application/Interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development, identifies where has essential Application/Interview
I agree that the above Job Description is an accurate reflection of my duties and responsibilities at the date of signing. Job Holder’s Signature: Manager’s Signature: Date: Date: This job description is not exhaustive and may change in line with developments within the A&E Department
Competency Identified by Knowledge and Experience Evidence of substantial experience in an office environment covering a broad range of administrative tasks. Application/Interview Can demonstrate the ability to use a range of products from the Microsoft Office suite and have the ability to learn new systems and software. Application/Interview Has a good general education showing evidence of literacy and numeracy. For example, GCSE Maths and English A-C. Application/Interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development. Application/Interview
Qualifications/Training MPharm Degree or equivalent Pharmacist Registration with GPhC Scottish hospital pharmacist Stage 2 training completed or partially complete Willing to undertake Stage 2 training if offered Experience Previous experience in hospital OR community sectors of pharmacy practice. Previous hospital pharmacy experience Skills/Knowledge Demonstrable team working skills Good communication skills (written/verbal) Working knowledge of pharmaceutical and relevant legislation Analytical skills Time management awareness Knowledge of EMIS/JAC control and dispensary system Microsoft Office word processing, spreadsheet and PowerPoint skills Negotiation skills Additional job requirements Eg. unsocial hours Participation in emergency duty commitment Weekend and public holiday rota working Any additional information
QUALIFICATIONS NVQ Level 4, Degree or equivalent level of experience. Prince 2 practitioner or equivalent Advanced ECDL. Application Form Certificate / Registration Check EXPERIENCE Experience of communicating with all levels of professional staff and the public. Experience of dealing with confidential and sensitive data and appropriate maintenance and storage of records. Experience of operating Microsoft Office Suite. Experience of producing management information reports. Experience of project implementation and monitoring ongoing projects. Experience of managing finance systems e.g budget monitoring. Experience of managing, maintaining and developing systems and procedures. Experience of implementing administrative policies and procedures Experience of monitoring performance indicators. Understanding of project management methodologies Experience of formal minute taking Working in an NHS environment Application Form Interview References SKILLS Ability to work on own initiative and self manage workload. Able to organise meetings and events. Excellent management and communication skills and knowledge. Analysing information from numerous sources. Advanced IT/keyboard Skills to speak Welsh / willingness to learn. Application Form Interview References
KNOWLEDGE Good knowledge of MS Office Suite. Thorough understanding of administrative procedures. Thorough understanding of programme office functions Knowledge of filing/data systems including records management Developed knowledge of how to apply and tailor project management methodologies Knowledge and understanding of Public Health Wales. Advanced Microsoft Project Application Form Interview References PERSONAL ATTRIBUTES (Demonstrable) Work to deadlines and under pressure. Ability to work as part of a team Work on own initiative. Good time-keeping. Respect confidentiality. Willingness to learn and develop skills Flexible Continuing Professional Development Application Form Interview References INTERESTS Application Form Interview References OTHER (Please Specify) Willingness and ability to travel. Ability to carry resources. Application Form Interview Document Check
Band 6 Writing Name: Class: Working Towards the expected standard Working at the expected standard Working at greater depth within the expected standard The pupil can write for a range of purposes and audiences: • using paragraphs to organise ideas • describing settings and characters • some cohesive devices* within and across sentences and paragraphs • using different verb forms mostly accurately • co-ordinating and subordinating conjunctions • using capital letters, full stops, question marks, exclamation marks, commas for lists and apostrophes for contraction mostly correctly • spelling most words correctly, including common exception words* (years 3 and 4) • spelling some words correctly, including common exception words* (years 5 and 6) • producing legible joined handwriting. The pupil can write for a range of purposes and audiences (including writing a short story): • creating atmosphere, and integrating dialogue to convey character and advance the action • selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly • using a range of cohesive devices, within and across sentences and paragraphs: -adverbials - repeated reference to the same thing -Determiners -Pronouns -conjunctions -adverbs • passive and modal verbs mostly appropriately • using a wide range of clause structures, sometimes varying their position within the sentence • using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision • inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens • spelling most words correctly, including common exception words* (years 5 and 6) • maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. The can write for a range of purposes and audiences: • managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures • selecting verb forms for meaning and effect • using the full range of punctuation taught at key stage 2, including colons and semi-colons to mark the boundary between independent clauses, mostly correctly. [No additional requirements for spelling or handwriting.]
