zilongwang/ReadingBank huggingface dataset:
Collaboration and Reflection iPad users will be given time in the course to collaborate and share their ideas on using the iPads over the next year. Classroom management will be discussed as will additional resources on teaching and learning with the iPad. ASSIGNMENT: Participants will respond to discussion prompted in the MMSD NING as evidence of reflection. Assessment of Learning and Feedback Please complete the electronic survey that will be sent through the PD System after the course closes. The following two rubrics will be used to assess course completion. Participation and Attendance Rubric NOTE: No fractional PACs will be awarded for reduced time attended. Unsatisfactory: Will not receive credit Satisfactory Excellent Punctuality Participant is more than 1 hour late or leaves 1 hour early without appropriate excuse. If participant has to arrive late or early, arrangements are made with the instructor(s) for an alternative agreement on course completion Participant is on time and stays the entire time. Participation Participant does not engage in discussions, does not collaborate with others or does not respond to discussion prompt online. Participant participates in discussion, collaborates with other participants, and responds to discussion prompt in the NING. Participant provides meaningful discussion responses, collaborates well with other participants, and responds to discussion prompt in the NING.
Assignment Rubric (This rubric will be used all reflective assignments) Unsatisfactory: Will not receive credit Satisfactory Excellent Punctuality Participant does not produce assignment deliverables at all, or deliverable is late past the 2 day grace period. Participant turns in deliverables on time or slightly late (2 days grace period) with excuse. Participant turns in deliverables on time. Quality of Assignment Deliverables Deliverables are absent, incomplete, or not out. Deliverables are complete and ideas are clear. Participant’s work is neat, well-thought out, and clear. Participant clearly grasps the concept of professional growth. Course Activities Calendar CHOOSE ONE SECTION ONLY: SECTION DATE TIME LOCATION 1 June 20th , 2013 8:00a to 3:00p Doyle 100A 2 June 25th , 2013 8:00a to 3:00p Doyle 100A 3 July 1st , 2013 8:00a to 3:00p Doyle 100A 4 July 29th, 2013 8:00a to 3:00p Doyle 100A All Sections END OF COURSE (check for email for link) COMPLETE INSTRUCTOR EVALUATION FORM 1 Credit Guidelines for MMSD Courses Professional Advancement Credits (PACs) are only for employees in the Teaching (Collective Bargaining Agreement) Unit. One course PAC equals 10 hours. The total hours may include face-to- face, online instruction, and extended assignments. Participation must occur during non-contract time, participants may not receive extended employment payment (also only available to the Teaching Unit), and participants may not have hotel, travel, or
Name: ______Justin Arthur Student__________ Date: ___08/27/2014___ Exp. #: JAS-21 Title: _______Isolation of Eugenol from the Steam Distillation of Cloves ____________________________ Purpose: _____ To isolate eugenol from cloves by steam distillation and analyze it using IR _________________and 1H-NMrspectroscopy___________________________________________________________ Chemical & Safety Data: Substance Structure MW (g/mol) m.p. (oC) b.p. (oC) Density (g/mL) Role Name: Dichloromethane N/A 84.93 -97 39 to 40 1.32 Solvent Formula: CH2Cl2 Safety: Irritant, possible cancer hazard, inhalation may cause CNS effects Name: Sodium sulfate N/A 142.04 884 N/A N/A Drying Agent Formula: Na2SO4 Safety: Possible irritant Name: Eugenol 164.20 -12 to -10 254 1.06 Analyte Formula: C10H12O2 Safety: Irritant, potential allergen Name: Chloroform-d N/A 120.38 -64 61 1.5 Solvent Formula: CDCl3 Safety: Irritant, possible cancer hazard, inhalation may cause CNS effects
Works Cited Driscoll, Sally, and David C. Morely. “Factory Farming: An Overview.” Points of View: Factory Farms (2011): 1. Points of View Reference Center. Web. 4 Oct. 2012. Ford, Alex and Simone Isadora Flynn. “Farm Subsidies: An Overview.” Points of View: Farm Subsidies (2011): 1. Points of View Reference Center. Web. 4 Oct 2012. Golmark, S.M., and Richard A. Grant. “Counterpoint: Subsidies are Needed for American Farmers.” Points of View: Farm Subsidies (2011): 3. Points of View Reference Center. Web. 8 Oct 2012. Lee, Deborah, and Tom Warhol. “Counterpoint: Industrial Agriculture Causes More Problems Than It Solves.” Points of View: Factory Farming (2011): 3. Points of View Reference Center. Web. 4 Oct. 2012. Wright, George, and Ed Konczal. “Factory Farming has Improved Farming for Hundreds of Years.” Points of View: Factory Farms (2011): 3. Points of View Reference Center. Web. 4 Oct. 2012.
