zilongwang/ReadingBank huggingface dataset:
Media Analysis: New Immigrants Share Their Stories Student EBook Page 72 AS YOU VIEW The documentary you are about to view includes interviews and video diaries. An interview is a conversation or dialogue in which one person, the interviewer, asks specific questions of another person, the interviewee. A video diary is a video recording that shares a subject's personal views and on-the-spot reactions over a period of time. In these video diaries, the individual featured narrates his or her own diary. SETTING A PURPOSE Through letter writing, video diaries, and interviews, the English learners from Newcomers tell their personal immigration stories with support and encouragement from their St. Luke's "buddies." Together the students hope to change stereotyped ideas about immigrants, highlight their reasons for coming to America, and share their goals and dreams for the future. The documentary New Immigrants Share Their Stories chronicles the students' project. As you view the film, pay attention to the interviews between the immigrant students and their "buddies." Listen to the questions asked and the answers given. Also watch the facial expressions and gestures of the individuals. Think about what you learn about the two groups from these conversations. Write down any questions you have as you view. Analyze Media New Immigrants Share Their Stories is a documentary, a nonfiction film that presents, or documents, information about people or events. A documentary's purpose is the intent for which it is made: to inform, entertain, persuade, or express the feelings or opinions of the documentarian. Documentary filmmakers use visual and sound techniques to present information in a way that meets their purpose and appeals to viewers. These techniques can include: • Voice-over - the voice of an unseen commentator or narrator. The narrator explains or clarifies images or scenes shown on film and provides important new information. New Immigrants Share Their Stories uses several narrators, including an unidentified commentator and the teachers. In the video diaries, the students themselves are the narrators. • Stills - images that are motionless, such as illustrations or photographs. Documentaries are composed mainly of moving images but often include stills. The students' video diaries include photographs from their years growing up in other countries.
NEWCASTLEGATESHEAD INITIATIVE PERSON SPECIFICATION JOB TITLE: MEDIA & PR EXECUTIVE CATEGORY ESSENTIAL DESIRABLE 1. SKILLS, KNOWLEDGE AND APTITUDES Excellent practical knowledge and understanding of PR – from strategy through to tactical delivery. A demonstrable ability to develop and maintain strong and productive relationships with relevant media contacts. Excellent copywriting, English language, communication and interpersonal skills. Excellent attention to detail. Professional and committed approach. Organised and excellent time manager. Strong administrative skills and PC literate. Understanding of PR principles and theory. Strong presentation skills. Knowledge and understanding of the business tourism industry and inward investment landscape. Knowledge and understanding of NewcastleGateshead as a business tourism destination and its key conference and event venues. Knowledge of Newcastle’s inward investment assets, an understanding of industry sector strengths and / or a keen interest in world economics. 2. QUALIFICATIONS AND TRAINING Graduate or equivalent. Professional PR qualifications. 3. EXPERIENCE Minimum of two years’ experience in a busy PR environment – ideally including agency or multi-client experience. Wide ranging B2B PR experience. Experience of key social media platforms and tools. Previous experience of working in business tourism PR, inward investment PR or a related role. 4. DISPOSITION Able to work under pressure and to tight timescales. Flexible, reliable and loyal. Confident with an ability to negotiate.
August 13, 2018 Teachers, Attached you will find pertinent information regarding the center for the 2018-2019 school year. There is also important public library information attached, so please take a minute to read through it. The media center’s monthly newsletter will be out the first week of September. If all teachers could take a minute to print one off and hang it in the classroom, I would appreciate it. SRT teachers may want to read it to their class or make a couple copies for students to read through it. Please note, if there are any books/library materials that you would like to see in the media center, come and see me. I would be happy to order materials that would be used to enhance your curriculum for our students. If I do not have a particular book or movie that you would like, I will check the surrounding libraries and try to obtain it for you or purchase it with library funds. If you have any questions or concerns about the media center, please do not hesitate to ask. The media center will officially open to students and staff on Wednesday, August 15 pending any unforeseen issues. I look forward to collaborating with you this school year! Here’s to a great year! Heather Barkauskas District Library Media Specialist Heather Barkauskas--3038 Amber Piesyk--3039 Circulation Desk Ext—3040
4. PERSON AND POSITION HOURLY RATE DAILY RATE R R R R R R R R R R 5. PHASES ACCORDING TO WHICH THE PROJECT WILL BE COMPLETED, COST PER PHASE AND MAN-DAYS TO BE SPENT HOURLY RATE DAILY RATE R R R R R R R R 5.1. Travel expenses (specify, for example rate/km and km, class of air travel, etc.). Only actual costs are recoverable. Proof of the expenses incurred must accompany certified invoices DESCRIPTION OF EXPENSE TO BE INCURRED RATE QUANTITY AMOUNT R R R R TOTAL: R ** ”all applicable includes value- added tax, pay as you earn, income tax, unemployment insurance fund contributions and skills development levies 5.2. Other expenses, for example accommodation (specify, e.g. Three star hotel, bed and breakfast, telephone cost, reproduction cost,
4. I confirm that I am duly authorised to sign this contract. SIGNED AT ………………………………………ON……………………………….. NAME ……………………………………. SIGNATURE ……………………………………. OFFICIAL STAMP
6. Attend and contribute to research team meetings and prepare meeting papers as required. 7. To contribute to organisation of seminars and a sandpit event 8. To actively participate in the Maternal Health & Wellbeing research 9. Perform any duties appropriate to a Research Fellow within the School of Health Sciences Knowledge, Skills, Qualifications & Experience Essential Desirable Qualifications/ Education PhD or equivalent in relevant subject area OR near to completion of a PhD Relevant subjects include, but are not limited to, medical sociology, television studies, cultural/media studies, health sciences, medical humanities. Skills/Training Excellent oral and written communication skills. Ability to search electronic databases and manage search results. Ability to apply relevant research approaches, techniques and methods. Ability to build relationships and collaborate with others, across disciplines. Confident user of EndNote Experience Experience of writing literature reviews Experience of undertaking textual analysis of the Experience of conducting interviews or focus groups Possess high levels of initiative, commitment to deadlines and team interaction Experience of textual analysis of television programmes. Experience of analysing online media. Peer reviewed publication of a literature review. Experience of submitting to and obtaining approval from Ethics and Research Governance committees. Experience of qualitative analysis of focus group data Experience of working in a team Statutory/Legal Informal enquires may be addressed to Dr Julie Roberts, tel: +44 (0) 115 8230243 or Email: or Professor Helen Spiby, tel: 0115 823 0820 or email: Please note that applications sent directly to this Email address will not be accepted.
