zilongwang/ReadingBank huggingface dataset:
Check the following types of flood damage reduction activities included in project along with a quantity (if applicable) and cost or percentage of total project costs. Activity Quantity Cost or Percentage Acquisition Number of Homes Levee Miles Levee Improvement Lineal Feet Floodwall Lineal Feet Ring Dike Number of Ring Dikes Ring Dike Improvement Number of Ring Dikes Flood Storage Easement Acres Impoundment Acre Feet Impoundment Improvement Flood Warning System Feasibility Study Flood Insurance Study Floodplain Mapping Geographic Information System Hydrology / Hydraulic Study Other
He began to submit measures for Congressional approval. ____________________________________ – almost all the bills proposed were enacted The Three R’s: ________________________ ________________________ ________________________ Relief Relief measures were _______________________________ actions designed to tide people over until the economy recovered. The __________________ Crisis ___________ banks closed during the Great Depression. Roosevelt declared a ________________ Holiday – closing all the nation’s banks Relief for Homeowners & _____________-Owners Relief for the _________________________ Recovery The key to recovery was to stimulate _____________________. These measures were designed to ______________________ the economy by increasing incentives to produce and to rebuild people’s _________________________ power. Reform These measures were aimed at _______________________ defects in the structure of the American economy to ensure that a depression like this would _________________ happen again. Most measures were based on the belief that government should ____________________ individuals against risks too big to handle on their own.
Applicant ARN Job Number Assessment and Inspections Tick Satisfactory Initials Formal application complete Organisational Structure, Staffing and Post Holders (refer to FDS-CHK-05) Operations manual (refer to FDS-CHK-01 ) Other airworthiness document (specify……………………………) Maintenance Organisational Structure and Staffing (refer to FDS-CHK-04) Maintenance Controller Assessment (refer to FDS-CHK-03) Airworthiness Facilities and Equipment (refer to FDS-CHK-04) RPAS Inspection (refer to FDS-CHK-04 and FDS-CHK-06) Maintenance Controller Letter Drafted (refer to FDS-LTR-01) Airworthiness Completion Certificate and Recommendations In relation to matters of RPAS worthiness and maintenance control, I am satisfied that the applicant: Is eligible to be certified as a UAV operator having met the requirements of paragraph 101.335 (1) of the Civil Aviation Regulations 1998 (CASR) and; Has met conditions applicable to a RPAS Operator specified in paragraph 101.340 (1) of CASR.
PS12. Programme Structure FHEQ level: 4 For: Full Time F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module FT1 All year Core 20 Credits CORC1013 – Personal and Employability Skills Development FT1 Autumn Core 10 Credits CORN153 – Introduction to Animal Behaviour FT1 Spring Core 10 Credits CORN133 – Business Studies for the Animal Care Sector FT1 All year Core 20 Credits ASR103 – Cells and Microbiology FT1 All year Core 20 Credits CORN152 – Animal Husbandry FT1 All year Core 20 Credits CORN154 – Health, Hygiene and Welfare of Captive Animals FT1 All Year Core 20 Credits CORN115 – Diversity, Classification and Evolution FHEQ level: 5 Full Time F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module 2017 All year Core 20 Credits CORN258 2017 All year Core 20 Credits CORN261 2017 Spring 10 Credits CORN259
Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed engagement with the essential facts, major concepts, principles and theories associated with the chosen discipline. Knowledge of the processes and mechanisms that have shaped the natural world in terms, for example, of the spread of time from the geological to the present and of complexity from the environmental to the cellular. The influence on living systems of human activities (and the converse) could also be considered; familiarity with the terminology, nomenclature and classification systems as appropriate. • Case studies. • Problem solving exercises. A1, A3 A5, A6 A2 1-5, 7-13 Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances. CORN152, CORN115, CORN154 Students will be able to demonstrate an ability to be a
FdSc Animal Husbandry & Welfare; Level 4 & 5 Plan, design and execute practical activities using appropriate techniques and procedures Undertake field/coursework with due regard for safety and risk assessment Throughout the programme Levels 4, and 5 Apply graduate attributes and skills; apply career management skills: apply lifelong learning skills: business and organisational awareness demonstrate an international outlook Key knowledge and understanding is assessed via a combination of : Essays/projects/dissertations Examinations/tests Coursework/group work on practical application questions Reflective assignments ALL Core Modules Work Based Learning is embedded throughout level 4, and 5 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.