The checklist below helps you to ensure that you have all the supporting documentation submitted with your ethics application form. This information is necessary for the Panel to be able to review and approve your application. Please complete the relevant boxes to indicate whether a document is enclosed and where appropriate identifying the date and version number allocated to the specific document (in the header / footer), Extra boxes can be added to the list if necessary. Document Enclosed? (indicate appropriate response) Date Version No Office Use Application Form Mandatory Risk Assessment Form Yes No Not required for this project Participant Invitation Letter Yes No - see Q7 Not required for this project Participant Information Sheet Yes No Not required for this project - covered by letter and consent form Participant Consent Form Yes No Not required for this project July 2011 Participant Recruitment Material – e.g. copies of posters, newspaper adverts, website, emails Yes No - see Q7 Not required for this project Organisation Management Consent / Agreement Letter Yes No Not required for this project Research Instrument – e.g. questionnaire Yes No Not required for this project Draft Interview Guide Yes No - content will depend on the Not required for this project National Research Ethics Committee consent Yes No Not required for this project Note: If the appropriate documents are not submitted with the application form then the application will be returned directly to the applicant and will need to be resubmitted at a later date thus delaying the approval process Interview Consent form Researcher: Dr XXX, Lecturer in Contemporary Intelligence Studies, School of Humanities, Languages and Social Sciences, University of Salford, Manchester, M5 4WT, , 0161 295 ….
Table X. Identity, function, origin, accession number, reference and location of the introduced genetic material for plasmid pMock808 Genetic element Function of the DNA region Source organism Gene Accession number Reference Right Border DNA region containing right border sequence used for transfer of the T-DNA Agrobacterium tumefaciens Depicker et al., 1982 Intervening sequence Sequence used in DNA cloning Escherichia coli nos 3’ Terminator and polyadenylation signal (see above). Agrobacterium tumefaciens Bevan et al. 1983, Depicker et al. 1982 cry1X1 Insect resistance gene. Bacillus thuringiensis MOCK123 (Adams 2001) Intervening sequence Sequence used in DNA cloning Escherichia coli e-35S Promoter with duplicated enhancer region Cauliflower mosaic virus (Kay et al. 1987; Odell et al. 1985) Intervening sequence Sequence used in DNA cloning Escherichia coli aad Antibiotic resistance marker gene containing its own regulatory sequences, ie promoter and termination sequences. Escherichia coli X04555 (Fling et al. 1985) Intervening sequence Sequence used in DNA cloning Escherichia coli nos 3’ Terminator and polyadenylation signal (see above). Agrobacterium tumefaciens As above. nptII Antibiotic resistance marker gene. Escherichia coli M61152 (Beck et al. 1982) e-35S Promoter (see above). Cauliflower mosaic virus As above. Intervening sequence Sequence used in DNA cloning Escherichia coli Left Border DNA region containing left border sequence used for transfer of the T-DNA Agrobacterium tumefaciens Depicker et al., 1982 Intervening sequence Sequence used in DNA cloning Escherichia coli ori-V Origin of replication for maintenance of plasmid in Agrobacterium Agrobacterium tumefaciens Stalker et al. 1981 Intervening sequence Sequence used in DNA cloning Escherichia coli ori-322 Origin of replication for maintenance of plasmid in E. coli Escherichia coli Sutcliffe 1979 Intervening sequence Sequence used in DNA cloning Escherichia coli
improving health services in regions suffering from years of neglect and war. The study results highlight the general hardship and isolation faced by populations, particularly living in rural areas, where communication and road infrastructures are limited and income-generating activities are virtually non-existent. The findings elucidate the need for improved outreach at the community level designed to share basic health-related information and to distribute essential drugs and supplies to rural populations. The results also underscore the tremendous need to improve livelihoods through development of improved farming systems and income-generating activities. The general lack of understanding about the three leading illnesses causing death of young children with regard to the illness signs and symptoms, causation, and appropriate treatment and prevention, was alarming. Our findings show that obstacles to seeking health care with trained providers were mixed and not solely related to cost and payment as is often hypothesized in DR Congo; in fact, in , where health care is far more costly, careseeking behaviours more frequently involved obtaining treatment with more expensive trained providers. The data illustrate that a tremendous obstacle faced for all three illnesses relates to lack of adequate knowledge together with local belief systems that often interfere with obtaining care with trained providers. In rural areas, where distances are great, distance was frequently mentioned as a barrier to seeking care. Lack of access to money in areas where subsistence farming is practiced also presents a major obstacle when cash payment for health care is required. Concerns about the quality of care and the behaviour of the health workers were commonly cited as barriers, and our in-depth investigation of health systems and personnel confirm the failure of the health structure to provide even basic services to the population. This, in part, may explain the common practice of self-medicating at home. Other barriers often not mentioned in the literature included an absent husband, making careseeking impossible, concerns about being referred to a hospital, and a debt at the health center which made the family ineligible for care. The study findings highlight the need to re-examine the current health structure and to carry out major reforms in the provision of health care. VI. RECOMMENDATIONS Based on the study findings, we recommend the following: Increase efforts to strengthen community-based activities, including outreach, information dissemination and economic development Combine health and agricultural development programs designed to increase food production introduce plant varieties that are more resistant to disease improve marketing systems improve soil fertility Introduce micro-finance projects in rural communities, learning from some of the success stories in Strengthen the community health worker system