Registered Clinical Scientists (fixed term) West Midlands Regional Genetics Laboratory Job ref: 284-18-GENPR-309 Band 7 Salary Scale £33,222 to £43,041 per annum Hours: 37.5 per week An exciting opportunity has arisen in the West Midlands Regional Genetics Laboratory (WMRGL) in Birmingham, to join our dynamic team of scientists and support the interpretation and validation of results from the 100K Genome Project. These fixed term posts are for a minimum of one year in the first instance. The posts are for HCPC registered Clinical Scientists, however scientists currently working towards their registration are encouraged to apply and will be considered for appointment at AfC band 6. We are looking for highly motivated individuals, with a broad range of clinical and scientific skills, enthusiastic and keen to take on a leading role in the fast changing landscape of laboratory genetics. The appointment could be to any part of the laboratory, dependent on experience, interests and departmental need. The WMRGL is the largest of the regional laboratories, delivering comprehensive genetic testing to 5.7 million people within the Midlands, approximately one tenth of the UK population. In addition we also provide tests for NHS and private hospitals both nationally and internationally, for university projects, and for industry. WMRGL currently performs in excess of 55,000 tests per annum employing over 200 scientific, technical and support staff in service delivery and research. The laboratory is a UKAS accredited medical laboratory (no. 8176) and is part of the West Midlands Genomic Medicine Centre in the Genomics England 100,000 genome project. Over the last 4 WMRGL has significantly expanded its research portfolio, securing over £4 million of R&D funding for projects covering a diverse spectrum of genetic disorders including cancer, developmental delay, and prenatal testing for genetic abnormalities. The laboratory was selected as one of three Technology Hubs for the Cancer Research UK Stratified Medicine Programme. WMRGL also hosts the Central England Haemato-oncology Research Biobank (CEHRB). We work closely with our Clinical Genetics Service, with the University of Birmingham, in particular the Institute of Translational Medicine, the Centre for Genome Biology and the Centre for Computational Biology; and with diagnostic and pharmaceutical industries. We are committed to training and developing our staff at all levels and have active seminar and research programmes supporting Continuing Professional Development. The service works closely with our Fetal Medicine Centre, the National School for Healthcare Science, the Centre for Clinical
4.7 The ability to formulate and local operating procedures E A 5. Equality, diversity, vision, mission and values 5.1 An empathy for and understanding of our mission, vision and values. E A/I 5.2 Commitment to equal opportunities and overcoming barriers to diversity and equality. E A/I 5.3 Experience of working with people from a of social, cultural and ethnic backgrounds. E A/I 5.4 Experience and commitment to supporting and working within diversity awareness environments. E A/I 6. Circumstances 6.1 Able to travel as required for the role and attend meetings and activities outside office hours E A/I 6.2 A flexible approach to workload. E A/I Authors Version number Date Initials Initials Initials 0.1 27/11/2016 WB
The spectrum analyzer capture at Stop23 is shown below. The spectrum analyzer capture at Stop24 is shown below. The spectrum analyzer capture at Stop25 is shown below. The spectrum analyzer capture at Stop26 is below. The spectrum analyzer capture at Stop27 is shown below. The spectrum analyzer capture at Stop28 is shown below. The spectrum analyzer capture at Stop29 is shown below. RESULT ANALYSIS: 1. Before turning the eNodeB on, in the Indoor Narrowband analysis, the spectrum analyzer shows no activity in the EBS A, B, C or D bands. This is because there is no transmission in bands C and D, and the transmissions by the University in bands A and B are heavily attenuated by the buildings and the foliage before reaching inside DLC 1B20. 2. Before turning the eNodeB on, in the Indoor Wideband analysis, the spectrum analyzer shows no activity in the EBS A, B, C or D bands. This is because there is no transmission in bands C and D, and the transmissions by the University in bands A and B are heavily attenuated by the buildings and the foliage before reaching inside DLC 1B20. The spectrum analyzer shows activity only in the 2.4 GHz WiFi band, as the WiFi hotspot is in close vicinity to DLC 1B20.