Details of other relevant Education background – e.g. prizes won, scholarships, other qualifications not covered above 6. EMPLOYMENT/CAREER HISTORY (IF APPLICABLE) AND/OR OTHER RELEVANT EXPERIENCE (E.G. MINI PUPILLAGES) Dates Employer Summary 7. ANY OTHER RELEVANT INFORMATION NOT COVERED ABOVE, INCLUDING ACTIVITIES AWAY FROM WORK OR FORMAL EDUCATION
The contribution of marks from prior levels of study to the progression award is governed by University regulations. PS10. Admissions Criteria Qualification(s) Required for Entry to this Programme: Details: Level 2: Key Skills requirement / Higher Level Diploma: Maths, English and/or GCSEs required at Grade C or above: 5 GCSE’s including Maths and English An ICT or Science based subject is desirable Level 3: at least one of the following: AS/A Levels To include at least one of the following: ICT, Computing or Science based subject Advanced Level Diploma: Pass in related subject BTEC National Certificate/Diploma: 160 points in ICT, Computing or Science based subject VDA: AGNVQ, AVCE, AVS: 160 points in ICT, Computing or Science based subject Access to HE or Year 0 provision: Pass in ICT, Computing, Business, Engineering or Science based subject International Baccalaureate: Cases taken on an individual basis but normally awards of 24 points or more required. Irish / Scottish Highers / Advanced Highers: Normally level D Work Experience: Mature students with relevant work experience offers made on interview only Other HE qualifications / non-standard awards or experiences: Mature students with relevant work experience offers made on interview only APEL / APCL possibilities: Please refer to University of Plymouth Academic Regulations () Interview / Portfolio requirements: All students are interviewed. Mature students would have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge. Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required: No
Lecture 15 Core material Practical Classes and Workshops 25 Time in the computer labs Supervised Time in Studio/Workshops 20 Additional time spent in the computer labs Guided Independent Study 140 Students are expected to put in additional time outside of taught sessions. Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ T1 ICT 1 ICT2 50% 50% Total = 100% Each worth 25% of overall module Coursework C1 Coursework 1 Coursework 2 50% 50% Total = 100% Each worth 25% of overall module Practical P_ Updated by: Caroline Cripps Date: 25/08/15 Approved by: HE Operations Date: 25/08/15 Recommended Texts and Sources: Dye, M., McDonald, R. and Rufi, A.W. (2007) Network fundamentals, CCNA exploration companion guide. Indianapolis: Cisco Press. Erving, P. (2010) Computer Networks 3rd E Lexden Publishing Limited. Graziani. R., Johnson, A. (2007) Routing Protocols and Concepts. Cisco Press. Indianapolis. Lammle, T. (2011) CCNA Cisco Certified Network Associate study guide, 7th edn. Indianapolis: Cisco Press. Tanenbaum, A. and Wetherall, J. (2010) Computer networks: International version. Pearson SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: CORC1130 MODULE TITLE: Converging Technology and Information
Programme Title: FdSc Conservation and Ecology Internal Programme Code: FT 5309 PT 5310 Partner Delivering Institution: Cornwall College, Newquay Start Date: 2017-18 First Award Date: 2018-19 Date(s) of Revision(s) to this Document: This programme specification template aligns with recommendations within the UK Quality Code for Higher Education. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes.
DATE OF APPROVAL: 01 Jan 2011 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 Sept 2011 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: 111 MODULE LEADER: Kat Cooper OTHER MODULE STAFF: SUMMARY of MODULE CONTENT Identify the key features and components of food webs and energy flow. Understand the ecological niche, the population growth curve and limiting factors. Competition, predation, parasitism and symbiosis. Biodiversity and stability. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 12 Practical Classes and Workshops 12 Guided Independent study 76 Total 100 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E Total = 100% T1 100% Total = 100% Coursework C1 100% Total = 100% Practical P Total = 100% Updated by: Date: Approved by: Date: Recommended Texts and Sources: Begon, M., et al., 2006. Ecology: from individuals to ecosystems. Oxford: Blackwell Science.