Experience Demonstrable experience of working in mental health services Ability to meet agreed/specified service targets Ability to manage own caseload and time Demonstrates high standards in written communication Able to write clear reports and letters to referrers Experience of working in Primary Care Services Worked in a service where agreed targets in place demonstrating clinical outcomes Personal experience of mental health difficulties (self, family or peers) Application Form Interview Question Interview Question Application form ? portfolio Application and interview Skills & Competencies Ability to evaluate and put in place the effect of training Computer literate Excellent verbal and written communication skills Has received training (either formal of through experience) and carried out risk assessments within scope of practice Able to develop good therapeutic relationships with clients Interview question Interview question /portfolio Interview / application/portfolio Interview question ? reference Knowledge Demonstrates an understanding of mental health difficulties in children and young people Demonstrates a knowledge of the issues surrounding children and young people and the impact it can have on mental health Demonstrates an understanding for the need to use evidence based psychological therapies and how it relates to this post Demonstrate understanding of the use of service user participation and feedback and Interview question Interview question Interview question Interview
► ethnic classification I would describe myself as (please tick) White British Irish White Eastern European Gypsy/Romany/Irish Traveller Any Other White Asian or Indian Asian British Pakistani Bangladeshi Chinese Any Other Asian Mixed White & Black White & Black African White & Asian Any Other Mixed Black or Black British African Any Other Black NOTE: These categories have been recommended to employers. The data is being collected to assist Incommunities to monitor the effects of its Equality & Diversity Policy and to meet the requirements of the Race Relations (Amendment) Act 2000. These categories reflect those to be used in the 2011 census by the Office for National Statistics (ONS). Other Ethnic Arab Groups Any Other Ethnic ► sexual orientation I would describe myself as (please tick) heterosexual / straight gay man gay female / lesbian bisexual prefer not to say ► religion I would describe myself as (please tick) no religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh prefer not to say other (please state below) ………………………………………………….
Here is an example of what a chart of accounts for a very small business may look like: Account Classification Account Number Account Type Account Number Sub Account Name Account Number Sub Account Name Balance Sheet 1000 Assets 1100 Current Assets 1110 Bank 1120 Cash on hand 1130 Petty Cash 1140 Debtors 1150 Stock on hand Non- Current Assets 1210 Furniture and Fittings 1220 Office Equipment 1230 Company Car 2000 Liabilities 2100 Current Liabilities 2110 Bank Overdraft 2120 Creditors
If in place, utilize cameras in facility. Complete incident report. Children’s Ministry Leaders Constantly monitor all children’s areas to ensure all children are provided the safest environment. Diligently follow all existing “check in” and “check out” procedures. Should a child be missing: Immediately contact Response Team Leader. Provide a description of the child. Notify the parents. Check cameras (if applicable) Team Leader should contact police as soon as they have conducted initial investigation and are unable to locate the child. Should a child be kidnapped: Ensure the above steps are being taken and that the police have been called. Section 5 Reference Section Section 5 - Emergency Contact Numbers Police / Fire Department Emergencies 911 Bellevue Police Department 911 Bellevue Fire Department 911 King County Sheriff’s Office 206-296-3311 Overlake Medical Center 425-688-5000 Evergreen Medical Center 425-899-1000 Group Health Eastside Medical Center 425-883-5151 Valley Medical Center 425-251-5191 Harborview Medical Center 206-731-3000 Children’s Hospital 206-987-2000 Poison Control Center 800-222-1222 Puget Sound Energy 800-321-4123 Washington Natural Gas 425-347-0707 Senior Pastor: Pastor Adam Anderson 425-747-0515 (W); 425-830-0702 (C) Associate Pastor: Pastor Amy Jayne 425-747-0515 (W); XXX-XXX-XXXX (C) Church Chair: Gordon Goins 425-793-1545 (H); 206-849-7786 (C)
4 Messages What are your three key messages for this group? What do they want to know? What could they get wrong? 5 Activities Choose communication activities. How do they like to receive information? Mass communication Website Media Face-to-face Personal briefing Seminar/ workshop Social events Field days Displays/ exhibitions Email Publications Scientific journal article Technical report Newsletter Fact sheet Briefing note Other…………………… Consultation activities Focus groups Workshops Other……………………. Networking activities Establish a network Link to established network Support champions to communicate Other………………………
Kim wants to paint the walls and ceiling of his room. Kim’s room is 20’x15’, and has 10 foot ceilings. Each gallon of paint covers 300 sq. feet of surface. How many gallons of paint should Kim buy? Attempt to answer: 50% Component Meets standard (10% for each) Does not meet standard C: Answer with complete sentences all sentences are complete at least one sentence is not complete R: Refer to the question answer begins with a reference to the question Ex: Kim should buy 4 gallons of paint... Answer does not begin with a reference to the question. Ex: Three, because... A: Answer the question correctly answer is correct answer is not correct V: Use appropriate and proper mathematical vocabulary Proper mathematical vocabulary is used where appropriate. Ex: Kim should buy 4 gallons of paint in order to cover the 1000 sq. ft of surface area in his room. I multiplied length and width to find the area of each of the four walls and the ceiling, then combined them. Finally, I noted that three gallons of paint, covering 900 sq. feet, would not be enough, so I knew we’d need four gallons. One or more instances in improper use of math vocabulary, or omission of relevant math terms. Ex: Kim should buy 4 jugs of paint in order to cover all the walls and ceiling. I found each wall’s space, added in the ceiling, then figured out that I need 4 jugs. E: Follow up with additional sentences to extend and explain your reasoning. Initial sentence is followed with additional sentences that explain the process or sense-making. See example above Initial sentence is not followed with additional sentences that explain the process or Kim should buy 4 gallons of paint in order to cover the 1000 sq. ft of surface area in his room. I just did it by figuring each part up and that’s what I got.