many “players” and diverse agendas, only a unifying “target” set for all by Congress could improve patient employment and rehabilitation. 5-year focus and thrust on increasing patient employment Congress needs to provide financial incentives to increase employment, technology development, and a diversity of approaches. The most obvious incentives are to extend the MSP period for employed patients and to provide tax breaks to employers of dialysis patients. Consider other criteria for extending the MSP period. Establish a balanced, 4-quadrant patient-centered care (patients, government, corporate, medical professionals). Redefine the function of the ESRD program as a renal rehabilitation program. REQUESTS TO CONGRESS: WHAT SHOULD BE DONE TO IMPROVING DIALYSIS CARE Hold congressional hearings as soon as possible to set a new, corrective direction for the entire system of dialysis care. Expose the dysfunctional system, the parties involved, and the system’s problems Begin by asking all involved parties why the original intent of the federal program, patient employment and re/habilitation, has been ignored. Ask why patient-specific employment data isn’t tracked over time and published in any of these databases: USRDS, DOPPS, CMS, and Forum of ESRD Networks? Ask the leaders of this medical/industrial complex what therapy they would choose for themselves Ask if CMS’s quality improvement programs are playing a role in improving patients’ health-related quality of life Hear testimony from the most frustrated patients and medical professionals, as well as the most successful patients. Have patients and professionals testify on the benefits of employment and re/habilitation. Instead of calling for more medical studies, embrace a “common sense” solution based on patient employment and re/habilitation Recognize that only Congress can change the direction and activities of all involved parties in the system of care As a starting point, Congress should insist on a 5-year coordinated push by all involved parties to increase patient employment. Possible actions: Extend the Medicare Secondary (MSP) period when patients are kept employed. (This will REDUCE Medicare costs.) Provide tax breaks/credits to companies that employ dialysis patients and provide health insurance Dialysis patients and other collecting disability insurance income based upon being 100% disabled should be able to attempt to return to the workforce without the fear of losing their disability insurance income if their employment gets interrupted due to their disability.
Compelled Speech Reading Assignment: Textbook pages 80-109 Class #4 – September 19 Libel I (Common Law, Elements of a Claim) Reading Assignment: Textbook pages 185-203 Murray v. HBO Complaint Class #5 – September 26 Libel II (Constitutional Libel) Reading Assignment: Textbook pages 204-237 Class #6 – October 10 Libel III (Public Figure v Private Figure; Falsity) Reading Assignment: Textbook pages 237-255 Class #7 – Thursday, October 17 Libel IV (Defenses, Privileges and Online Libel) Reading Assignment: Textbook pages 255-287 Edwards v. Nat’l Audubon Society, 556 F.2d 113 Class #8 – October 24 Privacy (False Light, Publication of Private Facts) Reading Assignment: Textbook pages 295-336 Class #9 – October 31 Privacy II (Misappropriation) Reading Assignment: Textbook pages 297-351 Rothman Amicus Brief, Electronic Arts v. Davis Class #10 – November 7 Newsgathering I (including intrusion) Reading Assignment: Textbook pages 443-508, 637-663 Class #11 – November 14 Newsgathering II (subpoenas) Reading Assignment: Textbook pages 509-560, 663-695 #12 – November 28 Copyright and Mass Media Reading Assignment: Textbook pages 410-440 Video-Cinema Films, Inc. v. CNN, et al., 2001 U.S. Dist. LEXIS 25687 Walker v. Time-Life Inc., 784 F.2d 44 (2d Cir. 1986) Class #13 – December 5 Putting It All Together/Review for Exam Reading Assignment: PowerPoints from Previous Classes
13.30 – 13.45 Đurđa Vrljević Šarić (Croatia) - Active participation of citizens in democratic electoral process: Analysis of media reports and readers comments on the campaign for the EU elections in 2014 on web portals in Šibenik-Knin County Nikola Radunović (Montenegro) - Media Literacy and Divisions in Montenegro Mihaela Majcen Marinić (Croatia) - Word, picture, movement – the role of animation in the process of reading media messages in digital era Discussion 13.45 – 14.00 Discussion Discussion Discussion 14.00 – 14.30 Closing address 15.30 Lunch (optional) 17.00 Zagreb Sightseeing Tour (start: King Tomislav Square)