Course structure Year One Full time Year 1 of study Level Module Title Credits Code 4 Foundations of Practice 30 UZTSLK-30-1 4 Essentials of Health and Disease 30 UZTSLJ-30-1 4 Person Centred Practice 30 UZTSLM-30-1 4 Holistic Approaches to Care 30 UZTSLL-30-1 Year Two Full time Year 2 of study Level Title Credits Code 5 Extending Practice 30 UZTSRD-30-2 5 An Introduction to Research Methodologies and Methods 15 UZWSRC-15-2 5 Foundations of Assessment for Health and Social Care 15 UZWSRE-15-2 5 Evidencing Work-based Learning 15 UZWSSD-15-2 5 Leadership for Quality Enhancement in Practice 30 UZTSU6-30-2 5 Working Effectively with people with Complex and Long Term Healthcare needs 15 UZTSRG-15-2
be able to construct reasoned arguments to support their position on the ethical and social impact of advances in the biosciences; have ability in a range of practical bioscience techniques including data collection, analysis and interpretation of those data, and testing of hypotheses gather, organise and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written, oral or in other forms; Abstract analysis and synthesis Understanding of subject-specific theories, paradigms, concepts and principles and some understanding of more specialised areas Feedback via coursework assessment process (essays etc) Laboratory practicals and fieldwork Policy and practice analysis in seminars Computer-based practicals on data and measurement problems b b b b,e,f standards, Typical, 5.8) ES3 : Practical Skills (Typical Performance) Examinations/tests on practical application questions Students will be encouraged to take a leading role in the teaching and learning through active participation in sessions such as leading and significant contribution to seminars, workshops and practicals. Students will be encouraged to consider and potentially challenge institutional thinking and practice. Assessments will be diverse and challenging, encouraging students to use their cognitive and intellectual capacities to the full. They are expected to take part in active research and work independently with support but minimal guidance Biosciences 3.8a Biosciences 3.9a&b Biosciences 3.10a,b & c communicate about their subject appropriately to a variety of audiences using a range of formats and approaches, using appropriate scientific language) identify individual and collective goals and responsibilities and perform in a manner appropriate to these roles, in particular those Library and other research exercises. Group work awareness and practice Computer-based learning and assessment Class & seminar interactions and feedback h,f,e,c g,h Biosciences benchmark (Generic standards, Typical, 5.8) ES3 : Practical Skills (Typical Performance) Coursework of all types Examination preparation and completion Assessed discussions Group work assessments Personal & Professional Development Work based experience Marine Science
Plymouth University Academic Partnerships CORNWALL COLLEGE (Newquay) Programme Quality Handbook FdSc Marine Conservation Academic Year 2017-2018 If you require any part of this Handbook in larger print, or an alternative format, please contact: HE Operations Tel: (01209 616256) E-mail: (cornwallhea@cornwall.ac.uk)
skills, and knowledge and understanding through project work. They will have to work with stakeholders in a meaningful way both in sessions and independently with positive targets and outcomes. Develop vocationally relevant managerial skills demonstrated through reflection and projection forward. ES3 : Practical Skills (Typical Performance) Basic ability to describe and record materials in the field and laboratory Basic ability to interpret practical results Basic ability to use appropriate laboratory and field equipment safely Basic ability to plan, conduct and present an independent project with limited reliance on guidance Basic ability to present results of investigations in a number of formats Basic ability to relate investigations to prior work and to reference appropriately