April 8, 2005 MEMORANDUM FOR: Chief, Labor Relations Branch, ARHLL FROM: AFGE Council ___, Midterm Bargaining Team SUBJECT: Chapter __, Space Management, Administration Services Policy Handbook This serves as AFGE Council of __ Locals demand to bargain over the proposed changes to Chapter __ of the Administration Services Policy Handbook. Our preliminary proposals are as follows: Parking: Parking spaces provided, as the result of a reasonable accommodation, will not be reported to the Internal Revenue Service as a fringe benefit. Emergency Evacuation Equipment: Each office situated above the ground floor in either GSA or leased space must be provided emergency evacuation equipment in accordance with the standards of the American Red Cross. Natural Light: The access to natural light shall be maximized in the space occupied by employees. Break Rooms: Break rooms/lunchrooms will be provided at a 100:2 ratio. Unoccupied Private Office Space: The use of unoccupied private office space will be negotiated at the local level. Enclosed Space: All private office space or enclosed space that is larger than 10x10 must have at a minimum one (1) direct air vent. 2.
Mandatory Section 11.1 What are the potential risks to the researchers themselves? This may include: personal safety issues, such as those related to lone working, out of normal hours working or to visiting participants in their homes; travel arrangements, including overseas travel; and working in unfamiliar environments. Please explain any risk management procedures that will be put in place and note whether you will be providing any risk assessments or other supporting documents. Travel to the site may be a risk for vehicle accidents or breakdown. I will drive carefully and have a charged mobile phone with me at all times. If a cat becomes aggressive I might get scratched or bitten. To avoid this I will watch the cats when I need to go in the enclosures by assessing their body language and leave if they do not calm down. I will have some plasters and bandages in case of any wounds and will let a member of staff know exactly where I am. I will also have my charged phone if I cannot get out of the enclosure. Supporting Documents attached Participant Consent Form, Participant information Sheet Section 12: Human Tissues Only completed if Human Tissue's are being used Does your study involve “relevant materials” as defined by the Human Tissue Act (2004)*? N/A Will you be storing the material for more than 7 days prior to either: processing the material to remove the cellular component, or transferring the material elsewhere (to University premises)? N/A Have you agreed a storage location with the Designated Individual? N/A Location 0 Section 13: Supporting Documentation (not uploaded elsewhere) Non-Mandatory Section Supporting Documents attached 0 Section 14: Admin Section Non-Mandatory Section LimeSurvey Response ID 1419
6.Extra support (intervention) I need and who has recommended it 7.How often I need this and who will provide it 8. What I need to achieve by the next review 9. How well did it work? Date Out of class reinforcement of learning (recommended by ALS tutor) Adult support for 1.5 hrs per week -(this may increase as exams get nearer) To be able to identify key facts of class work. Joe can now identify and remember the majority of key facts from his class work. Supervised breaks to assist with social interactions with peers (recommended by student/parent) Adult support for 5 hrs per week Can hold a two way conversation with a peer once a day. Joe regularly holds a two way conversation with peers he is familiar with. He still finds this hard with students he is unfamiliar with. Development of independent personnel care skills. (recommended by health professional) Approximately 30 minutes per day in total To be able to independently wash hands after using the toilet. Joe doesn’t need to be reminded to wash his hands anymore. In-year Review 1 Young person/parent/carer signature Provider signature Disagreements Date In-year Review 2 Young person/parent/carer signature Provider signature Disagreements Date In-year Review 3 Young person/parent/carer signature Provider signature Disagreements Date
Support with modifications Oppose Have Comments Do you support, oppose, or wish to comment on this section? (Please tick one answer) Support Support with modifications Oppose Have Comments Do you support, oppose, or wish to comment on this section? (Please tick one answer) Support Support with modifications Oppose Have Comments
Do you support, oppose, or wish to comment on this section? (Please tick one answer) Support Support with modifications Oppose Have Comments Do you support, oppose, or wish to comment on this section? (Please tick one answer) Support Support with modifications Oppose Have Comments Do you support, oppose, or wish to comment on this section? (Please tick one answer) Support Support with modifications Oppose Have Comments
