zilongwang/ReadingBank huggingface dataset:
and use of the form being filed and, if applicable, how it will be used with any previously approved form(s). Policy Form/Filing Numbers A complete and correct listing of the policy form and filing numbers being assumed must appear on the Assumption Certificate Transmittal Form. COMPANY REQUIREMENTS REFERENCE DESCRIPTION OF REVIEW STANDARDS REQUIREMENTS NOTE: brief summaries do not include all requirements of all laws, regulations, bulletins, or requirements, so review actual law, regulation, bulletin, or requirement for details to ensure that forms are fully compliant before filing with the Department of Insurance. LOCATION OF STANDARD IN FILING Financial Requirements Assumption Certificates cannot be approved the Financial/Corporate Unit has finalized the assumption/reinsurance transaction. Insured Consent The assumption certificate must include consent language as required by 215 ILCS 5/173.3 such as, "The insureds have their consent to this transaction by either paying the premium, or notifying the assuming or ceding insurer, in writing, within ten (10) days from the date of mailing the assumption certificate, notice of rejection."
RE: Student Assisting 2016-17 Dear Principal and Teacher, Thank you for your willingness to share your expertise and classroom with a teaching candidate from William Jessup University (WJU). This Candidate has passed the CBEST, has a CTC Certificate of Clearance (attached) and several hours of observation and/or assisting experience. The Teaching Candidate is not a student teacher. The Candidate is not expected to have full day, whole class responsibilities. This semester, under your supervision, the Candidate needs six (6) hours of educational experiences that assist in student learning. These experiences might include, but are not limited to: Reviewing student information related to learning needs Assisting in developing and planning lessons Developing and preparing lesson materials Assisting students one-on-one Facilitating small group instruction Assisting special needs and/or English learners Teaching a targeted whole group lesson(s) Reflecting on and analyzing the effectiveness of lessons Evaluating student progress Some of the most valuable experiences for the candidate will be participating with you in the planning, preparation, and implementation of instruction, and then debriefing those experiences. If you have any questions, comments or concerns, please contact me. Sincerely, Assisting Letter - Approval & Signature David Bills Field Experience Coordinator Tel: 916.577.8022 I have read and approve of “Assisting” at Enc: Certificate of Clearance Principal or Dept. Date WJU student will return signed original(s) of this Agreement Letter to his/her WJU classroom Professor
– – Meet the definitions contained within the Louisiana Accounting Uniform Governmental Handbook (LAUGH) for their respective job classification. Full-time classroom teachers are defined in accordance with LAUGH guidelines as having an Object Code of 112 and an accompanying Function Code within the 1000 Series along with an employee stat us code of F (denotes full time employment status within a school system). Principals are defined in accordance with LAUGH guidelines are having an Object Code of 111 with an accompany function code of 2410. These employees are concerned with directing and managing the operation of a particular school. Assistant Principals are defined in accordance with LAUGH guidelines are having an Object Code of 111 with an accompany function code of 2420. These employees are concerned with directing and managing the operation of a particular school. NOTE: The State Department of Education (SDE) will subsequently publish data related to Schedule 4 as Section II, Item 7, of the Annual Financial and Statistical Report (AFSR). Schedule 5 Definitions Extra Compensation: The additional amount of salary paid on the current fiscal year for the completion of assigned additional duties. Examples of extra compensation include coaching, yearbook advisor, etc. ROTC Classroom Teachers: Teachers meeting the definitions contained in the LAUGH for Object Code 112 and the 1000-Series Function Codes and meeting the “Teaching Certificate Exception Code” for Reserved Officer Training Corps (ROTC) as defined in Section 3 of the Profile of Educational Personnel (PEP) User’s Guide. Rehired Retiree Teachers: Teachers meeting the definitions contained in the LAUGH for Object Code 112 and the 1000-Series Function Codes and meeting any of the “Retiree Return to Work” codes as defined in Section 3 of the PEP User’s Guide. NOTE: The State Department of Education (SDE) will subsequently publish data related to Schedule 5 as Section III, Quick Reference Table F, of the Annual Financial and Statistical Report
The Buyer hereby acknowledges any faults or defects in the Puppy, as identified by the Seller/during veterinary examination, and as outlined in the Schedule above. Seller: Signed:………………………………………………………….Date:…………………… Buyer: Signed:………………………………………………………….Date:……………………
Tues. Oct 12 On Line BB-Learning Module Ch. 6 Relationships I BB-Learning Module Ch. 7 Relationships II BB-Assignment-Reading Strategies Locations of Main (exer. 1 & 2 Relationship I (exercises 1 & 2) Tues. Oct. 19 Sumter Campus Reading Lab Reading Journal Classroom assignments Ten Steps Ch. 7 Relationships II pg. Ten Steps Ch. 8 Inference pg. 305-336 Vocabulary Builders Lessons 16-18 pg. 71-84 Vocabulary Builders, Lessons 19-21 pg. 85-98 Tues. Oct. 26 On Line BB-Learning Ch. 8 Inferences Goal Setting paragraph BB-Assignment—SQ3R paragraph Relationship II (exercises 1 & 2) Tues. Nov. 2 Sumter Campus Reading Lab Reading Journal Classroom assignments Ten Steps Ch. 9 Implied Main Ideas pg. 343-374 Ten Steps Ch. 10 The Basics of Argument pg. 381-412 Vocabulary Builders, Lessons 22-24 pg. BB-Assignment- Personal