Management & teamwork Excellent personal profile, interpersonal skills, a “can-do” attitude, able to command respect and credibility with very senior people and engage with individuals across departments and at different levels of seniority to achieve objectives Experience of taking the initiative on key stories to reputation national and internationally Application and interview Communicating & influencing Demonstrable ability to and targeted copy in English, with varying tones of voice for different audiences Experience of translating complex or technical information into content for a audience. Experience in liaising with organisations to maximise opportunities for coverage in appropriate outlets. Ability to develop and manage strong lines of communication with senior academic staff , and manage interactions between them and the media, taking into account conflicting priorities Application and interview Other skills & behaviours Well-developed IT skills, conversant with all standard software appropriate for the tasks outlined in the job description, and including web Familiarity with a University environment and an understanding of the market positioning of a Russell Group university Experience of advising senior managers on how to gain maximum publicity value from initiatives, and provide guidance to senior managers on news values and news management Experience of providing basic media training to academic and other colleagues who may be called upon to provide media comment Application and interview Special requirements A wide general knowledge and awareness of issues and themes relevant to a broad-based University Willing to work unsocial from time to time Application and interview
PWC is a vertically integrated government owned corporation with generation, network and retail business units operating as separate ring-fenced businesses. The commercial relationship and transactions between each of PWC’s business units is subject to oversight and regulation by the Commission. In addition to PWC Retail, the Commission has licensed two electricity retailers, QEnergy Limited and ERM Power Retail Pty Ltd. The Commission’s regulatory role in the water supply and sewerage industry is more limited than its role in the electricity supply industry but includes licensing functions, monitoring and enforcing compliance with relevant legislation and licence conditions and advising the Minister as required. Electricity Prices Retail electricity prices paid by customers are made up of a number of components: generation (or wholesale) component which is the charge for generating the electricity; network component is the charge for transporting electricity across the network from the generator to the customer; system control charges which is the charge for overall management of the system; and retail margin which is the retailer’s charge for packaging the other components and providing them to the customer and undertaking billing and account management. The Commission’s role in terms of price regulation is limited to prices charged by Power and Water Corporation Networks for provision of electricity network services and charges imposed by the System Controller relating to the operations of system control. The Commission’s role in regulated retail tariffs is limited to providing advice to the Regulatory Minister if advice is sought and monitoring and enforcing compliance with pricing orders, made by the Minister. Network Price Regulation The NT Access Code (see ) requires the Commission, in consultation with interested parties, to review the network price regulation methodology every five years with a view to modifying the methodology as appropriate. The next regulatory control period commences 1 July 2014. The Commission released a consultation paper in June 2012, setting out the Commission’s preliminary position on the Framework and Approach for the 2014 Network Price Determination (see ). The Commission conducts its determination and approval processes in an open, transparent and competitively neutral manner, including by consulting with network users, end-use customers, members of the public and all licensed electricity entities that may be affected, directly or indirectly The Commission’s preliminary position is to adopt where possible, the approach used by the Australian Energy Regulator and the application of relevant part of the National Electricity Rules in relation to electricity network businesses that are consistent with the NT specific legislation. Working towards alignment with national arrangements is considered to represent generally accepted regulatory practice and therefore in the long-term interest of Territory electricity consumers.
Section III: Instructional Lessons Describe the instructional lessons, in sequence, for this course, school and school community. (Check one of the following two options.) The instructional lessons are described in a separate document. (Note: A copy of this document must be included in the dossier.) The instructional lessons are described in the table below. Lesson Topics, Descriptions, and Sequence Ways in which the library media specialist will integrate information literacy and technology into the academic curriculum by collaborating with classroom teachers to plan and provide key instructional materials, resources, and technologies, design student activities, programs, and projects, and provide collaborative instruction Integrating the information literacy standards, technology education standards, and appropriate curriculum standards Assisting students in developing the skills necessary for them to access and use information independently Lesson Length (i.e., approximate number of lessons) Reflect on the instructional lesson(s): How did you determine your instructional sequence and the amount of time to be spent on each lesson of instruction?