NEW BUSINESS Sabers Marching Band: Goal is to in Fall 2018. Concession Stand Fundraising: SHS Student Council is no longer running all the concession stands. Eric will inquire to see if there are any openings for the 2015-16 Boys Basketball or Girls Basketball games. Band Boosters will also try to get some 2016 Football games. Meeting adjourned at 7:58pm. Upcoming Events: 2015-16 Band Boosters meeting schedule: All meetings will be at 6:30pm in the SHS Band Room. Monday, October 5, 2015 Monday, November 2, 2015 Monday, November 30, 2015 Monday, January 4, 2016 Monday, February 1, 2016 Monday, February 29, 2016 Monday, April 11, 2016 Monday, May 2, 2016 Monday, June 6, 2016 2015-16 Band Events: Pep Band for 2015 Football Games: Friday, September 25 at 7pm – ALL Friday, October 2 at 7pm - ALL Jazz and Percussion Ensemble Concert: Saturday, December 5, 2015 at 7pm at SHS – JBI, JBII, PE Winter Band Concert & Silent Auction: Monday, December 7, 2015 at 7pm at SHS. – SB, CB, WE Silent Auction begins at 6pm. Local Solo & Ensemble Contest: Monday, January 25, 2016 South Suburban Conference Jazz Festival: Wednesday, February 17, 2016 – JBI Wind Ensemble Mini-Tour: February 20-21, 2016 to UMD – WE Region 2AA Solo & Ensemble Contest: Monday, February 22, 2016 at SHS Jazz Bands and Percussion Ensemble Concert: Thursday, February 25, 2016 at 7pm at SHS – JBI, JBII, PE South Suburban Band Festival: Wednesday, March 2, 2016 at Apple Valley – WE Shakopee Band Festival Concert: Saturday, March 5, 2016 at 4pm at SHS – WE Joint Concert with Minnesota Symphonic Winds (MSW): Sunday, March 6, 2016 at 2pm at SHS – WE Mid-Winter Band Concert: Monday, March 7, 2016 at 7pm at SHS – SB, CB Region 2AA Large Group Contest: Monday, March 21, 2016 at Waconia – SB, CB, WE Region 2AA Jazz Band Contest: Monday, April 11, 2016 at Chanhassen – JBI, JBII
Information Handbook For Senior High Band Students And Parents (Revised Spring 2014) Dear parents and students of the Oakwood High School Band, Welcome to the Oakwood High School Band program. You have enrolled in a band with an amazing heritage that has been part of the Oakwood High School experience the fall of 1924 (the school’s third year of existence). Our “Wall of Excellence” outside the Band Room is a testament to the many years of outstanding bands that have gone through these Oakwood hallways. Our desire is to contribute to this heritage and leave our own mark on the phenomenal history of the Oakwood High School Band. Our mission statement clearly states our purpose and philosophy: “The Oakwood Band exists to enrich students, school and community by instilling musical and personal excellence through the
