zilongwang/ReadingBank huggingface dataset:
Takes a proactive role in producing accurate and complete records of the communication consistent with legislation, policies and procedures. Communicates in a manner that is consistent with relevant legislation, policies and procedures. Examples of application: 1.The people with whom the individual is communicating might be: users of services (such as patients, clients, families and relatives) carers (Foster carers, Informal Carers) the public and their representatives (Support Groups) colleagues and co-workers (Clinical Geneticists, Genetic Counsellors and Molecular and Cytogenetic Laboratory Scientists and other health care professionals) NHS managers workers from other statutory agencies (Social Services, Education) public enquiries to Genetic Services the media in collaboration with Trust Communication Officer 2.Communication differences might be in relation to: degree of confusion or clarity about the referral to/ and role of Clinical Genetic Services presenting and explaining complex concepts, ideas and issues to others who are unfamiliar with them e.g. genetic conditions and medical information, risks, inheritance patterns, genetic testing process level of knowledge and skills of patient contexts and cultures of the different parties first /preferred language patient perceptions. 3. Situational factors, issues and risks might include: context in which the communication is taking place which include changes affecting the people concerned which are outside their control (unexpected pregnancy, progression family dynamics) complexity of scientific/genetic issues and social/ethical issues Differences in personal and/or organisational styles and approach that cause difficulties in ongoing communication e.g. different approaches to genetic testing in different specialties, research of condition, family disclosure of genetic diagnosis, sudden death, bereavement) history of poor communication and misunderstandings (learning disability and mental health problems, genetic testing 4.Communication might take a number of forms including: non-directive counselling and interview skills written communication (family summary letters, journal articles) electronic communication (e.g. email, databases, electronic results and reports) the use of third parties (such as interpreters and translators) the use of communication aids (e.g. genetic counselling aids)
Inverter inductor 0.99mH 2pcs 0.6mH 2pcs 0.6mH 2pcs 0.6mH 2pcs 0.6mH 2pcs Bus capacitor Number of capacitors 5 6 6 7 7
SEA SERVICE VESSEL NAME VESSEL TYPE / DP CLASS PROPULSION (CPP/ASD) DWT ME TYPE/ BHP TYPE OF OPS SHIP OPERATOR CHARTERER RANK SIGN ON SIGN OFF DAYS DP HRS 0 0 confirm all that all above given information are true and any fake will cause immediate termination of the employment Seaman’s signature
Current involved courses syllabi ME 580 Engineering Analyses II Syllabus Instructor: Khaled Hatamleh Office : JH 513 Phone : 575-646-2630 E-mail: Office hours: 10:20-12:20 Wed Grades: Exams: 80%, Homework 20% Text: None Policy: Late work will be accepted up to 2 days late and will be penalized 20 % per day. Collaboration in the form of discussion of formulation of solution or results is encouraged for homework; however, each individual must work independently to create final homework solution. Collaboration in any form is NOT allowed for the Exams. Outline Initial Value Methods (ODEs) Euler’s and Runge-Kutta Methods System of ODEs Multistep Methods Optimization Gradient Based Nonlinear Least Squares Equality Constraints Finite Difference/Volume Methods (PDEs) Parabolic Equations Explicit Method Implicit Method Elliptical Equations Relaxation Nonlinear Problems Finite Volume Method Verification Exam II Finite Element Methods (PDEs) Weak Formulation (General 2nd order) Linear one-Dimensional Elements Assemble of Elements. Triangular Elements. Quadrature (Incl. Boundaries) Transient problems. Exam I Exam III Linear Algebra Gauss Elimination (LU) Least Squares QR Decomposition Eigenvalues/Eigenvectors Singular Value Decomposition
Course Title ME 234 Dynamics Spring 2011 INSTRUCTOR: K. Hatamleh Office:JH 513 E-mail: kshh@nmsu.edu ASSISTANT: TBA OFFICE HOURS: 10:30-12:30 Monday, Friday or by appointment CATALOG DISCRIPTION: Particle and rigid-body kinematics and kinetics utilizing vector and energy methods PREREQUISITES: Math 192, CE 233 or ME 236; (co-requisite Math 291) TEXT: Engineering Mechanics: Dynamics, 12th Ed, R. C. Hibbeler, Prentice Hall, 2009. CLASS SCHEDULE: 9:30-10:20, MWF, JH 205 GRADES: Homework Test #1 Test #2 Test #3 Final Exam 25% 25% 25% 25% 25% The three tests of highest scores will be considered for your final grade COURSE OBJECTIVES: To provide the students with a working knowledge of particle & rigid-body mechanics. To train the students’ abilities and skills in developing mathematical models (FBD) and in solving basic mechanics problems in a scientific and logical manner. TOPICS COVERED: Dynamics of particles and rigid bodies Particles Kinematics. Particles Kinetics. Rigid-Body Kinematics. Rigid-Body inertial properties. Rigid-Body Kinetics. Work and Mechanical Energy. Impulse-Momentum. Three-Dimensional Kinetics of a Rigid-Body (Optional). RELATIONSHIP TO PROGRAM OBJECTIVES: Program Objective A- To prepare students for successful careers and lifelong learning. Program Objective B- To educate students thoroughly in methods of analysis, including mathematical and computational methods appropriate for engineers to use when solving problems. CONTRIBUTION TO PROFESSIONAL COMPONENT: Introduces students to modern mathematical and computational methods involved in formulation, solving and interpreting the solution to engineering problems. POLICIES: Homework assignment is due at 5:00pm of the next class day immediately following the assigning class. No late homework assignments will be credited without permission from the instructor. (permission is only given for out-of-control circumstances ) AUTHOR/DATE K. Hatamleh 01/19/2011