For completion by the licensing authority 10. Acknowledgement (Please read note 18) I acknowledge receipt of this temporary event notice. Signature On behalf of the licensing authority Date Name of Officer signing The Licensing Authority Licensing Unit Public Health & Regulation Adur & Worthing Councils Portland House Richmond Road Worthing BN11 1HS Telephone: 01273 263331 Responsible Authorities for TENs Worthing & Adur Licensing Team Sussex Police Centenary House Durrington Lane Worthing BN13 2PQ Telephone: 101 Environmental Protection Group Public Health & Regulation Adur & Worthing Councils Portland House Richmond Road Worthing BN11 1HS Telephone: 01273 263331
“How have you recognised and rewarded a team player in the past? What was the situation? What did you do?” “What sort of leader are you? “ “How would your team describe your leadership skills?” Notes and action points on leadership skills Ways in which my course is developing my leadership skills How well developed are my leadership skills at the present time? How I will evidence and record my leadership skills
You can store evidence and track your achievements in an eportfolio. You can bring all skills together in a GAE Grid. Use it to review your progress in all the skill areas. Detail your successes and concerns, and identify where you need help. Discuss your needs with your personal tutor and put a plan in place to develop the skills you need. Finally, tell prospective employers about the skills you have. They will be interested How might employers ask me about my Critical Thinking and Reflective Skills? This will depend on the job you are applying for. Typical interview questions where your critical thinking and reflective skills could be useful include:
Form: RLS002 Repair and Leasing Scheme (RLS) Application Form If you are interested in having your property repaired for leasing to your Local Authority, please complete the form below and attach any other relevant information you may have. Recent photographs of the exterior, interior and garden (if applicable) must be submitted with his application. 1. Contact Details Name Address Phone Number: Email Address: 2. Property Details Property Address Type (Apt, Duplex, Semi-D, Bungalow etc.) No. of Bedrooms Floor Area (m2) Site Area Energy Rating (BER) 3. Property Circumstances Do you hold good, unencumbered, freehold title to the property? If no, give details. Is there a mortgage on the property? If so, have you enquired from your lender if they will consent to a lease arrangement? Was the property previously a local authority property? If Yes, give details of how you acquired the property. Is the property vacant? Note vacancy is a requirement of the scheme
A painter 42 tins of grey paint to cover the outside of a house. How many tins of black paint will he use? How many tins of white paint will he use? 30 12 8 A paper strip is 967 cm long. It is cut into 100 equal lengths. How long, in cm, is each length? 9.67 9 Jane earns £468 per week. She spends 1/4 of her earnings paying for her car. How much is this? It takes 18% of her wages to pay her weekly rent. How much is her rent? A. 117 pounds B. 84.24 pounds Polly weighed 4kg at birth. At the beginning of week 2 her weight had dropped to 3.08kg How much weight has she lost? 0.92Kg
Personal Tutor ___________________________ Questions Please use this column to show working out Answer Do not write in this 1. Convert 500 mgs to 0.5g 2. A patient is prescribed Fluoxetine 40 mg. The stock dose is 20 mg/ 1 capsule. How many tablets are required? 2 tablets 3. A patient is prescribed Epilim Chrono 1 gram. The stock dose is 500 mg/ 1 tablet. 2 tablets
is 20 drops per mL. 500 mL 0.9% Sodium Chloride over 6 hours. Please calculate the number of drops per minute that the following intravenous infusion should be set at: 1000 mL over 8 hours. Assume: 20 drops/min Total Drops Time 20000 8 x 480 41.67=42 drops/min 42 Please calculate the number of mL per hour that the following intravenous infusion should be set at: A patient is prescribed 1000 mL of 0.9% Sodium Chloride over 8 hours. 125 ml/hr
What volume will you require? Question 11 A patient is prescribed 80 mg of Tramadol Hydrochloride injection The dose is 100mg / 2 mL What volume will you require? Answer (80/100) x (2/1) = 160/100=1.6 mL Do not write in this column Question 12 Heparin is available as 5000 units/5mL. What volume is needed to give 25000 units? Answer (25000/5000)x(5/1)=(25/5)x(5/1)=125/5=25mL Do not write in this column Question 13 A 75kg adult requires Enoxaparin 1.5mg / kg for treatment of a DVT. What dose is required? Answer 75 x 1.5 = 75 + 37.5 = 112.5mg Do not write in this column Question 14 A 62 kg man requires Atenolol via IV infusion. The dose is 150micrograms/kg. Answer Dose required = 62x150 = 9300mcg (9300/500) x (10/1) = = 930/5=186mL Do not in this column
Atenolol injection is available as 500 micrograms in 10 mL ampoule. How many mL of Atenolol are required to make up the infusion? Question 15 A patient is to receive 1.5 Litres of Jevity Plus over 8 hours The feed commenced at 1800 hours. The patient has a break from the feed at 1930hours for an hour and a half to attend a social What time will the feed be completed? Answer The full break will happen during the feed. 18.00 + 08.00 + 01.30 = 27.30 -> 3.30 at night Do not in this column Question 16 A unit of blood is to be transfused over 3 hours. The volume of blood is 240 mL The drip rate of the infusion set is 15 drops per mL Please calculate the number of drops per minute the transfusion requires to be set at. Answer (240 x 15) / (3 x 60) = 3600 / 180 = 360 / 18 = 40 / 2 = 20 drops/minute Do not write in this column Question 17 Please calculate the number of drops per minute that the following intravenous infusion be set at. The drip rate of the infusion set is 20 per mL Answer (500 x 20) / (4 x 60) = = 1000 / 24 = 250/6 = 125 / 3= 41,6 = 42 Do not write in this column