Work-centred practise Laboratory and fieldwork Individual Projects Designated tasks Lectures and tutorials Learning from work None Biosciences benchmark (Generic standards, Typical, 5.8) ES3 : Practical Skills (Typical Performance) Project work Assignment tasks for Fieldwork and Laboratory practicals Marine Science Ecology of Aquatic Systems Individual Research Project Students will research niches in a Marine Conservation context with a view to identifying a business opportunity. Students will be exposed to a range of different businesses in the sector to learn about practical working environments. Students will have to practically communicate findings to a variety of audiences through a range of media and assessment types. PS14. Work Based/ Related Learning WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all: 4 & 5
Work experience period and reflection / log book Throughout programme Level 4 and 5 capacity for logical thinking developing ability to make and defend judgements. improved effectiveness in the workplace develop an interest in lifelong learning & personal development. Key knowledge and understanding is assessed via a combination of : Examinations/tests Coursework/group work on practical application CORC1013 CORN103 CORN128 CORN102 Work Based Learning is integrated into the CORC1013 Personal and Employability Skills Development module through inclusion of job seeking skills and logged hours with employers. However it also features in other modules through guest lectures, fieldtrips, workshops, and tasks, e.g. CORN103 Boat Handling, Diving and Survey Techniques, CORN128 Ecology of Aquatic Systems, CORN102 Environmental Enterprises
Examination Coursework Practical MODULE CODE Examination Test Coursework Type Coursework Type Practical Type Practical Type Level 4 CORC 1013C Personal and Employability Skills Development Essay 50% Report 50% CORF107 Practical Skills and Research Methods Examination 50% Report 50% CORF108 Coastal and Ocean Processes Report (1) 50% Report (2) 50% CORF112 Introduction to Marine Science Topical Report 40% Coursework 60% CORF113 Marine Resource Management Article 50% Presentation 50% CORF122 Benthic Biology A Test 20% Interpretation Video 20% Guidebook 60% CORF123 Pelagic Biology A Test 50% Coursework 50% Level 5 CORF200 Benthic Biology B Examination 50% Report 50% CORF203 Biology and Culture of Aquatic Species Examination 40% Coursework 60% CORF204 Oceanography and Meteorology Examination 50% Coursework 50% CORF216 Project Developing project title 20% Assignment 40% & Article 40% CORF218 Pelagic Biology B Test 50% Coursework 50% CORF219 Marine Spatial Planning Test 40% Coursework 60%
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 40 Demonstration 10 Practical Classes and Workshops 25 Fieldwork 20 Guided Independent study 105 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E1 % Total = 100% T_ 100% Total = 100% Coursework C1 100% Total = 100% Practical P_ % Total = 100% Updated by: Date: Approved by: Date: Recommended Texts and Sources: Barnes, R.S.K., Calow P., Olive P.J.W., Golding D.W. Spicer J.I. 2001. The invertebrates: a new synthesis Barnes, R.S.K. Hughes, R. N., 2009. An introduction to marine ecology. (3rd ed). Blackwell Science. Hayward, P.J. Ryland, J.S. (eds), 1995. Handbook of the marine fauna of North-West Europe. Oxford: OUP. Lalli, C.M. Parsons T.R., 1995. Biological oceanography: an introduction. Oxford: Levinton, J. S. 2001. Marine Biology: Function, Biodiversity, Ecology. Oxford: Oxford University Press. Miller, C.B., 2004. Biological oceanography. Oxford: Blackwell Science. Nybakken, J. W., 2004. Marine biology: an ecological approach. (6th ed.) California: Smith, D. L. Johnson, K.B. 1996. A Guide To Marine Coastal Plankton and Marine Invertebrate Larvae. Iowa: Kendall/Hunt Publishing Company. Tait, R. V. Dipper, F. A.,1998. Elements of marine ecology. Oxford: Butterworth Heinemann. Todd C.D. et al., 1996. Coastal marine zooplankton: a practical manual for students. Cambridge: CUP.