Paper 1 Medicine through time, c1250-present c1250–c1500: Medicine in medieval England c1500–c1700: The Medical Renaissance in England c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain c1900–present: Medicine in modern Britain 1 Ideas about the cause of disease and illness Supernatural and religious explanations of the cause of disease. Rational explanations: the Theory of the Four Humours and the miasma theory; the continuing influence in England of Hippocrates and Galen. Continuity and change in explanations of the cause of disease and illness. A scientific approach, including the work of Thomas Sydenham in improving diagnosis. The influence of the printing press and the work of the Royal Society on the transmission of ideas. Continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur’s Germ Theory and Koch’s work on microbes. Advances in understanding the causes of illness and disease: the influence of genetic and lifestyle factors on health. Improvements in diagnosis: the impact of the availability of blood tests scans and monitors. 2 Approaches to prevention and treatment Approaches to prevention and treatment and their connection with ideas about disease and Continuity in approaches to prevention, treatment and care in the community and in hospitals. The extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The extent of change in care and treatment. The impact of the NHS and science and technology: improved access to care;
How Hitler became Chancellor, 1932–33 Political developments in 1932. The roles of Hindenburg, Brüning, von Papen and von Schleicher. The part played by Hindenburg and von Papen in Hitler becoming Chancellor in 1933. Nazi control and dictatorship, 1 The creation of a dictatorship, 1933–34 The Reichstag Fire. The Enabling Act and the banning of other parties and trade unions. The threat from Röhm and the SA, the Night of the Long Knives and the death of von Hindenburg. Hitler becomes Führer, the army and oath of allegiance. 2 The police state The role of the Gestapo, the SS, the SD and concentration camps. Nazi control of the legal system, judges and law courts. Nazi policies towards the Catholic and Protestant Churches, including the Reich Church and the Concordat. 3 Controlling and influencing attitudes Goebbels and the Ministry of Propaganda: censorship, Nazi use of media, rallies and sport, including the Berlin Olympics of 1936. Nazi control of culture and the arts, including art, architecture, literature and film. 4 Opposition, resistance and conformity The extent of support for the Nazi regime.
Kansas State University Student Information System Access - KSIS Secondary Security Access Request – Page 2 Career, Academic Program Security For use with Admissions & Student Records – Specify the career(s) and/or program(s) needed. Career ALL Programs Dept Programs List the specific academic program codes for the career in the box on the left. GRAD UGRAD VET MED Other Secondary Security Academic Org - For use with Class Roster, Curriculum, Student Records for update access, specify the academic org (or indicate “ALL”) Add Admissions Action Security Add Program Action Add Application Center Security Add 3C Group – (The default access is inquiry for requested group) To have UPDATE access, please check the Update box. Inquiry Update Delete Enrollment Security Add Service Indicators (http://www.k-state.edu/registrar/internal/ksis/si-list.html) Place Release Transcript Type Security Add Update Test ID Security Add For Office Use Only – SEVIS School Code Add Send completed form to: Security Administration iTAC, 214 Hale Library If you have any questions regarding completion of this form please contact the Information Technology Assistance Center (iTAC) Help Desk at 532-7722.
Essential Criteria Desirable Criteria Professional Qualifications Full UK GMC registration Final FRCA or equivalent Specialty Trainee ST5 or above at start of programme Must have completed higher Units of Training in Obstetrics, paediatrics and trauma at start of programme Must have completed an approved course on anaesthesia in Developing Countries by start of programme Academic distinction or Prizes. ST6 or above at start of programme Qualifications in Global health Clinical Experience Comprehensive training and clinical experience in anaesthesia equivalent to specialty level Previous experience in poorly resourced countries Clinical Skills Ability to organise and independently manage the safe conduct of operating lists. ALS ,PALS , ATLS Audit Management & IT Evidence of contribution to effective clinical audit and clinical risk management. Evidence of understanding of the role of clinical management. Experience in clinical guideline development. Formal management training or qualification. Evidence of effective leadership. Research. Teaching skill & experience Understanding of the principles and applications of clinical research. Experience of teaching and training. Evidence of original research. Publications in peer reviewed literature. Teaching qualification. Personal skills: Excellent interpersonal and intercultural skills, as well as confidence working within a multicultural team; Skilled at multitasking and prioritising, working independently with
On notice from the Post Secondary Institute that the student has been required to discontinue because of poor academic performance; It is found that the student deliberately misrepresented personal circumstances on their application; Students are required to inform the Post Secondary Education Coordinator that they are no longer taking classes. Failure to do so will result in a repayment plan. Students required to discontinue because of poor academic performance will not be considered for further funding for a period of Two years. Procedure When a student is found to be ineligible for Post Secondary Student Support, or has been overpaid because they deliberately submitted false or inaccurate documentation, the following procedures shall apply: The Post Secondary Education Coordinator shall write a letter to the student stating the findings and asking the student to attend a meeting to make arrangements for repayment of the amount deemed due; If the student makes satisfactory arrangements to repay the amount deemed due, Post Secondary Student Support payments may resume, subject to the student continuing to meet repayment conditions and abiding by the requirements outlined in this policy manual. When the student resumes funding, the repayment shall be deducted throughout the year until it is repaid in the fall. IX. APPEAL PROCESS Policy All individuals who apply for funding through the Post Secondary Student Support Program shall have the right, and the opportunity, to appeal decisions made by the selection committee. Procedure The applicant must submit their appeal, in writing and by registered mail, within 14 days of the postmarked date of the notification letter, to the Post Secondary Education Coordinator for the Kinistin Saulteaux Nation.