Vocabulary Builders, Lessons 25-27 pg. Vocabulary Builders, Lessons 28-30 pg. Book Report 2 (suggested time frame) Tues. Nov. 9 On Line BB-Learning Module Ch. 9 Implied Main Ideas BB-Learning Module Ch. 10 The Basics of Argument Intelligence Paragraph www.townsendpress.net Ch. 8 Inferences (exercises 1 & 2) Implied Main Ideas ex. 1 & 2 Tues. Nov. 16 Sumter Campus Reading Lab Reading Journal Classroom assignments Ten Steps Review ch.1-5 pg. 63-68; 103-108; 181-186; 211-216 Ten Steps Review pg.251-256; 293-304; 337-342; 375-380; 413-418 Vocabulary Builders, Lessons 31-33 pg. Vocabulary Builders, Lessons 34-36 Nelson Denny F Tues. Nov. 23 On Line The Basics of Argument (ex.1 & 2) Combined Skills (exercises 1 & 2)
QUESTION 2. UNDERSTAND THE STRUCTURE AND FUNCTION OF THE KERATINOCYTES 2.1. Describe the structural characteristics of the keratinocyte cell including stem cells. Include - Nucleus – Cell Membrane – The Cytoplasm or Protoplasm- The Centrosome- The Endoplasmic Reticulum- Ribosomes- Vacuoles – Mitochondria – Body/ Apparatus – Lamellar Bodies – Lysosomes- ANSWER TUTOR 2.2. Give an overview of the keratinocyte life cycle and functions. ANSWER TUTOR QUESTION 3. UNDERSTAND EPIDERMAL ADHESION 3.1 Describe the structure and function of corneodesmosomes and hemidesmosomes. Include - location, function, structure including collagen types & other protein fibres, including Cadherin proteins. ANSWER TUTOR 3.2. Explain the importance of epidermal cellular adhesion to the practitioner. Include - the reasons for degredation and the issues it leads to.
8.1. Describe the structure and function of the subcutaneous layer. ANSWER TUTOR COMMENT 8.2. What do you understand by the triangle of youth? ANSWER TUTOR COMMENT QUESTION 9. UNDERSTAND THE MELANOCYTE AND THE PROCESS OF MELANOGENASIS 9.1. Describe the electromagnetic spectrum and the link ultra violet radiation has to pigmentation in the skin. Include – spectrum parameters, UVA, UVB Focus, Sun burn cells. ANSWER TUTOR COMMENT 9.2. Describe the function of melanin and the process of melanogenasis. Include - skin colour determinants, the melanin molecule, types of melanin, melanocyte structure ANSWER COMMENT QUESTION
Enzyme digest Fragment sizes BamHI EcoRI BamHI + EcoRI What fragment sizes could be generated from a BamHI partial digest? Only indicate the sizes of intermediate fragments which would not be obtained following a complete digest. Draw all possible maps, which could correspond to the results indicated in the above table for the BamHI digest alone. (DO NOT include mirror images) It was determined that the enzyme XhoI cuts at 0.5Kbp on the map shown above. Indicate which BamHI fragment would be cut by XhoI and what sizes would be generated in each of the maps provided for question 3. (Ex. 4Kbp BamHI → 3 + 1 Kbp). A complete digest with EcoRI + BamHI of 12µg of the above fragment was performed. Indicate the amount in µg of each of the fragments which would be obtained. The circular 10Kbp DNA molecule shown below has cleavage sites for BamHI and EcoRI. Complete the table to indicate the fragment sizes which would be observed on an agarose gel following each of the indicated digests. Note, if different fragments of the same size are generated, the size should only be indicated once. (For example do not indicate 2 and 2Kbp)
Capturing, Registering or Amending Asset Data Name Barry Hatton Title Director of Asset Management Signature Date 02 February 2018 Authoriser Name Matt Webb Title Head of Asset Information Signature Date 02 February 2018 This document forms part of the UK Power Networks Integrated Management System and compliance with its requirements is mandatory. Departure from these requirements may only be taken with the written approval of the above authoriser. Revision Record Version number 2.0 What has changed? Change to the order of FL and Work Order creation (system reasons), affecting 8.1.1 and 8.2.1. Why has it changed? Change to the order of FL and Work Order creation (system reasons). Date published 13/02/2018 Next review date 02/02/2023 Prepared by Craig Jeffrey Version number 1.0 What has changed? New Procedure Why has it changed? Following Business Transformation Programme implementation Date published 11/01/2017 Next review date 11/01/2018 Prepared by Craig Jeffrey Version number What has changed? Why has it changed? Date published Next review date Prepared by
Membership Registration Form MEMBER INFORMATION Name: (Title) (First) (Mid. Init.) (Last) Position/Title: Work Address: (Agency Name) (Street Address or P.O. Box) (City) (State) (Zip) Work Phone: - - Work Fax: - - Primary E-mail: Alternate E-mail: Home Address: (Street Address or P.O. Box) (City) (State) (Zip) Home Phone: - - Cell Phone: - - Please indicate your membership status. Regular Member: NEW Regular Member: Renewal ($50 membership fee) Provides supervising and/or consulting services in mathematics as a member of the staff of an education agency of a U.S. state/territory or Canadian Province (or agency designee, upon approval of the ASSM Executive Board). If you are renewing your membership, please state the date when you became an ASSM regular member (month/year): / Associate Member: NEW Associate Member: Renewal ($50 membership fee) Held continuous Regular Membership for two or more and no longer meets criteria for Regular Membership. Associate Member status must be approved by the ASSM Executive Board. Emeritus Member: New (no membership fee) Retired from position while a Regular Member of ASSM. Date of Emeritus Status (month/year): / Please return completed registration form and payment to the ASSM Vice President for Membership: E-mail: Home address: Joleigh Honey 2079 E Debeers Drive Sandy, UT 84093 Please make checks payable to ASSM. OR work address: Utah State Board of Education c/o Joleigh Honey 250 E 500 So Teaching and Learning Salt Lake City, UT 84114-4200