Examination Coursework Practical MODULE CODE Examination Test Coursework Type Coursework Type Practical Type Practical Type Level 4 CORC 1013C Personal and Employability Skills Development Essay 50% Report 50% CORF107 Marine Practical Skills and Research Methods Examination 50% Report 50% CORF108 Coastal and Ocean Processes Report (1) 50% Report (2) 50% CORF112 Introduction to Marine Science Topical Report 40% Coursework 60% CORF113 Marine Resource Management Article/ coursework 50% Presentation 50% CORF122 Benthic Biology A Test 20% Interpretation Video 20% Guidebook 60% CORF123 Pelagic Biology A Test 50% Coursework 50% Level 5 CORF200 Benthic Biology B Examination 50% Report 50% CORF203 Biology and Culture of Aquatic Species Examination 40% Coursework 60% CORF204 Oceanography and Meteorology Examination 50% Coursework 50% CORF216 Project Developing project title 20% Assignment 40% & Article 40% CORF256 Marine Science in Practice Coursework 100% CORF219 Marine Spatial Planning Test 40% Coursework 60%
marine aquatic species within culture systems DATE OF APPROVAL: 07 July 2010 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 September 2010 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 111 MODULE LEADER: Craig Baldwin OTHER MODULE STAFF: SUMMARY of MODULE CONTENT Advanced biology of main groups of cultured marine aquatic species (anatomy, physiology, behaviour and ecology). Biotic and abiotic factors influencing the welfare of aquatic species within a culture environment. Components and management of culture systems. Bioethics and legislation associated with culture systems. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 40 Practical Classes and Workshops 35 Workbased learning 5 Guided Independent study 120 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E1 100 % Total = 100% T_ % Total = 100% Coursework C1 Critical Evaluation 100% Total = 100% Practical P_ % Total = 100% Updated by: Date: Approved by: Date:
Hospitality, Leisure, Tourism & Sport 6.17, 6.18 & 6.19 Specific computer and information technology skills Observational techniques Plan, design and execute practical activities using appropriate techniques and procedures Administer appropriate methodologies None All 5.2 Project work Competence in a range of communication techniques Practical/Placements CORC1025 CORC1026 TFD203 Students will engage with specialist and general populations to understand needs, limitations and potential. Students will independently design and implement strategies resulting in data for analysis and discussion. Students will have to practically communicate findings to a variety of audiences through a range of media and assessment types. PS14. Work Based/ Related Learning WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all: 4 & 5 Identification skills, research skills, analysis Placement in relevant industry setting (Health Promotions and local schools) to be jointly arranged by the Module Leader and student during the All All ICT, case studies, reports All core modules
induction period. DBS Clearance may be required. Develop department projects Developmental work with outside organisations (Health Promotions, local schools and local sports clubs) DBS Clearance may be required. All All Exam, case studies, reflective diary, viva All core modules Practical delivery of physical education, coaching and lifelong fitness. NGB and other sector specific qualifications, Developmental work with outside organisations (Health Promotions, local schools and local sports clubs) DBS Clearance may be required. All All Practical, essay, reports, case studies All core modules Industry visits and guest speakers Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools. Health Promotions Cornwall Athletics Club Camborne Cricket Club St Michaels Hotel Ocean Sports Carbis Bay, NGB’s, CSP, SDO’s, International Athletes’ All All Practical, essay, reports, case studies All core modules Fieldtrips Camborne, Redruth, Pool, Brannel, Poltair, Penrice Secondary schools. Health Promotions Cornwall Athletics Club Camborne Cricket Club St Michaels Hotel Ocean Sports Carbis Bay, GB All All Report, essays, exam All core modules
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: CORN251 MODULE TITLE: Application of Computer Aided Design in the Surf Industry CREDITS: 20 FHEQ Level: 5 JACS CODE: I190 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (max 425 characters) This module will provide students with an understanding of the design process and the integrated uses of Computer Aided Design practices within the manufacturing process. Students will be able to appraise the design and aesthetics of surfboards. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Newquay Professional body minimum pass mark requirement: N/A MODULE AIMS: This module aims to provide the students with a working knowledge of relevant CAD programmes for surfboard design and the ability to differentiate between designs and understand their interaction with the environment and the rider. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Examine the parameters that effect performance in conjunction with basic hydrodynamic principles. Analyse the human factors that impact on surfboard design Produce technical orthographic drawings on an appropriate CAD system. DATE OF APPROVAL: 01 August 2002 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 Sept 2002 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: 01/02/11 TERM/SEMESTER: All Year Additional notes (for office use only):
Employ observational techniques NQS219 Earth Sciences, Environmental Sciences and Environmental Studies (ES3) Foundation Degree PS14. Work Based/ Related Learning WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all: Plan, design and execute practical activities using appropriate techniques and procedures Undertake fieldwork with due regard for safety and risk assessment Throughout the programme Levels 4, and 5 apply graduate attributes and skills; apply career management skills: apply lifelong learning skills: business and organisational awareness demonstrate an international outlook Key knowledge and understanding is assessed via a combination of : Essays/projects/dissertations Examinations/tests Coursework/group work on practical application questions Reflective assignments ALL Core Modules Work Based Learning is embedded throughout level 4, and 5 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.