Science Exam board: Yr11 OCR Gateway Science B J261 Additional Science B J262 OR OCR Gateway Biology B J263 Chemistry B J264 Physics B J265 Yr10 AQA GCSE Biology (8461), Chemistry (8462) and Physics (8463) OR AQA GCSE Combined Science Trilogy (8464) Revision guide Specimen Exam papers available on the AQA website Biology Chemistry Physics Trilogy Revision Websites: ask your science teacher for username and password if you have forgotten it. Malmesbury Science YouTube channel Revision guide Past Papers available through moodle: or the OCR website: Additional Science: Biology: Chemistry: Physics: Revision Websites: ask your science teacher for username and password if you have forgotten it. Resistant Materials Exam board: Edexcel Resources on Moodle Past papers and mark schemes: Edexcel D&T Resistant Material Text book ISBN: 978-1-846-90-755-5 Resources on Moodle Past papers and mark schemes: Edexcel D&T Resistant Material Text book ISBN: 978-1-846-90-755-5
Home Economics (Food & Nutrition) Exam board: OCR Resources on Moodle Past papers and mark schemes: ocr.org.uk ‘My Revision Notes’ text book: OCR GCSE Food and Nutrition (Hodder Education £9:99) Resources on Moodle Past papers and mark schemes: ocr.org.uk ‘My Revision Notes’ text book: OCR GCSE Food and Nutrition (Hodder Education £9:99) Construction Ongoing assessment Ongoing assessment Trowel Skills Ongoing assessment Ongoing assessment Hair & Beauty Ongoing assessment Ongoing assessment Health & Social Care Exam board: OCR Revision resources and guidance sheets for Health and Social care GCSE on the X drive (students access this from school computers and can save or print materials for use at home) X:\Miss Hanks\Y10 Health & Social Care\Unit A911 Coursework OCR Student Books Collins GCSE Health and Social Care ISBN-10: 000731115X. Can be found on Amazon. Folens GCSE Health & Social Care: GCSE Health and Social Care for OCR: Double Award Student's Book ISBN-10: 1850084246. Can be found on Amazon. Channel 4 Learning: Past papers and mark schemes: ocr.org.uk Useful websites: National Health Service - lots of videos and useful advice. Social care institute for excellence- lots of videos and useful advice. Revision resources and guidance sheets for Health and Social care GCSE on the X drive (students access this from school computers and can save or print materials for use at home) X:\Miss Hanks\Y10 Health & Social Care\Unit A911 Coursework OCR Student Books Collins GCSE Health and Social Care ISBN-10: 000731115X. Can be found on Amazon. Folens GCSE Health & Social Care: GCSE Health and Social Care for OCR: Double Award Student's Book ISBN-10: 1850084246. Can be found on Amazon. Channel 4 Learning: Past papers and mark schemes: ocr.org.uk Useful websites: National Health Service - lots of videos and useful advice. Social care institute for excellence- lots of videos and useful advice.
Bestowed upon agency officers for an act of gallantry, meritorious achievement or exemplary service of such distinction as to have brought great credit upon the officer and the agency. Master Tpr. Monte H. Owens CVE Region Officers of the Year REGION 1: OFC Mark E. Townsend REGION 2: Ofr. Roy M. Murley REGION 3: Ofr. Jared F. Newberry REGION 4: Ofr. Andrew T. Teaney REGION 5: Ofr. Erik K. Stallsworth REGION 6: Ofr. Kalin L. Caudill Post & Branch Detectives of the Year Post and branch commanders nominate a detective who best embodies the highest standards of professionalism and dedication to duty. One detective who best represents the entire agency is then selected from this list of deserving individuals. POST 1 – Det. Trevor H. Pervine POST 2 – Master Tpr. Lloyd A. Ray POST 3 – Det. Joe A. Gregory POST 4 – Sr. Tpr. Scotty R. Sharp POST 5 – Det. Brodie J. Jodry POST 6 – Det. Isaac J. Waters POST 7 – Det. Tye D. Chavies POST 8 – Det. Chad L. Bowling POST 9 – Det. Tony L. Tackett, Jr. POST 10 – Det. Jacob G. Wilson POST 11 – Det. Benjamin S. Graves POST 12 – Det. Keith A. Armstrong POST 13 – Det. Joshua T. Huff POST 14 – Det. David L. Boarman POST 15 – Det. Bramlett J. Burton POST 16 – Det. Aaron T. Pryor DRUG ENFORCEMENT/SPECIAL INVESTIGATIONS EAST – Det. Elisha L. Morris DRUG ENFORCEMENT/SPECIAL INVESTIGATIONS WEST – Det. Thomas J. Williams
ELECTRONIC CRIME – Det. Justin B. Oliver EXECUTIVE SECURITY: Det. Kristie Sexton Trooper of the Year Nominees Post and branch commanders nominate a trooper who best embodies the highest standards of professionalism and dedication to duty. One trooper who best represents the entire agency is then selected from this list of deserving individuals. POST 1 – Tpr. Eric J. West POST 2 – Tpr. Cody A. Kromer POST 3 – Tpr. Daniel A. Priddy POST 4 – Tpr. Travis R. Sturgill POST 5 – Tpr. Matthew C. Sudduth POST 6 – Tpr. Zachary E. Lusk POST 7 – Tpr. Briston N. Smith POST 8 – Sr. Tpr. Bradley K. Watson POST 9 – Sr. Tpr. Dustin S. Thompson POST 10 – Sr. Tpr. Jacob H. Spurlock POST 11 – TFC Scottie L. Pennington POST 12 – Tpr. Stuart P. Wiser POST 13 – Tpr. Leo D. Slone POST 14 – Sr. Tpr. Rufus D. Shearer POST 15 – Sr. Tpr. Billy J. Begley POST 16 – Tpr. David J. Ammon SPECIAL OPERATIONS – Master Tpr. Seth C. Payne ACADEMY – Sr. Tpr. Ronald P. Gilbert