9:00-9:45- 5th Grade Band 9:50-10:15- B- Cameron Evans- L Phillip Cooke- L 10:15-10:40- A- Chaeli Buck-L Sophia Athans-L Reghyn Wilson-L Vivian Merry-L 10:45-11:30- 4th Band 11:30-12:00- J- Baritone Abigail Zavoda-G Chloee Lynch-H Cael Rossi-B 12:35-12:55- E- Flute Heidi Bretz- G Jeffery Ding- G Jordan Roseberry-G Madelyn Francis-H Lacey Turck-H Sarah Douglass-B Hadley Trowbridge-5C 12:55-1:15- H French Horn Nikolai Wagner-B 1:15-1:35- G- Alto Saxophone Erich Parker- B 1:55-2:15- D Percussion Tommy Royer-C Ean High- C 2:15-2:35- F -Clarinet Greta Bretz-H Nathaniel Wappman-H Tyler Perales-B 2:35-2:55-C- Trumpet- Jacob Collins-R Andrew Seacord- L Thomas Sutor-L 2:55-3:25-I- Trumpet Taylor-H Connor Hanula-H Samuel Frank-H Kenzie Laudermilch-5R Ryan Greenawalt-B Braylee Klinger-G Benjamin Bartos-G Hannah Theuret-G Derek Vandernick-H Ryan Brinkley-H
9:00-9:45- Advanced Band 9:45-10:05-5th Percussion Nikolai Wagner-L Tyler Perales-L 10:05-10:25-4th French Horn Kate Wallace-H 10:25-10:45-4th Trombone Noah Heath-G Maxwell Cherny-G Jacob Foley-G 10:45-11:30 Beginner Band starting November 14th! 11:30-11:50- 5th Baritone/Trumpet Abigail Zavoda-G Chloee Lynch-C Cael Rossi-C Gavin Taylor-C Ryan Greenawalt-G Braylee Klinger-G Hannah Theuret-C 11:50-12:10 (Bring Lunch- you will go right to lunch after!) 5th Flutes Heidi Bretz- L Jeffrey Ding- L Lacey Turck-G Madelyn Francis-G 12:55-1:15- 4th Cheyenne Henry-B Katie Smith-B 1:15-1:35- 4th Saxophone Gerald Sanders-G Tavian Boone-G Jaxon Umidi-H Owen Giampetro-B 1:35-1:55- 5th Clarinets/Trumpet Greta Bretz-C Nathaniel Wappman-L Lillian Linnell- C Connor Hanula- C Sam Frank-C Derek Vandernick- C 1:55-2:15-5th Saxophone Parker-G 2:15-2:35- 4th Clarinet Ezra Billy-H Grayson Kunkel- Ava Moore-H Adrienne DeBock-G Addy Misiolek-B 2:35-2:55- 4th Drums Zimri Brown-Nystrom-B Kreiss-H Kaleb Berrell- 5G Katelyn Horwitz—B Lucas McClintock-H Jacob Stickle-H 2:55-3:15- 4th Trumpet Ava Conrad-B Jacob Walsh- B Matthew Coyle-B Carter McQuiddy-B Morgan Forrester-G Hunter Meyers-H Leland Coy-B Addison Cramer-H Landon Miller- H
9 Continue to reinforce and build upon previous knowledge and skills. Mid-Term/Semester Assessment- Teacher-developed Quarter 3 Jan 6 – Mar 17 Concept Major Concepts / Topics Possible Resources 1 Mental preparation for high-level performance. 2 Adjusting and balancing ensemble sound to suit the acoustical environment. Method -To be determined by director 3 Introduce and practice playing in more advanced/mixed meters. 4 working on double and triple tonging, and discuss when these techniques might be used in various pieces. 5 Attack, sustain and decay of notes. 6 Students play/perform individually as well as part of an ensemble. (Solo and Ensemble) 7 Musical focus on upcoming MPA performances. 8 More complex rhythmic passages and techniques. 9 Continue to reinforce and build upon previous knowledge and skills. Quarter 4 Mar 29 – May 26 Concept Concepts / Topics Possible Resources 1 More advanced repertoire exposure. 2 Musical focus on end of the year performances. Method -To be determined by director 3 Advanced breath control techniques. 4 Audition strategies, techniques and practice. 5 Phrasing, including placement of breath, dynamics, tempo changes, etc. for maximum artistic effect. 6 Discussion of copyright laws and rules. 7 Producing appropriate tone/timbre on instrument depending on the material performed. 8 More advanced sale and rhythm combinations for increased technical proficiency.