LEVEL 4 PZ1015 Study & Lifelong Learning Skills C PZ1067 Anatomy, Physiology and Psychology of Health C PZ1068 Foundations for Practice C PZ1022 Communication and Collaboration C PZ1046 Mental Health Across the Lifespan C PZ1105 Introduction to Long Term Conditions and End of Life Care C PW1010 Introduction to Clinical Imaging C PW1005 Introduction to Unscheduled Acute Care C NU1003 Student Initiated Module C
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 D1 D2 D3 D4 LEVEL 4 FZ1101 Professional Policing COMP FZ1102 Employability and Study Skills COMP FZ1103 Ethics, Diversity and Social Issues COMP FZ1104 Criminal Law and Procedure COMP FZ1105 Investigation and Evidence COMP FZ1106 PACE, Detention and Disposal COMP FZ1107 Public Engagement COMP LEVEL 5 FZ2102 Signal Crimes COMP FZ2103 General Policing Duties COMP FZ2104 Investigative Skills and Criminal Justice COMP FZ2105 Road Policing COMP FZ2106 Operational Policing O FZ2107 Police Performance and Planning O
18. Curriculum Skills Map –Fd Sc Software Engineering Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 C1 C2 C3 C4 D1 D2 D3 D4 D5 LEVEL 5 CO2401 Software Development COMP CO2402 Advanced Programming COMP CO2403 Professional Skills COMP CO2411 Software Engineering Practices COMP CO2508 Computer Security COMP EL2242 Digital Systems COMP LEVEL 4 CO1404 Introduction to Programming COMP CO1401 Programming COMP CO1507 Introduction to Networking COMP CO1605 Systems Analysis & Database Design COMP CO1706 Interactive Applications COMP CO1801 Practitioner Skills COMP EL1242 Digital Systems COMP
PHASE I (Minimum of 8 Weeks) Detoxification and/or begin substance abuse treatment Attend treatment sessions as established in the treatment plan Attend weekly CHAT (Collaborative Holistic Accountability Team) hearings Attend meetings with the FDTC Coordinator and DHS caseworker as established in treatment plan Submit to random drug/alcohol testing a minimum of three times per week Attend Alcoholics Anonymous or Narcotics Anonymous a minimum of 4 times per week Comply with the DHS service plan regarding the children Complete an autobiography PHASE II (Minimum of 8 Weeks) Attend treatment sessions as established in the treatment plan Attend CHAT hearings weekly or biweekly Attend meetings with FDTC Coordinator and DHS caseworker as scheduled Submit to random drug/alcohol testing a minimum of twice per week Attend Alcoholics Anonymous or Narcotics Anonymous a minimum of three times per week Identify vocation/education and employment goals Comply with the DHS service plan regarding the children Complete a daily journal of accomplishments MISSION STATEMENT The mission of the FDTC is to serve participating families through a coordinated effort that provides access to comprehensive services to break the cycle of substance abuse and to ensure that all children are safe and have a permanent home. PHASE III (Minimum of 8 Weeks) Attend CHAT hearings biweekly Meetings with FDTC Coordinator and DHS caseworker as scheduled Submit to random drug/alcohol testing a minimum of four times per month Attend Alcoholics Anonymous or Narcotics Anonymous a minimum of two times per week Maintain employment or educational and programs Secure stable housing PHASE IV (Minimum of 12 Weeks) Attend CHAT hearings once per month Meetings with FDTC Coordinator and DHS caseworker as scheduled Submit to random drug/alcohol testing a minimum of three times per month Attend Alcoholics Anonymous or Narcotics Anonymous a minimum of one per week Maintain employment or educational programs Engage in community supports Presentation on impact of FDTC at graduation ceremony
Q18: When should I expect a truck pickup for shipments weighing 150 lbs. or more? After you have entered your shipment information into VSM, use the following schedule: If VSM Entry made by Noon Eastern on: Tuesday Wednesday Thursday Friday Monday Tuesday Monday Documents available in VSM by 3:00 p.m. ET Shipment pickup by carrier prior to COB Tuesday Documents available in VSM by 3:00 p.m. ET Shipment pickup by carrier prior to COB Wednesday Documents available in VSM by 3:00 p.m. ET Shipment pickup by carrier prior to COB Thursday Documents available in VSM by 3:00 p.m. ET Shipment pickup by carrier prior to COB Friday Documents available in VSM by 3:00 p.m. ET Shipment pickup by carrier prior to COB Holidays: Advance one (1) business day. New Year’s Day MLK Birthday Presidents Day Memorial Day 4th of July Labor Day Columbus Day Veterans Day Thanksgiving Day Christmas Eve Christmas Day New Year’s Eve