Quantitative Determination of Precipitation 1) If 1 x 10−6 mol of solid AgNO3 and 5 x 10-4 mol of solid Na2S are added to 10 L of water, will a precipitate form? Ksp (Ag2S) = 8.8 x 10–18 2) If 20 mL of 0.005 mol/L barium nitrate is added to 80 mL of 0.0001 mol/L sodium carbonate, will a precipitate form? Ksp (BaCO3) = 8.1 x 10−9
COMMUNICATION SCIENCES AND DISORDERS UNIVERSITY OF KENTUCKY REPORT OF SPEECH / LANGUAGE EVALUATION Client: Client No: Guardian: (both parents) Birthdate: C.A.: Address: Date of Evaluation: Phone: (home or cell) Student Clinician: Address: Clinical Instructor: Referral Source BACKGROUND INFORMATION PATIENT NAME, a 4 year, 11 month old female, was seen at the University of Kentucky Communication Disorders Clinic for a speech and language evaluation on September 25, 2012. She was given the Kaufman Speech Praxis Test (KSPT) secondary to concerns regarding her motor speech skills. OBSERVATIONS SUMMARY OF SPEECH/LANGUAGE EVALUATION The Kaufman Speech Praxis Test (KSPT) is an assessment tool used to assist in the diagnosis and treatment of developmental apraxia (or dyspraxia) of speech (DAS). This test consists of four parts that are scored and summarized separately in order to determine the presence or absence of DAS. The child’s motor-speech proficiency is quantified by standard scores, percentile rankings, and spontaneous speech intelligibility ratings. A summary of X’s performance is listed below. Subtest Standard Score Percentile Normals Percentile Disordered Oral Movement 85 16 35 Simple Phonemic/Syllable 76 5 11 Complex Consonant/Syllabic 66 2 65 Spontaneous Length & Complexity 67 4 20 *You may only administer Parts I & II OR Parts I, III, & IV OR Parts I, II, and IV OR all subtests. Adjust accordingly.
To engage with line manager in regular performance reviews against agreed objectives. To be responsible for actively identifying own development needs and committing to a personal development plan based on continuous learning. Values and behaviours: KSS AHSN has developed a clear vision for the direction of the company. A set of values and behaviours have also been developed and agreed to underpin this vision and these are listed below. Applicants and employees will be expected to demonstrate an understanding of and commitment to these values and behaviours, which will be assessed through the recruitment, selection and appraisal processes. Improvement Practitioner: Person Specification Essential Desirable Education, Qualifications & Training Educated to degree standard or equivalent in a relevant discipline Evidence of continuous professional development; record of CPD shows strong ethos and learning Registered Dietitian with over 3 years’ experience in a setting relevant to this post Project management training/qualification or equivalent experience Clinical qualification e.g. nurse, doctor, AHP, paramedic Knowledge & Experience Recent project management experience in the NHS or other organisation in a relevant sector Evidence of effective partnership working Managing resources to support the delivery of projects / programmes. Financial and performance Experience of using change management methodologies, tools and techniques
management experience. Experience of working with a range of staff at all levels, including clinicians. Experience of clinical transformation projects Skills & Abilities Knowledge of the NHS, relevant government policies and change programmes Ability to analyse complex information and draw together action plans based on this Ability to develop strong working relationships and motivate others Able to present complex information to external groups in an understandable way Good communication, influencing and negotiating skills Excellent IT skills and a good working knowledge of IT systems e.g. Excel and Access. Drive, energy, enthusiasm and determination. Creative thinker Facilitation skills Personal Style & Behaviours Pro-active approach Demonstrates ability to handle change effectively Has a flexible and adaptable approach to work Ability to work using own initiative Demonstrates flexibility within working patterns Has self-awareness Demonstrates political astuteness and able to be diplomatic Values diversity and looks for opportunities to improve equality Smart, professional appearance and outlook Other requirements Reliable work record
11:30a – 12p Jennifer Trafford 12p – 12:40p (band) – Victoria Taylor 1p – 1:40p (band) – Ryan Couron 2p – 2:40p (band) – Luke Williams 5pm The End ### If you’d like more information about this topic or to schedule an interview with Bob Robbins or Chad Heritage (KSSN 96 Program Director) please call Matt Cruz at 501-217-5141 or email Matt at . Matt Cruz Director of Marketing & Promotions - Little Rock & Nights on 100.3 the Edge 10800 Colonel Glenn Rd.