Essential Desirable Evidence 1st Level Registration or Diploma level Current registration with Nursing and Midwifery Council Working toward degree/diploma Evidence of further accredited learning relevant to the field of palliative care Mentorship qualification Application form and certificates Experience Able to demonstrate an interest in specialist palliative care Evidence of relevant experience gained through training Experience of working with patients with life limiting illness Demonstrate experience of taking charge of team of in absence of a more senior colleague Able to demonstrate evidence of involvement in specific project or development work Supervisory experience Evidence of communication skills training Interview and application form Personal skills Ability to work as part of a team Organisational skills Time management skills Effective communication skills, written and verbal The ability to demonstrate through experience i.e. organisational and time management skills Ability to lead Interview and application form Personal characteristics Professional Approachable Empathetic Motivated and able to motivate Enthusiastic Innovative Interview Involves shift work including weekends, Bank Holidays and night duty May be required to work at all sites within the organisation Interview
2012 BAND 299er Pictures & Results Fri Morn 299er Prs AB Leah & Rick Margerison Fri Morn 299er Prs C Elaine & Joseph Bindo Fri Morn 0-20 Prs Elise Sher Caryn Jacobs Fri Aft 299er Prs ABC_ Sv Ramarathnam & Joyce Hahn Fri Aft 0-20 Prs Jeanne Wyatt & Anne Curry Fri Eve Prs A Scott & Judy Etchison Fri Eve 299er Prs BC_ Sv Ramarathnam & Joyce Hahn
First Aid Provision: The names of First Aiders are posted on all notice boards and are recognisable with green first aid polo shirts. Welfare Provision: Canteen with eating and drinking facilities is provided for all staff. Male and female toilets on site. Schedule of PPE: Hearing protection, Eye protection, and Protective footwear must be worn whilst carrying out this task. Emergency Procedures: Copies of the companies emergency procedures are posted by all fire exits, this is also discussed with all employees during their induction. Completed by: Phone: Signature: Date:
Structure Context Evaluation Criteria Performing Creating Aural & notational skills Vocabulary Interpret Develop personal interpretations that consider creators’ intent. Standard: Enduring Understanding Performers make interpretive decisions based on their understanding of context and expressive intent. Essential Question How do performers interpret musical works? Knowledge: Structure Context Evaluation Criteria Skills: Performing Creating Aural & notational skills Vocabulary Rehearse, Evaluate, Refine Evaluate and refine personal and ensemble performances, individually or in collaboration with others. Standard: Enduring Understanding To express musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Essential Question How do musicians improve the quality of their performance? Knowledge: Structure Context Evaluation Criteria Skills: Performing Creating Aural & notational skills Vocabulary .
Present Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. Standard:. Enduring Understanding Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. Essential Question When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? Knowledge: Structure Context Evaluation Criteria Skills: Performing Creating Aural & notational skills Vocabulary RESPONDING Select Choose music appropriate for a specific purpose or context. Standard: Enduring Understanding Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question How do individuals choose music to experience? Knowledge: Structure Context Evaluation Criteria Skills: Performing Creating Aural & notational skills Vocabulary Analyze Analyze how the structure and context of varied musical works inform the response. Standard: Enduring Understanding Essential Question
Can you tell me about a performance improvement effort that you were involved in? Tell your 3D Story!! Take them to your storyboard if you have one. RSI – new MICU initiative – outside Dan’s office EKOS catheter – MICU website - Collaboration MICU physicians and RN Quiet Time Practice implemented to decrease ICU delirium PAD protocol – Revisions made to protocol from staff feedback Decrease in restraint use secondary to decrease sedation, increase sitter use Orientee onboarding – Minimize preceptors to 3 consistent RNs, Orientee Toolbox Rounding Tool – Multiple revisions from staff input to develop a tool MOVES rollout – Education rollout on BMAT assessment and use of lift equipment How do you find out about what is going on in the organization? From my manager The Intranet Town Hall Meetings Storyboards The All Staff Event!!! What is the Duke Blueprint? Have you ever seen it? What can you tell me about it? It is a way that we communicate our Mission, Vision, and Values throughout our organization. It also talks about how we measure our performance through the Balanced Scorecard quadrants. It is discussed during the All Staff Event and during staff meetings and is also included on our storyboards. Walk Around Questions:
REQUEST FORM FOR THE RETRIEVAL OF CREDENTIALS The undersigned……………………………………………………………………………………………………………. Born in …………………………………………………………………date of birth……………………….…………… Fiscal Code………………………………………………………..………………………………………………………… Resident in ……………..…………………………………… (Town……………..………) Zipcode…….……….……. Country …………………………………………………………………………………………………………………. Street………………………………………………………..………………………………………….….nr………..…….. Phone……………………………………..…………….Cellphone…………….…………………………….…………… Account used to enter: ………..…………………………………………..………………………………… (it can be “initialname.surname”,for example ‘m.rossi’ for the one Registered or it can be “id….”, for the students already ENROLLED) SEND this form with the following documentation: Copy of a valid identity document Copy of the Fiscal Code At the following reference: phd.support@ateneo.univr.it TAKE NOTE that the closing of the administrative process of recovery of the credentials will take place within 3 working days starting from the day after the request. Verona, li…………………. Firma………………………………….