Record of fire safety risk assessment Building use and address Postcode Office accommodation and laboratories. 5 Storey Building, Leafy Lane, Kent ME12 5JW Name of person(s) with fire safety duties Jan Monvid Name and contact details of Assessor David Nicholson, Health and Safety Adviser KCC Tel: 01622 696268 Email: Assessor signature D. Nicholson Date of assessment 17th January 2013 Scope of Assessment: The scope of this assessment did not involve access to any of the laboratories. Relevant centre information Construction of building: The building consists of a basement, ground floor and 3 upper floors. It was built in the late 60’s and constructed with a concrete frame in-filled with brick and glazed panels. Site information: The site consists of a number of large buildings but they are well spread out and no other buildings are in the immediate vicinity of this building. The site access is controlled by 24 hour security at the entrance gate and 4 hour patrols. Building use: The building is a mixture of office accommodation and laboratories Occupant profile: There are less than 60 people in the whole building, all of which are able bodied and there is no one with any special needs. There are no young people on site. Step 1 Identify fire hazards Note: Action Points should be recorded at STEP 4 Fire hazards Comments Sources of ignition electrical equipment cooking equipment boiler smoking materials arson Sources of fuel furniture and furnishings paper waste materials flammable Liquids in Laboratories Source of oxygen natural ventilation. no additional sources of oxygen. Higher risk areas laboratories boiler Room kitchenette Area
Toilet Combustible material stored in doorway Training given to ensure this does not happen. Ongoing Kitchen Risk of fire spreading though open door between kitchen and main hall Add door closer to fire door Insufficient extinguishers to cover risks Add CO2 extinguisher on exit route and fire blanket Risk of not escaping as inability to use the final exit due to obstruction Improve general housekeeping to avoid accidents and ensure good access and egress. Mark walkways clearly Revised 19 February 2012
EXAMPLE GROUP INTERVIEW DAY PART A) INSPIRATION Welcome Brand DVD/inspiring music playing on arrival, collect paperwork, handout name tags etc Thank everyone for coming and do housekeeping – toilet breaks/phone use etc. 10 mins The Big Picture Present DVD/PowerPoint outlining corporate story, including history, vision, long term plan and benefits. 10 mins The Role Recruiter to present information on the role including typical activities, educational pathways, career progression opportunities, hours and benefits. 25 mins A Personal Story Recruiter or senior leader to share their history including journey with the company to date; career highlights; challenges overcome and what they love about the role and the organisation. Question/answer session at end. 15 mins ‘Getting to Know You’ Icebreaker 5mins – groups of 2 (3 max) spend 5 mins getting to know why the other person would be great for the role. 35-40mins – each individual introduces partner back to group to ‘sell’ why they would be great for the role and the organisation. 45 mins Tea Break 15 mins PART B) ASSESSMENT Team Activity Recruiters to facilitate group activity & assess candidates 5mins – Intro / explanation of activity 15mins – Group to work through activity (5-7 people per group) 10mins – Groups to present back to assessors 30 mins Individual Activities by Rotation Recruiter to conduct individual role play. Candidates to also complete two assessment tests, including a pressure test, on rotation. 30 mins Lunch & Debriefing Candidates are sent to lunch. Recruiters debrief and decide who is brought through to the afternoon session. 45 mins PART C: SUCCESSFUL CANDIDATE RELATIONSHIP BUILDING & ASSESSMENT Congratulations Congratulate successful candidates on making it through to the second stage. Recruiter runs through more detailed information such as example salary structures, and explains afternoon timetable. 30 mins Candidate Interviews Candidates who are successful through to the afternoon session, now participate in a face-to-face interview. As required
requiring a Yes/No answer should be answered by placing an ‘x’ in the appropriate box. This document contains hidden text which will assist you in completing some of the questions by giving you more information. You will notice some questions have blue numbers at the end, these relate to the relevant sections in the National Statement as they relate to that question. As part of this process you should ensure that you are familiar with, and comply with, the How to use this application form Commence at Part A. Answer the questions and follow the instructions to determine the level of review required for your research. If your project qualifies for expedited review (E1 or E2) you will complete all of this form. If your research is E3 you will be directed to complete the HREA (Human Research Ethics Application). Guidelines to help you respond to the questions in this form are included as blue hidden text. To view the hidden text on a windows computer, select from your toolbar, or go to your toolbar and select the paragraph option and then select ‘show/hide’. If this is not visible please contact IT Help on x5000 for assistance to locate this functionality.. The hidden text will not be seen on the printed version. [To print hidden text select ToolsOptionsPrintHidden Text.] DO NOT submit applications with hidden text showing. Sections of the application form Part F1 Declaration by applicants Part F2 Peer review and Head of School declaration DO NOT submit this page with your application
I, ……………………………………………………………………….., have read the information contained in the Information Sheet for Participants and any questions I have asked have been answered to my satisfaction. Yes/No I agree to participate in this workshop, realising that I may withdraw at any time. Yes/No I agree to the workshop being audio recorded. Yes/No I am over 18 years of age. Yes/No …………………………….. …………………………. Participant Date …………………………….. …………………………. Researcher Date Research Project: Exploring the key skills, knowledge and attitudes of health literate students.