Katharine S. (Katy) Shaffer, Ph.D. kshaffer@ubalt.edu EDUCATION Ph.D. University at Albany August 2015 Albany, NY - Division of Counseling Psychology Internship: Virginia Tech Cook Counseling Center Dissertation Title: Supervisee Avoidant Attachment and Supervisors’ Use of Relational Behavior: Contributions to the Working Alliance Certificate - Professional University of Baltimore May 2010 Counseling Studies Baltimore, MD – Division of Applied Behavioral Sciences Applied Psychology, Counseling M.S. University of Baltimore July 2009 Baltimore, MD – Division of Applied Behavioral Sciences Applied Psychology, Counseling B.A., cum laude Shepherd University August 2004 Shepherdstown, WV - Regents Liberal Arts Program DISTINCTIONS & SCHOLARSHIPS The National Society of Leadership & Success (Sigma Alpha Pi), 2017 – Award for Excellence in Teaching Alice Clark Long Scholarship – University at Albany, 2014 – for School of Education students who plan to teach ($500) Dissertation Research Fellowship Award – University at Albany, 2013 – for dissertation research support ($500) Graduate Student Employment Union Professional Development Award – University at Albany, 2012 – for graduate student professional development activities in teaching and research ($1,000) Dr. George Lassen and Mrs. Jean Lassen Memorial Scholarship – University of Baltimore, 2009 – for academic merit and commitment to excellence in Counseling Psychology ($1,500)
Clinical Supervision / Instruction Clinical Supervisor August 2014 – December 2014 Virginia Tech, Cook Counseling Center, Blacksburg, VA Doctoral Practicum Student Adjunct Instructor & Clinical Group Supervisor January 2014 – May 2014 University of Baltimore, Baltimore, MD Graduate Practicum in Counseling Psychology (APPL 703) Instructor & Clinical Group Supervisor January 2013 – May 2013 University at Albany, Albany, NY Practicum in Mental Health Counseling (ECPY 602) Clinical Supplemental Supervisor August 2012 – December 2012 University at Albany, Albany, NY Graduate Advanced Mental Health Counseling Students (2) Teaching Assistant University of Baltimore, Baltimore, MD College Counseling (APPL 628) May 2010 – July 2010 Group Counseling (APPL 622) September 2009 – December 2009 Basic Counseling Skills (APPL 606) January 2009 – May 2009 January 2010 - May 2010 RESEARCH Publications in Refereed Journals McAndrew, L. M., Martin, J. L., Friedlander, M. L., Shaffer, K., Breland, J. Y., Slotkin, S., & Leventhal, H. (2017). The common sense of counseling psychology: introducing the Model of self-regulation. Counselling Psychology Quarterly, 1-16. Shaffer, K.S., Love, M.M., Chapman, K.M., Horn, A.J., Haak, P., & Shen, C.Y-P. (2017). triage systems in university counseling centers. Journal of College Student Psychotherapy, 31, 71-89. Shaffer, K. S., & Friedlander, M. L. (2017). What do “interpersonally sensitive” supervisors do and how do supervisees experience a relational approach to supervision?. Psychotherapy Research, 27, 1-12.
KS4 Mathematics Whilst in KS4 pupils may gain a range of qualifications in the lead up to sitting their final GCSE examinations in May/June of their Year 11. AQA Unit Scheme Award - pupils will complete a range of Unit awards, completing activities and worksheets that lead to an accreditation from the examining board AQA. Functional Skills - pupils will sit either, Entry Level, Level 1 or Level 2 functional skills depending on their ability. Functional Skills AQA is a more real-life based test which students enjoy. Some students will be entered into these qualification in year 10 and/or year 11. GCSE Mathematics – The GCSE Maths curriculum has recently changed to 9-1, with this change there has been an increase of new material added to the course. All pupils are following the 5-year Edexcel Scheme of Learning; this scheme increase the amount of time available to cover the increased curriculum, at the end of there studies they will then sit either Higher or Foundation Edexcel GCSE. GCSE Statistics – There will also be a selected number of pupils who will sit the Edexcel GCSE Statistics, this is a new course as of 2018/2019. It is an additional GCSE that pupils must opt to complete as they will be required to complete extra lessons. Full details of the Edexcel Scheme of Learning for Maths can be found by following the link
Authentication of learner identities: working with the proper campus authorities to authenticate learner identities per federal requirements maintaining records appropriately per the using virtual proctoring, test centers, Dropbox work submittal, or other appropriate measures for high-value assessments Learner privacy rights, based on (FERPA): proper confidentiality actions alternate assignments if learners do not want to work in a public online space (when public social media technologies are used in courses) a formal media release for the usage of students’ likenesses in photos and videos Regular university-required assessments of online teaching: assessments of online courses (with TEVAL or IDEA) application of learner feedback from these instruments to improve course Section 1C Overall Score Total points possible = 18 Section 2. Course Contents
