zilongwang/ReadingBank huggingface dataset:
Changes: In the event of a major campus emergency, the above requirements, deadlines and grading policies are subject to changes that may be required by a revised semester calendar. Any such changes in this course will be posted as soon as they can be made available or obtained by contacting the instructor. In addition, I reserve the right to change assignments, add assignments, subtract assignments, and offer extra credit. Course Schedule: The following course schedule is broken into two parts, each with four units. The Exams will take place after each part. Any reference to the “Textbook” refers to Give Me Liberty! Reference to “Reader” refer to Voices of Freedom. Part I Unit # Dates and Assignments Readings Unit 1: Reconstruction and the Gilded Age Unit 1 Begins March 6, 12:00 a.m. Unit 1 Ends March 12, 11:59 p.m. Textbook: Chapters 15 and 16 Reader: Chapters 15 and 16 Unit 2: Imperialism, Capitalism, and Progressivism Unit 2 Begins March 13, 12:00 a.m. Unit 2 Ends March 19, 11:59 p.m. Quiz 1 Available March 16, 12:00 a.m. Due by March 19, 11:59 p.m. Textbook: Chapters 17 and 18 Reader: Chapters 17 and 18 Unit 3: The War to End All Wars and the World That Followed Unit 3 Begins March 20, 12:00 a.m. Unit 3 Ends March 26, 11:59 p.m. Textbook: Chapters 19 and 20 Reader: Chapters 19 and 20
The End of the Cold War and the Spread of Globalization Unit 4 Ends April 30, 11:59 p.m. History In Your Own Lives Assignment Due by April 26, 11:59 p.m. Exam 2 Available April 27, 12:00 a.m. Due by May 1, 11:59 p.m. Textbook: Chapter 27 Reader: Chapter 27
I gagged a little more before relaxing and letting it happen. I could feel my pussy throbbing and realised that I was about to cum again. Just then I felt James’s cock grow inside my mouth and it started jerking. “WTF” I thought; then felt this warm creamy substance come out of James’ cock. Some went down my throat and some stayed in my mouth. James stayed still for a minute then pulled out. Before I could spit or swallow, Sara told me to open my mouth and show her what was inside. “Well done James. You’ve just had Emily’s first blow job. Swallow it Em!” I moved James’s cum round my mouth and tasted it before swallowing it. After a few seconds I said, “I wasn’t expecting that. It tasted very much like what I’d read about. Can I do it again?” Sara laughed then told me that I would do it again soon; then she told James to leave. As we ate the pizza I thanked Sara for organising my first blow job. “That’s just the first of your firsts this week my girl. Welcome to Sara’s world.” I smiled then kissed her. When we’d finished, Sara took me up to her room. Spread out on her dressing table was her collection of dildos and vibrators. I was gobsmacked by the number of them, and the size of some of them. Some were huge. They never looked that big on the pictures on the internet. Pointing to the biggest one, I said, “How the hell do you get something that big inside you?” I asked. “Slowly!” She replied. Sara told me that before the week was out I was going to have every one of them inside me. “Not at the same time I hope.” I joked. I told Sara that I’d never owned a vibrator, so she selected one and told me to get on the bed. I did, and instinctively opened my legs wide. I knew that I was about to experience another first. I looked at Sara, slightly in anticipation, and slightly scared. Sara was sucking the vibrator. She grinned as she lowered it to my pussy. It touched my clit and I screamed. She held it there, and I fainted. When I came round Sara had moved the vibrator to inside my pussy.
DEPARTMENT OF ZOOLOGY GOVT. V.Y.T. PG. AUTONOMOUS COLLEGE DURG Approved syllabus for M.Sc. ZOOLOGY by the members of Board of Studies for the Sessions 2018-19 Syllabus and Marking Scheme for IIIrd Semester (2018 -2019) Paper No. Title of the Paper Marks Allotted in Theory Marks Allotted in Internal Assessment Credits Max Min Max. Min. I COMPARATIVE ANATOMY OF VERTEBRATES 80 16 20 04 05 II BIOSTATISTICS. 80 16 20 04 05 III ICHTHYOLOGY. 80 16 20 04 05 IV ANIMAL BEHAVIOUR. 80 16 20 04 05 V Lab Course I VERTEBRATES & BIOSTATISTICS. 100 33 04 IV Lab Course II ICHTHYOLOGY & ANIMAL BEHAVIOUR. 100 33 04 Total 520 80 28 04 Theory papers - 320 04 Internal Assessment - 80 02 Practical - 200 Total Marks - 600 Credits - 28
Week Topic Reading In-Class Activity Hand-in Assignment (Before class) 1 Entrepreneurship, and Idea Generation Identifying and Exploiting the Right Opportunity Forming teams (Description in Final Project) 2 Evaluating Opportunities Is it real? Can we win? Is it worth doing? How to pitch a brilliant idea Idea pitches (Description in Final Project) Sirtris Pharmaceuticals HBS Case (Only BB Submission. Submit this case analysis or one for Cork’d) 3 Founding Team, and Entrepreneurial Networks Assembling the startup team Collect seed fund (Description in Final Project) Cork’d HBS Case (Only BB Submission. Submit this case analysis or one for Sirtris listed above) 4 Business Plan How to Write a Great Business Plan (POCD framework) Note on the Business Model Analysis for the Entrepreneur Discuss business plan template Zipcar HBS Case (Only BB Submission) 5 Funding New Venture Financing How Venture Capitalists Evaluate Potential Venture Opportunities Updates: 120-second presentation each team 6 Industry Analysis The five competitive forces that shape strategy Industry analysis of your business 7 Wrap-Up A Note on Managing the Growing Venture Opportunity for teams to work on your business plan, and final presentation Hand In the Envelope (In class, & Description in Final Project) 8 Final Presentation Presentations: 10 minutes each team, with 5 minutes of Q&A (Description in Final Project) Final Presentation, and Business Plan (Only BB Submission)
Post 16 education below degree level: School/college attended (with dates) and location Qualifications achieved with subjects Grade awarded Year achieved Education at degree level and beyond Type of qualification (BA, BSc, BEd, Hons, MP, PH.D etc) University/college and subject title of qualification Class or Grade Year achieved