Food Donation Tracking Form for Food Facility Operators Use this form to help you keep track of your facility’s food donations. Name of Facility or Event Address Name of Receiving Agency Delivered and/or Received By (Print Name) Date of Pick-Up Date Type of Food Weight (lbs) DONOR Temperature at holding (if perishable) Time temp was taken (if perishable) RECEIVER Temperature at receipt (if perishable) Time temp was taken (if perishable) Accepted YES or NO YES or NO YES or NO YES or NO YES or NO YES or NO Date Type of Food Weight (lbs) DONOR Temperature at holding (if perishable) Time temp was taken (if perishable) RECEIVER Temperature at receipt (if perishable) Time temp was taken (if perishable) Accepted
[partner 3] [partner 4] [partner 5] [partner 6] 5.5. PPP and project governance The governance model for the PPP and project needs to be clear at time of applying for FDW-project subsidy. The governance model should ensure partnership stability, clarity in roles and responsibilities, and decision-making. The governance model can be presented below. Please note that as part of the first work package, WP inception, a full partnership agreement, signed by all partners has to be delivered. Describe the project governance model at least focusing on: Overall project management Financial management In-country coordination (local coordination) Decision-making model Ownership of the project’s output (e.g. hardware). 6. Project implementation This paragraph details the intended project outcome, output and activities and is closely linked to the Logframes (annex 2 to the application), the mandatory format is available at ). The Logframe template includes several work packages, of which two are mandatory. These are 1) the Work package inception and 2) the Work package project requirements and closure. Several additional work packages may be added based on the logical clustered to project outcome(s). Most projects will be divided into 3 to 5 work packages. As the cross-cutting themes gender and pro-poor are considered as important elements to which a should contribute, it is expected from the project proposal to include gender and pro-poor specific activities, outputs and outcomes. The Logframe is expected to be ambitious and realistic. This requires a proper risk analysis (paragraph 8). 6.1. Work package Inception For the work package Inception only the output and the activities need to be described. Because of the nature of this work package, outcome is not relevant since the outcome of the project inception is by default that the requirements needed for project implementation are met. Output work package inception Outputs are the direct tangible results of the activities implemented within the framework of the project. Outputs of the WP inception may include project management outputs legal services and possibly specification of project elements. All project output has to be Specific, Measurable, Achievable, Relevant and Time-bound (SMART). Please provide more detail on the output realised in this work package.
Describe the social, economic and political situation and institutional setup relevant to the project. One of the objectives of the FDW-programme is to contribute to gender equality. Include in your context analysis information about the sociological, economic and cultural gender context and how access to, and control of resources, services and results of labour is divided In reference to Annex 3 to the policy rules, sustainability framework (FIETS kader):Describe the context in relation to sustainability. Present the wider context, more detailed information on sustainability can be provided in paragraph 4 project strategy. Describe the local policy, laws and regulations that are relevant to the proposed project. [Text] 2.2. Stakeholder analysis Which key stakeholders or stakeholder groups are identified in the project context? Stakeholders are those parties influenced by the project and those that can influence the project directly or indirectly. Stakeholder Role1) Interest2) Position2) Influence3) 1) Type of activity: e.g. decision-maker, supplier, consumer, financer or beneficiary; 2) Level of interest in the project output and outcome: High; Medium; Low; 3) The position of the stakeholder towards the project objective: e.g. in favour, against, ambiguous towards the change(s) required to meet the development goal 3) The degree of influence the stakeholder has in the project context: High; Medium; Low. For every key stakeholder: elaborate on their interest in the project, their responsibilities, position and influence. Interest: What is the stakeholder’s interest in the project? What is the long-term benefit for the stakeholder? Responsibilities: What responisibility and role does the stakeholder has in respect to the project focus area? Position: What are the reasons for the stakeholder’s position towards the project or project goals and ambitions? Influence: In what way can the stakeholder influence the project, what is their power and mandate? Stakeholder 1 [Text] Stakeholder 2 [Text] Stakeholder x [Text] 2.3. problem analysis The problem analysis describes what problems need to be solved to achieve the project purpose (impact, long-term outcomes). It involves all issues that need to be changed in order to realise the desired impact, irrespective of whether the project will target these problems. Also explain what are the current roots or