7 mL of x = 0.01 mL of Y. 1mL of x = (0.01/7) mL of Y. 1 L of x = (0.01/7) x 1000 mL of Y. (0.01/7) x 1000 = (0.01/7) x (1000/1) = 10/7 = 1.43 mL 100 microgram of X is prescribed. It is available as 0.6 mg per mL. What volume should be administered? 0.6 mg = 600 mcg. (100/600) x (1/1) = 100/600 = 1/6 = 0.17mL X is available as 28000 units in 1mL and the patient requires 21000 units. What volume is required? (21000/28000) x (1/1) = 21/28 = ¾ = 0.75mL A patient is to receive 800mL of X over 6 hours. Calculate the rate in mL/hour. 800/6 = 400/3 = 133.33 mL/hour A patient is to receive 1 unit of X over 8 hours and the giving set delivers 15 drops/mL. If 1 unit contains 500mL, calculate the drip rate. (15 x 500) / (8 x 60) = 7500/480 = 750/48 = 250/16 = 125/8 = 15.625 = 16 drops/minute 750mL of X is to be given over 9 hours. Calculate the drip rate if the giving set delivers 15 drops/mL. (750 x 15) / (9 x 60) = 11250/540 = 1125/54 = 125/6 = 20.83 = 21 drops/minute 1200mL is to be infused over 14 hours. If the giving set delivers 20 drops per mL, calculate the drip rate. (1200x20) / (14x60) = 24000 / 840 = 2400/84= 400/14= 200/7 = 28.57 = 29 drops/minute A patient is to receive 1000mL of X at a rate of 125mL per hour commencing at 9am with a 1 hour break from 1-2pm. What time should it finish? 1000/125 = 8 hours for the feed to finish, with 1 break of 1 hour. 9.00 + 8.00 + 1.00 = 18.00 = 6pm
Please comment on the standard of student work, in relation to other modules in the subject in other higher education institutions with which you are familiar. Please comment on the extent to which: the marks awarded by internal examiners matched the stated criteria; awarded were consistent with previous years; moderation processes were fair and effective. Section IV Please outline any specific recommendations below:
Section I Please complete the following checklist, for the programme(s) named above. If you provide a ‘no’ answer to any question, please provide a commentary at Section II of the form. No. Question Yes No N/A 1 Were you satisfied with the degree classes awarded? 2 Were you satisfied that the degrees awarded were comparable with standards in other UK/Irish universities? 3 Did you attend meetings of the Programme Board of Examiners? If ‘yes’, were you satisfied with all aspects of the meetings? (e.g. the quality of the administrative support; the sensitivity with which cases were considered; the consistency of the decision making). If ‘no’, did you feel were properly consulted? (e.g. by post, telephone, fax, or videoconference) 4 Were you able to discuss the coherence of degree programmes with the staff concerned? 5 Were you satisfied that the
SAMPLE INDEPENDENT CONVENOR APPOINTMENT LETTER Date of Letter «Names_of_convenor» «Address_1_internal» «Address_2_internal» «Address_3_internal» Dear «Names_of_convenor» Independent Convenor Appointment Student: «Forename» «Surname» Thesis for the degree of: «Type_of_Degree» Title of thesis: «Title_of_thesis» I am pleased to inform you that the School of XXXX Postgraduate Research Committee has approved a recommendation that you be appointed as the Independent Convenor for the examination of the above thesis. The thesis is due to be submitted by «Submission_date», and a period of six to eight weeks is normally given to complete the examination process. An oral examination is required and must be attended by both the internal and external examiners, and convened by an independent Director of Research (or nominee of equivalent experience, i.e. senior lecturer or It is University policy that the oral examination shall take place in the University with the external examiner travelling to Belfast to attend it. As the Independent Convenor you will be required to monitor the conduct of the oral examination and complete the Report of the Independent Convenor after the oral examination. Guidance on the examination process and the role of the Independent Convenor, in relation to the University’s regulations and procedures, is contained in the Assessment section of the University’s Code of Practice for Research Degree Programmes, available online at: . The Study Regulations for Research Degree Programmes are available online at: . Yours sincerely School of XXXX Postgraduate Research Committee
characteristic facial features. Carrier females in families with FGS1 and LS are typically . XLOS is characterized by intellectual disability, blepharophimosis, and facial coarsening. A number of individuals with nonsyndromic intellectual disability – including some females – have been described. Gorlin syndrome (also as Nevoid Basal Cell Carcinoma Syndrome (NBCCS) is characterized by the development of multiple jaw keratocysts, frequently beginning in the second decade of life, and/or basal cell carcinomas (BCCs) usually from the third decade onward. Approximately 60% of individuals have characteristic facial features. Most individuals have skeletal anomalies. Cardiac and ovarian fibromas occur in approximately 2% and 20% of individuals respectively. Approximately 5% of all children with NBCCS develop medulloblastoma (primitive neuroectodermal tumor [PNET]), generally the desmoplastic subtype. Because of the significant clinical overlap and phenotypic heterogeneity, it can be difficult to establish a clinical diagnosis. Identification of a heterozygous pathogenic variant in either MED12 or PTCH1 will confirm the diagnosis. -How will the results of the genetic test, whether negative or positive, impact the future management of the member tested? (explain all that apply): Stop the need for further diagnostic testing: Inform on prognosis: Change treatment plan (e.g. medical or surgical decision-making or treatment): Evaluations following initial diagnosis of a MED12-related disorder include developmental and behavioral assessment, neurologic, cardiology, audiology and ophthalmologic examination, and consideration of brain imaging studies in individuals with FGS1 and LS. Treatment for individuals with a MED12-related disorder may include physical, occupational, and speech therapy, neurologic management (for seizures), ophthalmologic management, and standard management of chronic constipation. Additionally, surgical intervention may be needed for imperforate anus, heart defects, and other major malformations Treatment for individuals with a diagnosis of Gorlin syndrome may include surgical excision of keratocysts; early treatment of BCCs; in females, preservation of ovarian tissue whenever ovarian fibromas require surgical treatment.