10%, we disagree with the ALJ’s calculation and recommended 8.65% DSIC rate increase. We note that while Act 11 established a formula for calculating the initial 5% DSIC, there is no established formula for calculating an increase above the 5% DSIC cap. However, as earlier stated, since Act 11 gives the Commission authority and the discretion to grant a waiver of the 5% DSIC cap, we will determine an appropriate increase from the 5% DISC cap under the circumstances in this case. In this regard, we acknowledge the Company’s disagreement with the ALJ’s recommended 8.65% DSIC cap and the Company’s argument that the Commission should reject the ALJ’s recommended calculation of the increase and, instead, consider the totality of all the factors in this proceeding. The Company suggests a DSIC cap increase that appropriately balances the interests of the Company and those of its customers, rather than adopting the ALJ’s recommended calculation. UGI-CPG Exc. at 7-8. In particular, UGI-CPG argues that the ALJ’s calculation and recommended increase of 8.65% DSIC cap rate would potentially encourage gamesmanship on the part of utilities and should therefore, be rejected. Id. UGI-CPG explains this potential gamesmanship on the part of the utilities with regard to a DSIC waiver request, as follows: . . . but applying the RD’s approach would provide a perverse incentive for utilities to start with a lower original LTIIP investment, and then adopt a higher percentage increase in order to manipulate the outcome of the methodology. For instance, a utility that showed a 60% increase in its original LTIIP and only a 20% increase in its modified LTIIP would receive a much lower DSIC rate cap than an identically situated utility that showed a 20% increase in its original LTIIP, and a 60% increase in its modified LTIIP. UGI-CPG Exc. at 8.
PENNSYLVANIA PUBLIC UTILITY COMMISSION Harrisburg, PA 17105-3265 Public Meeting held April 6, 2017 Commissioners Present: Gladys M. Brown, Chairman Andrew G. Place, Vice Chairman John F. Coleman, Jr. Robert F. Powelson David W. Sweet Review of Universal Service and M-2017-2596907 Energy Conservation Programs OPINION AND ORDER BY THE COMMISSION: By this Opinion and Order, we are initiating a comprehensive review of the entire Universal Service and Energy Conservation model. As discussed in more detail herein, because the Universal Service and Energy Conservation Programs are intertwined regarding design, budgeting, administration, reporting, and evaluation, we find that it is appropriate to incorporate the Commission’s current work on Low-Income Usage Reduction Programs (LIURPs) and energy affordability matters into this comprehensive review. The Public Utility Code (Code), requires the Commission to continue, at a minimum, the policies, practices, and services that were in existence as of the effective
such as agency, bicycle and fancy. g giant, ginger, giraffe, general, genius, gentle, geometry, gesture, gymnasium, gypsy, damage, danger, angel, digest, emergency, energy, engineer, imagine, intelligent, legend, magic, register, stranger, tragic Explain that when the letter <G> is followed by ‘E’, ‘I’ or ‘Y’, its sound is usually changed from a /g/ to a /j/ sound. For example, cabbage, giant and gymnast. This sound can appear either at the beginning or within a word. It is not normally found at the end of words Pretend to wobble a plate and say j, j, j (range of paper and online activities for children) Level 5 Spelling Sounds and Rules CfE Experience and Outcome I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.LIT 2-21a Spelling Sound Words from SWST List LEVEL 5 Notes for teaching Actions for sound Useful Websites Evaluation/Next Steps oi/oy choice, voice, rejoice, android, avoid, spoil, spoilt, toilet, ointment, joint, point, appointment, disappoint, anoint, noise, poison, annoy, convoy, destroy, employ, enjoy, voyage Remind children ways of writing /oi/ sound are ‘oi’ and ‘oy; Remind children that the /oy/ spelling is usually found at the end of a word. There are examples though, where it is within words such as royal and enjoyed. Cup hands around mouth and shout to another boat saying oi! Ship ahoy! au sauce, saucer, fault, haul, Autumn, trauma, haunt, launch, laundry, taunt, applause, August, because, cause, clause, pause, author Remind children ways of writing /au/ sound are ‘or’, ‘al’ (walk), ‘au’, and ‘aw’. Words given here all feature the ‘aw’ sound although spelt /au/ Put hands on head as if donkey’s ears pointing down and say OR (this comes from the ee or action) ea eager, appear, disappear, decrease, disease, increase, Remind children of ways of writing the long ‘e’ sound are /ee/ and Put hands on head as if ears on a donkey
reason, season, treason, breathe, creature, feature, defeat, repeat, retreat, treatment /ea/. Highlight that these words all contain the long sound which is spelled using /ea/. It can appear at the beginning or within a word. Emphasise that the ‘a’ is SILENT. and say ee. (This comes from the ee or action) ear early, earn, earth, earthquake, earthworm, heard, learn, pearl, rehearse, research, search, unheard, yearn Remind children of ways of writing the short ‘e’ sound are ‘e’, ‘eh’ and ‘ea’. Highlight that these words all contain the short sound /e/ which is spelled using /ea/. Compare with previous lesson which used same spelling but different vowel sound. Highlight difference between long and short vowels. Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh. (you will need to add your own wordlist here for children
RESOURCES: Extract from the Program Management Policy and Procedure Manual [000967] Refer to Key Words for each AQF Level AQF Level Level 5 Level 6 Level 7 Level 8 Level 9 Level 10 Key Words to use in Graduate Profile statements Undertake skills Undertake paraprofessional Apply Broad Coherent Apply Professional Highly Skilled Apply Advanced Specialised Expert Substantial New Knowledge Key Words for Each Course Level * Typical Programs Undergrad (AQF levels 5- 8 except Graduate Certificate and Graduate Diploma) PG (AQF Level 8 [Grad Cert, Grad Dip and 9 [extended and coursework] Research Higher Degrees (AQF 9 R and 10) Course Level 1000 level (Introductory) 2000 level (mid-program) 3000 level (senior) 4000/5000 level (advanced) 6000 level (postgraduate) 9000 level (RHD) Key Words to use in Proof of Learning Outcome attainment for each Graduate Profile statements Introductory Foundation Elementary Preliminary Growing awareness Basic Intermediate Mid-level Senior For 3 year programs: Capstone Specialised Advanced Capstone Advanced Capstone Expert Substantial New Knowledge *Note: 1000 (introductory), 2000 (mid program), 3000 (senior) and 4000 (advanced) level courses reflect the increasing levels of knowledge, skills, and the application of knowledge and skills expected in a course. Courses at higher levels will have assessment tasks that require a demonstration of greater depth and breadth of knowledge and greater complexity in skills. In general terms, assessment tasks at higher levels require more critical analysis, research skills and independent thinking than tasks at lower levels.
