zilongwang/ReadingBank huggingface dataset:
Introduction Kidney disease is a serious, long-term medical condition that touches the lives of many New Zealanders, but to the average person it is a confusing and complex subject. It can be seriously frightening for a person to learn from their doctor that their kidneys have stopped working properly, and that they may soon need dialysis treatment and perhaps a kidney transplant. It takes time for the news to sink in – and once it has, the first request a patient makes is usually for more information. There is such a lot to learn. It takes months – and sometimes years – to come to terms with kidney disease and its effects on individuals and families. These days there are many sources of health information. The internet provides a lot of advice, some of which is useful and some of which is not. Other information may come from magazines, newspaper articles or conversations with friends. It can be hard to sort out the facts from the folklore. Living with Kidney Disease provides a source of authoritative, accurate information for New Zealand kidney disease patients and their families. This edition of the handbook takes into account recent advances in the diagnosis and management of chronic kidney disease. If you or a member of your family are coming to terms with chronic kidney disease, then this handbook is for you. We hope that it will answer many of your questions, and will help you to continue to enjoy a full and happy life. One of the most important members of your health care team is you. The other members of the team rely on you to raise the questions and explore the health issues that are particularly important to you. As you read this handbook, it might be a good idea to make a note of any questions you would like to ask your team.
Strategy (method or activity) Action Timeline $ Req Lead Role Partners Maintain regular contact with RHA rep to ensure this remains a priority. Sign off on contract with RHA Sep 2015 N/A Margaret IERHA Finalize letter from GMCC re parking lot to facilitate the mobile medical unit Aug 28 2015 N/A Roberta GMCC Representative should continue to attend the Community Health Committee meetings Contact Blair Skinner (Mayor of Pinawa) for tips on working with RHA Monthly meetings N/A Margaret Figure out proposed communication strategy in partnership with IERHA Invite Director to AGM Sep 13 2015 N/A Margaret IERHA Meet with Communications Director at IERHA Oct 15 2015 N/A Margaret IERHA Finalize our own communication strategy Oct 30 2015 In Kind Margaret Community Groups Ensure facility is open and someone is onsite during mobile medical unit visits (Thursday – roughly 9:30-4:30 pm) Establish a volunteer list in conjunction with GMCC maintenance (may be a paid or unpaid person) Nov 1 2015 TBD ? Membership Develop a schedule in conjunction with the volunteer list Nov 1 2015 N/A
etc.) or outcome (increase, decrease, improve, etc.) based. were seeking in your objective. Priority: _____________________________________________________________________________________________________________ Objective Describe the target, deliverable, or outcome your efforts/actions are intended to attain or accomplish. Objectives are SMART – Specific, measurable, achievable, realistic/relevant, and timed. Objectives can be process (develop, Progress Report Highlight progress made and the corresponding timeframe. Evaluation Were your strategies implemented successfully and was the objective (desired result) achieved? Describe any variances from the intended objective to the actual results.
Why doesn't Blanca want Claudia and Roberto to elope? What does this show about her character? Why is it important to Bodega to have Vera confront her husband? Why do you think Chino gives the ring to Bodega? How does Chino find out who killed Salazar? Round 9 What makes Ortiz the "good cop" and DeJesus the "bad cop"? Do you think police interrogations are fair? How might they violate a person's rights? Write about an experience dealing with the police or your view of police interrogations or harassment. Round 10 Why does Blanca leave?
Living Things Video Worksheet – Scoring Guide 1. d 2. b 3. b (2 choices) 4. B (3 choices) 5. A (3 choices) 6. C (3 choices) 7. c (3 choices) 8. a (2 choices) 9. a (3 choices) 10. b (3 choices) 11. b (3 choices) 12. b (3 choices) 13. b (2 choices) Scoring Guide 10-13 – 3 6-9 – 2 1-5 – 1 0 – 0
University of St Andrews (2017) Commuter students, University of York (2017). "Local and commuting students."https://www.york.ac.uk/students/support/off-campus-students/ Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology. M. P. Zanna. New York, Academic Press. Whalen, J., Clarke, C.and Laber V., (2016) Our Sector: Understanding Commuter Students, ChangeSU Report for Liverpool John Moores University. http://www.changesu.org/?p=608 Wojtas, O. (2014). Making sure the locals feel part of the community. Times Higher Education Student Experience Survey
Living Environment Final Bingo Words and Definitions Hypothesis educated guess, prediction Control Group experimental setup used for comparison purposes. Dependent variable that is measured to determine the effect of the independent variable has in an experiment. Independent variable that is manipulated or changed in an experiment; the factor that affects the dependent variable. Asexual type of reproduction involving ONE parent or cell; offspring genetically IDENTICAL. Sexual type of reproduction involving TWO parents or cells; offspring genetically UNIQUE. Respiration chemical process that converts glucose into ATP/energy; takes place in the MITOCHONDRIA. Carbohydrates sources of stored energy (polysaccharides/complex sugars/starch). Glucose sources of immediate energy (monosaccharide/simple sugar); product of photosynthesis; regulated in the human body. Proteins composed of amino acids and used for growth and repair of cells and tissue (polypeptides). Organic compounds composed of the elements carbon AND hydrogen (glucose - C6H12O6). Stomates tiny opening in leafs that control the passage of gases (CO2 and O2) into and out of the leaf; maintains homeostasis. Homeostasis the maintenance of a stable, internal environment. Mitochondria site of respiration and ATP production in a cell. Cell Membrane controls the passage of substances into and out of the cell, maintains homeostasis. Nucleus control center of a cell; location of DNA ---> genes ---> chromosomes. Chloroplast site of photosynthesis and glucose/sugar production in a plant cell; a form of autotrophic nutrition.