Assignments/Benchmarks toward successful completion of HSE IC Process – 2016-2017 August 2016: Complete Participation Form Sign up on CTAE Resource Network ( ) for required two day HSE IC Workshop, and attend the “2016-Preparing for Industry Certification for the Healthcare Science Education Program” scheduled for September7& 8, 2016 in Macon, GA (9/7: & 9/8: 9:00am-12noon) Sign up on for required year-long Internship for HSE Programs going through IC this 2016-2017 school year, “2017 Achieving Healthcare Science Education Industry Certification”. Attend HSE IC workshop on Thursday, January 26, 2017 (8:30am-4:00pm) in Columbus at Health Science Building at Columbus Technical College. Be prepared for your presentation on your HSE Program and review for HSE IC Evaluation. Review the Healthcare Science Standards and Forms. Identify and list Pathways and Courses taught by each teacher at your school. Identify the three (3) Standards per Course to be “showcased” by each Healthcare Science teacher. Set up Program Operational Standards (POS). Begin uploading documents as requested on Standards. Forms Program Operational Standards (POS) for Healthcare Science POS I: Program Goals POS II: Teacher Qualifications POS III: Facilities
EN 14351-1:2006+A1:2010 standard. Details of supplier selection & evaluation are included within OP 03.04 Supplier Surveys & Approved Suppliers. 2.6.2 Purchasing information Purchasing information describes the product to be purchased. The company will ensure the adequacy of specified purchase requirements prior to their communication to the supplier. Details of purchasing arrangements are included within OP 03.05 Purchasing OP03.06 Purchasing: Specification from Frame Fabricator and IG Unit supplier. 2.6.3 Verification of purchased product The company will inspect incoming product in accordance with OP 03.07 Goods Inwards Inspection. The company relies upon the supplier to take responsibility to ensure that product purchased conform to agreed specified requirements. 2.7 Production and service provision 2.7.1 Control of production and service provision The company will plan and carry out production and service provision under controlled conditions. Controlled conditions include, as applicable The provision of information that describes the characteristics of the product. The provision of works instructions. The use of suitable equipment. The provision and use of monitoring and measuring devices. The implementation of monitoring and measurement. The implementation of release, delivery and post delivery activities. 2.7.2 Validation of processes for production and service provision The company will ensure that production or service processes are evaluated and validated to ensure that the processes will achieve planned results. The company will ensure it establishes arrangements for these processes including, as applicable Defined criteria for review and approval of the processes. Approval of equipment and qualification of personnel. Use of specific methods and procedures. Requirements for records and revalidation. 2.7.3 Identification and traceability Explain how your company traces the supplied windows and IGUs back to the order? Preservation of product The company will ensure that it preserves the conformity of product during internal processing and delivery to the intended destination. This preservation will include identification, handling, packaging, storage and protection. 2.8 Control of monitoring and measuring devices Measuring devices will be controlled in accordance with OP 03.08 Control of Measuring, Inspection and Test Equipment. Measurement, analysis and improvement
To take turns with an adult during a simple turn taking activity indicating on 4/5 occasions whose turn it is. - Choose a turn taking activity that has quick and clear turns. Start off with Joe waiting for roughly 10 seconds for his turn building up to 30 seconds. Ensure that it is clear when the turn has finished and passes to the next persons. Try activities such as the click clack track, fishing game, rolling a ball down a tube. - Ensure the activity is motivating. - Consider when to do the activity – when Joe is most alert and able to concentrate. - Consider where to do the activity – in a distraction free area. - Use gesture and sign initially to indicate whose turn it is and when he needs to wait. - Use Joe’s reward chart to acknowledge and reward good waiting / turn taking. - Ask Joe ‘whose turn is it?’ varying the occasions when it is his turn or the adult’s turn. Achieved Joe has enjoyed participating in turn taking activities with a familiar adult. He initially needed a high level of support to understand whose turn it was next and when he needed to wait. Joe is now able to say on the majority of occasions (at least 4/5) whose turn it is. He will sometimes indicate this verbally and at other times through gesture i.e. pointing. Joe worked best near to the reading area of the classroom which was quieter. To take turns with another child, supported by an adult, indicating on 4/5 occasions whose turn it is. Review date:
2010–2014 Conservation Assistant Springwell Wildlife Trust Working as part of a team to protect the reserve Stocktaking and ordering stationery and equipment Dealing with visitors and enquiries about the reserve 2006–2010 Assistant Manager Cirencester Sports Shop Supervision of 10 staff Purchasing and budgeting Dealing with customers and cash handling Voluntary Work NOTE: Voluntary work adds value to application by demonstrating ability to communicate with the public; to organise other staff and a practical knowledge of nature conservation. 2009–Present Member and currently Chair Waverley Nature Society Organisation of working parties for conservation work on reserves Liaising with local authorities and The Wildlife Trust regarding project work Ensuring satisfactory completion of project work 2006–2009 Volunteer Waverley Nature Society Helping to protect nesting ospreys at Norton Lea reserve for two weeks a year Informing visitors about ospreys and the conservation work on the reserve Overnight watches to protect the birds 1996–2006 Volunteer Waverley Nature Society Organising and leading outings and activities for young people interested in bird watching Other Employment After school I gained experience in hospitality work at a hotel, which entailed serving customers and handling cash, and also in retail where I gained experience in selling outdoor sports equipment. Additional Information When in charge of fundraising for the Nature Society’s Local Members’ Group, I helped to raise £3,000 with a sponsored bird watch. NOTE: Highlight achievements that make the CV stand out e.g. successful fund raising. Keen and knowledgeable birdwatcher in Britain and Europe. Wide sporting interests, including athletics (formerly 100 and 200 metres county champion) and squash. My other interests include travel, hill walking, photography and DIY projects. I have a full clean driving licence.