Class Level: 2 Topic: Health and Safety Estimated Class Length: 2 hrs Date: Lesson Objectives: Describe basic health concerns Know body part vocabulary Describe pain using the phrase: My ___hurts. Respond to the question What’s wrong? Language Skill Proficiency: Speaking Listening Reading Writing Materials and Equipment: Lyrics to “Head, Shoulders, Knees & Toes” Music/video for “Head, Shoulders, Knees & Toes” Body Vocabulary worksheet: Lyrics to Doctor, Doctor song Music video for Doctor, Doctor song Sentence Strips: Body Vocabulary Activity Plan Warm Up: Before class begins, display the lyrics to “Head, Shoulders, Knees & Toes” and display a picture of someone holding their head in pain (via the projector). Tell Ss they will learn a popular (children’s) song today. Play the song, “Head, Shoulders, Knees & Toes”. Demonstrate the movements while the song plays. Play the song a second time and invite the class to join you in acting it out. Introduction: Tell Ss, “My head hurts!” Point to your head. Repeat with a second body part. Write on the board: My ___________ hurts. Have Ss copy down the phrase and repeat. Presentation: Distribute the lyrics for the Doctor, Doctor song. Read the song to the class. Ask S volunteers to read each line in the song. Play the video for the Doctor, Doctor song. Have students follow along with the lyrics. Practice: Teach Ss the questions: What’s wrong? Tell Ss they will use the provided sentence strips to ask their classmates What’s wrong? S partner will respond to their classmate using the phrase My ___ hurts. Ss should point to the body part as they respond. Have Ss write down several examples and practice pronunciation. Evaluation: Play the music video for the Doctor, Doctor song a second time. Have students sing along with the lyrics, pointing to the appropriate body part as the video plays. Extension Activities: Have Ss list some common health problems Teach Ss about a 1-10 pain scale: 1-3 “little pain” 4-7 “some pain” 8-10 “lots of pain” Have Ss create flashcards for Body Vocabulary Play a Memory game to practice body vocabulary
Personal strengths assessment rubric – Level 7-8 Relevant element of the Achievement Standards Level 6 Level 8 Level 10 Personal and Social Capability By the end of Level 6, students ... describe the influence that personal qualities and strengths have on achieving success. … They identify and describe personal attributes important in developing resilience. By the end of Level 8, students ... use feedback to identify their achievements and prioritise areas for improvement. … They reflect on strategies to cope with difficult situations and are able to justify their choice of strategy demonstrating knowledge of resilience and adaptability. By the end of Level 10 students … evaluate personal characteristics, strategies and sources of support used to cope with stressful situations/life challenges. Assessment Rubric Category At level 6 students can: When progression towards level 8 students can: At level 8 students can: When progressing towards level 10 students can: At level 10 students can: Personal strengths describe their personal strengths describe the strengths that they admire in others describe their personal strengths and identify some strengths they would like to develop discuss strengths peers may admire in others explain their personal strengths and suggest personal strengths they would like to develop discuss strengths peers may admire in others and justify their reason reflect on different situations where their particular personal strengths could be beneficial compare and contrast which strengths are more/less important to them, their friends and family members evaluate their personal strengths and weaknesses and justify areas for further development evaluate which strengths are most important in their peers and suggest methods for improving these strengths Strategies to manage difficult or challenging situations describe how personal character strengths assist in managing everyday challenges and in achieving success discuss personal character strengths and in relation to a scenario suggest strengths which could be used to address a challenge compare and contrast personal character strengths and in relation to a scenario suggest and justify strengths that could be used to address a challenge reflect on a scenario describing a challenge or dilemma and explain how differing character strengths could impact on the outcome evaluate how character strengths could have a positive or negative influence in resolving dilemmas or challenging situations
THE UNIVERSITY OF NEWCASTLE FACULTY OF XXXX GRADUATE DIPLOMA IN XXXX– GRADUATE IDENTITY MAPPING AQF LEVEL 8 QUALIFICATION – Graduate Diploma TABLE 1: Program Outcomes (Graduate Profile Statements) and Graduate Identity Clusters PROGRAM OUTCOMES for GRADUATE DIPLOMA PROGRAMS GRADUATE IDENTITY CLUSTERS Academically Distinct ~ Career Ready Locally Engaged ~ Globally Aware Entrepreneurial Spirit ~ Socially responsible Upon successful completion of this program in the context of the XXXX students will have AD CR LE GA ES SR advanced knowledge within a systematic and coherent body of knowledge that may include the acquisition and application of knowledge and skills in a new or existing discipline or professional area cognitive skills to review, analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems cognitive skills to think critically and to generate and evaluate complex ideas specialised technical and creative skills in a field of highly skilled and/or professional practice communication skills to demonstrate an understanding of theoretical concepts communication skills to transfer complex knowledge and ideas to a variety of audiences demonstrated the application of knowledge and skills to make high level, independent judgements in a range of technical or management functions in varied specialised contexts demonstrated the application of knowledge and skills to initiate, plan, implement and evaluate broad functions within varied specialised technical and/or creative contexts demonstrated the application of knowledge and skills with responsibility and accountability for personal outputs and all aspects of the work or function of others within broad parameters … … … … TABLE 2: Generic Skills a. Oral and/or b. written communication