At the end of each day the apprentice will login to their online classroom and will complete the Task Sheet Tracker, noting the competency level assigned to them by their mentor. At the end of each week, the mentor will login to the classroom, using instructor access, and will approve/reject the tasks completed by the apprentice. A student must complete all required examinations, submission of all assignments, exercises and task sheets and adhere to the school attendance policy. Supplemental Assignments: Instructors may assign additional theory or project assignments in this for the purposes of reinforcing previously acquired competencies, accommodate learning styles, or to develop new knowledge, skills, and competencies identified for this module, These assignments will be based upon available time and the perceived student need for refresher training. Make up Policy: At instructor/dealership discretion. Tutoring: Tutoring is available. See instructor for tutoring schedule. ADA (Americans with Disabilities Act) Guidelines: Students in need of special accommodations should notify the director of education. Please consult School catalog for ADA Guidelines for students. Educational Objectives: Upon successful completion of this course, students will be able to: Identify careers in automotive technology Identify types of automobiles Identify and perform automotive tasks safety Identify vehicle, customer, and service information Identify tools and equipment used in automotive trade. Identify safe practices for automotive servicing Identify Safety and Maintenance Records Identify Effective Communication Techniques Course Outline Mandatory Tasks to Complete this Module: Completion of activities are to be conducted on the Southern Career Institute’s CDX website located at http://lv2014.southerncareers.cdxsite.com/. When Where Sun Mon Tue Wed Thurs Fri Sat Week 1 Online Chapter 1 - All Sub Topics Chapter 2 - All Sub Topics Chapter 3 - All Sub Topics Chapter 4 - All Sub Topics Exams Chapter 1 Final Exam Chapter 2 Exam Chapter 3 Final Exam Chapter 4 Exam Campus Come to Campus 8 - 12 Come to Campus 8 - 12 Open Office 9 - 5 OJL Complete Task Sheets – AST131 Apprenticeship Lab Week 2 Sun Mon Tue Wed Fri Sat
Online Chapter 5 - Service Information Chapter 6 - Tool and Equipment Chapter 7 - Jack and Lift Safety Chapter 8 - Vehicle Inspection Exams Final Exam - Foundation & Safety Campus Come to Campus 8 - 12 Come to Campus 8 - 12 Open Office 9 - 5 OJL Complete Task Sheets – AST131 Apprenticeship Lab
Week 1 Online Chapter 27 Servicing Wheels Chapter 27 Skill Drill Chapter 28 Servicing the steering System Chapter 28 Skill Drill Exams Online Test Chapter 27 Online Study Test Chapter 28 Campus Come to Campus 8 - 12 Come to Campus 8 - 12 Open Office 9 - 5 OJL Work your scheduled Shop hours Week 2 Sun Mon Tue Wed Thurs Fri Sat Online Chapter 29 Servicing The Suspension System Chapter 29 Servicing The Suspension Skill Exams Online Study Test Chapter 29 Campus Come to Campus 8 - 12 Come to Campus 8 - 12 Open Office 9 - 5 OJL Work your scheduled Shop hours Week 3 Sun Mon Tue Wed Thurs Fri Sat Online Exams Campus Open Office 9 - 5 Hands-on Work your scheduled Shop hours Week 4 Sun Mon Tue Wed Thurs Fri Sat Online Exams CDX Final Exam Steering & Suspension Campus Open Office 9 - 5 Work your scheduled Shop hours
Week 1 Online Chapter 30 Principals of Braking Chapter 31 Hydraulics Chapter 32 Disc Brakes Chapter 33 Drum Brakes Exams Online Study Test Chapter 30 Test 31 Campus Come to Campus 8 - 12 to 8 - 12 Open Office 9 - 5 OJL Work your scheduled Shop hours Week 2 Sun Mon Tue Wed Fri Sat Online Chapter 34 Wheel Bearings Basic Computer Control Systems Chapter 35 Brake Electronic Controls Exams Online Study Test Chapter 32 Test 35 Campus Come to Campus 8 - 12 to 8 - 12 Open Office 9 - 5 OJL Work your scheduled Shop hours Week 3 Sun Mon Tue Wed Fri Sat Online Exams
Proposal Form – ASTD-Lincoln RFP – 2015 Learning Events/Workshops Presenter Name and Contact Information: (Include all co-presenters.) Summary of biography of each presenter (for promoting the program and introducing the presenter(s)): Summary of career and volunteer experience relevant to proposal. (50 or less) Please attach photo(s). Philosophy and Training Style: ASTD CORE Competency or Communities of Practice Which competencies or communities of practice best describe your presentation? ASTD CORE Competency Communities of Practice Change Management Coaching Evaluating Learning Impact Instructional Design Integrated Talent Management Knowledge Management Learning Technologies Managing Learning Programs Performance Improvement Training Delivery Career Development Global HRD Government Higher Education Human Capital Learning & Development Learning Technologies Sales Enablement Senior Leaders & Executives Workforce Development Please provide a working title of the program you will be presenting Content: Describe how you will meet member needs with the ASTD CORE Competencies or Communities of Practice topics selected. (Less than 500 words) Please indicate if this topic is a 1-hour program and/or includes a 2-3 hour workshop. What dates/timeframe do you prefer for your program?