Name: ________________________________________ Core __________ Date ___________________ LIVING ON ONE DOLLAR Briefly explain Chris and Zach’s project. Where will they go? How long will they stay? Why are they doing it? How many people in Guatemala live in poverty? Does this number surprise you? How do the people get their water in this village? In addition to poor nutrition, what are some of the other discomforts that people in this village face? What percentage of kids can’t finish grade school? What are some of the reasons they have to quit? How do the children contribute to the household expenses of their families? Describe Antonio’s family. Who is included? How much money do they have to manage their family on? What was Rosa’s dream for her future?
Question 1: Building the Plan Please specify which GEP you’ve selected and market. Considering the goals, target audience and Corp campaign guidance, what marketing mix would you recommend to execute this GEP in your market? Indicate the various engine-specific activities, journey stage, and budget allocation (% by activity) in the template below. Describe some of the activities under each of the specified-engines. What is cadence of each of these activities (i.e. monthly recurrence, always on)? Instructions: Please fill out the GEP Template and add additional feedback below. GEP Name: <Insert Name> GEP Area: <Insert Area> What is cadence of each of these activities (i.e. monthly recurrence, always on)? <Please Describe> GEP TEMPLATE GEP Engines Activities Journey Stage Investment Corp Digital Demand <Insert All Planned Activities Here> N/A Events <Insert All Planned Activities Here> Other <Insert All Planned Activities Here> Field Digital Demand <Insert All Planned Activities Here> <Allocate an Investment % to each Engine> Events <Insert All Planned Activities Here> <Allocate an Investment % to each Engine> Social <Insert All Planned Activities Here> <Allocate an Investment % to each Engine> Partner Activities <Insert All Planned Activities Here> <Allocate an Investment % to each Engine> Depth Activities <Insert All Planned Activities Here> <Allocate an Investment %
List the Situation Cards chosen from most easy to least easy. Situation number Set an “x” in the circle for traffic light rating Importance rating Describe the situation What do you do to manage in this situation? What other strategies could you use? Who else could help?
Pour jouer comme Little et Big A savoir par cœur Beauty and the Beast You will meet me here every night for dinner. And Beauty… Yes ? Will you marry me ? Marry you ? You are a beast. I can’t marry a beast. Then good evening…until tomorrow. Three little pigs Little pig ! Little pig, let me come in ! Not by the hair of my chiny chin chin. Then I will huff and I will puff and I will blow your house down ! Je dois savoir utiliser… Je dois connaître le lexique… Beauty and the Beast
Conference on Intelligent Robots and Systems, Beijing, China, pp. 5183-5188. [2]. K.W. Kwok, S.M. Wong, & K.W. Lo, Y. Yam, GA-based Stroke Generation for Replication of Chinese Calligraphic Character. Proc. of IEEE Conference on Evolutionary Computation, IEEE World Congress on Computational Intelligence, Vancouver, BC, Canada, pp. 3802-3809. [3]. K.W. Kwok, Y. Yam, K.W. Lo, 2005, Vision System and Projective Rectification for A Robot Drawing Platform. Proc. of the 2005 International Conference on Control and Automation(ICCA’05), Budapest, Hungary, pp. [4]. Salman Yussof, Adzly Anuar, Karina Fernandez, 2005, Algorithm for Robot Writing using Character Segmentation. The 3rd International Conference on Information Technology and Applications, Sydney, NSW, vol. 2, pp. 21-24. [5]. Fenghui Yao, Guifeng Shao, Jianqiang Yi, 2004, Extracting the trajectory of writing brush in Chinese character calligraphy. Engineering Applications of Artificial Intelligence”, 17(6), pp. 631-644. [6]. Fazhong shi, 2001, Computer-Aided Geometric Design and NURBS, Higher Education Press, Beijing, China, pp. 288-289, 2001. [7]. Woodward C D, 1988, Skinning techniques for interactive B-spline surface interpolation. Design. 20(8), pp. 441-451.