Outdoor Practical Skills Code: GB72CY035 Level: Two Credit Value: 2 ID: CDK100 Learning Outcomes Assessment Criteria Method Assessor Evidence The Learner will: The Learner can: Assessment Method Who will Evidence which will be Evidence reference
Assessment Methods: There is no assessment information available for this unit. Assessments used should be fit for purpose for the unit and learners, and generate evidence of achievement for all the assessment criteria. Assessment Information: AC1.1 A minimum of three sessions showing links to learners’ needs. AC1.2 A minimum of three sessions. AC1.3 Established through a minimum of three observations of Forest School participants. ESDGC Assessor Requirements: There is no information regarding specific assessor requirements for this unit. Centres should select assessors who are trained in assessment, and who have subject specific competence to assess at this level. Learner Signature: Date: Tutors Comment: Date Marked: To successfully complete this course you will need to work closely with a qualified Forest School Leader. If the person you are planning to work with is still a Level 3 trainee, please inform your tutor. Please could the Forest School Practitioner give the following information for our records:-
Personal strengths assessment rubric – Foundation Level Relevant element of the Achievement Standards Foundation Level 2 Personal and Social Capability By the end of Foundation Level, students... recognise personal qualities and achievements by describing activities they enjoy at school and home, noting their strengths By the end of Level 2, students ... identify and describe personal interests, skills and achievements and reflect on how these might contribute to school or family life. Health and Physical Education By the end of Foundation Level, students recognise how they are growing and changing. By the end of Level 2, students... recognise how strengths and achievements contribute to identities Assessment Rubric Category Progressing towards Foundation students can: At Foundation students can: Progressing towards level 2 students can: At level 2 students can: Identification of personal strengths identify some things they can do well name some personal strengths match a picture of a personal strength to a word (for example brave or kind) identify some strengths they use at school or at home provide an example of what a personal strength (for example being brave or kind) looks like describe key strengths they use at school or at home provide examples of personal strengths in action at home or school
Facility Name and Location DEQ ID# Direction (N,S,W,E) Tank Size, Content & Status Hazardous Substance Incidents The OSFM hazardous substance incident database includes ___ incidents within or adjoining the Project Corridor. The _____ incident is unlikely to impact the Project because ______. OR The ____ release may pose a threat to the Project because ______. Incident Location OSFM ID# Distance (Miles) Direction (N,S,W,E) Release Description Resource Conservation and Recovery Act (RCRA) Generators RCRA generators are facilities that generate or store hazardous waste. DEQ lists ____ RCRA generators adjoining or within the Project Corridor. These facilities are unlikely to impact / could impact the Project because _____. Site Name and Location EPA ID# Direction (N,S,W,E) Generator Status* * CEG or VQG – conditionally exempt generator (less than 220 pounds/month) SQG – small quantity generator (220 – 2,200 pounds per month) LQG – large quantity generator (more than 2,200 pounds per month) TSD – treatment storage and disposal facility Additional Research [Optional] Based on the information developed during the HazMat Corridor Study, ODOT HazMat recommended conducting additional research. - explain why and what research.... The sections below summarize the results of this research. Property Title Search ODOT HazMat reviewed property ownership records for select properties at the registry of deeds. or ODOT HazMat contracted ____ to conduct a title search for select properties within the Project Corridor. The deed search identified the chain of ownership set forth below. Property Dates Ownership November 1990 – Present Jo’s Convenience Stores
17. ............. are three books on the desk. A. They B. There C. This D. Where 18. A woman says to you, “Can I take your order?” Where are you? A. At the hospital. B. In a classroom. C. In a clothes shop. D. In a restaurant. Read this text to answer questions 19 to 23. Mr Wilkins works in a bank and his wife is a shop assistant. They live in a big house in the country and they’ve got two children, Katie and Mark. The children usually walk to school because it is only half a mile from their home. But, if the weather’s bad, Mrs Wilkins drives them to school. 19. Where does Mrs Wilkins work? A. In an office. B. In a shop. C. In a bank. D. At a school. 20. Mr and Mrs Wilkins live ................. . A. in a town B. in a city C. in the country D. in a flat 21. Mark is Katie’s .................. . A. brother B. son C. mother D. daughter 22. The children walk to school because ................... . A. they take the bus B. it isn’t far C. it’s a long way D. they can’t walk 23. When the weather’s bad, the children ................... . A. walk to school B. don’t go to school C. take the bus to school D. go to school by car
32. I ............ like maths very much. It’s boring. A. don’t B. often C. do D. haven’t 33. “........... always have bacon and eggs for breakfast?” “No, only on Sundays.” A. When do B. Do you C. Are you D. Don’t 34. “One” rhymes with “...............”. A. soon B. fun C. brown D. on 35. Find the word that isn’t associated with these words: arm, foot, knee. A. head B. hand C. sock D. nose 36. There aren’t ............. in the shop. A. orange juice B. any people C. some fruit and vegetables D. a bottle 37. The ............. is the name of a river. It goes through London. A. Oxford B. Channel C. Piccadilly D. Thames 38. “Hello” doesn’t rhyme with “..................”. A. low B. know C. cow D. go 39. Mike speaks very fast and you don’t understand him. What can you say? A. Sorry? Can you repeat, please? B. Can you understand? C. Please excuse me. D. What’s this?