Fifty Year Awards For 50 Years of Continuous Community Water Fluoridation, 1964 – 2014 Alabama Fort Water Works Board New Jersey Beach Haven Water Department, Trenton Water Department, Wharton Water Department Arkansas Pocahontas Waterworks New Mexico Farmington California City of Merced New York City of Binghamton, Delhi Village, Monroe County Water Authority Delaware Water Department North Carolina Two Rivers Utilities Georgia City of Madison, City of Clarkesville, City of Milledgeville, Sylvester North Dakota Devil’s Lake Illinois Consumers Illinois Water-Kankakee- Country Estates Subdivision, Jerseyville, Ridgewood Ledges Water Association Ohio City of Defiance, Village of Fairport Harbor, City of Wadsworth, Oregon, Reynoldsburg Indiana Crawfordsville-Indian American Water, South Whitley Municipal Water Oregon Albany Iowa Belmond Water Supply, Bloomfield Municipal Water Department, Carlisle Water Supply, Denison Water Supply, Humboldt Municipal Water Department, Spencer Municipal Water Utility, Winterset Municipal Water Works Pennsylvania Bedford Borough Water Authority, Borough of Chambersburg Water Department Kansas Fort Riley Carolina Belton-Honea Path Water Authority Kentucky Campbellsville Municipal Water & Sewer, Franklin Water Works, Grayson Utilities Commission, Hardinsburg Water Department, Shelbyville Water & Sewer Commission Tennessee Alcoa Water System, Metro Nashville Water Services-Old Hickory, Smyrna, Trenton Water System Texas Denton Maryland Broadcreek, Gibson Island, Herald Harbor, Westminister Virginia Town of Bluefield Michigan Brighton, Mason, Plainfield Township Washington Kalama, Kent Water Department #111 Minnesota Brooklyn Center, Cottage Grove, Mountain Lake, Richfield, Robbinsdale, Springfield West Virginia City of Philippi, Green Valley-Glenwood Public Service District Mississippi City of Durant, Crystal Springs Water Service Department Wisconsin Brodhead, Eau Claire, Hudson, Kenosha, Monticello, Platteville Waterworks, Prairie Du Sac, Rothschild, Schofield, Waterloo, Weston Waterworks, Wisconsin Dells Waterworks East Missouri Albany, Cameron, Chaffee, Dexter, Unionville
Give a brief description of the background of the study. Identify the gap in knowledge that this author aims to address. Why is this gap in knowledge important(3pts)? What is the main hypothesis that the author presents in this paper? What are the three predictions the author seeks to test based on this hypothesis? Is the hypothesis falsifiable, directional and testable? (3pts). What are two mechanisms by a female can adjust her brood size? (1pt) METHODS What are the three main approaches the author used to test his predictions? (Two or sentences summarizes each) (2pts) RESULTS & DISCUSSION Explain and discuss the results for each of the experiments (8 pts). Include: Discussion of the information in each of the figures Whether the results of the study refute or support findings from other organisms. i.e. that female clutch size can be plastic. OPINION What do you find most interesting this paper? (3pts) Supplementary Material Phenotype - These are the observable characteristics or traits of an organism that are expressed. In contrast to genotype, which are the genes of an organism that may or may not be expressed. Maternal effects - This is when the phenotype of an organism is at least partially determined by non-genetic influences of the mother. In this case a mother may
SCHEDULE 6 – CONTRACT MANAGEMENT, REPORTING AND INFORMATION REQUIREMENTS B Reporting Requirements (Small Providers only) Reporting Period Format of Report Timing and Method for delivery of Report Application National Requirements Reported Centrally National Requirements Reported Locally Local Requirements Reported Locally Activity Report Asthma Case Find: End of pilot report Extended Asthma review and management planning: Quarterly Spreadsheet provided Pre-and-post pilot GP questionnaires Patient questionnaires Spreadsheet provided Pre-and-post pilot GP questionnaires Case find: End of pilot via spreadsheet and submission of pre and post pilot GP questionnaires. Extended Asthma review and management planning: Quarterly submission of patient questionnaires and monitoring spreadsheet. End of pilot GP confidence questionnaires. Practice
SCHEDULE 6 – CONTRACT MANAGEMENT, REPORTING AND INFORMATION REQUIREMENTS Surveys Type of Survey Frequency Method of Reporting Method of Publication Application Friends and Family Test required in accordance with FFT Guidance) As required by FFT Guidance As required by FFT Guidance As required by FFT Guidance All Service User Survey North Locality: Patient survey (to be provided) submitted quarterly. Quarterly N/a N/a All Staff Survey [Other] [insert further description locally] All (not Small Providers) Carer Survey [Insert further description locally] All GP asthma Extended Asthma review and management planning pilot: GP confidence survey Start and end of pilot Survey to be provided © Crown copyright 2015 First published: August 2015 Published in electronic format only
Indication for consultant referral Diagnosis unclear. Failure to control symptoms at Step 4. Consideration for home nebs or home oxygen. Acute severe exacerbations. Troublesome drug side effects or complications of Rx/asthma. Suspected occupational asthma At repeat medication re-authorisation doctors must look at: Beta 2 agonist over usage – arrange GP or asthma review? Spacer on repeat script? Check when last issued. Steroid card needed? Has it been issued? Oral steroid/high dose inhaled steroid usage and need for osteoporosis prophylaxis. Correct Read H33 Read coding & is it in the Problem page? Annual review in date Other News: Relvar Combined ICS/LABA. Once daily. Fluticasone furoate (not proprionate). High potency steroid, so only for BTS step 4 + Vilanterol. Little experience/safety/evidence of superiority. A not yet drug? Tiotropium. Now licensed in adult asthma. Respimat device. Option at step 4. DTB point out limited evidence. SIT (single Inhaler Therapy) regimes are sometimes used. Idea is to use ICS/LABA combo as reliever as well as preventer. Only works with rapid onset of action of LABA eg. Formoterol ( in Fostair, Symbicort) From October 2014 schools have been allowed to purchase a of salbutamol MDIs and spacers for emergency use. Bronchial thermoplasty- 2o care treatment offered to severe adult asthmatics to reduce excessive smooth muscle. Omalizumab. An anti-IgE monoclonal antibody in a few centres. Costly. QOF 2017/18 AST001 asthma register AST002 variability at diagnosis (8 and over) AST003 annual review incl MRC 3 questions AST004 – 19yrs smoking status recorded annually References
