zilongwang/ReadingBank huggingface dataset:
Core Module 6: Postoperative Care Learning outcomes: To understand and demonstrate appropriate knowledge, skills and attitudes in relation to postoperative care Knowledge criteria GMP Clinical competency GMP Professional skills and attitudes GMP Training support Evidence/assessment POSTOPERATIVE CARE Knowledge of the NHS Improvement Programme Enhanced Recovery principles to enhance patient safety and ensure patients experience optimal rehabilitation General pathological principles of post operative care Postoperative complications related to obstetric, gynaecological and procedures Fluid/electrolyte balance Wound healing Late postoperative complications, including secondary haemorrhage 1 1 1 1 1 Use Enhanced Recovery principles to ensure optimal post-operative rehabilitation Make appropriate postoperative plans of management Conduct appropriate review of: fluid/electrolyte balance catheter surgical drainage sutures Manage complications including wound, thromboembolism, and infection. Deal competently with the unexpected complication e.g. bladder or ureteric injury. Psychological support for patients and relatives Initiate management for primary and secondary haemorrhage 1 1 1,2 1,2 3 1 Recognise and initiate collaboration with other disciplines. Demonstrate the need for effective communication with other healthcare professionals. Demonstrate the need for effective communication with patients and relatives. Document the surgical procedure with appropriate Construct an appropriate discharge letter Recognise limits and refer appropriately 1,2,3 3 3 1,3 2,4 Learning resources available at NHS Improvement Programme website – Enhanced Recovery (Gynaecology) Basic Practical skills course (RCOG approved) RCOG guidelines on thromboembolism StratOG.net: Surgical Procedures and Postoperative Care National Patient Safety Agency. Surgical Safety Checklists. Available online. The Obstetrician and Gynaecologist journal Attend morbidity and mortality meetings Audit project MRCOG Part One MRCOG Part Two MRCOG Part Three Mini CEX CbD Reflective diary ARCP
Another helpful resource illustrating projected changes in other climate variables is Module 9, Figure 9.2 (on ). You may be able to find data outside the United States for these variables using google with assistance from your instructor. See for example this document on () Using the Agriculture chapter of The effects of climate change on agriculture, land resources, water resources, and biodiversity ( identify some likely impacts of the climate change impacts you’ve identified on the key crops of your assigned region. Briefly summarize the impact that the projected changes in climate variable may have on crops in your assigned region. Refer back to Module 9.2 for additional resources. From what you’ve learned in this module, what adaptation strategies could be implemented to make the food systems in your assigned region more resilient to climate change, and in particular, to the projected temperature increases in your assigned region? Review the resources on the How farmers adapt to climate change () page in Module 9.2.
2017 Year 12 Resource Booklet Student Resource Booklet Table of Contents Resource Page # Introduction to Module A Experience Through Language Elective B Distinctively Visual Pg. 3 Breaking Up the Module Pg. 4-5 Related Text #1- Richard Thomas ‘The Worker’ poem Pg. 6-7 Related Text #2- “The Water Diviner” film extract Pg. 8 Related Text #3- Nick Ut ‘Terror of War’- Photograph Pg. 9-13 Context- Lawson Pg. 14 Timeline of Lawson’s Life Pg. 15 Lawson’s Stories and Style Pg. 16 Prescribed Text #1- ‘The Drovers Wife’ Pg. 17- 22 Prescribed Text #2- ‘The Bush Undertaker’ Pg. 23- 29 Prescribed Text # 3- ‘In a Dry Season’ Prescribed Text #4- ‘The Loaded Dog’ Past HSC Questions Practice Essay Question and table scaffold Sample A-Range Responses Preparing for your Half-Yearly Examination Pg. 30- 35 Pg. 36- 41 Pg. 42 Pg. 43- 51 Pg. 52-67 Pg. 68- 74
Concept Statements for ‘The Loaded Dog’ The Loaded Dog‟ constructs visuals that are both humourous and satirical in an attempt to a picture of the range of archetypal Australian bush identities. Pace and tension are used as literary devices in ‘The Loaded Dog’ to engage readers in the chaos of the usual image of isolation and boredom of the Australian bush. Insight into mateship is a focus of ‘The Loaded Dog’ reinforcing Lawson’s expressions of the idealistic Australian identity. The dogs are representations of society and its inhabitants. Lawson is highlighting the loss of integrity and the disparate nature of intent and motive in the Australian bush.