4 Surface water or GWUDI treatment issues CT not met at all times Y N Spikes in raw or filtered water turbidity Y N Alarms and auto shutdowns are not properly set or functioning. Y N 5 Tank(s) storage, clearwell, backwash return: Proceed to section 6 if there are no tanks. Openings in tank roof that rain water can enter Y N Rodents, birds, insects or other unexpected materials inside tank Y N Tank air vents are not properly screened to prevent insects from entering. Y N Hatches or access ladders left unlocked Y N For redwood tanks, signs of birds/animals burrowing or nesting into the tank Y N root intrusion, for underground tanks Y N 6 Distribution system Low pressure transmission lines Y N Dead end lines Y N Interties with non-potable water systems or sources (even if valved off) Y N Any certified backflow prevention devices not tested in the previous calendar year. Y N 7 Sample site and sampling procedures Is there a written sampling procedure and was it followed? Y N Sample sites are not the ones identified in the approved bacteriological sample siting plan. Y N Sample taps are wet, leaking or dirty Y N The sample collector was not properly trained Y N Were sample bottles delivered to the lab in a cooler and within allowable holding time? Y N Is there a seasonal pattern in positive samples when reviewing historical monitoring? Y N 8 Other Y N
9:00 am –10:00 am Assessing Violence Factors: Predatory vs. Affective Violence Predisposing Factors Violence Inhibitors Precipitating Factors Environmental Solutions 10:00 am –10:15 am Break 10:15 am –11:30 am Stress Levels and Interventions: Normal Moderate Severe Panic Maintaining Rapport Debriefing Incidents 11:30 am –12:15 pm Reporting: Behaviors to Report Sexual Behaviors to Report Reporting Mechanism Disruptive Behavior Committee Patient Record Flags 12:15 pm –12:30 pm Summary, Q & A 12:30 pm Adjourn Faculty and Planning Committee Listing * Denote planning committee + Denotes faculty *Sidney Davis, Ph.D. Psychologist James A. Haley VA Medical Center Tampa, FL Planning Member for APA *Frank Denny Director, Occupational Safety and Health VA Central Office Washington, DC *Don Farris, MS Vocational Rehab. Specialist Dublin VA Medical Center Dublin, GA *Tim Grant, RN Registered Nurse Columbus VA Medical Center Columbus, OH
*Sarah Hansel, Ph.D. Psychologist VA Maryland Health Care System Loch Raven CBOC Baltimore, MD * Lauran Hardy, MA Education Specialist PMDB Project Manager St Louis Employee Education Resource Center St Louis, MO *Michael Hodgson, M.D. Director, Occupational Health Programs VA Central Office Washington, DC *+ Scott Hutton, RN, Ph.D. Nurse Manager, Nursing Cincinnati VAMC Cincinnati, OH Planning Member for ANCC *Laurent S. Lehmann, MD Assoc. Chief for Psychiatry & Coordinator for PTSD Programs VA Central Office Washington, DC *Barbara Morgan, Ph.D. MHC Administrative Director Oklahoma City VA Medical Center Oklahoma City, OK *Jerry Pruitt, ACSW Social Worker Gainesville VA Medical Center Gainesville, FL Planning Member for ASWB, NBCC, CA BBS *+ Kelly Vance, MD Attending Physician Lexington VA Medical Center Lexington, KY Planning Member for ACCME/ ACCME NP *Lynn Van Male, PhD Director, VACO Prevention & Management of Disruptive Behavior Program VA Central Office Portland, OR EES Program Staff for Trace Code: Lauran Hardy, MA Education Specialist, PMDB Project Manager St. Louis Employee Education Resource Center St. Louis, MO Mary Chandler Project Support Assistant Employee Education Resource Center St. Louis, MO Deadline Date Face-to-Face Conference: Please register by on . Information on participation may be obtained from , Project Manager, Employee Education Resource Center, phone: , or e-mail: .