Asthma Friendly School Criteria Checklist School …………………………………………… Name of contact ……………………………………. Borough …………………………………………….. Standard 1 Policy Schools policy should be available to view, all staff should be aware of where it is kept. Details Amended the Template policy to reflect internal procedures. All staff and parents are aware of the policy. (please note evidence source) Date for review Named contact that has responsibility for review of policy. Criteria Met Yes No Action Standard 2 Asthma Register Register Should clearly state name and DOB of student. Consent to administer emergency medication should also be recorded. If prevalence was low (less than 10%) at initial audit a sweep of whole school should have been undertaken and register updated with newly identified students. Consent for use of emergency inhaler recorded on register Must be displayed in School office and staffroom/common room with Emergency poster. Yes No Action Standard 3 Emergency Kits/Procedures Emergency Kits (minimum of 2 in any school) conveniently located at key points throughout the school. Staff aware of where these are and have easy access to them. Emergency Kit for off - site activities/evacuation of building. Contains Checklist and clear procedures on monitoring use and contents. Parents are informed promptly if emergency kit is required and advised to bring child for review. Yes No Action
SCHEDULE 6 – CONTRACT MANAGEMENT, REPORTING AND INFORMATION REQUIREMENTS Surveys Type of Survey Frequency Method of Reporting Method of Publication Application Friends and Family Test (where required in accordance with FFT Guidance) As required by FFT Guidance As required by FFT Guidance As required by FFT Guidance All Service User Survey North Locality: Patient survey (to be provided) submitted quarterly. Quarterly N/a N/a All Staff Survey [insert further description locally] All (not Small Providers) Carer Survey [Insert further description locally] All GP asthma Extended Asthma review and management planning pilot: GP confidence survey and end of pilot Survey to be provided © copyright 2015 First published: August 2015 Published in electronic format only
Silt Material passing a (No. 200) that is and has little strength when dry (PI < 4). Peat Soil of vegetable matter. Note that these definitions are Unified Soil Classification system definitions and are slightly different than . The table below shows the Unified Soil Classification system (ASTM). Unified Soil Classification (USC) System (from ASTM D 2487) Major Divisions Group Symbol Typical Names Course-Grained Soils More than 50% retained on the 0.075 (No. 200) sieve Gravels 50% or more of course fraction retained on the 4.75 mm (No. 4) sieve Clean Gravels GW Well-graded gravels and gravel-sand mixtures, little or no fines GP Poorly graded gravels and gravel-sand mixtures, little or no fines Gravels with Fines GM Silty gravels, mixtures GC Clayey gravels, mixtures Sands 50% or more of course fraction passes the 4.75 (No. 4) sieve Sands SW Well-graded sands and gravelly sands, little or no fines SP Poorly graded sands and gravelly sands, little or no fines Sands with Fines SM Silty sands, sand-silt mixtures SC Clayey sands, sand-clay mixtures Fine-Grained Soils More than 50% passes the 0.075 mm (No. 200) sieve Silts and Clays Liquid Limit 50% or less ML Inorganic very fine sands, rock four, silty or clayey fine sands CL Inorganic clays of low to medium plasticity, gravelly/sandy/silty/lean clays
OL Organic silts and organic silty clays of low plasticity Silts and Clays Liquid Limit greater than 50% MH Inorganic silts, micaceous or diatomaceous fine sands or silts, elastic silts CH Inorganic clays or high plasticity, fat clays OH Organic clays of medium to high plasticity Highly Organic PT Peat, muck, and other highly organic soils Prefix: G = Gravel, S = Sand, M = Silt, C = Clay, O = Organic Suffix: W = Well Graded, P = Poorly Graded, M = Silty, L = Clay, LL < 50%, H = Clay, LL > 50%
Understand the scientific principles underlying matters of policy or public concern in which science plays a role. In-class verbal responses to questions about public support and funding of astronomy research throughout the semester; as well as concerns about such research, using opposition by indigenous Hawaiians to observatories on Mauna Kea as an example. Class participation is shown on accompanying performance spread sheet containing attendance records (in color) with the number of daily responses by individual students shown by numbers. In-class discussions often highlighted the public policy issues, both past and current. The level of participation, given the size of the class, was extraordinary. Exceeds expectations Evaluate evidence and arguments critically or analytically (see sample questions). In-class verbal responses to questions throughout the semester. Class participation is shown on accompanying performance spread sheet containing attendance records (in color) with the number of daily responses by individual students shown by numbers. The following test questions highlight the category. First Exam: 1, 4, 6, 12, 14, 17-30 Second Exam: 6-13, 15, 21-28 Final Exam: 6-9, 13, 15, 17, 22, 24, 31, 40, 53 72% success rate on relevant exam questions Above average Gather, interpret, and assess information from a variety of sources and points of view (see sample questions). In-class verbal responses to questions throughout the semester. Class participation is shown on accompanying performance spread sheet containing attendance records (in color) with the number of daily responses by individual students shown by numbers. The following test questions highlight the category. Exam: 56-60 60% success rate on the relevant exam questions Average on exam questions but above average on in-class discussions. Produce well-reasoned written or oral arguments using evidence to support conclusions (see sample questions). Throughout the semester, students participated verbally by answering questions posed throughout the lectures and defending their answers under further questioning. During a typical 100-minute lecture, there were at least 25 opportunities for students to participate. See performance record spread sheet. Exceeds expectations
Step 3: Choose “Default Calendar” on the top right corner of the screen. Please ensure this filter is selected when doing any search, otherwise the system won’t produce any results. Step 4: You can filter a specific room, exterior, or all rooms. All rooms is listed as “ALL.” This option is available on the far right of the screen as “filter.” It’s not listed in alphabetical order. Please also select the date you are interested in on the top left corner of the screen. Once a location and a date is selected, click the green refresh arrow to refresh the page. *If a particular location isn’t listed in the drop down, please refer to the advanced search options directions. All locations are listed there.