Sample Introduction: Distinctively visual images within bring people and their experiences to life. This is evident in Henry Lawson’s 1892 short stories ‘The Drover’s Wife’ and ‘In A Dry Season.’ Lawson effectively utilises language techniques such as symbolism, exclamation marks and onomatopoeia to depict the survival of characters within a harsh and threatening environment. He also makes use of plurals and stereotypical characters within ‘In A Dry Season’ to suggest that individuals living in outback towns have similar experiences and struggles. Nick Ut’s 1972 photograph ‘Terror of War’ effectively projects the individual’s pain into the world through the deliberate use of a powerful salient image, as well as contrasting images in the foreground and background. Paragraph 1 – Henry Lawson_________________________________________(Title of text) First Short Story Topic Sentence Expand/Explain Examples/techniques Evaluate
Link back to question and sentence Paragraph 4 – Henry Lawson_________________________________________(Title of text) Second Short Story Topic Sentence Expand/Explain Examples/techniques Evaluate
camera shots, camera angles, gaze, frontal/ oblique body angles Websites Most salient object, layout, vectors, hyperlinks, interactive features (games, videos), first person plural ("we"), second person ("you\")
Coordinate the overall fundraising efforts. Take the initiative and generate ideas. Keep files, records, mailing lists, and acknowledgments. Do research. Prepare correspondence and write proposals. Support and involve the board by motivating, recommending, encouraging, restraining, stimulating, and thanking board members, individually and collectively. Define the mission and plan the future of the organization. Put the organization in place — hire a chief executive, approve a budget, etc. Board Member Roles in Fundraising Make a financial contribution Participate willingly in fundraising activities. The Fundraising Team Reflection Questions The Board + The Staff = The Fundraising Team Which is the weakest part of your team? What needs to be done to shore up this part of the team?
Window (motif) Seeing the ‘proper students’ (pg 16) Scene 1 – The stage directions (She goes to the window and looks out) supported by the quotes ‘God, what’s it like to be free’. Metaphor – Rita sees education as freedom. The window represents an opportunity to a new phase of life. Scene 2 – The window reoccurs as Rita refers to the ‘proper students’ on the other side. Rita believes the education of the ‘proper students’ allows them to receive many possibilities and a sense of freedom. “I tried to explain that I wanted a better way of livin’ me life” – Rita is trying to escape her past by gaining an education. The metaphor of the window establishes a future persona in which Rita wants to accomplish. Scene 1 – Rita wants to have the tutorial down on the grass but Frank is hesitant. “They do – (looking out of the window) – there’s some of them out there now.” The use of exclusive language ‘them’ gives a sense that Rita does not perceive herself as a ‘proper student’. Emphasised by the stage direction of (struggling to open the window) metaphorically portrays that Rita’s transition into the academic world “won’t bleedin’ budge”. Door handle Scene 1 – struggles to enter the academic world. Metaphor – Barrier to exploring the transition RITA ‘I’m comin’ aren’t I. It’s that bleedin’ handle on the door’. The metaphor continues with the quote, “The poor sod on the other side won’t be able to get in”. Transition from Act 1 where Rita burst into the room. She becomes more sophisticated in the way she ‘steps in’ to the transformed world. The transition is seen by audience through the use of stage directions; There is a knock at the door, RITA ENTERS, closes the door’. Become a ‘proper’ person in her way of life.
Y N FFII Discuss general automatic sprinkler protection and types of coverage Y N FFII Describe control valves and operating valves used in sprinkler systems Y N FFII Describe major applications of sprinkler systems Y N FFII Discuss operations at fires in protected properties N Y FFII Operate a sprinkler system control valve (M-68) PPE, Sprinkler control hose, apparatus 21-15_Sprinkler_Op N Y FFII Manually stop the flow of water from a sprinkler (M-69) PPE, Sprinkler prop with heads, hose, apparatus 21-14_Sprinkler_Head N Y FFII Connect hoseline to a sprinkler system FDC (M-70) PPE, FDC, hose, apparatus 15-34_Connecting_FDC 31 Advanced Fire Attack Y N FFII Summarize considerations for hoseline selection Y N FFII Discuss stream selection Y N FFII Discuss suppressing Class B fires Y N FFII Explain why bulk transport vehicle are difficult incidents Y N FFII Discuss control of gas utilities
Y N FFII Describe a survey and an inspection Y N FFII Discuss the fire prevention activities of reviewing community data and code enforcement Y N FFII Summarize common fuel and heat-source hazards Y N FFII Discuss common fire hazards and why they increase the likelihood of a fire Y N FFII Summarize special fire hazards in commercial, manufacturing, and public-assembly occupancies Y N FFII Summarize target hazard properties Y N FFII Discuss personal requirements and equipment requirements for conducting inspections Y N FFII Discuss scheduling and conducting fire inspections Y N FFII Explain the purpose of a residential fire safety survey Y N FFII Summarize guidelines for conducting residential fire safety surveys Y N FFII Summarize common causes of residential fires
Y N FFII Summarize items to address when conducting residential fire safety surveys Y N FFII Discuss general considerations for the preparation and delivery of fire and life safety information Y N FFII Discuss presenting fire and life safety education for young children and adults Y N FFII Discuss fire and life-safety presentation topics Y N FFII Discuss fire station tours N Y FFII Prepare a preincident survey Building, permission to conduct survey, PPE, pen, paper, tape measure, camera, clip board, pitot tube hose N Y FFII Conduct a fire safety survey of an occupied structure (Recommended) Residence, permission to conduct survey, PPE, pen, paper, tape measure, camera, clip board, pitot tube hose 33-2_Fire_Safety_Survey N Y FFII Make a fire and life safety presentation (M-93) Lesson outline, equipment and materials necessary, audience N Y FFII Conduct a fire station tour (M-92) Written materials and handouts, fire station audience 33-1_Station_Tour_Test 34 Vehicle Extrication Y N FFII Discuss maintaining emergency and lighting 34-1_Power_Plant_for_Hydraulics_Train
Persian defeat: Athena, goddess of wisdom and battle strategy and Nike, the goddess of victory. Great Altar of Zeus and Athena at Pergamon. Asia Minor (present day Turkey). Hellenistic Greek. c. 75 B.C.E. Marble (architecture and sculpture) Pegamonaltar.jpeg Content: This temple was built on a large mountain in Turkey and carved of marble. It has a massive relief around the base This frieze is over 7 feet tall. This temple was constructed much differently than traditional Greek temples. The structure included a higher staircase and two arm-like structures of the temple coming forward from the main cella. The temple also includes a massive frieze with large, high relief sculptures and colonnades. Context: This temple was built near the end of the Greek empire, explaining the unconventionalities from the classical Greek architecture. The lower frieze also was a new development in the temple's construction. It is too large and too low to be compared to the friezes on the Parthenon or other Greek structures. The size and location of the frieze may have been made for the intention of displaying the figures. The friezes are very elaborate stories of war, victory, and domination. (http://www.cram.com/user/jsalka) Altar of Zeus and Athena at Pergamon. Asia Minor (present day Turkey). Hellenistic Greek. c. 75 B.C.E. Marble (architecture and sculpture) The altar symbolizes power and depicts godly events, especially surrounding Zeus and Athena.