Starter Base Mix Specification – Page 1 of 2 Last updated August, 2017 Name: Address: Phone: Fax: Date: Date Needed: Product name: Starter Base Mix Quantity, lb Package size, lb Use level, lb/ton Sow diets: Nursery diets: 65 lb Grower diets: Finisher diets: Price desired (circle one) $/ton FOB $/ton Delivered Amino acids Units Guaranteed Potency per Lb of Base Mix Sources Lysine % 7.25 Lysine HCl Methionine % 5.2 DL-Methionine Threonine % 4.3 L-Threonine Vitamins Units Guaranteed Potency per Lb of Base Mix Sources Vitamin A IU 123,000 Vitamin A acetate (retinyl acetate) Vitamin D IU 30,750 Vitamin D3 (cholecalciferol) with at least 50% supplied by a vitamin A/D3 cross-linked beadlet Vitamin E (Pick one source and provide source with quotation) IU 615 dl--tocophorol acetate IU 307 d--tocophorol acetate (Natural vitamin E) Vitamin K (menadione) mg 61.5 MNB (Menadione nicotinamide bisulfite) Vitamin B12 mg 0.538 Cyanocobalamin Niacin mg 1150 Niacinamide, Nicotinic acid Pantothenic acid mg 380 d-calcium pantothenate Riboflavin mg 115 Crystalline riboflavin Minerals Units Guaranteed Potency of Base Mix Sources mg/lb ppm Copper 230 500 Copper sulfate Iodine 4.10 9.1 Ca iodate, Ethylenediamine dihydriodide (EDDI) Iron 1,535 3,380 Ferrous sulfate Manganese 460 1,015 Manganese sulfate, manganese oxide Selenium 4.10 9.1 Sodium selenite Zinc 1,535 3,380 Zinc sulfate, zinc oxide Calcium (Minimum) (Maximum) % 15.8 Calcium carbonate, monocalcium phosphate, or dicalcium phosphate % 17.0 Available phosphorus % 6.6 Monocalcium phosphate or dicalcium phosphate NaCl (Minimum) (Maximum) % 10.0 Feed or food-grade salt % 11.5
*Opportunity for extended writing: NC or GCSE specification reference: Autumn Term One Rise of Hitler Life in Nazi Germany Weekly/ Bi- weekly GCSE practice exam questions including: Source analysis and interpretation ‘Explain’ questions ‘How far’? questions A011: Aspects of International Relations, and Germany 1918−1945 To be able to explain several causes for an event and to show links between them. To be able to describe and explain different features of society and come to a judgement about how positive they were Autumn Term Two Origins of the Cold war Overview of the Russian Revolution End of WW2 Yalta Potsdam Significant people – Stalin/ Roosevelt/ Churchill/ Truman Atlee Who was to blame for the Cold War? Iron curtain / Division of Germany Truman doctrine/ Marshal Plan Major features of the Cold war- Arms race NATO Warsaw Pact Berlin Blockade Weekly GCSE practice exam questions including: Source analysis and interpretation ‘Explain’ questions ‘How far?’ questions Mock exams A011–A017 CORE 1945–1975 The Cold War To be able to understand features of different political systems To be able to compare and contrast opposing views and interpretations based on political bias To be able explain motivations and describe key events and link them to other features of the period. Spring Term One Major features of the Cold war- Cuban revolution bay of pigs Cuban Missile Crisis Weekly GCSE practice exam questions including: A011–A017 CORE 1945–1975 The Cold War To be able to explain cause and consequences
Grow-Finish Base Mix Specification – Page 1 of 2 Last updated July, 2018 Name: Address: Phone: Fax: Date: Date Needed: Product name: GF Base Mix with lysine & phytase Quantity, lb Package size, lb Use level, lb/ton Sow diets: Nursery diets: Grower diets: 45-50 Finisher diets: 35-40 Price desired (circle one) $/ton FOB $/ton Delivered Amino acids Units Guaranteed Potency per Lb of Base Mix Sources Lysine % 5.24 Lysine HCl Vitamins Units Guaranteed Potency per Lb of Base Mix Sources Vitamin A IU 45,000 Vitamin A acetate (retinyl acetate) Vitamin D IU 18,000 Vitamin D3 (cholecalciferol) with at least 50% supplied by a vitamin A/D3 cross-linked beadlet Vitamin E (Pick one source and provide source with quotation) IU 480 dl--tocophorol acetate IU 240 d--tocophorol acetate (Natural vitamin E) Vitamin K (menadione) mg 36 MNB (Menadione nicotinamide bisulfite) Vitamin B12 mg 0.36 Cyanocobalamin Niacin mg 540 Niacinamide, Nicotinic acid Pantothenic acid mg 300 d-calcium pantothenate Riboflavin mg 90 Crystalline riboflavin Minerals Units Guaranteed Potency of Base Mix Sources mg/lb ppm Copper 300 660 Copper sulfate Iodine 5.4 11.9 Ca iodate, Ethylenediamine dihydriodide (EDDI) Iron 2,000 4,400 Ferrous sulfate Manganese 600 1,320 Manganese sulfate, manganese oxide Selenium 5.4 11.9 Sodium selenite Zinc 2,000 4,400 Zinc sulfate, zinc oxide Calcium (Minimum) (Maximum) % 20.0 Calcium carbonate, monocalcium phosphate, or dicalcium phosphate % 21.5 Available phosphorus % 4.8 Monocalcium phosphate or dicalcium phosphate NaCl (Minimum) (Maximum) % 17.0 Feed or food-grade salt % 20.0
Vitamin Premix Specification Form with Phytase Last updated June, 2015 Name: Address: Phone: Fax: Date: Date Needed: Product name: Vitamin Premix with Phytase Quantity, lb Package size, lb Use level, lb/ton Sow diets: 5 lb Nursery diets: 5 lb Grower diets: 3 lb Finisher diets: 1.5 to 2.5 lb Price desired (circle one) $/lb FOB $/lb Delivered Nutrient Units Guaranteed Potency per lb of premix Sources Vitamin A IU 1,600,000 Vitamin A acetate (retinyl acetate) Vitamin D IU 400,000 Vitamin D3 (cholecalciferol) with at least 50% supplied by a vitamin A/D3 beadlet Vitamin E (Pick one source and provide source with quotation) mg 8,000 dl--tocophorol acetate mg 4,000 d--tocophorol acetate (Natural vitamin E) Vitamin K (menadione) mg 800 MPB (Menadione dimethylpyrimidinol bisulfite) or MNB Vitamin B12 mg 7 Cyanocobalamin Niacin mg 15,000 Niacinamide, Nicotinic acid Pantothenic acid mg 5,000 d-calcium pantothenate Riboflavin mg 1,500 Crystalline riboflavin Phytase (Pick one source and provide source with quotation) – Must use guaranteed phytase level provided by the phytase manufacturer. FTU or FYT 136,000 Axtra TPT (Dupont) FTU 130,000 OptiPhos PF (Huevepharma); Quantum Blue G (AB Vista) FYT 226,750 Ronozyme Hi-Phos GT (DSM) Carrier 50:50 mixture of rice hulls and limestone Oil % Mineral or vegetable