less than 30% of the total perennial grass cover And And Introduced woody shrubs (e.g. Acacia nilotica and Leucaena leucocephala) are less than 5% of the total canopy cover And And Parthenium hysterophorus is less than 5% of the total cover of annual species Good Quality At least 5ha And Woody shrubs (e.g. Acacia farnesiana and A. salicina) are less than 70% of the total canopy cover And Introduced woody shrubs (e.g. Acacia nilotica and Leucaena leucocephala) are less than 20% of the total canopy cover And Perennial introduced grass species are less than 50% of the total cover of perennial grass species And Parthenium hysterophorus is less than 70% of the total cover of annual species And An average of at least 20 native grass tussocks per 100 m2 Poor Quality Perennial introduced species are 50% or more of the total cover of perennial species Or Parthenium hysterophorus is 70% or more of the total cover of annual species Or An average of less than 20 native grass tussocks per 100 m2 Note *The quadrat size for assessing the presence/absence of indicator species is 0.1ha (e.g. 50m by 20m). If it can be demonstrated, beyond reasonable doubt, that the grassland was derived from woodland then it is not part of the ecological community nominated for listing 13. If condition classes/thresholds have been/should be applied, what relative proportion (e.g. percentage area) of the ecological community would be/is classed as being of high, medium and low condition (or other set of applicable condition states)? Introduced pasture and weed species (in particular, Parthenium hysterophorus) are conservatively estimated to have degraded at least 50% of the Bluegrass ecological community listed in 2001 (Environment Australia 2001a). In 1991 Tothill and Gillies (1992) classified only 10% of Central Queensland Bluegrass pastures as being in ‘good’ condition (sustainable condition). No more than 50% of the nominated community is in medium condition. Further surveys are needed to differentiate areas of ‘good’ and ‘poor’ condition. In 1991 Tothill and Gillies (1992) classified 30% of Central Queensland Bluegrass pastures as being in ‘fair’ condition (deteriorating state).
Southern Moreton Bay, 21 people aboard 3 open sail training vessels and a fleet of single and double sea kayaks Date/time of departure: 4/4 1200 Date/time of expected return: 7/4 1200 Emergency Contact: Jono Goss 0428868169 Monday Location description and estimated date/time Latitude /Longitude Distance & magnetic bearing to next location Tide and wind forecast conditions, estimated sea state and other factors Estimated time to travel at 3 knots average speed or adjusted for conditions Escape route and contingency plans Comments Victoria Point VMR boat ramp 27°34'45.6"S 153°18'56.6"E 5NM 87deg 0031 0.60 0652 2.33 1331 0.50 1921 2.10 SE15-20, close reach to Blakesleys Estimated 2 hours tacking at low tide Return to Victoria Point or could bear away to Dunwich Launch boats Sail training in the afternoon Blakesleys Slip -27.574767, 153.409873 Showers likely, anchorage will be good Dunwich or beam reach to return to Victoria Point Campsite for Monday night Tuesday Location description and estimated date/time Latitude /Longitude Distance & magnetic bearing to next location Tide and wind forecast conditions, estimated sea state and other factors Estimated time to travel at 3 knots average speed or adjusted for conditions Escape route and contingency plans Comments Blakesleys Slip -27.574767, 153.409873 5Nm 354 deg 0132 0.48 0744 2.43 1422 0.38 2013 2.26 40 mins Dunwich Early start 3 hrs Return to Dunwich Sail training
SE 15-20 decreasing slightly and swinging easterly Dunwich -27.500857, 153.401531 13Nm 359 deg Big Sand Hills -27.284878, 153.401993 Campsite Bear away for Brisbane Sunset from dunes Wednesday Location description and estimated date/time Latitude /Longitude Distance & magnetic bearing to next location Tide and wind forecast conditions, estimated sea state and other factors Estimated time to travel at 3 knots average speed or adjusted for conditions Escape route and contingency plans Comments Big Sand Hills -27.284878, 153.401993 0229 0.37 0833 2.48 1507 0.29 2101 2.40 Easterley 5-10 knots tending NE in the afternoon, calm 4 hours Bear away for Brisbane Late start - wait for the northerly and tide to change Horseshoe Bay -27.501167, 153.361388 Light winds, calm seas Campsite Thursday Location description and estimated date/time Latitude /Longitude Distance & magnetic bearing to next location Tide and wind forecast conditions, estimated sea state and other factors Estimated time to travel at 3 knots average speed or adjusted for conditions Escape route and contingency plans Comments Horseshoe Bay -27.501167, 153.361388 0321 0.30 0919 2.48 1550 0.24 2149 2.51 Light northerly winds 2 hours against the tide in light winds Dunwich Pack up early Victoria Point 27°34'45.6"S Aim to be in by 1200 Return to Victoria Point Retrieve boats
Assessment Assessment types, a rough guide on how to design assessments for different types Be able to design assessments Lesson planning Chunking steps, resources. Engagement, resources for doing so. Being you. Repeat course design review checklist Understand “chunking” of content and be able to do so when creating lessons Understand how important it is to enthuse students and engage their senses, and do so in the lessons Finalize your plan Deciding how to present each lesson. Finalizing the lesson plan for your course. Be able to follow a process to design a course Creating videos from ppts and screen-casts Software and tools, how to guide, step by step. Creating videos from ppts and screen-casts Using the LMS How to use the LMS, step by step. Be able to use the LMS to create a course Engagement and Excitement – or “teaching is selling” Make the lessons engaging Move to practical application ASAP (nothing motivates quite as much as being able to solve a problem straight away) Try to engage with the different senses – sight, sound, touch, smell etc A picture can say 1,000 words, a video that shows how to do something a million words. Lesson name What’s so exciting about this? How will you engage with the audience? Course design overview This is where you conquer the world! As this can be tedious and requires high concentration, keep emphasising the benefit and value of this. Emphasise the process and