Instructions: Please fill in this form and attach together with your exam transcripts and any related documents, if any. PERSONAL DETAILS Name Registration ID Major Contact number Month and Year joining UBD DISCOVERY YEAR DETAILS DY Activity DY Semester Month and Year of DY Study Abroad Programme One Two University Country MODULE DETAILS No Module Code Module Name Host University Credit/ Units Contact hour per week No of weeks Total contact hours 1 2 3 4 5 6 UBD MODULE DETAILS TO BE MAPPED TO No Module Code Module Name School of Business and Economics Credit/ Units Contact hour per week No of weeks Total contact hours 1 2 APPROVAL LECTURER PROGRAMME LEADER NAME NAME SIGN SIGN DATE DATE ________________________________________________________________________________________________________
Contextual Analysis: Olympia is rather than nude, an impression emphasized by her bony, unclassical proportions. The sheets are slightly rumpled, and a client has clearly sent the flowers that her maid delivers. Olympia's shoes may refer to "street-walking" and the alert black cat is a symbol of sexuality, no doubt because of the popular reputation of the alley cat. The term "cat-house" is a popular term for a brothel. This is an example of French Realism in the 1860s. The work is definitely inspired by Titian’s The Saint-Lazare Station. Claude Monet. 1877 C.E. Oil on canvas. lazarestation.jpg Content: The subject of Le Gare Saint-Lazare is a train station in Paris. The Gare Saint-Lazare was an industrial marvel. Not only were its powerful steam engines mighty signs of modernism, the shed was in itself an architectural wonder. Style: worked in a style known as Impressionism. This work is one of seven works, which constituted Monet’s first series, a deliberate attempt to explore in multiple canvases a single subject at different times of day and under various atmospheric conditions. Plein air means it was painted outdoors. Contextual Analysis: Monet painted inside the train station itself, enabling him to directly study the actual lighting and atmosphere, particularly the appearance of steam and smoke. Like his fellow painters, Manet and Caillebotte, Monet began to make
Click “Hide all” and configure the display modes as follows: “Expression and Regulation” Base Position: full Under “Genes and Gene Prediction Tracks” Reconciled Gene Models: pack D. mel Transcripts: pack Under “RNA Seq Tracks RNA-Seq Alignment Summary: show RNA-Seq TopHat: pack Under “Expression and Regulation” RNA PolII Peaks: pack RNA PolII Enrichment: full Under “Comparative Genomics” Conservation: pack Click on any of the refresh buttons. Finally, to zoom in to the region surrounding the TSS of the myo gene, type into the “enter position or search terms” text box and click the “go” button. Figure 8: Genome browser window of the region surrounding the TSS of the myo gene in D. biarmipes showing the tracks necessary for identifying a TSS search region when BLASTn to locate the 1st transcribed D. melanogaster exon. Lines are drawn from the top to ten landmarks that may or may not be used to define a TSS search region. Q8. In Figure 8, numbered lines are drawn to ten locations in the vicinity of the TSS of the myo gene on contig40 in D. biarmipes. List which of the lines point to landmarks that are supported by evidence and which lines point to positions that are not supported by evidence. Explain your decision in each case.