Read this text to answer questions 19 to 23. Jeff finished his lunch and asked, “Do you want to come to my house after school, Ryan? We can play my new video game.” ”Great,” said Ryan, “but I can’t stay long. It’s my grandmother’s birthday today and she and Grandad are coming to dinner.” “How old is she?” asked Jeff. “Well, she tells everyone she’s 59,” said Ryan, “but I know she’s older than that!” 19. Jeff and Ryan are probably .................. . A. in the gym B. in the school canteen C. at Jeff’s house D. playing football The correct answer is B. Jeff and Ryan are probably in the school canteen. 20. What does Jeff want to do after school? A. Do his homework. B. Go to Ryan’s house. C. Play a new video game with Ryan. D. Have dinner with his mother. The correct answer is C. Play a new video game with Ryan. 21. After school, Ryan is going to .................... . A. go to the cinema with Jeff B. go home immediately C. watch TV with Jeff D. go to Jeff’s house The correct answer is D. After school, Ryan is going to go to Jeff’s house . 22. What’s happening at Ryan’s house this evening? A. Nothing. His parents are going out. B. It’s his Mum’s birthday party. C. His grandparents are coming to dinner. D. Ryan is celebrating his birthday. The correct answer is C. His grandparents are coming to dinner. 23. How old is Ryan’s grandmother? A. Fifty-nine. B. Over 59. C. The same age as his mother. D. Under 59. The correct answer is B. Over 59.
RFU COACH EDUCATION COURSE APPLICATION FORM – LEVEL 3 Please complete this form on a PC: tab between the boxes, and print & sign when complete. Send this application along with: Confirmation from your club/school that you are Head Coach/Programme Leader in the XV a side game (essential if you are to demonstrate all competences) Evidence of attendance at two of the following CPD Courses: Player profiling, Planning & Periodisation, Game Planning, Goal Setting, Performance Analysis (Look at local training programmes for details) Completed Player Profiling task using template provided for 4 positions (Loose Head Prop, Open Side Flanker, Scrum Half, Left Wing) Full Coaching CV Video clips of your coaching will be uploaded by you to an RFU microsite – details of how to do this will appear on the website in the New Year Completed applications should be sent, along with other course application requirements, to Lisa Sketchley/Adele Steer at and Please complete all boxes – applications will be returned to you if information is incomplete or illegible. Financial Implications for applicants not attending courses If an applicant does not attend the course or gives less than 48 hours’ notice then no refund will be given. If an applicant gives between 2 and 14 days’ notice, the applicant can be relocated to another course providing they pay a £25 administration charge; there will be no refund. If an applicant gives more than 2 weeks’ notice, they can be offered either relocation to another course at no charge, or a refund of 75% of the course cost. Nature of the Coaching Courses Attendance on coaching courses will require some practical involvement to assist the coaching process. Please raise any issues that could affect your health with either the administrator, or your Coach Educator on arrival at the course. 1. Course Details - Please complete all boxes Please Select Course Level 3 Coaching Rugby Union Course Venue 2. Please tick the role(s) that reflect(s) your involvement & give the name of the club / school & CB Teacher Student Name of School Club Youth Team Coach Other Name of Club Club Adult Team Coach Representative Coach Constituent Body (e.g. Leicestershire) 3. Personal Details- Please complete all boxes First name Surname Gender Date of Birth DD/MM/YYYY Age Full Address Postcode Home Tel. No. Mobile Telephone No. Email Address Correspondence for this course & the coaching newsletter will be sent by email Name & Contact No. in case of emergency
9. “.............. friends have you got on Facebook?” “About 200.” A. Are there B. How many C. A lot of D. How much 10. In the street, an old lady asks you, “Can you help me across the road?” What can you say? A. Of course. B. Thank you. C. Don’t make a fuss. D. Are you busy? 11. Which city is not in the United Kingdom? A. Dublin B. Edinburgh C. Cambridge D. London 12. I ............ my emails before I went to school. A. read B. write C. send D. look at 13. .............. like to go shopping in London this weekend? A. Must you B. Do you want C. Can you D. Would you 14. You see a sign that says, “Mind your head”. What does this tell you? A. You mustn’t worry. B. The ceiling is very low. C. You must think carefully. D. You must put your hat on. 15. Mrs Blake rang the dentist. “Can my son come and see you this morning?” she asked. “He’s ............... a tooth.” A. broken B. breaking C. broke D. braked 16. In the 18th century, there ............... telephones. A. didn’t have many B. weren’t any C. had some D. wasn’t much
32. In British politics, an MP is a .................. . A. Master of Politics B. Monarch in Power C. Member of Parliament D. Manager of the Party 33. Rita looks awful in that red dress. She really .......... that colour. It doesn’t suit her. A. mustn’t carry B. has to have C. shouldn’t wear D. should buy 34. The policeman ........... of his car and walked slowly towards the building where the robbers were hiding. A. left from B. got out C. stood up D. turned off 35. Find the right title for this “family” of words: storm, lightning, fog. A. The summer B. The weather C. Cooking D. City life 36. Which sentence is true? A. Britain is not a member of the EU. B. Queen Elizabeth II was born in 1819. C. The Normans invaded England in 1066. D. Sherlock Holmes was a real detective. 37. “How do you say 3.2%?” “Three ............. two per cent.” A. point B. dot C. comma D. stop 38. Grace tells Lisa, “You get on my nerves.” What does Grace mean? A. Lisa is Grace’s best friend. B. Lisa likes the same things as Grace. C. Lisa is very annoying. D. Lisa is very angry. 39. “You looked tired when I saw you last month. But now you look relaxed. .............................. on holiday?” A. Have you been B. Were you gone C. Have you gone D. Have you had