Phone number : I agree to what is established by the competition rules of the International ceramic contest "Somewhere over the Rainbow" and I guarantee the authenticity of the information provided with this form. I authorise the processing of my personal data for personnel research and selection purposes under D.Lgs. n.196 of 30/06/2003. Sincerely, dateline _____________________ Signature ____________________ To attach: Curriculum Vitae Photos and details of the work proposed in jpeg format Application form and description of the work completed in each field and signed. 8 th FEMALE POTTERY CONTEST 4 th FEMALE INTERNATIONAL POTTERY CONTEST “Somewhere over the rainbow” in memory of Maria Paduano (Description of the work) WORK TITLE : TECHNIQUE :
HCPC Provisional pay bands – full list of roles Band A Band B Band C Band D Band E Band F Directors Head of Financial Accounting Head of Adjudication Head of Assurance and Development Head of Business Process Improvement Head of Case Management Head of Educational Development Head of FTP Service Improvement Head of Investigations Head of Registration Head of Systems and Quality Project Portfolio Manager Adjudication Managers Case Team Manager (including Advancement) Education Manager Events Manager Facilities Manager Finance Business Partner HR Business Partner HR Managers (including Partners) Information Governance Manager Infrastructure Manager Internal Communications Manager Investigations Manager Learning and Development Manager Policy Manager Project Manager Publishing Manager Media and PR Manager Registration Operations Manager Quality Assurance Manager Quality Compliance Auditor Quality Compliance Officer Quality Compliance Manager Registration Appeals Manager Registration Manager Senior Project Manager Service and Complaints Manager Service Support Manager Stakeholder Communications Manager Systems and Quality Manager Transaction Manager Web and Digital Manager Administration Manager Assistant Accountants Assurance and Development Officer Case Manager (Including Advancement) Case Support Manager Education Officer Events Officer Executive Assistant FTP Training Advisor Hearings Team Manager HR Advisor Infrastructure Support Engineer Media and PR Officer Operational Planner Partner Co-ordinator PA to Directors Policy Officer Publishing Officer Registration Team Leader Scheduling Team Manager Service Support Analyst Senior Systems and Quality Officer Systems and Quality Officer Stakeholder Communications Officer Registration Appeals Registration Trainer Web and Digital Officer Administration Co-ordinator Case Support Officer Education Administrator Facilities Supervisor Finance Officer Hearings Officer HR Officer IT and Projects Administrator Partner Administrator Purchase Ledger Officer Registration Advisor Registration Co-ordinator Scheduling Officer Team Administrators Transaction Officer Caretaker Facilities Officer Receptionist
ENTANGLEMENT Can anyone’s hair, clothing, gloves, cleaning brushes, tools, rags or other materials become entangled with moving parts of the plant or materials? Y N Major Possible High Long hair, loose clothing, rags, cleaning brushes and jewellery could become entangled in the moving parts of the band saw. Ensure hair, clothing, rags etc. is kept clear of moving parts when in use. Aprons can be used to restrict loose clothing. Hair ties/hair nets can be used to secure long hair. Ensure jewellery and accessories (e.g. bracelets) are removed prior to operating the band saw. Maintain red emergency stop button in good working order and ensure it is checked regularly as part of the maintenance schedule. Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING Can anyone be crushed/cut/struck etc. due to: Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N
damaged or incorrectly installed/setup. (e.g. eye protection, hearing protection) whilst operating the equipment. Ensure the equipment is serviced and installed/set up as per the manufacturer’s manual. Ensure appropriate guarding is installed and in good working order. Parts of the plant disintegrating or collapsing? Y N Major Rare Medium Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Major Possible High Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Moderate Possible Medium The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SHEARING Can anyone’s body parts be sheared between two parts of plant, or between a part of the plant and a work piece or structure? Y N