Please rate the student’s performance on each of the practice behaviors. 4. Practice-Informed Research and Research-Informed Practice (a) use practice experience and theory to inform scientific inquiry and research Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations (b) apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations (c) use and translate research evidence to inform and improve practice, policy, and service delivery Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations Comments on Practice-Informed Research and Research-Informed Practice:
Plan for continued development on areas that do not meet expectations or need improvement: Please rate the student’s performance on each of the practice behaviors. 5. Policy Practice (a) Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations (b) assess how social welfare and economic policies impact the delivery of and access to social services Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations (c) apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations Comments on Policy Practice:
Plan for continued development on areas that do not meet expectations or need improvement: Please rate the student’s performance on each of the practice behaviors. 6. Engagement (a) apply knowledge of human behavior and the social environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations (b) use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies Excellent Progress (Advanced) Progressing as expected (Proficient) Needs Improvement (Developing) Does Not Meet Expectations Comments on Engagement:
recommendation; c. Approve the proposal for registration in PROSPERO. d. If in the unusual circumstance that no important outcomes are found the review may not continue at this point; e. Register the protocol in PROSPERO. 4 Data extraction, verification and cleaning and prep of draft meta- analyses (where appropriate) Data extraction, verification and cleaning and prep of draft meta- analyses (where appropriate) and a priori sub-group analysis (Tables and Figures), including contacting authors for missing data or incomplete data (if appropriate) 6 6-Jan-18 17-Feb-18 5 Review of tables with Domain Lead, content experts and approval by the relevant TFs 1 17-Feb-18 24-Feb-18 Y Y Y 6 Completion of Evidence Profile Tables Completion of Evidence Profile Tables using GRADE PRO GTD online resource () so as to allow seamless integration into the Task force preparation of the Evidence to Decision Table for formulating recommendations 3 25-Feb-18 18-Mar-18 7 7. Review of Evidence Profile Tables using GRADE PRO GTD online resource Review of Evidence Profile Tables using GRADE PRO GTD online resource () with Domain Leads (DLs), content experts and relevant TFs and obtain 1 19-Mar-18 26-Mar-18 Y Y Y
Overview Country or Region: United States Industry: Education—Higher education Customer Profile Kennesaw State University (KSU) is the third-largest university in Georgia, with approximately 23,500 students, 600 academic staff, and 1,400 administrative staff. Its main campus is located in Kennesaw, Georgia, which is approximately 20 miles northwest of Atlanta. Business Situation KSU needed a mobile platform and tool set that would enable students to develop a mobile app in one semester and learn about other aspects of application lifecycle management. Solution KSU chose Windows Phone and the Microsoft Visual Studio 2010 development system, including Visual Studio Team Foundation Server 2010. Benefits Minimal learning curve Rapid mobile app development Comprehensive application lifecycle management Real-world experience from a qualified partner Low implementation costs “None of the students had much experience with mobile app development, but I knew that their existing Visual Basic skills would be transferable to the development of Windows Phone apps.” Solomon Negash, Ph.D., Associate Professor of Information Systems, Kennesaw State University For its new Mobile Application Development Lab, Kennesaw State University (KSU) needed a mobile platform that allows students to develop a real-world mobile app in one semester and learn about other aspects of the development process, including source code control, testing, build management, and team coordination. KSU chose Windows Phone and the Microsoft Visual Studio 2010 development system—including Visual Studio Team Foundation Server 2010 for application lifecycle management. A powerful mobile platform and integrated tool set for all aspects of application lifecycle management will help students build a mobile app in a single semester and teach them other essential aspects of software development. With assistance from Wadeware and its participation in Microsoft programs for higher learning, KSU was able to get its new lab up and running quickly and at a minimal cost.
Resilience Confidence 7.1 Participate in an enterprise activity different to the one in KS3 (i.e. show evidence of teamwork, communication skills decision making, creativity and innovation, and managing and organising) How did I fulfil this? Describe what you did, whether it went well and how you could improve.