prejudice the legitimate interests of the copyright owner, despite this provision appearing in proposed subsection 113P(1)(d) in relation to works. Proposed amendments to address these issues are at Attachment A. The amendments are designed to ensure that any authorised use of copyright material does not unreasonably prejudice rights holders. We note similar submissions will be made by ASTRA member Foxtel. If you have any queries or would like to discuss the issues raised in this letter, please contact Holly Brimble, Policy and Regulatory Manager (). Yours sincerely Andrew Maiden CEO
ATTACHMENT A Suggested amendments to proposed section 113P(2) of the Copyright Act Broadcasts (2) The body administering an educational institution does not infringe copyright in copyright material by copying, or communicating a copy of, the whole or a part of the copyright material if: (a) a broadcasts remuneration notice in relation to the educational institution is in force; and (b) the copyright material is: (i) a broadcast; or (ii) a work, sound recording or cinematographic film included in a broadcast; or (iii) the content of a freetoair broadcast, if the broadcaster made the content available online at or after the time of the broadcast; or (iv) the content of a free-to-air broadcast, if the content was electronically transmitted using the internet at, or at substantially, the same time as the broadcast; and (c) the copying or communicating occurs solely for the educational purposes of: (i) the educational institution; or (ii) another educational institution, if a broadcasts remuneration notice in relation to the other educational institution is in force; and (d) the amount of the copyright material copied or communicated does not unreasonably prejudice the legitimate interests of the owner of the copyright material; and (e) the copying or communicating complies with: (i) any relevant agreement between the broadcasts collecting society and the body administering the educational institution; and (ii) any relevant determination made by the Copyright Tribunal under subsection (4); and (f) where the copyright material referred to in section 113P(2)(b)(i) or section 113P(2)(b)(ii) is a subscription broadcast, the educational institution has been authorised by the broadcaster to access the broadcast in intelligible form. ‘Broadcaster’ to have the following meaning: broadcaster means a person licensed under the Broadcasting Services Act 1992 to provide a broadcasting service (as defined in that Act). ‘Subscription Broadcast’ to have the following meaning is the same as in Part VAA of the Act, as set out in section 135AL): subscription broadcast means a broadcast that is encrypted and is made available by the broadcaster only to persons authorised by the broadcaster to access the broadcast in intelligible form.