SCHEDULE 1. PARTNERS: xxxxxxxxxxxxxxxxxxxxxxx and xxxxxxxxxxxxxxxxxxxxxxx 2. PARTNERSHIP BUSINESS: xxxxxxxxxxxxxxxxxxxxxxx 3. STARTING DATE: xxxxxxxxxxxxxxxxxxxxxxx 4. PARTNERSHIP NAME: xxxxxxxxxxxxxxxxxxxxxxx 5. PLACE OF BUSINESS: xxxxxxxxxxxxxxxxxxxxxxx 6. PERCENTAGE OWNERSHIP: xxxxxxxxxxxxxxxxxxxxxxx DATED the XX day of XX 20 XX SIGNED SEALED AND DELIVERED by: xxxxxxxxxxxxxxxxxxx in the presence of: xxxxxxxxxxxxxxxxxxx SIGNED SEALED AND DELIVERED by: xxxxxxxxxxxxxxxxxxxxxx in the presence of: xxxxxxxxxxxxxxxxxxx This deed is to be executed under seal by all partners
SCHEDULE 1 – DESCRIPTION OF SERVICES 1. There is room for innovation regarding the scope and structure of individual pre-employment projects, however, all pre-employment projects must include the provision of the following key services: Required Service Description of Required Service (a) Training The pre-employment project must provide participants with training that is specifically tailored to the job vacancy and/or the sector to which the project relates. The Department expects all pre-employment projects to include both accredited and non-accredited training. Accredited training is training that leads to a formal qualification that is recognised across Australia, such as a Certificate, Diploma or Advanced Diploma. It is not a requirement of the Launch into Work Program that the qualification be completed. Non-accredited training could include short courses, workshops and on-the-job learning that does not lead to a formal qualification, depending on the nature of the pre-employment project. (b) Mentoring The pre-employment project must include mentoring for participants. Depending on the nature of the pre-employment project, the mentoring could involve participation in a formal, in-house mentoring program, pastoral care, or a less formal mentoring system in which participants are paired with more experienced employees. (c) Work experience The pre-employment project must provide participants with work experience activities that enhance their vocational skills and experience in a workplace, which assist in preparing participants to take up employment. Work experience activities must not exceed 50 hours per fortnight or be longer than four weeks in duration. Where project participants are under 17 years of age, work experience must be observational only and cannot involve productive work. Participants must have or must be provided with the appropriate knowledge and skills to safely observe work tasks, including being supervised, prior to commencing work experience placement. (d) Employment Participants who successfully complete the pre-employment project must be offered ongoing employment with the Applicant or a partner organisation. Employment may be casual, part-time or full-time. The number of participants in the pre-employment project must not exceed the positions available at the end of the project.
PROJECT PROFILE Bricklaying Step 1: Screening & Selection This step is to screen job seekers and identify which candidates would be most suitable for this project and for work with your organisation. This process includes information sessions for providers and job seekers. Information sessions contain details about your organisation and the roles you are recruiting for. Values and attributes that you may be looking for: Interest in the construction industry and manual work Positive attitude Interest in working outdoors Good communication skills Team players Reliability Willingness to start work early. Additional checks that may form part of the screening process include: Police clearance Language, Literacy and Numeracy assessment Medical function test Drug & alcohol testing Driver licence Ability to get to work. Screening could also include a monitored site visit to a work site to gain an understanding of the role. Step 2: Pre-Employment Training The training component will develop the skills job seekers need to become job ready for their employment. A preferred RTO could deliver core components from a training package such as the Certificate II in Construction Pathways. For example: Conduct workplace communication Plan and organise work Work effectively and sustainably in the construction industry. Accredited training for: Construction White Card Work Safely at Heights. Non-accredited training provides soft skill training for participants, to provide them with skills to transition into employment. Training could include: Mental health Managing workplace stress First Aid Money management Healthy living (nutrition education) and fitness Conflict resolution Numeracy skills. Mentoring Mentoring ensures that project participants are provided support and guidance during the project to ensure they are best positioned to complete the project and transition to employment. Mentoring could include: External mentoring or a buddy system where existing workers provide support and industry knowledge
PAKISTAN SCIENCE FOUNDATION ISLAMABAD Result Sheet of Participation in London International Youth Science Forum-2017 Top Twenty (20) students are eligible for Interview Sr. No. Name & Father’s Name Address, Contact & Institute Marks Obtained Total Marks Syed Hashim Shah S/o Syed Asif Shah Sabeel Autos, Small Industry Chowk, Mandian, Abbotabad. Cell: 0304-0885359 Email: 33 50 Haris Bin Ashraf S/o Muhammad Ashraf Azim House No. R-66, Khayaban-e-Rizwan, Phase 7, DHA, Karachi. Cell: 0303-2288290/021-35856789 Email: 31.5 50 Ahmed Hameed S/o Abdul Hameed House No. 379, Street # 3, Phase-I, Gujranwala Cantt. Cell: 0301-6244554/055-3252793 Email: 28 50 Inayat Ali Haq S/o Anis-ul-Haq C/o Anis-ul-Haq, Swat Medical Complex, Faizabad Road, Saidu Sharif, Swat, KPK. Cell: 0344-9657489/0946-623921 Email: 28 50 Maryam Javed D/o Lt. Col (Rtd) Jaweed Aslam Room No. 21, Ayesha Coy, Army Medical College, Abid Majeed Road, Rawalpindi. Cell: 0321-8520195/051-5710627 Email: 27.5 50 Zain Shahzad Khan S/o Shahzad Iqbal House No.117, Street 2, Race Course Road, Rawalpindi. Cell: 0331-8555879/051-5174117 Email: 27 50 Syed Sairum Hassan S/o Muhammad Sajjad Hassan Family Suit 08, Old MNA Hostel, Near Serena Hotel, G-5/1, Islamabad Cell: 0344-3318600/051-2341066 Email: defaruqmatee@yahoo.com 27 50 Tahura Shahid D/o Muhammad Shahid 59 Plaza, Lineas Commercial, Bahria Phase-8, Islamabad. Cell:0335-3587916 Email: 26 50