Example of good dissemination plans in grant applications QuICN community nursing study – Funded by NIHR HS&DR Aims and objectives The aim of this research is to study the selection, application and usefulness of CQUIN and other quality indicators for community nursing to identify benefits (and drawbacks) for service users and NHS staff with the goal of improving these schemes to maximise their impact on patient care. We are proposing to conduct a mixed methods study which includes a national survey of quality indicator schemes, followed by five in-depth qualitative case studies and the testing of the transferability of the findings with a further ten sites. Research Questions 1. Which CQUIN and other quality indicators are selected locally, regionally and nationally for community nursing? 2. How are they selected and applied? 3. What is their usefulness to service users, commissioners and community provider staff? Objectives 1. To map quality indicator schemes in use for community nursing to understand which indicators are selected. 2. To identify the processes for the selection of CQUIN and other quality indicators for community nursing at local, regional and national level including which indicators are chosen, their source and the rationale for inclusion. 3. To clarify the processes for introducing and applying quality indicator schemes into community nursing services and understand how data is collected, analysed and quality assured. 4. To explore the usefulness of indicators in terms of meeting priorities, assessing the quality of services, influencing commissioning decisions and bringing about changes in service delivery from the perspective of service users, front line teams and commissioners. 5. To produce actionable messages and good practice recommendations to disseminate proactively to service users, NHS staff, DH policy makers, NICE and academic audiences to improve the selection, application and usefulness of quality indicator schemes for community nursing. Plans for disseminating the findings of this research There are five key audiences for this research, these are: A. commissioning organisations (such as Clinical Commissioning Groups, Commissioning Support Units and NHS England) B. community nursing service provider staff C. patients and the public D. external statutory organisations (such as Department of Health, NHS Information Centre, NICE, Quality Observatories) E. academia
Example of Logical Framework for a Project Intervention Logic Objectively verifiable indicators of achievement Sources and means of verification Assumptions Overall objectives What is the overall broader objective to which the projects will contribute? What are the key indicators related to the overall objectives? What are the sources of information for these indicators? Project purpose What are the specific objectives which the project shall achieve? What are the quantitive or qualitative indicators showing whether and to what extend the project’s specific objectives are achieved? What are the sources of information that exist or can be collected? What are the methods required to get this information? What are the factors and conditions not under the direct control of the project which are necessary to achieve these objectives? What risks have to be considered? Expected results What are the concrete outputs envisaged to achieve the specific objectives? What are the envisaged effects and benefits of the project? What improvements and changes will be produced by the project? What are the indicators to measure whether and to what extend the project achieves the envisaged results and effects? What are the sources of information for these indicators? What external factors and conditions must be realized to obtain the expected outputs and results on schedule? Activities What are the key activities to be carried out and in what sequence in order to produce the expected results? Means: What are the means required to implement these activities, e.g., personnel, equipment, training, studies, supplies, operational facilities, etc. What are the sources of information about project progress? What pre-conditions are required before the project starts? What conditions outside of the project’s direct control have to be present for the implementation of the planned activities?
Appendix A - Named safeguarding officers proforma The school’s/establishments ‘Designated Safeguarding Lead’ is: ………………………………………………………………………………………………………………… If they are not available then the school/establishment’s alternate lead is: …………………………………………………………………………………………………………………. The school/establishment’s Named Safeguarding Governor is: …………………………………………………………………………………………………………………. The school/establishment’s Chair of Governors is: ……………………………………………………….………………………………………………………… The Local Authority’s Designated Officer (LADO) for North East Lincolnshire Local Authority is: ………………………………………………………………………………………………......................... and can be contacted on ……………………………………………………………………………………
Your signature documents your permission for the named child to take part in this research. ______________________________________________________ __________________ Signature of child Date ______________________________________________________ Printed name of child ______________________________________________________ __________________ Printed name of parent [ ] or individual legally authorized [ ] Date to consent for the child to participate ______________________________________________________ __________________ Signature of parent [ ] or individual legally authorized [ ] Date to consent for the child to participate ______________________________________________________ ____________________ Signature of person obtaining parent permission and assent Date ______________________________________________________ Printed name of person obtaining parent permission and assent