A member of staff who is concerned that cleaning arrangements are causing a hazard which cannot be rectified immediately should report the matter to: Alex Evison Rob Andrew Waste Management and Disposal Waste will be collected daily by: Cleaning Team Person responsible for ensuring the safe storage of waste in appropriately secure containers and are chained after emptying: Alex Evison Rob Andrew All members of staff are responsible for reporting accumulations of waste, or large items that require special attention to: Rob Andrew awaiting collection must never be left where it obstructs escape routes or could aid the production and spread of fire or smoke. All staff are responsible for ensuring the good housekeeping of their own work areas e.g. classrooms, offices, workshops and storage areas etc. When waste needs to be disposed of it should be reported to: (who will arrange for its safe disposal) Alex Evison Rob Andrew Person responsible for the safe disposal of any hazardous substances or special Alex Evison Person responsible for ensuring the safe and appropriate disposal of any clinical waste: Alex Evison Manual Handling Manual handling of Objects Person responsible for identifying hazardous manual handling activities involving objects and arranging for their elimination or risk assessment: Alex Evison Person responsible for monitoring the safety of manual handling activities: Alex Evison Manual Handling of People Person responsible for identifying hazardous manual handling activities involving people and arranging for a risk assessment: Alex Evison Person responsible for monitoring the safety of manual handling activities: Liz Lingard
Budgeting and Reporting Role Value Delegated Authority Method Review Period Executive Director and Principal Agree academy improvement priorities Annual Academy Principal and Management team budget plan Annual Executive Director and Principal Agree budget plan Annual Governing Body Approve budget plan for submission to the Regional Finance Committee Budget setting process Regional and/or Trust Board Approve or reject budget after applying the 2 Golden Rules Tests If the Trust or Regional Board require the Governing Body to reconsider the budget then it must provide a full explanation to the Governing Body of the reasons and the timescales by which an alternative budget should be provided. If the Trust or Regional Board has lost confidence in the ability of the Governing Body to set a budget that meets the 2 Golden Rules Tests’, it will provide a full written explanation to the Governing Body for its judgement. Under these wholly exceptional circumstances, the Executive Director will take responsibility for recommending a budget plan to the board Annual Budget holders responsibilities As per the individual budgets set Principal, SLT and other budget holders Budget monitoring is the responsibility of the budget holder and the budget must not be overspent at any time during the year unless through prior agreement from the appropriate authorisation level. Monthly
Role Value Delegated Authority Method Review Period Over £100,001 Finance Committee Finance committee to approve the issuing of sales invoices above £100,001, and then as above As required Banking of cash and cheques Any School business manager or delegated administration assistant Cash and cheques should be banked on a regular basis and should not be allowed to accumulate above £1,000. Banking should be checked and agreed by another member of staff before being banked and should relate back to receipts issued. As required Reconciliation of bank accounts School business manager or delegated administration assistant or finance consultant Bank accounts should be reconciled at least on a monthly basis by someone other than the person doing the banking. Bank reconciliations should then be signed dated and filed. Monthly Cash School business manager of delegated administration assistant Petty cash should be kept in a locked tin and stored in the school safe. Petty cash payments should be kept below £25. Receipts must be provided for any claim. Pre approval from the appropriate budget holder must be obtained before any purchases take place. Period checks should take place by finance consultant or responsible officer Weekly
For ages 14 and higher: What happens to the motor when the cell is very close to the lamp? Can we expect planets sustaining life to be at any distance inside the inner edge of the habitable zone? Activity 2: The Habitable Zone of Kepler-62 Materials needed: Pencils (regular and coloured) Compass (drawing tool) Millimetre paper Calculator Computer with internet access (can be only one operated by the teacher) Figure 2: Artistic impression of the Kepler-62f exoplanet (NASA Ames/JPL-Caltech). Kepler-62 is a star that is a little cooler and smaller than the Sun. It is part of the constellation Lyra. In 2014, it was discovered by the Kepler Telescope with five planets orbiting it. The details about Kepler-62 are summarised in Table 1. Table 1: Properties of the star Kepler-62. Property Value Name Kepler-62 Distance ca. 368 pc
Aneurysmal Subarachnoid Hemorrhage Trial RandOmizing Heparin: ASTROH Start Time of the Procedure: End time of the Procedure: Date: Name of Operator/Person Performing coiling procedure: Number of aneurysms identified on catheter angiography (circle the answer): 1 2 3 4 5 >5 Number of aneurysms treated with embolization (circle the answer): 1 2 3 4 5 >5 Largest size dimension of aneurysm (in mm): Aneurysm Volume (in mm3, as measured by angiocalc.com or similar): Location of the aneurysm (please be as specific as possible): Was Aneurysm #1 the source of hemorrhage? Definitely the source Likely the source Possibly the source Very Unlikely the source Definitely not the source What method of embolization was used? Primary Coiling Balloon-assisted Coiling Stent-Assisted Coiling Flow Diversion Intravascular or neck bridging device Liquid Embolism Parent Vessel Sacrifice
Frequently Asked Questions (FAQs) I am unable to log on to Student usernames normally consist of three characters followed by three digits (e.g. bjs726). Default passwords for students will vary depending on your start date. Your passwords will be detailed on your registration letter. Check that you are using the correct username/password and if you still have a problem contact the IT Help desk. What browser should I use to access WebCT? Although many browsers will work well, the best browsers to use for WebCT are Internet Explorer and Netscape. The browser must support 128-bit encryption to successfully connect to WebCT. Also, your browser security settings must allow enabled cookies and Java applets to run. If any of these settings are not as described, you will encounter errors and possibly not even be able to access WebCT at all. Accessing WebCT through AOL can be difficult. For AOL users, minimize your AOL screen and use Internet Explorer or Netscape to access Vista. I cannot see my section (course) listed in My WebCT If you are able to log on to WebCT but cannot find a particular section (programme/module) listed in WebCT, then you will need to email the Administration Office. I can log on to WebCT, but I get the error message “Error: Session Already Running” You cannot have more than one Vista window open at a time. Try closing all browser windows and logging on again.
meeting. C. Business meetings shall be open to AST members in the State Assembly. Every member shall have voice, but only active members may make motions and vote. D. The quorum requirement for states with less than 50 active members is 3 active members, states with 50-100 active members is 5 members, states with 101-150 active members is 10 members, states with 151-200 active members is 15 members, and states with over 200 active members, a minimum of 20 members or three percent of the total active members (which ever is greater) shall constitute a quorum. E. Special Meetings 1. Special meetings of the active members may be called by two-thirds of the State Assembly Board of Directors or by two-thirds of the active members. Ninety days written notice shall be given via a State Assembly mailing/publication distributed to the entire State Assembly active membership of the time, place, and business to be considered at the special meeting. Section 4. Delegate representation to the AST Annual National Conference A. The state assembly shall be entitled to six delegates and alternates, provided the assembly is in good standing as defined in the AST Policy Manual. B. Delegates and alternates shall be active members elected by the state assembly.C. The names shall be submitted to national headquarters at least sixty days prior to the national conference. Any forms received after that deadline must be presented during designated hours at the national conference. ARTICLE VIII: State Assembly Board of Directors Section 1. The State Assembly Board of Directors shall consist of the officers and five other elected Directors. Section 2. Eligibility of Directors A. A candidate for the State Assembly Board of Directors shall have been a member for one year
Please reflect on the process of learning outcomes assessment in your division and at Modesto Junior College. What do you think would make it more meaningful? How could it be improved? What would help you? Student learning assessment to have a portion that isn’t tightly categorized into narrow definitions to allow faculty to report any creative method of measuring and improving student success, even if it doesn’t properly fit class or program or institution.