Raja Khizar S/o Raja Muhammad Zubair House No. CB-34, Gulshan-e-Iqbal, Post office Jhang, Abbottabad. Cell: 0333-9858957/0992-405888 Email: 23 50 Fahad-ul-Hassan S/o Khadim Hussain Hussain Chowk, Thokar Niaz Reg Multan Road, Lahore. Cell: 0310-7339788 Email: 21.5 50 Vishal Shamnani S/o Jethnand Shamnani C-12, Wajid Square, Gulshan-e-Iqbal Block-16, Karachi. Mobile: 0333-7071516 Email: 19.5 50 Salwa Lund Baloch d/o Deedar Ali Lund baloch House No. B-3, Mehran Homes Near Citizen Colony, Qasimabad, Hyderabad Cell: 0335-0027015 Email: 15 50 Muhammad Muneeb Sohail S/o Ch Sohail Ahmed Pak Boys Hostel, Near UMT HBL Branch, C-II, Johar Town, Lahore. Mobile: 0334-6686332 Email: 15 50 Muhammad Mudassar S/o Zafar Iqbal House No. 244, Mohalla Line Park, Naghi Road, Chakwal. Cell: 0321-2749243 Email: 15 50 Raheela Aziz Baluch D/o Abdul Aziz Baluch House No.24, Street No. 14, Sector A, Bahria Enclave, Islamabad. Cell: 0300-9542035 Email: 14 50 Wajahat Raza S/o Mohsin Raza House No. 28, Block 2, Street No. 5, Tariq-Bin-Zyad Colony, Sahiwal Cell: 0312-1494954 Email: 14 50 Faraz Ahmed S/o Jamil Ahmed House No. CB-756/6, Raheel Street , Mohalla Haji Laldin Dhoke Syedan, Rawalpindi. Cell: 0302-8955971 Email: 12 50
Louisiana Journal of Counseling CO-EDITOR Peter Emerson Southeastern Louisiana University CO-EDITOR Meredith Nelson LSU Shreveport EDITORIAL BOARD Mary Ballard Southeastern Louisiana University Paul Caesar Southeastern Louisiana University Tim Fields Louisiana State University Barbara Hebert Southeastern Louisiana University Justin Levitov Loyola University Robert Minniear LSU Shreveport Susan Tynes Tulane University School of Medicine June Williams Southeastern Louisiana University LCA OFFICERS Paul Ceasar – President Bruce Galbraith – Pres.-Elect Tim Fields – Pres. –Elect-Elect Calvin Williams – Past President Marianne Terrebonne– Parliamentarian LCA STAFF Diane Austin – Executive Director Austin White – Business Manager 353 Leo Ave. Shreveport, LA 71105 1.888.522.6362 LCA WEBSITE The Louisiana Journal of Counseling (LJC) is the official journal of the Louisiana Counseling Association (LCA). The purpose of LCA is to foster counseling and development services to elementary, high school, college, and adult populations. Through this united focus, LCA maintains and improves professional standards, promotes professional development, keeps abreast of current legislation, and encourages communication among members. Manuscripts: See inside back cover for guidelines. Membership: Information concerning LCA and an application for membership may be obtained from the Executive Director. Change of Address: Members should notify the Executive Director of any change of address. Advertising: For information concerning advertising contact the co- editor as Meredith Nelson, LSUS, One University Place, Shreveport, LA 71115 or by email at or LCA reserves the right to edit or refuse ads that are not appropriate. LCA is not responsible for claims made in ads nor does it endorse any advertised product or service. Copies: The LJC is published annually as a member service. Additional copies may be purchased from the Executive Director for $15. Annual subscriptions are available to non-members for $15.
2007 5 1 2 0 1 1 2008 2 0 1 0 0 1 2009 4 1 0 1 1 1 2010 4 0 0 0 1 3 2011 4 0 1 0 3 4** Total 48 3 14 3 25 11 *This article focuses on both education/supervision and counselor identity. **All articles in the 2011 journal have an overall multicultural perspective on how to counsel in different contexts. Table 3 1999, 2001- 2004 2006-2011 Avg. # Authors 10.4 8 Avg. # Articles 4.83 3 Avg. # Authors per Article 2.15 2.67 Table 4 Articles Submitted Articles Accepted After Revision Articles Not Accepted Acceptance Rate 2012 Journal 8 5 3 60%
PLAINTIFF’S ATTORNEY INFORMATION: Name/Bar#/Address/Phone COUNTY JUSTICE COURTS, STATE OF ARIZONA (Court Name/Address/Phone) Plaintiff(s) Name/Address/Phone V. Defendant(s) Name/Address/Phone CASE NUMBER: ANSWER TO COUNTERCLAIM CIVIL DEFENDANT’S ATTORNEY INFORMATION: Name/Bar #/ Address/Phone 1. The following named Plaintiff(s) answers Defendant’s(s’) counterclaim as follows: 2. I admit the following portion(s) of Defendant’s(s’) counterclaim:
2. [ ] Defendant(s) named herein is engaged in active military service. Supporting facts are: [ ] Defendant(s) named herein is not in the armed forces of the United States. Supporting facts are: [ ] I am unable to determine whether the defendant(s) is in the military. 3. This application is made for the purpose of entering default against the defendant(s). Date: Signature
Project Elements Top of Bottom of Form Excellent Good Fair Poor Points The book project includes all information relevant to the menu task in an organized fashion. *book review for gifted and honors Project did not meet 1 or 2 requirements or is not well organized. Project is missing 3 or 4 of requirements and/or lacks organization The book project is lacking information. There are many gaps in information presented. Work quality/effort Excellent Good Fair Poor Points The work exceeds all expectations and shows that the learner is proud of his/her work. The effort put into this task is the best it can be by this learner. The work shows a good amount of effort the learner is capable of. It is evident that time was put into the presentation. Work is done with fair effort, but the quality is still not displaying the learner’s best capability. It is evident that the work was rushed. The quality is not what the learner is capable of. It is evident that the work was rushed and little time was spent on the final product. Work is incomplete. Deadline Excellent Good Fair Poor Points The student turned the project in before or on the day it was due. The student turned the project in one day after it was due. The student turned the project in two to three days after it was due. * The student turned the project in more than four days after it was due. AR Quiz Excellent Good Fair Poor Points The student received a 100% on the AR book quiz when taken 1st 9 weeks. The