Appendix A Year & No. of months counselling occurred Client hours (only include hours worked) Nature & Setting of Counselling Work Individual/equivalent Supervision hours Supervisor Details (name/address & qualifications) Per month Total per year Per month Per year 2018 2017 2016 2015
SAMPLE THESIS/DISSERTATION TABLE OF CONTENTS Using APA 6th Edition and UWF Thesis & Dissertation Guide CHAPTER I. INTRODUCTION 1 A. Defining Personality 3 B. Emergence of the “Big Five” 5 C. Applied Personality Research 10 1. Organizational research 10 2. Aviation research 11 a. Birds 12 b. Planes 13 i. Boeing 14 ii. McDonnell-Douglas 15 If your departmental style guide is APA 6th edition, then the table of contents for your thesis/dissertation should be set up like the example above. Note that you will follow the UWF Thesis and Dissertation Guide for your chapter headings. Consider everything that follows the chapter heading to be a Subsection. Follow the APA 6th edition guidelines for your subsections. If your paper has one subsection, use APA Level 2 (see APA Manual, p. 62). If your paper has two subsections, use APA Levels 2 and 3 (see APA Manual, p. 62). If your paper has three subsections, use APA Levels 2, 3, and 4 (see APA Manual, p. 62). If your paper has four subsections, use APA Levels 2, 3, 4 and 5 (see, APA Manual, p. 62). Do not bold or italicize the headings in the Table of Contents. Use title case for Level 2 headings and sentence case for Levels 3, 4, and 5 in the Table of Contents.
Slide 16 To summarize what has been presented in this lecture, I first talked about the different levels of measurement: nominal, ordinal, interval, and ratio. I provided several examples of each type of measure. I talked about the different properties for these different levels of measurement in terms of ranking items, the distance between intervals, and knowing whether or not there’s a meaningful zero point. In other words, I talked about order, distance, and origin. I closed by briefly discussing the statistics that are appropriate for these different levels of measurement. I hope that you understand the decisions you make regarding your questionnaires, in terms of the levels of measure, will have implications when you’ve entered the data into a computer and begin to analyze it. If you insist on using rank-order measures, then you won’t be able to say something like ‘the average rank for item #1 was such and such and the average rank for item #2 was so and so’, because that requires you to compute a mean for ordinal data and that’s statistically problematic.
http://www.cimt.org.uk/projects/mepres/book9/bk9_14.pdf Space and shape Calculating perimeter and area measurements (squares, rectangles, and parallelograms including rhombus, trapezoids, and triangles) (3 pages) Establishing measurements (circumference, area, radius and diameter) for a circle from known variables Basic sampling techniques and sampling distributions. Tabulation techniques, and creating and interpreting charts and graphs. This should involve constructing, reading and interpreting tables, charts and graphs Sources of error Sampling http://www.bbc.co.uk/education/guides/zfg7hyc/revision Probability: limited to an understanding of the basic expressions and forms of representation of chance (e.g. tree diagrams) and the associated terminology Probability http://www.cimt.org.uk/projects/mepres/book9/bk9_6.pdf http://www.cimt.org.uk/projects/mepres/book9/bk9i6/bk9_6i2.html Data transformation, curve fitting, measures of centre and dispersion. Measures of location and spread would include: raw and grouped data; discrete and continuous data; mean, median and mode; upper and lower quartiles, inter-quartile range, and standard deviation Mean, median and mode are measures of central tendency. They can summarise scores with a single number. Range, variance and standard deviation are measures of dispersion. These give you an idea of the spread. Data Analysis http://www.cimt.org.uk/projects/mepres/book9/bk9i16/bk9_16i1.html http://www.cimt.org.uk/projects/mepres/book9/bk9i16/bk9_16i2.html
Use of calculators to find: mean, standard deviation, sum of values, correlation co-efficient, linear regression co-efficient. Use of spreadsheets to record data in tables; calculate values from data; plot graphs; draw statistical diagrams; calculate statistical measures If you can’t use a calculator how can you find out how to use one? (first few sections) (v straightforward intro) Normal distribution http://www.cimt.org.uk/projects/mepres/alevel/stats_ch8.pdf Appropriate formulae to solve practical problems such as perimeters, areas and volumes of compound shapes Area and Area, perimeter and volume http://www.cimt.org.uk/projects/mepres/book9/bk9i9/bk9_9i4.html Rearrangement of basic algebraic expressions: collecting terms, expanding brackets and extracting common factors and finding the value of an unknown Formulae Algebraic manipulation http://www.cimt.org.uk/projects/mepres/book9/bk9_11.pdf http://www.cimt.org.uk/projects/mepres/book8/bk8i8/bk8_8i3.htm http://www.cimt.org.uk/projects/mepres/book9/bk9i11/bk9_11i3.html
Templates provided are to assist preparation of supporting evidence and represent the preferred format; however applicants may adjust or add to sub-headings as required and within the advised word limit. Section 4.1: Professional Folio – Learning and Teaching Summary of Major Learning and Teaching Responsibilities and Initiatives (up to 500 words) Word Count: Learning and Teaching Quality and Impact Indicators (Verifiable Outcomes) List any significant outcomes of your work (this may include external awards, publications, invited presentations or internal influence and impact on curriculum, assessment etc). Year Teaching Quality and Impact Indicators Learning and Teaching Collaborations Year Formal Teaching Contact List most recent first. Year/ Semester Course Code/ Name Credit Points % Contribution to Unit (not including preparation time) Other Data (include class sizes, mode of teaching, role – course/program developer, course/program coordinator, lecturer, tutor) Research Supervision of HDR/Honours students Student Name Type of Degree # Current Student (Y/N) Completed Student (Y/N) Years Role ##
Yes, for some 65 32% No, not for any 109 54% Total respondents 203 100% Not answered 43 Of the 109 who responded to this question with “No, not for any” 45 of these indicated that they had not made a contact / referral 7. Have you ever had to use the levels of need guidance to challenge the decision making on the outcome of a contact/referral? Number of respondents Per cent of respondents Yes 38 17% No 184 83% Total respondents 222 100%