Style: This piece is a carved, incised stone. The figure is stylized, meaning not realistic, but based off reality. Art begins to communicate individuality. Contextual Analysis: This piece communicates individuality and originality. It was made to mark an individual of some importance and signify one individual as opposed to a group of humans. (http://www.cram.com/user/jsalka) Jade cong, Liangzhu, China, 3,300-2,200 BCE, carved jade. Content: This piece is made out of the precious stone jade, which is very plentiful in China. All of the jade congs found have a cylindrical inner part surrounded by a box like outer form with a carved circle at the top. There is a pretty high level of decoration, all incised carvings. The function of these pieces is unknown. The main decorations found on congs are beast-man faces, perhaps referring to spirits. Style: All the decorations on the congs are incised, or slightly carved. The lines are very precise, making for a precise shape. Contextual Analysis: It is unknown what jade congs specific function were, but it is possible they were used as decoration, trade items, or simply gifts for those of significance in early societies. (http://www.cram.com/user/jsalka) Stonehenge. Wiltshire, UK. Neolithic Europe. c. 2500-1600 B.C.E. sandstone Content: Stonehenge is made with slightly carved, stacked pillars. The stones are arranged in a structure that lines up with the sun and astronomical cycles. The coherence with the sun marked season and served as an ancient calendar. Style: The symmetry of the structure creates a unity of the stones. The precision of the
Receiving your verification code Each time you login, you will need to enter your username, password and generate a new verification code. Verification codes are used to reduce the risk of someone else using the account to access your personal information. This code is different to the activation code used in the previous steps. Verification codes can be received by: your email address or mobile or the PRODA Code Generator app linked to your PRODA account (you will need to download the app from the App store or Google Play Store) Choose how you would like to receive the verification code and select Next. Verify your identity This next step is to verify your identity online which involves providing information on your identity documents such as drivers licence, Medicare, passport, etc. A list of the identity documents required is provided on this screen. You will need to provide three different types of identity documents. Please enter the legal name(s) that are on your identity documents. This will ensure that the authentication process runs smoothly. For example, your friends call you ‘Chris’ and your birth certificate names you as ‘Christopher’. The correct name to enter in this section is ‘Christopher’.
To the Rector of Politecnico di Milano P.zza L. Da Vinci, 32 20133 – Milan (IT) Application for the award of the extraordinary financial assistance grant I, the undersigned, ……………………………………………………………………………………………………. (surname) (name) born on ………………………….. in ……………………………………………….. prov. …………………………. resident in ………………………………………………….post code …………….. prov. ……............................. street name ………………………………….. house no. …… tel. ……………………………………………… mobile.……………………………………………………… E-mail ……………………………………………………. (name.surname@polimi.it) tax code ………………………………………………………… matr. no. ……………………………………. Enrolled in the …………year of the Bachelor of Science/single-cycle master’s degree/Master of Science degree/PhD in ……………..…………………………………………………………………………………………… REQUEST the award of the extraordinary financial assistance grant for the reasons listed below (please supply a brief description of the reasons you are requesting the grant for)
Rear: mm Other: mm [h] If disc brakes: Disc diameter Front : mm Rear: mm Max. disc thickness Front: mm Rear: mm Ventilated disc: Front: yes no Rear: yes no Callipers: Material at front: Number of pistons per front calliper: Material at rear: Number of pistons per rear calliper: [i] Are sensors fitted? yes no [j] If yes, list the sensors: 4.2 STEERING [a] Is the steering as per the period specifications? yes no [b] Clarification: [c] Type (rack and pinion, worm and roller, etc.): [d] Is the steering assisted? yes no [e] Specify the system: [f] Are sensors fitted? yes no [g] If yes, list the sensors: Signatory ASN: ACI Form n°: 5 – WHEELS 5.1 WHEELS [a] Are the wheels as per the period specifications? yes no [b] Clarification: [c] Are the wheels in multiple parts? yes no [d] Are the diameter and the width of the wheels as per the period specification? yes no [e] Clarification: [f] Type and material (wire, pressed steel, alu alloy, magnesium alloy, etc.): Front: Rear: [g] Diameters / widths of rims at the front (specify the units: inches or millimetres): 1. Diameter: Width: 2. Diameter: Width: 3. Diameter: Width: 4. Diameter: Width: [h] Diameters / widths of rims at the rear (specify the units: inches or millimetres): 1. Diameter: Width: 2. Diameter: Width: 3. Diameter: Width: 4. Diameter: Width: [i] Are sensors fitted? yes no [j] If yes, list the sensors:
Signatory ASN: ACI Form n°: Extension – Roll Over Protection system 1.1 Roll Over Protection system [a] System in accordance with: 1.2 FIA Homologated system [a] If on FIA homologation form: Name of manufacturer: Homologation number of the form: Number of the homologation extension:
participate as an exhibitor to share our progressive technologies and avant-garde portfolio with the attending design professionals”. Presenting at Modernism Week’s inaugural Learning Lab educational program will be Gray Uhl, education director at LIXIL Americas. Uhl will discuss the impact of plumbing on bathroom design, highlighting the different design eras, the influence of technology, the impact of ergonomics and performance, and offering insights into future safety, water efficiency and style needs for clients. This certified course for design professionals qualified for Continuing Education Units (CEUs). American Standard and DXV are showcasing a stunning selection of contemporary kitchen and bath products at 2017 Modernism Week, as part of the Ferguson exhibit at CAMP, the Community And Meeting Place, which is an ideal location for beginning the week’s events: Distinguished by an urban point of view, the DXV Modulus modern luxury suite presents minimalistic, yet functional, design elements. High-style countertop lavatories are offered in a choice of sizes and configurations, in marble, concrete and solid surface materials. An artistically discreet vanity – available as either wall-hung or with contemporary metal legs – features a unique tray system for organizing and storage. Customizable faucet choices are a highlight of the collection, along with a striking, angular freestanding tub with tray that provides a focal point to the suite. Both wall-hung and floor-mounted toilet models are available, along with a backlit mirror and accent lighting to complete this luxury bathroom collection. - more - DXV will exhibit its revolutionary and award-winning collection of 3D printed metal bathroom sink faucets. While this manufacturing technique has been used to create plastic faucet models and concepts for years, the are the first ready-for-market working residential faucets to be printed in metal. These three initial designs celebrate the thrilling new possibilities that 3D printing opens up for the design and function of faucets, in particular the avant-garde ways to present water and redefine the user experience. Showcasing striking, contemporary design and superb performance, the Beale kitchen faucet collection from American Standard features a that provides the unique option of switching to manual operation by simply sliding a movable door to cover the sensor. Delivering effortless wave-on/wave-off functionality, this Beale touchless down
t-elle. Mais je n'ai pas vraiment répondu à question, n'est-ce pas ? reprit-il. Comme je le disais, je ne crois pas à la femme parfaite. En tout cas, elle n'est pas de celles qui me harcèlent ! Un sourire aux lèvres, il étudia la jeune fille, ses cheveux ébouriffés encore humides, l'épaisse couverture sur ses frêles épaules. Mais si je devais décrire mon féminin, je suppose que cette femme aurait des cheveux noirs, mademoiselle Spoon. Vraiment ? ironisa-t-elle. Il se leva avec une grâce féline. À la consterna- tion d'Emily, il vint s'asseoir à côté d'elle et glissa les doigts dans ses cheveux. Ils seraient noirs comme l'ébène, épais et doux comme du velours. Le genre de chevelure qu'un homme aime étendre sur un oreiller et res- pirer. (Emily aurait aimé qu'il cesse de la toucher, mais elle restait bouche bée.) Depuis peu, j'ai aussi découvert que j'aimais les femmes aux yeux gris. Ils sont différents. Mystérieux. Surtout ceux qui brillent comme des billes d'argent, puis deviennent vaporeux telle une brume matinale. Et si elle était douée pour tuer des serpents et cousait les plus jolies robes de ce côté des Rocheuses... alors, cette fille-là serait irrésistible. Il se pencha vers elle, posa une main sur sa nuque et l'attira à lui. C'est tout ? demanda Emily d'un air fausse- ment détaché, alors que leurs lèvres se frôlaient et qu'elle avait l'impression de se noyer dans son regard bleu. 150
regagna sa place, tandis que Hoot McClain et Clint Barclay montaient dans la diligence. On y va, ordonna le marshal. Suivez votre route habituelle. Ne changez rien à la routine. Et ne pas, précisa Clint. On s'en occupe. Très bien, shérif, le conducteur. Il fit claquer son fouet et la diligence s'ébranla. Pour l'instant, tout se déroule à merveille, dit le marshal aux cheveux gris d'un air satisfait. Tendu, Clint regarda par la fenêtre, alors que la diligence continuait en direction de Lone- some... et de Boulder Point.
Lesson 3: Mother Leader Responsibilities Materials for Lesson 3: Attendance Registers Picture Cards for each Mother Leader One extra copy of the role play 1. Game: Hello Hello 2. Attendance 3. Story: A Family that Brought Change (Picture 3.1) The old lady says, “I remember when I was chosen to be a Mother Leader. My husband was so proud. He said, ‘In our community, the sound of crying is often heard. Children are always sick and struggle to survive. Soon our community will be filled with laughter. Children will be healthy and strong. I am so proud that you were chosen to bring change.’” 4. Ask Why was the old lady’s husband of his wife? What does your family think of you working as a Mother Leader? Let’s compare your with the messages on the following pages.
Task n/a Unacceptable Unacceptable Acceptable Acceptable Trainee can identify appropriate materials associated with the task (rules, orders, forms, equipment, etc.) Cannot identify materials Identifies some materials Identifies most materials Identifies all materials Trainee can define key terms and definitions associated with the task Cannot define terms Defines some terms Defines most Defines all terms Trainee can describe how the task is documented (in CAA forms, reports, computer systems, etc.) Cannot explain task documentation Explains some task documentation Describes most methods or forms for documentation Describes all methods and forms for documentation Trainee can explain how the task is initiated Cannot explain sources for initiating the task Explains some sources for initiating the task Explains most sources for initiating the task Explains all sources for initiating the task Trainee can explain the task outcome(s); (E.g.; certificate and/or operations specifications issuance, approval/ disapproval Cannot explain task outcomes Explains some possible task outcomes Explains most possible task outcomes Explains all possible task outcomes 7.4 Conducting and Evaluating OJT Level II