student scored a 95-85% on the AR quiz when taken 1st 9 weeks. The student scored an 80-70% on the AR quiz when taken the 1st 9 weeks. The student scored below a 70% on the AR quiz when taken 1st 9 weeks. Conventions Excellent Good Fair Poor of Form The book project contains NO grammatical and/or spelling errors. The book project contains just a few grammatical and/or spelling errors. The book project contains several grammatical and/or spelling errors. The book project contains many grammatical and/or spelling errors. TOTAL POINTS X 2 This grade will count for English and reading, and some teachers may use the AR test as a major test grade in reading as well. YOU CANNOT READ A BOOK THAT YOU HAVE ALREADY READ AND TESTED ON IN AR AT ANY POINT DURING YOUR SCHOOL CAREER TO BE ABLE TO RECEIVE CREDIT FOR THIS PROJECT! * Any project turned in more than ten school days after the set deadline will result in a zero for both class grades. 7th Grade Summer Reading List
2013 Textual Selection: using semantic analysis to drive institutional change, HEA Surveys for Enhancement Conference, May, Manchester 2013 Are student characteristics implicated in the Sophomore Slump? LJMU Teaching and Learning Conference, June, Liverpool 2013 The Sophomore Slump: study of assessment practices, LJMU Teaching and Learning Conference, June, Liverpool 2013 The forgotten year: things to remember, LJMU Teaching and Learning Conference, June, Liverpool 2013 A dual approach to tackling the Sophomore Slump: student involvement in curriculum redesign and enhanced induction, LJMU Teaching and Learning Conference, June, Liverpool 2013 Are student characteristics implicated in the Sophomore Slump? LJMU Teaching and Learning Conference, June, Liverpool 2012 Keeping the students satisfied: a longitudinal, comparative, institutional analysis of survey free-text comments, SRHE, December, Cardiff 2012 Waving or drowning? Surfacing the causes of student disengagement in the second year. European Association for Institutional Research (EAIR) Conference, Stavanger, September, Norway 2012 Great excavations: unearthing institutional datasets to strengthen and inform university practice EAIR Conference, Stavanger, September, Norway 2012 From data to practical knowledge: integrating institutional datasets for curriculum enhancement HEIR, July, University of Liverpool 2012 Do Cross Sectional Student Assessment Data Make A Reasonable Proxy For Longitudinal Data? HEIR Conference, University of Liverpool, July 2012 Students’ views about engagement , LJMU Teaching and Learning Conference, June, Liverpool 2012 Evaluating and developing an approach to undergraduate student-centred research projects (levels 5, 6 and beyond) , LJMU Teaching and Learning Conference, June, Liverpool 2012 Stop to think: all that time spent designing transition and induction. Does it work? LJMU Teaching and Learning Conference, June, Liverpool 2012 Assessing personal development (Personality and Emotional Intelligence) at level 5: A curriculum based exercise to consolidate student engagement, LJMU Teaching and Learning Conference, June, Liverpool 2012 Reading between the numbers: reflecting on findings from a longitudinal institutional analysis of the NSS free text comments HEA Surveys for Enhancement Conference, May, Nottingham 2012 Student expectation in a Contemporary Climate’, Invited talk HEA workshop, May, Chester University 2011 Student engagement in curriculum design – developing practice, LJMU Teaching and Learning Conference, June, Liverpool 2011 The student voice and the staff voice: experiences of gaining and implementing student feedback, LJMU Teaching and Learning Conference, June, Liverpool
Re-examination Recommendation of the Examiners on a Candidate for the degree of Master of Philosophy This form must be completed electronically and signed by all parties. Please insert answers in the grey boxes or click on choose an item to select from the drop down lists available. Please note that the Graduate School is unable to accept handwritten, incomplete or unsigned applications. The Examiners are required where possible to complete a joint report on this form on the oral or alternative examination, the result of the examination as a whole and the recommendation to the University. Note: If an agreed report cannot be submitted, each Examiner should report separately. 1. THE CANDIDATE Name: School: 2. THE THESIS Title of thesis: Name of collaborating establishment, if any: 3. THE EXAMINATION BOARD Names of the Examiners present at the Examination: External Examiner(s) Internal Examiner(s) Names of supervisors present, if any (see Regulation G8.5)
The Examiners are requested to tick the recommendation which applies. Note: Where the Examiners’ recommendation is that the candidate be granted the award of PhD subject to minor or moderate amendments the Examiners must provide details of the changes required to the thesis. Where the Examiners’ recommendation is that the candidate not be granted the degree of PhD the Examiners must provide details of the areas in which the candidate and / or the thesis failed to meet the required academic standards. 7.1 That the candidate be granted the degree of PhD. 7.2 That the candidate be granted the degree of PhD subject to minor amendments being made to the thesis within a period of up to one month from the date of the re-examination to the satisfaction of the examiner(s) named below: Internal Examiner(s) and/or* External Examiner(s) 7.3 That the candidate be granted the degree of PhD subject to moderate amendments being made to the thesis within a period of up to three months from the date of the to the satisfaction of the examiner(s) named below: Internal Examiner(s) and/or* External Examiner(s) 7.4 The option to revise and resubmit for further re-examination is not available at the stage. 7.5 That the candidate be not granted the degree of PhD (if paragraph 6 above does not explain why this recommendation is made, a short report signed and dated by the Examiners must be appended to this form). 7.6 That the candidate be granted the degree of MPhil subject to the presentation of the thesis amended to the satisfaction of the Examiners.