validity of the study. Quality measures and outcomes are then used to apply this evidence to our individual practice. Majid, Foo, Luyt, Xue, Yin-Leng, Yun-Ke, and Mokhtar (2011) identifies that nurses are becoming more involved in patient care decisions and application of EBP is the best way to make informed judgment’s and appropriate changes to meet patient’s needs (p. 2). “To effectively apply the EBP process, in addition to the basic skills required to undertake nursing work, a nurse must have the ability to: (1) identify knowledge gaps, (2), formulate relevant questions, (3) conduct an efficient, literature search, (4) apply rules of evidence to determine the validity of studies, (5) apply the literature findings appropriately to the patient’s problem, and (6) appropriately involve the patient in the clinical decision making.”(Majid et al, 2011. p. 2). Nurses should use thorough and quality evidence when making practice changes, suggesting process improvements, and creating standards of practice to increase the quality and safety of patient care that is delivered. “Evidenced based clinical practice guidelines have the potential to dramatically improve patient care, health outcomes, and organizational/system performance. When developed rigorously and implemented consistently, they can achieve their purpose of improving healthcare quality and patient outcomes” (Melnyk & Fineout-Overholt, 2011. p. 201). The American Nurses Association (2009) maintains that a standard for advanced practice nurses is incorporating nursing research into practice” (p. 41). The nursing theorist, Barbara
Positive coping assessment rubric – Level 1-2 Relevant element of the Achievement Standards Foundation Level 2 Level 4 Personal and Social Capability By the end of Foundation Level, students identify and express a range of emotions in their interactions with others By the end of Level 2, students show an awareness of the feelings and needs of others. By the end of Level 4, students explain the consequences of emotional responses in a range of social situations. Health and Physical Education By the end of Foundation Level, students … identify and describe the different emotions people experience…They demonstrate, with guidance, practices to keep themselves safe and healthy in different situations and activities. By the end of Level 2, students… understand how emotional responses impact on others’ feelings…They select strategies at home and/or school to keep themselves healthy and safe... By the end of Level 4, students ... investigate how emotional responses vary … They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community. Category At Foundation students can: When progressing towards Level 2 students can: At Level 2 students can: When progressing towards Level 4 students can: At Level 4 students can: Expression of emotions identify and describe the emotions of people in their story identify how actions can impact on the emotional responses of the people in their story identify and describe how actions can impact on the emotional responses of people in their story identify some consequences of emotional responses for peer or family relationships explain how emotional responses to behaviours and experiences may be different explain the consequences of emotional responses for peer and/or family relationships Strategies for managing emotions identify some actions they could use to assist a friend with guidance practice a strategy that could be used to respond to anger identify some relevant actions they could use to assist a friend experiencing specific emotions practice a strategy that could be used to respond to anger identify relevant actions they could use to assist a friend experiencing specific emotions select helpful strategies to respond to anger identify and describe how actions they could use to assist a friend are relevant to some emotions select and demonstrate one strategy for managing anger identify and describe how actions they could use to assist a friend are relevant to specific emotions select and demonstrate strategies that could be used to successfully manage anger
Problem-solving assessment rubric – Levels 1-2 Relevant element of the Achievement Standards Foundation Level Level 2 Level 4 Personal and Social Capability By the end of Foundation Level, students … begin to identify and practise basic skills for including and working with others in groups. By the end of Level 2, students … describe their contribution to group tasks. They practice solving simple problems. By the end of Level 4, students … describe factors that contribute to positive relationships with peers, other people at school and in the community. Critical and Creative Thinking No Achievement Standard for Foundation Level. By the end of Level 2, students … demonstrate and articulate some problem-solving approaches. By the end of Level 4, students … select and apply a range of problem-solving strategies. Assessment Rubric Category At Foundation Level students can: When progressing towards Level 2 students can: At Level 2 students can: When progressing towards Level 4 students can: At Level 4 students can: Understanding cooperation identify cooperation skills necessary for working with others in groups identify and use cooperative skills in group tasks demonstrate ways to be cooperative with others on group tasks recognise examples of cooperative behaviours in the classroom describe actions that contribute to cooperation in the classroom Problem-solving approaches suggest one way they might solve a problem demonstrate (through role play) a strategy that they could use to solve a problem identify multiple approaches to solving a problem demonstrate (through role play) different approaches to solving a problem describe different approaches to solving a problem demonstrate (through role play) different approaches to solving a problem and suggest which approach would be better to use suggest a range of strategies to solve a problem and select one that they think is most appropriate to the situation apply a strategy to solve a real problem and reflect on its success