Design deficiency causing psychological stress? Y N Inadequate or poorly placed lighting? Y N Does the plant impact on the surrounding workplace and create potential hazards? (Consider potential impact on the design and layout of the workplace) Y N Is the location of the plant inappropriate? (Consider potential effects due to environmental conditions and terrain) Y N Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level RADIATION Can anyone using the plant, or in the vicinity of the plant suffer injury or illness due to exposure to radiation in the form of any of the following: infra-red radiation violet light microwaves Y N NOISE Can anyone using the plant, or in the vicinity of the plant, suffer injury due to exposure to noise? Y N Minor Possible Medium Operation of the plant equipment can result in high noise levels. Appropriate hearing protection must be worn whilst operating the equipment. VIBRATION Can anyone be injured or suffer ill health from exposure to vibration? Y N
MODELLING:Lytton and Romney (1991) meta-analysis of many studies found evidence of parental initiation of sex-typed activities, eg. Mothers cooking with daughters rather than sons. REINFORCEMENT: Moccoby and Jacklin’s (1974) review, and others, have found little evidence for direct parental reward or punishment of gender role behaviour in children, although Langlois and Downs (1980) found greater discouragement of cross-sex play in fathers. Influence of schools: TEACHER EXPECTATIONS SUBJECT CHOICE AND CAREER ADVICE Influence of Peers: Conforming to gender roles avoids ambiguity of social behaviour, peer group ridicule and identity confusion. Fagot (1985) cited in Shaffer (1966) reports peer pressure for sex-appropriate play is even shown at 2 years of age- boys criticize and disrupt each other for playing with girls or their toys, while girls are also critical of other girls who choose to play with boys. Influence of the media Cross cultural studies of gender role: Mead’s (1935) study of different sex-role behaviour in three New Guniea tribes seems to count against innately, fixed gender roles: The Arapesh men and women both showed stereotypically Western ‘feminine’ characteristics, as boys and girls were raised to be sensitive to others, co-operative and The Mundugumor raised both sexes to show aggressive and emotional traits typical of ‘masculine’ Western gender roles. The Tchambuli tribe showed a reversal of Western stereotypical gender roles- women were dominant and independent, men were passive, socially sensitive, and participated in child birth . Durkin (1995) cites a study (Goodale, 1980) of another Papua New Guinea tribe, the Kaulong, who raise their girls to strike and chase boys with sticks in preparation for later gender roles as women who dominate mate selection (sometimes even capturing men) Gender role norms and influences can change within cultures over time as well as between cultures The tendency for males to participate in warfare more than women (even in Arapesh) Innate evolutionary adaptive tendencies, biosocial suitability/ predispositions of anatomy, and environmental upbringing strategies. Alternative methodology Aggression towards other people
50222 Inland waterway transport of by rudimentary means 51 Air transport 511 5110 51100 Passenger air transport 512 5120 51200 Cargo air transport 52 Warehouse and transport-aid activities 521 5210 Warehouses and commodity storage 52101 Warehouses and commodity storage in bonded warehouses Warehouses and commodity storage in refrigerated warehouses (excluding bonded warehouses) 52109 Warehouses and commodity storage in other warehouses 522 Supporting services for transport 5121 Direct supporting services for rail and road transport 52211 Direct supporting services for rail transport 52219 Direct supporting services for road transport 5222 Direct supporting services for waterway transport 52221 Direct supporting services for coastal and ocean transport 52222 Direct supporting services for inland waterway transport 5223 Direct supporting services for air transport 52231 Flight control services 52239 Other direct supporting services for air transport 5224 loading 52241 Goods loading at rail stations 52242 loading on roads 52243 Goods loading at seaports 52244 Goods loading at river-ports 52245 Goods loading at airports 5229 supporting services related to transport 52291 Agent services for seagoing vessels 52292 Agent services for sea transport 52299 Other uncategorized support services related to transport 53 Postal, delivery services 531 5310 53100 Postal service 532 5320 53200 Delivery service I Accommodation and Restaurant Services 55 Accommodation Services
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