Annotated Bibliography Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London: Learning and Skills Development Agency. The authors of this book perform a systematic review of learning styles models and explore a significant body of research to understand the value of learning styles, if any. “… Beneath the apparently unproblematic appeal of learning styles lies a host of conceptual and empirical problems. Space to begin with, the learning styles field is not unified, but instead is divided into three linked areas of activity: theoretical, pedagogy and commercial.” The Learning and Skills Development Agency (LSDA) commissioned a number of research projects to understand and evaluate the use of learning style inventories on higher education. A large section of the book is dedicated to comparing and contrasting supporters and critics of learning styles and the rationales for and against using them. Their conclusion is that this is problematic, and that learning style research does not provide any clear direction for higher education or pedagogy. Instead the commercialization of learning style instruments, videotapes, publications, etc. simply create fiscal incentives to encourage the proliferation of learning styles, but do not provide for a comprehensive and unified means of assessing learning styles, nor of administering, completing, scoring, and evaluating learning style instruments. They call into question the reliability and validity of the data supporting the study of learning styles and question the use of learning style evaluation as a useful practice.
LKAS 41 – Agriculture – Amendment IASB has made a limited change to the IAS 41 (Equivalent LKAS 41), as per the changes following considerations were bought into the standard Definition for the bearer plant – in the previous version of LKAS 41 has only defined biological assets and the current standard has clearly defined the bearer plant. Further the bearer plant related to agricultural activity has scoped out from the current standards. The definition for the bearer plant is as follows, “A bearer plant is a living plant that: (a) is used in the production or supply of agricultural produce; (b) is expected to bear produce for more than one period; and (c) has a remote likelihood of being sold as agricultural produce, except for incidental scrap sales.” Accounting treatment – the bearer plant which meets the recognition criteria under LKAS 16, will be measured at cost or revalued amount and will be subject to depreciation as well. Examples of bearer plants are, Tea bushes Rubber trees Grape vines Oil palm Agricultural Produce – shall be measured at fair value less cost to sell. Effective date – the amendment is applicable for the period on or after 1st January 2016. For the preparation of 31st December accounts the impact it will be reflecting in 31st December 2016 and for the 31st March it will be reflecting in 31st March 2017.
Part II: Measuring the Lizards’ Traits Your Measurement Table A. evermanni A. cristatellus A. occultus A. pulchellus A. olssoni A. coelestinus A. cybotes A. sheplani Hindlimb Length Body Length Tail Length Lamellae Count How do your table measurements compare to the “reference measurement table”? Were any severely off in comparison? If so, why do you think this happened? Are your calculations similar to the ones in the “reference measurement table”? If not, why do you believe this happened? Do you notice any patterns in the measurements calculated? 4. What does the term “ecomorph” stand for? Part III: Results Table + Video
Based on what Dr. Jonathan Losos said, why have different lizard species evolved to occupy different parts of the habitats? On Puerto Rico and Hispaniola, you find the same: Based on what you have learned so far, what is the most likely explanation for why the same ecomorphs evolved on both Puerto Rico and Hispaniola? Module 2: Phylogeny Analysis of the DNA sequences of certain genes reveals the evolutionary relationships among different anole species. In this module, you will build a phylogenetic tree of anole species. (Approximate length: 15 minutes) Part I: Generating a Phylogenetic Tree Take the DNA sequences and plug them into the MABL website (just as the directions state) and email the results to yourself. When you receive the email with the link to your phylogenetic tree, forward me the link to my email (), so I know you actually did the tree. Do you notice any differences in the tree you constructed versus the example the phylogenetic tree for the 8 species of lizards? If it is different, why do you think this occurred? Part II: Coloring Tree Branches Construct two trees (Ecomorphs and Island) below using the same colors as the key used in the lab. What patterns do you notice based on the relation of the eight lizard in regards to ecomorph type and island location?