External examiners from institutions are appointed to each module to act independently and work with the module team in the management of threshold academic standards. The external examiner appointed to this module can be found at Module enhancement [Module leaders should indicate any enhancement(s) made to this module as a result of student feedback (via student module evaluations and relevant sources). This is an opportunity to feed-forward from the previous cohort.] Module specific information [Add module specification link] [Brief commentary on module aims, content and distinctive features]. *should also include details of any specific regulations 4. Assignment Brief [Add details here. You may also wish to provide guidance on what is needed to succeed in this module]. Submission details Please note that the submission deadlines are absolute and on UWE server time, therefore you are strongly advised to submit work well ahead of the deadline dates to avoid situations where penalties could be incurred. Penalties are imposed if a submission is made up to 24 hours after the deadline, and the highest mark you can receive will be the minimum pass mark (if the assessment is passed). After the 24 hours have passed, the work will not be accepted for marking. If you are submitting your coursework in the submission boxes please ensure that the work is secure and placed in a plastic wallet, unless you have been advised to submit it in another style. Don’t forget to print your coursework coversheet from myUWE which should also be attached to your work. [Commentary on submission requirements including type (eg. paper)] Assessment: [Add assessment criteria/tasks]
7.1.3 Understand western society‘s response to the nuclear threat 7.1.4 Know, understand and be able to explain the growth of the anti-nuclear/peace movement that developed after 1945 7.2.1 Know and understand why the Missile Crisis was a significant Cold War event. 7.3.1 Examine anti-communism (McCarthyism) as a Western phenomenon and its impact on societies 7.3.2 Compare McCarthyism in the US with the modern day ―war on terror‖ 7.3.3 Understand that the nuclear threat did not disappear with the end of the Cold War
JULY 1, 2018 EXPANDED COURSE OUTLINE REGULAR BASIC COURSE- MODULAR FORMAT- MODULE II LEARNING DOMAIN 3 POLICING IN THE COMMUNITY LEARNING NEED officers need to know that their role in the community is to work in partnership with community members to resolve or reduce problems for the benefit of those who live and work there. LEARNING OBJECTIVES Identify the components that comprise communities Identify resources which provide opportunities to educate and learn from the community, including: Community forums Community advisory groups Recognize a peace officer’s role in influencing community attitudes Discuss government expectations of law enforcement and peace officers LEARNING NEED Peace officers need to understand that community partnerships provide opportunities to effect greater change than could be accomplished by any one group alone. LEARNING OBJECTIVES Identify the essential partnering skills, including: Leadership Communication Facilitation Community mobilization Discuss the communication techniques that can be used for obtaining voluntary compliance
REQUIRED LEARNING ACTIVITIES The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding use of force. At a minimum, each activity, or combination of activities must address the following topics: Exercise of leadership in the application of reasonable force Impact of ethical decision-making on the selection of appropriate force options Evaluation of the effectiveness of force option choices Consequences for the use of unreasonable force on the officer, community perception and public trust IX. HOURLY REQUIREMENTS Students be provided with a minimum number of instructional hours on the use of force. Description Hours POST Minimum Required Hours __5___ Agency Specific Hours ______ Total Instructional Hours ______
Law enforcement’s obligation to various cultures within the community What law enforcement must do to increase trust with the community Law enforcement’s obligation to respond to and report incidents of discriminatory or biased practices by fellow officers The importance of applying leadership during contacts with persons from diverse cultures as it pertains to profiling, ethics and community policing Given three POST-develop video re-enactments depicting possible racial profiling students will participate in a facilitated discussion and/or small group discussion which addresses the following: Application of the 4th and 14th Amendments and current case law Consensual contacts as it pertains to racial profiling Importance of articulable characteristics or behaviors to develop probable cause. VIII. HOURLY REQUIREMENTS Students shall be provided with a minimum number of instructional hours on cultural diversity/sexual harassment/hate crimes. Description Hours POST Minimum Required Hours __15__ Agency Specific Hours ______ Total Instructional Hours ______
EXPANDED COURSE OUTLINE REGULAR BASIC COURSE – MODULAR FORMAT- MODULE I LEARNING DOMAIN 6 PROPERTY CRIMES V. REQUIRED TESTS F. The POST-Constructed Comprehensive Module I Test. Description Hours POST Minimum Required ______ Agency Specific Hours ______ Total Instructional Hours ______
LEARNING NEED Peace officers must recognize situations involving high levels of risk in order to apply appropriate tactical actions during a vehicle pullover. LEARNING OBJECTIVES Demonstrate officer safety precautions that should be taken during any high-risk vehicle pullover Discuss appropriate actions for cover officers who are called to assist the primary officer during a high-risk vehicle pullover Demonstrate tactics for conducting a safe and effective high-risk vehicle pullover Discuss officer safety considerations when searching the target vehicle, including: Use of available cover officer(s) Types of objects sought and likely locations Potential hazards (e.g., needles, edged weapons, etc.) A systematic search process Interior Exterior LEARNING NEED officers must make appropriate safety and tactical adjustments when conducting pullovers involving vehicles other than passenger cars and pickup trucks. LEARNING OBJECTIVES Explain appropriate safety and tactical considerations when conducting vehicle pullovers involving: Vans, campers, and motor homes Motorcycles Buses and semi-trucks REQUIRED TESTS A scenario test that requires the student to demonstrate, by application, proficiency of a simulated vehicle pullover during the hours of darkness (as defined in Vehicle Code Section 280). At a minimum, the test shall evaluate the following competencies: Police Vehicle Operation – The ability to operate a patrol vehicle in a safe and efficient manner and to position the vehicle appropriate to the situation.