November December January February March 2016-17 Electronics, Electrical Engineering and Computer Science (Feb 2011) Law (March 2010) 2017-18 Stranmillis University College* (May 2014) St Mary’s University College* (Dec 2014) Social Sciences, Education and Social Work (SSPSW: Nov 2009) (Education: Nov 2013) Biological Sciences (April 2013) Chemistry and Chemical Engineering (Nov 2011) Arts, English and Languages (English: May 2009) (LLPA: March 2010) (Music: Dec 2010) 2018-19 Natural, and Built Environment (SPACE: April 2011) (GAP: Nov 2012) History, Anthropology, Philosophy and Politics (History and Anthropology: Feb 2010 PISP: March 2014) Psychology (April 2011) Medicine (UG) (Nov 2011) IPLS (Oct 2012) 2019-20 Maths and Physics (May 2013) Biomedical Sciences (Feb 2013) Nursing and Midwifery (April 2014) QMS/Leadership Institute (Feb 2014) Medicine (PG) (May 2013) 2020-21 Dentistry (April 2015) Pharmacy (April 2014) Mechanical and Aerospace Engineering (Dec 2014) *PREP/Partnership Review
University Belfast in the last five years? Has the nominee previously been an external examiner for Queen’s University Belfast? YES/NO Is the nominee a member of governing body or of a Queen’s committee? YES/NO Is the nominee an employee of an institution listed on the Queen’s Register of Collaborative Provision Arrangements? YES/NO Is the nominee a member of the governing body of an institution listed on the Register of Collaborative Provision Arrangements? YES/NO Does the nominee have a close professional, contractual or personal relationship with a member of staff or student involved in the module(s) or programme of study? YES/NO Are there any members of staff from the nominee’s YES/NO
Essential Desirable Qualifications/ Education Master’s degree with a strong element of research methods, including quantitative methods. Gerontology or health psychology background. Skills/Training Excellent command of the English language (IELTS 7.0, minimum of 6.0 in each subset) Excellent communication (oral and written), and interpersonal skills. Excellent IT skills & ability to research effectively on the Internet and navigate new sites. Ability to work without direct supervision; to manage own workload and meet deadlines. Ability to work pressure and manage competing priorities. A methodical and accurate approach to work with attention to detail. Ability to produce scientific outputs for publication in peer reviewed journals. Ability to guide novices to engage with computers. Experience Extended contact with people with dementia in a professional or private capacity. Experience of planning and executing projects within a predefined timescale. Four years of Relevant research experience. Experience of working in the field of dementia care. Experience of working in a research setting. Proven research aptitude and experience. Familiarity with digital applications to tablet systems. Personal Qualities Commitment to a career in dementia research. Enthusiasm for working and cross-institutionally. Ability to work within an internationally diverse team and to attain with the requirements of the Funder. Patience and persistence together with the ability to set and attain goals. Willingness to travel to attend secondments, training and academic events. Ability to at least one of the partner languages in addition to English. Ability to engage people who are not confident with IT in using digital media. Other Willingness to adopt the Ethos and Principles of the School of Medicine. Decision Making i) taken independently by the role holder Day to day activities of own research and training. nationally
2. Background to the business balanced scorecard In 1992, Robert Kaplan and David Norton introduced the business community to the concept of a Business Balanced Scorecard, following a research project involving twelve successful American companies who required a ‘more broadly based measurement system, encompassing financial and non-financial objectives’. However, as Kaplan and Norton identified subsequently, what was actually developed through their work was not a measurement system but a total framework for strategic management of the business – one that would yield real and measurable financial and operational success when fully integrated within the business infrastructure and processes. The Balanced Scorecard system looks at business performance across four perspectives: Financial – Growth, profitability and risk from the perspective of the shareholders Customer – Creating value and differentiation from the customer perspective Internal Process – Business processes that create customer and shareholder satisfaction Learning and Innovation – Organisational change, innovation and growth The scorecard through the development of measures within each quadrant that are interlinked and aligned directly to the business strategy. These measures can then be cascaded throughout the business in order that everyone has a ’line of sight’ to the strategy, in how they are personally measured. As we can see below the four perspectives provide the focus of the measurement system with the company’s strategy at the heart of the process: An interesting innovation within the process is the use of measures that provide a future perspective on performance - ‘leading indicators’ as opposed to the more traditional look at performance through ‘lagging measures’ which focus on what has gone on before. Kaplan and Norton see the Scorecard as filling a void that exists in most management systems – the lack of a systematic process to implement and obtain feedback about strategy. Based on the realisation that ‘what gets measured gets done’, by establishing clear linkages between measurement of performance and company strategy, a much better chance of the strategy being successfully embedded was created. However, it is important that organisations don’t just focus on the measures but on the vision and strategy that drives the measures, and how this can be converted into actions to produce a successful implementation of the strategy. Kaplan and Norton identified five principles, built around the Balanced Scorecard system that allow companies to execute their strategies: Principle Definition