English Overview – Lower Key Stage 2: 2015 – 2016 Autumn Term Spring Term Summer Term Charlie and the Chocolate Factory Roaming the Rainforest The Terrible Tudors 1st Half 2nd Half 1st Half 2nd Half 1st Half 2nd Half Writing to Entertain: Character description Outcome: Creation and description of new Oompa Loompa Number of Weeks: 2 Writing to Entertain: Story Outcome: Chapter of Adventures of Odysseus Number of Weeks: 4 Writing to Persuade: Letter Outcome: Letter to Professor Tinkle to destruction of rainforest Number of Weeks: 4 Writing to Entertain: Outcome: Chapter of Captain Blackheart and the Hidden Treasure Number of Weeks: 4 Writing to Inform: report Outcome: Information leaflet on The Tudors Number of Weeks: 3 Writing to Retell: Diary extract Outcome: Diary extract from a wife of Henry VIII Number of Weeks: 4 Writing to Retell: Newspaper report Outcome: Report on 6th Golden Ticket winner Number of Weeks: 4 Writing to Inform: report Outcome: Information text all about chocolate Number of Weeks: 4 Writing to Entertain: Poetry Outcome: Poem – Animals & sounds of rainforest Number of Weeks: 1 Writing to Instruct: Set of instructions Outcome: Instructions on origami folding Number of Weeks: 2 Writing to Persuade: Information advert Outcome: Informal poster advertising Tudor museum Number of Weeks: 2
seasonality. Know about great craft makers and understand the historical development of their art forms. Block F Kings and Laws [6 sessions] History, English, Art and D&T Understand how people’s lives have shaped Britain understand historical concepts such as continuity and change, and cause and consequence. Gain historical perspective by understanding the connections between local and national history, between cultural, military and social history, and between short- and long-term timescales. Understand how Britain has been influenced by the wider world Participate in role play and improvisations. In non-narrative material, use simple organisational devices. Retrieve and record information from non-fiction. Improve their mastery of art and design techniques, including drawing. Select from and use a range of equipment to perform practical tasks. Select from and use a wide range of materials, including ingredients. Prepare and cook a variety of dishes using a range of cooking techniques. Know where and how a variety of ingredients are grown. Learn about important Kings, especially King Ethelbert, King Offa and King Alfred. Gain a deeper understanding of the timeline of events of the later kings. Learn about the system of law and order and the class system. Bring historical learning to life with online games and research, design activities and cooking.
Session 1 Geography and English Kumaon Story Learn about the life of a Kumaon child; how is it similar and different to yours? Write a personal account of a typical day. Children will Begin to think about similarities and differences between their lives and life in the Kumaon Himalaya. Write an honest account of a typical day. Session 2 Geography Location of Kumaon Find out about the fascinating Kumaon region and the tallest peaks of the Himalayas. Children will Use maps and atlases to find the Kumaon region of the Himalayas. Use an atlas to identify the countries within which the Himalayan mountain range runs. Begin to identify some of the tallest peaks of the Himalayas, and in which country they belong. Session 3 Geography A day in the life of a Kumaoni child Learn more about the challenging life of a child living in the upper reaches of the Himalayas. Children will Learn about life in the upper reaches of the Himalayas. Think about isolation and employment and access to water and electricity. Consider a day in the life of a Kumaoni child and compare it to their lives. Session 4 Science and Geography Himalayan Climate Research the seasons in the Kumaon region and their effects on the people. Children will Develop an understanding about life in the Kumaon region of the Himalayas. Learn about the seasons in the Kumaon and their effects on the lives of those living there. Session 5 D&T, Geography and Science Kumaoni Homes Compare the materials used to build homes in the Kumaon region with those used for your own house. Children will Look at typical Kumaoni homes and compare them to their own homes. Consider materials available for building houses and begin to understand that some are better than others for homes in different regions. Begin to consider the impact of new technologies on the homes we live in and think about why they haven’t impacted the homes in a remote Kumaoni village.
What buildings did the Romans build and for what purposes? How did they solve practical engineering problems such as providing enough water for their towns and cities, and enabling the army to get from A to B. Study Roman roads, buildings and aqueducts. Build models, carry out scientific tests and make a presentation of discoveries. Block H: Roman Buildings and Engineering [6 sessions] Main Outcomes: History Other outcomes: D&T, Science and Geography By the end of this block children will achieve the following outcomes: Understand how our knowledge of the past is constructed from a range of sources. Learn about the Roman Empire and its impact on Britain. Select from and use a wide range of tools and equipment accurately to perform practical tasks. Select and use a wide range of materials and components … according to their functional properties and aesthetic qualities. Set up simple, practical enquiries, comparative and fair tests. Use results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions. Develop use of geographical knowledge, understanding and skills to enhance locational and place knowledge. Name and locate counties and cities of the UK. Session 1 History and D&T Roman Architecture Chn study the types and architecture of Roman buildings, including the use of columns, pediments, colonnades, etc. They make a model Roman building. Know about Roman building style and use of columns, pediments, colonnades, etc. Make a model of Roman building including authentic looking architectural features. Session 2 History and Science Testing the strength of columns Continuing to look at aspects of Roman architectural style, chn consider the varieties of 3D shape which can be used to hold up the weight of a roof and further stories. They conduct a fair scientific test. Learn to measure accurately, fold and join a series of hollow paper columns. Understand the outcome of the test and record the results. Conduct a fair test to find which 3D shape makes the strongest column. Session 3 History and Science Roman Arches Why did the Romans use so many arches? Chn conduct an investigation on effectiveness of different shaped arches by manipulating length of span and measuring height and Understand why arches are strong and why they were used so successfully in Roman architecture. Conduct an investigation on the effectiveness of different shaped arches by manipulating length of span and measuring height and load bearing strength. Understand what is learned by the test and record the results.