Presenters must use the POST-developed Firearms Competency Exercise Test Form or a form approved by POST, which minimally includes the performance dimensions used for this exercise test. IX. HOURLY REQUIREMENTS Students shall be provided with a minimum number of instructional hours on firearms/chemical agents. Description Hours POST Minimum Required __12__ Agency Specific Hours ______ Instructional Hours ______
Vectobac 200G Threeburg 0.5 4 kg (kg/ha) Totals 18 173 kg Aquabac 200G Oneville 0 0 - Aquabac 200G Twotown 0 0 - Aquabac 200G Threeburg 0 0 - Totals 0 0 Aquabac xt Oneville 3 1.8 L 600 ml/ha Aquabac xt Twotown 0 0 - Aquabac xt Threeburg 0 0 - Totals 3 1.8 L Vectolex CG Oneville 3 50.4 kg 16.8 kg/ha Vectolex CG Twotown - - - Vectolex CG Threeburg - - - Totals 3 50.4 kg Altosid Liquid Larvicide Oneville 0.75 0.7 L 73 mL/ha Altosid Liquid Larvicide Twotown 0.25 0.01 L - Altosid Liquid Larvicide Threeburg 0.5 0.03 L - Totals 1.5 0.110 L 4.0 Pre and Post Larvicide Monitoring Information Retain Larvae monitoring forms for two years. Monitoring forms will be provided to the MOE by request only. Complete and retain the Summary Table
Sanitary sewer design sheet Appendix C q = average per capita flow (L/cap∙d) I = unit of peak extraneous flow (L/ha∙s) M = peaking factor Q(p) = peak population flow (L/s) Q(i) = peak extraneous flow (L/s) Q(d) = peak design flow (L/s) , where P is population in 1000’s , (L/s) , (L/s) where A = Area in hectares , (L/s) Location Street Location From Location To Pop. Individual Area A (hectares) Pop. Cumulative Area A (hectares) Peaking Factor (M) Pop. Flow Q(p) L/s Peak extraneous flow Q(i) L/s Peak design flow Q(d) Proposed Sewer Length (m) Proposed Sewer Pipe Size (mm) Proposed Sewer Type of pipe Proposed Sewer Grade % Proposed Sewer Capacity (L/s) n = Proposed Sewer Full flow velocity (m/s) Proposed Sewer Actual velocity at Q(d) Design: Checked: Date: Project:
sewer design sheet Appendix C Q = 2.78 AIR Where Q = peak flow rate in (L/s) A = area in hectares (ha) I = rainfall intensity in millimeters per hour (mm/h) R = runoff coefficient Location Street Location From Location To (ha) R = (ha) R = (ha) R = 2.78 AR Accum. 2.78 AR Time of Conc. Rainfall Intensity I Peak Flow (L/s) Sewer Data Diameter (mm) Data Slope (%) Sewer Data Length (m) Sewer Data Capacity (L/s) n = Sewer Data Velocity (m/s) Sewer Data Time of Flow (minutes)
should be.’ You know, the older we get, the more we should be looking to the kids, to see what they’re doing. And to make comments on it. … But, you know, just don’t, don’t blanket it – ‘It’s all bad!’” he exclaimed with a sweeping downward motion of his hand. “Right,” someone agreed. “You know?” Tate reiterated. “Um hum,” folks affirmed. “Leave them alone, they’ll grow up,” Tate added, drawing snickers and single word expressions of approval (although the woman who said that young women didn’t know any better seemed to shake her head in disagreement). “They’ll grow up,” he repeated. There was a silent pause in the room. “Uh, Much Ado About Nothing,” Tate stated dryly. “Oh,” someone gasped. “Does that answer you?” Tate said to the young woman who had asked the question. “Yeah,” she gratefully responded, almost breathless at Tate’s rhetorical skill in answering her question about Shakespeare plays while simultaneously making a about the entire hubbub over hip-hop. “Thank you.” “You’re welcome darling. you,” Tate laughed heartily. The audience joined him in laughter as the sense of community in the Visitor’s Center was redeemed. The process of publicly reflecting on his young interlocutor’s question while considering the intimate but momentarily edgy social dynamic of the room – and also thinking about his own life in music – prompted Tate to find a way to both restore a sense of community for those present in the Visitor’s Center, and to express his own feelings in a more balanced and thoughtful manner. Meanwhile, in using the word “darling” to refer to his young female interlocutor, Tate may be drawing on a southern linguistic custom from his youth in North Carolina. The woman, also from the South, may possibly have appreciated the endearment. (Consider how she momentarily switched to vernacular forms more common
PART 2 - PROJECT PARTNERS List of project partner(s): For each project partner, please include their legal status, number of employees, year of creation, website address, latest activity report, and expected role in the project. [Partner1] Government ministry government State agency (para-, quasi- etc.) Inter-governmental organization Not-for-Profit International organization UN agency, programme Other, please specify: Organization Details: Number of employees: Year of establishment: Describe the partner’s role in the project: 250 words 1000 [Partner 2] Government ministry Local government State agency (para-, quasi- etc.) Inter-governmental organization Not-for-Profit International organization UN agency, programme Other, please specify: Organization Details: Number of employees: Year of establishment: Describe the partner’s role in the project: 250 words [Partner3] Government ministry Local government State agency (para-, quasi- etc.) Inter-governmental organization Not-for-Profit International organization UN agency, programme Other, please specify: Organization Details: Number of employees: Year of establishment: Describe the partner’s role in the project: 250 words [Partner4] Government ministry Local government agency (para-, quasi- etc.) Inter-governmental organization Not-for-Profit International organization UN agency, programme Other, please specify: Organization Details: Number of employees: Year of establishment: Describe the partner’s role in the project: 250 words [Partner5] Government ministry Local government Not-for-Profit International organization
For this process or SMF In this accountability Service maps help service managers do this work Solutions Identifies the various documents needed within the service, whether at the overall service or the component level. Stabilize Solutions Identifies the service components that require testing. Supports development of appropriate integration and performance testing strategies. Deploy Solutions Supports development of deployment strategies for overall services and individual components. Supports development of patch management strategies. Operations Operations Facilitates identification of the key tasks required for day-to-day operation of the service. Supports role design and automatable task identification. Service Monitoring and Control Operations Facilitates identification of components requiring monitoring. Supports development of thresholds and actionable alerts. Customer Service/ Incident Management Support Supports incident categorization scheme design, development of appropriate escalation paths, incident diagnosis. Problem Management Support Suggests approaches to structuring the known error database. Shows organizational responsibility for proactive trend analysis. Governance, Risk, and compliance Compliance Facilitates identification of within individual services and across multiple related services. Highlights components with compliance requirements. Change and Configuration Management Facilitates identification of service components change management. Aids in assessing change impact within the service and across multiple related services. Highlights the stakeholders to be involved in communications and authorizations. Supports development of configuration management baselines. Facilitates identification of configuration item (CI) owners.