IT Services Key Service Availability The IT Service publishes real-time service information on the University home page at: This is a transparent mechanism for all students, staff and visitors to see how key services are operating using a simple traffic light approach. The information is also provided in a format called RSS which allows feeds to other web-based systems. It is also displayed graphically on large screens within the JBP Building. There are three IT “at risk” periods during each year. These are published in advance and we reserve the right to interrupt service if necessary during these periods – this is recorded as scheduled maintenance and not included in the service availability. The following information is available for key services and the equivalent availability is based on 220 working days (8 hours per day) Key Service Number of Service Interruptions (during the academic session 09/10) Total Service Downtime (Hrs during working day) Equivalent Availability during working (%) Blackboard 11 24 98.64% Email 6 5 99.72% Filestores - Staff (G and H Drives) 5 7 99.60% Filestores - Student (M Drives) 3 4 99.77% Internet (external) 2 2 99.89% Meeting Maker 4 4 99.77% NotifyLink 2 10 99.43% PebblePad 3 4 99.77% Printing - Staff 1 1 99.94% Printing - Student 5 5 99.72%
Purchase of Finance Inventory Management Module COMPLETED Graham Hill Finance and Commercial Services Contact Management/Alumni/Fundraising – system “thankQ” COMPLETED Philip Briggs Academic Administration Research tool (for Marketing and Corporate Communications) COMPLETED Philip Briggs Academic Administration Tender Exercise for mobile telephony corporate contract COMPLETED Roger Goodair Learner Support Services PABX Maintenance invitation to tender process and contract award COMPLETED Roger Goodair Learner Support Services Electronic Notebook for Researchers extension of initial pilot NOT FUNDED (ISC DECISION APRIL 2010) Sara Marsh Des (e-strategy project sponsor) Annual Student Experience Survey for IT Services (April 2010) SUSPENDED (to April 2011) Pricilla Preston Authentication: Simplified Sign On project – ATHENS replacement. SUSPENDED Polly Dawes E-Strategy (Project D) Impact analysis and planning in relation to the proposed University of Bradford and Leeds College of Music merger MERGER DISCUSSIONS CONCLUDED NO FURTHER ACTION Graham Hill Senior management led Collaborative Working Project – looking at potential opportunities in securing greater efficiency and productivity by adopting more joint working practices and sharing services (6 pilot projects) NO FURTHER ACTION Graham Hill Senior management led
2.0 miles NW) 01978 756370 Opticians Within 2 miles of Glyndŵr University, Wrexham Distance Name & Address Telephone Number 0.6 miles 01978 261713 0.6 01978 261485 0.7 miles 01978 264863 0.7 01978 263731 0.7 miles 01978 358842 0.7 miles 01978 263710 0.8 01978 264209 0.9 miles 316777 0.9 01978 366186 0.9 miles 0845 6013479 1.2 miles 01978 261416 1.4 miles 01978 363886/ 291100
Hospitals Distance Name & Address Telephone Number 0.5 miles (Major A&E, 24 hours) 291100 7.9 miles 01691 772430 9.0 miles 01978 860226 10.0 miles 01352 758744 10.3 01244 830461 NHS Direct Wales 0845 46 47 SexualHealth Service Name Address Telephone Number Connah’s Quay The Quay Health Centre, Fron Road, Connah’s Quay, Flintshire, CH5 4PJ Monday 9.30am - 7.00pm (01244) 834157 Day Hospital Off St John’s Street, Chirk, Wrexham, LL14 5LN (01691 773245)
Wednesday 1.30pm – 7.00pm Mold clinic Health Centre, King Street, Mold, CH7 1LB Thursday 9.30am - 7.00pm 753637 Helpline:– (01745) 443301 Monday to Friday 9.00 am – 4.30 pm Please note: The clinic phone numbers only operate during clinic hours. New Patients – please arrive no later than 30 minutes before the end of a clinic Appointment Only Clinics Wrexham Maelor Hospital, Sexual Health Clinic, Entrance 3, Croesnewydd Road, Wrexham, LL13 7TD (01978) 291100 Info Shop, Wrexham 2 North Arcade, Chester Street, Wrexham (01978) 358900 Appointment Line:- Monday 9.30 – 2.30, Wednesday 9.30 – 1.00 (01978) 727197 Fax number:- (01978) 725603 Helpline:– (01745) 443301 Monday to Friday 9.00 am – 4.30 pm
“I have trouble trying to find a computer to use at university as there is a limited amount in the library and the computer rooms are mostly closed.” (SLED). Others felt that the computers in the labs were not always working efficiently or that computers were never available when needed or were slow on campus (Psychology). In addition, the internet off too frequently and a lack of facilities due to the building work were also noted (English). “The library and amount of computers is poor, computers are always full. The books are very bad, they are old or out of stock”. “The only thing is the lack of resources that are available like computers and printers. It's a nightmare trying to find a computer, and then there's finding one that'll actually print that's even more difficult” (Management). Versus other student comments: “The range and quality of facilities is a high standard. 24-hour access to those facilities is also good” (SCIM). Students noted excellent facilities, recent upgrades to the library and computer systems, and the HUB as positives (Pharmacy). “Facilities are all up-to-date software, computing and so forth. IT staff very helpful when asked” (EDT). There always being access to resources on campus was given as a positive from one individual. No other comments were received in this area. (SSIS). 76% of students said they have been able to access specialised equipment, facilities or room when I needed to (1% above national average). 82% of students they had been able to access general IT resources when they need to (1% below national average). Eng 2007 Eng 2008 Eng 2008 Eng 2010 Eng 2011 UoB 2007 UoB 2008 UoB 2009 UoB 2010 UoB 2011 At 2011 Learning resources 80 81 81 79 80 80 84 81 82 80 Same as national average 16 – The library resources and services are good 80 81 81 80 81 81 85 82 85 83 Above national average