PROJECT PROFILE Electrical Apprenticeship Step 1: Screening & Selection This step is to screen job seekers and identify which candidates would be most suitable for this project and for work with your organisation. This process includes information sessions for providers and job seekers. Information sessions contain details about your organisation and the roles you are recruiting for. Values and attributes that you may be looking for: Interest in the electrotechnology industry Positive attitude Interest in working indoors Comfortable in confined spaces Interest in customer service Communication skills Team players Willingness to work early starts. Additional checks that may form part of the screening process include: Police clearance Medical function test Drug & alcohol testing Driver licence Language, Literacy and Numeracy assessment Ability to get to work. Screening could also include a monitored visit to a work site to gain an understanding of the role. Step 2: Pre-Employment Training The training component will develop the skills job seekers need to become job ready for their employment. A preferred RTO could deliver core components from a training package such as the Certificate II in Electrotechnology. For example: Carry out routine work activities in an energy sector environment Apply Occupational Health and Safely regulations, codes and practices in the workplace. Accredited training for: Construction White Card Work Safely at Heights. Non-accredited training provides soft skill training for participants, to provide them with skills to transition into employment. Training could include: Mental health Managing workplace stress First Aid Money management Healthy living (nutrition education) Conflict resolution Numeracy skills. Mentoring Mentoring ensures that project participants are provided support and guidance during the project so they are best positioned to complete the project and transition to employment. Mentoring could include: Engaging an external mentor or a buddy system where existing workers
Prepare for the 70th Anniversary of VE day celebrations at the end of World War 2 in Europe by studying the start of the war, the Dunkirk rescue, the Battle of Britain, the D-day landings and finally the end of the war, all from a child’s perspective. Block Key N.C. Objectives Main creative outcomes Block A WW2: How it began. (3 sessions) History, Geography and English Develop a chronologically secure knowledge and understanding of British and World history. Address historically valid questions about change, cause, similarity, difference and significance. Participate in discussions, presentations, performances, role play, improvisations and debate. Locate the world’s countries using maps to focus on Europe, concentrating on countries and major cities. Introduce the historic events that led to the outbreak of the Second World War. Place events on a timeline that will grow throughout the topic and build understanding of the chronology of the war. Look at and experience through role play the early events of the war from a child’s perspective. Block B Dunkirk and the Little Ships (3 sessions) History ,Geography, D&T and Computing Continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 – a significant turning point in British history (Dunkirk). Locate the world’s countries, using maps to focus on Europe. Name and locate some counties and cities of the United Kingdom. Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose. Select, use and combine a variety of software or a range of digital devices to accomplish given goals. Learn about the Dunkirk evacuation, inspired by the story of ‘The Little Ships’ by Louise Borden. Learn what it means to be heroic and finally film a small world Dunkirk rescue, using the model and vessels made over these sessions, and share the films with an audience of family members.
Promoting effective practices – Internet portal – e-learning – Nicole Vander Meulen, ICAR Thematic Hubs Apparel – Nicole Vander Meulen, ICAR Electronics – Olga Martin-Ortega & Harpreet Paul, University of Greenwich Security services – Anna Marie Burdzy, DCAF International financial institutions – Annamaria La Chimia, Nottingham University Building the Lab network The illustrated network – Robert Stumberg, Georgetown University 12:00 Lunch Box lunches and roof-top conversation space, weather permitting 1:00 Roundtable learning sessions Roundtables are 50-minute sessions that repeat once with a 10-minute break in between. Participants are encouraged to select their roundtables when they register. Confirmed topics Apparel – Robert Stumberg, Georgetown Law, and others Mapping government supply chains Engaging civil society to monitor suppliers Electronics – Björn Claeson, Electronics Watch Electronics Watch affiliation Worker-centered monitoring Human Trafficking and Public Procurement – Olga Martin-Ortega, University of Greenwich; Ruth Pojman, OSCE UK Modern Slavery Act OSCE project on preventing human trafficking in supply chains through public procurement Recent US Federal Government measures on government procurement and human trafficking EU Procurement Directives 2014 – David Hansom, Veale Wasbrough Vizards LLP; Aris Georgopoulos & Annamaria La Chimia, Nottingham University Security services – Anna Marie Burdzy, DCAF Study of good practices, 2015 Contracting Guidance Tool 2, 2017 2:50 Break 3:00 Reflections and next steps Reflections and priorities – led by Andy Davies, LUPC Procurement practitioners first, then policy makers and others Upcoming conferences – Public Procurement Revolutions VIII in June 2017 – Aris Georgopoulos, Nottingham University 2017 workshop & farewell – Amol Mehra, ICAR and Claire Methven O’Brien, DIHR 4:00 Happy hour – Location TBA