If the course requires students to produce an artifact-demonstrating student learning relevant to the outcome, indicate by placing the appropriate letter in the box (I = Introduced; D = Developed; M = Mastered). COURSES LEARNING OUTCOMES BUS 451 and Business in China BUS 452 Japanese and Global Business (Osborn) BUS 457 Issues in Global BUS 469 Asia Pacific Rim BUS 469 in Chi Today ENGL 119 World Literature ENG 119 World (Jha) ENGL 216 Poetry ENGL 217 in Lit (Jha) ENGL 217 in Lit ENGL 250 of (Jha) ENGL 351 Study in Post (Jha) FS The Eagle and the FS Chns Med, Feng Shui, & Mrtl Arts FS Chns People (Jiang) Demonstrate knowledge of Asia’s diverse cultures and rich history as relevant to a student’s area of emphasis. D D I I I I D* for literary D D I I Demonstrate capacity to conduct independent and interdisciplinary scholarly work on Asia. D D D D I I I D/I I/D I D/I/M M/D I I I Understand, speak, read and write an Asian language at intermediate level of proficiency or above. Study EAC Curriculum Map
If the course requires students to produce an artifact-demonstrating student learning relevant to the outcome, indicate by placing the appropriate letter in the box (I = Introduced; D = Developed; M = Mastered). COURSES LEARNING OUTCOMES FS Sci Fi or Reality? FS King Fu and (Lu) FS Chi the (Lu) GOVT 222 Asian & Dev GOVT 222 Asian & Dev GOVT 223 The State GOVT 223 The GOVT 242 Asian Relations GOVT 332 of and Korea GOVT 462 Advanced Seminar in Politics GOVT 464 Advanced Seminar in (Auton) HIST 141 Chinese Asian China and Japan (Eng) HIST 142 Modern Asian China and Japan (Eng) HIST 240 (Eng) HIST 242 Modern Japan (Eng) Demonstrate knowledge of Asia’s diverse cultures and rich history as relevant to a student’s area of emphasis. I I D D D D D D D D I I I I Demonstrate capacity to conduct independent and interdisciplinary scholarly work on Asia. I I I D D D D D D M M I I I I Understand, speak, read and write an Asian language at intermediate level of proficiency or above. D D D Study EAC Curriculum Map
If the course requires students to produce an artifact-demonstrating student learning relevant to the outcome, indicate by placing the appropriate letter in the box (I = Introduced; D = Developed; M = Mastered). COURSES LEARNING OUTCOMES REL 125 Intro to World Religions (Derris) REL 125 Intro to World Religions (Huntley) REL 125 Intro to World Religions (Larsen) REL 126 Religion in Southern California (Derris) REL 260 Topics in Religion (Derris) REL 292 Sacred Life-stories in Asian Religious Traditions (Derris) REL 330 Buddhist Literary Imaginations (Derris) REL 351 Women, Sexuality, and Buddhist Traditions (Derris) REL of Literature (Huntley) SOAN 256 Japanese Society and Culture (Kurotani) Demonstrate knowledge of Asia’s diverse cultures and rich history as relevant to a student’s area of emphasis. D I I I D M D Demonstrate capacity to conduct independent and interdisciplinary scholarly work on Asia. I I I D D D D/M M/D M D/I Understand, speak, read and write an Asian language at intermediate level of proficiency or above. Asian Study EAC Curriculum Map
EXHIBIT C SLEEPING DEFINITIONS The terms provided below and elsewhere throughout the Contract Documents shall apply to the Agreement as defined. “Cancellation Fee” is an Individual Charge to an Attendee for a reservation cancellation or “no show” or for early and unauthorized check-out. The Contractor may not charge any Cancellation Fee to an Attendee scheduled to participate in that part of a Program terminated pursuant to the termination for cause provision set forth in Exhibit A. “City Ledger Report” means a list submitted by the Contractor indicating on a daily basis its total number of sleeping room nights rented as well as the total number for sleeping rooms removed from its available inventory or rentals, for purposes of repair. “Cut-off Date” means the last day on which the Contractor must hold the blocked rooms for the Program, at which time the Contractor may release the unreserved rooms to the general public. The Cut-off Date hereunder is TBD. “Delegate List/Report” means a list submitted by the Contractor indicating the names of designated Attendees who have made reservations under the Program’s room block. “Master Account Approval List” means the list of Attendee reservations and Dates which the JBE/AOC has authorized the Contractor to bill associated sleeping room charges and tax against the JBE/AOC’s Master Account. “Pick Up Report” means the report detailing the number of sleeping rooms per day actually used out of the Program’s room block. “Walked” when an Attendee with a confirmed reservation is denied a room for any reason. SLEEPING ROOM RATE(S) The Contractor shall provide sleeping rooms to the Attendees at the following rate during the Program: For single/double occupancy room, $TBD per night per room. The Contractor agrees that it will waive all applicable taxes and surcharges for Attendees ROOMS