[Insert PTA Logo] *MEDIA ADVISORY* [Name of PTA] to Recognize Students for their Outstanding Works of Art in [School Year] National PTA Reflections Program Event to feature performances and exhibit of student artwork WHAT: On [Date], [Name of PTA] will host an awards ceremony at [Location] to honor students for their imagination, creativity and interpretation of the theme “[Reflections Program Theme]” in the [School Year] National PTA Reflections program. During the event, [list key speakers, including PTA leaders, school and district leaders, and community leaders] will discuss the significance of the arts and the benefits of arts education. The event also will feature music and dance performances by student honorees as well as an exhibit of student artwork. The National PTA Reflections program encourages students of all ages and abilities to explore and be involved in the arts in an educational way. Through the program, National PTA, [Name of PTA] and PTAs across the country urge students in preschool through grade 12 to create and submit original works of art in the medium of their choice— dance choreography, film production, literature, music composition, photography and visual arts — reflecting on a specific theme. There also is a special artist division option for students with disabilities to ensure that all students have the opportunity to participate in the program. Students are recognized each year for their artistic ingenuity to bring the theme to life in a way that is personal and meaningful. Founded in 1969, the National PTA Reflections engages nearly 300,000 students and families in arts education activities each year—encouraging students to explore the arts for fun and recognition. For more information about the program, visit . WHEN: [Day and time of Reflections celebration event] WHERE: [Name and address for location of event] WHO: [List key attendees who will be participating, including PTA leaders, school and district leaders, and community leaders] CONTACT: [Name and contact information] About PTA PTA® comprises of families, students, teachers, administrators, and business and community leaders devoted to the educational success of children and the promotion of parent involvement in schools. PTA is a registered 501(c)(3) nonprofit association that prides itself on being a powerful voice for all children,
The Councils use a cluster approach to deliver the animal welfare service, based on five Councils regions. A lead co-ordinating Council (Fermanagh and Omagh District Council) liaises directly with DAERA and the other Councils. Animal Welfare Officers (AWOs) deliver the service on the ground with management and administrative support. They are trained by a variety of bodies, including the Royal Society for the Prevention of Cruelty to Animals (RSPCA), the Donkey Sanctuary and DAERA’s College of Agriculture, Food and Rural Enterprise (CAFRE). The number of cases investigated by Councils since commencement of the animal welfare service on 2 April 2012, to 30 September 2015, is shown in Table 1; and the number of Improvement Notices issued, prosecutions initiated and convictions secured under the 2011 Act, during the same period, is shown in Table 2. The number of prosecutions initiated, and convictions secured, has increased steadily as the Council’s animal welfare service has bedded in since it began work in April 2012. 1: Animal welfare cases investigated by Councils Year Number of Cases 2012-13 4,280 2013-14 4,952 2014-15 4,754 2015-16 4,699 18,685 Table 2: Council Improvement Notices and prosecutions Year Improvement Notices Improvement Notices Complied With Prosecutions Convictions under the 2011 Act 2012/13 189 164 1 1 2013/14 215 183 3 3 2014/15 194 165 28 28 2015/16 192 162 36 36 790 674 68 68 DAERA enforcement (farmed animals) DAERA inspectors have statutory powers to enforce the 2011 Act in respect of farmed animals, which are animals bred or kept for the production of food, wool or skin or for other farming purposes.
Planning Timeline: Activities Specific Steps Who is responsible? Timeline for Completion Budget May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Media Training X Identify audience, goals, behaviors… Consider who’s most at risk, barriers to behavior change… X X X Develop and test messages, slogans, campaign tone, designs… Involve target audience. Media designers? Surveys, interviews, focus groups, informal meetings? X X X X Produce materials… Need Vendors? Designers? X X X Product 1: Product 2: Product 3: Product 4: Place materials; evaluate campaign Consider dissemination strategies (partners, timing, location, etc.) X X X X X X
Budget: (You may also include “In-Kind” contributions, if applicable) CATEGORY DESCRIPTION AMOUNT TOTALS Personnel Director Coordinator $0,000 $0,000 Total in Bold Benefits Full-time salaried @ 35% Hourly and Part-time @20% $0,000 $0,000 Total in Bold Subcontracts, Purchased Services Videographer Print Designer Photographer T-shirt Vendor Text Message Service Billboard $0,000 $0,000 $0,000 $0,000 $0,000 $0,000 Total in Bold Equipment, Software Adobe InDesign Photoshop Color Printer $0,000 $0,000 $0,000 Total in Bold Supplies, Communication Office Supplies (paper, pens, binders) Postage Meeting space rental $0,000 $0,000 $0,000 in Bold Travel, Transportation Staff mileage to Meeting(s) Travel reimbursement for stakeholder feedback (bus pass, gas card, etc.) $0,000 $0,000 Total in Bold Incentives Stakeholder feedback (@ $20 per person) $0,000 Total in Bold INDIRECT Rate @ 15% $0,000 TOTAL TOTAL: $10,000