Teaching Activities - Lecture - Practical - Small group teaching - Workshops - Fieldwork - Drop-in/ Surgery - Dissertation/ supervision - Scheduled on-line lecture/seminar - Assessment preparation and completion - Directed research and reading - Skills practice - Project work - Reflective learning activity - Student-led group activity - Independent study - Online Discussion - Distance Learning Advance Preparation - learning - Study abroad - Distance Learning on Placement - Clinical Training Teaching Activities: Category: Activity: Number: Length: (HHHH:MM) Student Hours: (HHHH:MM) Comment (maximum 39 characters) Total Hours For example Total Credits: 10, suggested total student hours: 100:00 Jointly taught with: Code Year Title Semester Rationale of Teaching Methods and relationship to Learning Outcomes (maximum 4000 characters): Assessment Please use the following Categories / Activities when completing the Assessment Section: KIS Assessment Headings Assessment Components Written Exams Written examination PC examination
Zero Weighted Pass/ Fail Assessments: Component: When Set: Comment (maximum 132 characters): Formative Assessments: Component: Semester: When Set: Comment (maximum 132 characters): Assessment Rationale and Relationship (maximum 4000 characters): Exemption from Assessment Tariff Comment – (maximum 1000 characters) Requests for an exemption from the assessment tariff should be detailed below. HESA Please contact your School Administrator for completion of this section Hesa Data: School Code: School Name: Cost Centre Code: Cost Centre Description: JACS Code: JACS Description: % Additional Data General Notes (maximum 4000 characters):
Recommended Economic Driver Analysis…………………………………………………………………. #10 Conclusion ……………………………………………………………………………….................................. #14 Cited ………………………………………………………………………………………………………………………… #16 Appendix ……………………………………………………………………………………………………………………………. # 17
$750 thousand in additional wages. Though this business venture would not replace the levels of employment provided by the mining industry, it would provide a new industry that would aid in the long term economic development of the region. the lacking availability of broadband access in Moffat county, we believe the implementation of this agribusiness venture paired with broadband availability would create an environment conducive of fostering growth. As previously mentioned, this venture would be able to provide and satisfy local demand, especially that of the Western Slope, due to its advantageous location. New access to broadband would allow for a wider customer reach, the primary use for broadband access would be to create an online marketplace for the local products to allow for shipment outside of the local demand. Ideally, this business venture would be able to sell products to local restaurant and grocery store distributors as well as direct to consumer sales. The success of the business would not be reliant on the addition of broadband services, but the success would be increased with the accessibility granted by broadband access. V. Conclusion In final, given the current economic state of Moffat County, the strongest development opportunity for the local economy and community would be to create a new agribusiness venture that targets the niche market of sheep processing. Given the growing national and economic demand, the future growth prospects of this firm are large with the immediate return being the creation of an estimated seventy-five direct and indirect jobs with an estimated salary generation of $3 million. This is a necessary expansion due to the potential loss of jobs in the mining sector. It is made possible by all of the assets that Moffat has available to use. The most
Act 1, Scene 2 Shakespeare often juxtaposes (placing seeming opposites near one another) scenes (and therefore characters, settings, ideas) for a purpose. Read I, ii carefully to see what purpose Shakespeare had in placing the scenes next one another. How does Venice differ from Belmont? How does Portia and Nerissa’s relationship different from Antonio and Bassanio’s? How is it similar? Look at the way they speak. How does Shakespeare show differences in their personalities and social stature through dialogue? How is Portia’s mood similar and different from Antonio's at the start of I, i? How does Portia feel her deceased father's method of selecting a husband for her? So far, how successful has it been in eliminating inappropriate suitors? Portia each of her potential suitors intern. What faults does she see in each one? How do those faults reflect the Elizabethan viewpoints of each of these cultures? What is different about her criticism of Morocco? trial