Settings GP Practice Community Clinics Emergency Dept Perioperative Hospital Laboratories End of life care (hospital) End of life care (community) Occupational Health Hospital ward Outpatients Intensive Care Other – please specify: Physical Conditions/ Diseases Cancer - Please specify: Bladder; Bone; Breast; Female Genital; Gastrointestinal; Haematological; Head and Neck; Leukaemia; Lung; Lymphoma; Male Genital; Multiple Myeloma ; Nervous System; Pancreatic; Renal; Skin Cardiovascular/ heart disease Communicable disease (Sepsis, HIV, HCAI etc.) Congenital & Hereditary Digestive system (biliary tract, intestinal, liver, oesophageal, pancreatic, stomach including IBD, IBS, Coeliac) Ear, nose and throat, hearing disorders Endocrine diseases (including Diabetes) Eye /Vision disorders Haemic & Lymphatic Kidney Diseases / Urinary Tract Immune System Diseases Men’s health Musculo-skeletal/Joint Diseases (Arthritis etc.) Nervous System Disorders (Epilepsy, MS etc) Nutritional & Metabolic Pain Pregnancy & Child Birth Respiratory Tract (COPD, Asthma etc) Sexual Health Skin & Connective Tissue Stroke Hypertension Women’s Health Wounds & Injuries Additional Detail or Other: Mental Disorders/ Diseases Anxiety Disorders Alcohol/ Substance Misuse Bipolar Disorders Dementia Depressive Disorders Eating Disorders Learning Disorders Mood Disorders Personality Disorders Schizophrenia/ Psychotic Disorders Self-harm Sleep Disorders Additional Detail or Other :
Scheme of Learning Year 10 OCR Entry Level Textiles Weeks Key Learning Theme Resources Key Learning Marking and Assessment Classroom monitor 1-4 Basic skills revision Fabric scissors Thread Needles Pins Sewing machines Beads Sequins Buttons Entry Level OCR Students will carry out simple tasks revisiting basic skills:- Using pins Tacking Using sewing machines Adding decoration to fabric e.g. beads/sequins/buttons Evaluate their work SEMSC To look at fabric decoration Show examples from different cultures IT Google images ILS Emphasis on safety To reinforce independent practical skills Numeracy Pattern making using different techniques Communication Keywords:- Evaluating work
Weeks Key Learning Theme Resources Key Learning Marking and Assessment OCR Assessment Criteria (syllabus guidelines) 5-15 Research and developing design and ideas ICT Pencils Crayons Rulers A3 Exam Folios Students Select chosen theme Begin research (ICT) Evaluate findings Develop design ideas (4) Further develop one idea for chosen product Make a prototype Final choice made Work recorded in A3 Exam folio SEMSC To look at ideas from a variety of cultures IT Google images Visit ILS How to carry out research Numeracy Measuring (for prototype) Communication Keywords:- Writing up their ideas/ expressing an opinion. Evaluating their ideas
Weeks Key Learning Theme Resources Key Learning Marking and Assessment OCR Entry Level Assessment Criteria and Classroom monitor 28-30 Evaluating work A3 exam folio Finished product Digital camera Students Evaluate own work Evaluate their peers work (2 students) Photograph their work for folio and photograph product in use Record in A3 exam folio SEMSC Compare their work to that from different cultures IT Digital camera ILS Communication skills Taking photographs Numeracy Presenting their work on blank A3 pages (how to divide pages) Communication Commenting on their work Commenting on work of their peers Expressing their thoughts Weeks Key Learning Theme Resources Key Learning Marking and Assessment Classroom monitor 30-38 Preparing for WJEC GCSE Design Technology Textiles Investigation booklet Fabric Sewing kit Sewing machine Students Carry out an investigation to test their level of sewing skills in preparation for GCSE. (Pupils not entering GCSE will carrying out the investigation to re-visit basic skills). SEMSC Fabric decoration from different cultures IT Google images ILS Working independently Meeting/working to a time frame Numeracy Measuring Communication Evaluating their findings and recording in booklet
Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Communication Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS Numeracy Communication Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ILS
RISK ASSESSMENT EXAMPLE – This template is customisable and can be adapted to suit your needs. Activity: Farmer Knowledge Transfer Event Risk assessment conducted by: Task Hazard People at risk How might they be harmed? Severity Risk rating Control of risk EXAMPLE: Equipment Set Up / Manual Handling Poor wiring Trailing Wires Slips/trips/falls Self / Employees Contractors Farmers/Attendees Electric Shocks Crushing injuries Strain/break 3 6 18 PAT Testing of equipment Layout in clean building Handling training/procedures Date & Venue:
1C Diesel Diesel engine vehicles Diesel-electric railway locomotive Diesel engines have long been used in large road vehicles and increasingly in cars. Around half of all new cars sold in Europe are now diesel powered. How a diesel engine works Diesel engines are a type of internal combustion engine, meaning that the burning of the fuel takes place inside the engine. Diesel fuel (unlike petrol) doesn’t need a spark to ignite it; a mixture of diesel fuel vapour and air will ignite simply by being compressed. Diesel engines are reliable and long lived. However diesel fuel enters air enters here air in cylinder crankshaft exhaust gases leave here cylinder piston connecting rod a range of polluting gases. They release less carbon dioxide than a petrol engine doing the same work, but the exhaust gases are carcinogenic (they cause cancer). Certain vehicles such as some railway locomotives and some buses which have diesel engines are actually `diesel-electric’. Instead of the diesel engine directly driving the wheels, as in a car, the engine drives a generator which produces electricity. The electricity then drives electric motors, which turn the wheels. In the engine, fuel is drawn in, mixed and compressed. It ignites, forcing the piston down the cylinder, making the connection rod turn the crankshaft. There will be several cylinders driving the same