APPLICATION FORM Food & Drinks mission – Japan Industry Insight SUBMISSION DEADLINE: 7 December 2017 ---------------------------------------------------------------------------------------------------------------------------------- Before sending this application form, you are invited to: - read the information about this training programme (), including the - ensure that your application is complete, dated and duly signed both by yourself and your employer. Any questions? Contact Ms Diane Lula, tel.: +32 2 282 0040, e-mail: Application documents can be sent by e-mail to All attachments should be named “FAMILY NAME + CONTENTS” (ex. SMITH – CV). Maximum file size per sending is 10 MB Approximate timescale (all dates to be confirmed): 7 December Application deadline Mid-December the selection board will allocate places. The European Commission and the Centre’s Head Office in Japan will be asked to approve its decision. Applicants will receive results of their application. Early January Selected companies will be requested to pay a refundable deposit (for SMEs). Jan-Feb Mission preparation: participants will be asked to complete additional documents and will be sent all necessary information to help them prepare for the mission. Mid-February A pre-departure briefing (online webinar) will be organised to answer all questions you may have. It will also offer you a very helpful cross-cultural training session. 5 – 9 March Food & Drinks mission taking place in Japan.
OFFICE OF ECONOMIC OPPORTUNITY CHANGE ORDER PARTICIPATION FORM Name of Contractor/Consultant Project Title: Date: SBE, Firms Name Phone # Scope of Work to be subcontracted (indicate if the contract will include labor & material) Dollar Value of Change Order Code Code Description Total Dollar Value [$] Percentage of Contract Amount as a result of the Change Order[%] AA African American Participation _________________ ___________________ HANA Hispanic, Asian, Native American Participation _________________ ___________________ WBE Women Owned Participation _________________ ___________________ SBE TOTAL Small Business Enterprise Participation _________________ ___________________ Please attach the justification letter to this form along worth any necessary backup data. ADDITIONAL INFORMATION: _____________________________________________________________________________________ Signature: __________________________________ Title: _____________________________________ OEO FORM 6 Revised 3/2015
Differential leveling exam Week 8 10-23-2017 to 10-27-2017 • Construction math including Trig • Ch. 5 Angle measurement Angle Measurement lab Scaling Worksheet 10-27-2017 Week 9 10-30-2017 to 11-3-2017 • Ch. 19 Layout techniques • Lecture Chapter 19 View power points Take notes Week 10 11-6-2017 to 11-10-2017 • Radial layout lab #1 and #2 Radial Lab #1 and #2 Week 11 11-13-2017 to 11-17-2017 • Radial layout lab #3 and #4 Review for Exam Radial Lab #3 and #4 Week 12 11-20-2017 to 11-21-2017 • Radial layout lab #5 • Radial layout exam Lab # 5 Radial layout exam Thanksgiving Break 11-20-2017 11-22-2017 Week 13 11-27-2017 to 12-1-2017 • Grid and profile leveling • Lecture Grid/Profile leveling Lab Week 14 12-4-2017 to 12-8-2017 • Estimating cut/fill • Lecture Cut/Fill Lab Week 15 12-11-2017 to 12-15-2017 • Review for final • Final Test Final Exam 12-15-2017 Schedule is subject to change at instructor discretion.
Remember that the UV exposed plates originally contained approximately 1000 cells. The control plates contained about 100 cells each. The control plates were plated with a different dilution so that the colony numbers would not be too great to count. Since all of the dilutions started from the same source, the UV and control plates should be different by factors of 10. For this reason, we multiply the average number of colonies on the control plates by 10 to estimate the actual number of colonies that were initially on the UV exposed plates. YED YED 8 10 1 2 Day seven: Prepare Test Plates Overview: Test plates will be prepared from all or most of the red mutants produced by all classes. The mutations can be used as tools to investigate how a yeast cell works. Our first step in this process is to determine the inheritance patterns of these red mutants. Prepare a test plate of the suspected mutants from both mating types on YED media. Use the master plates that your instructor has made from the original mutants that your class prepared earlier. Use separate, sterile toothpicks to set up your plate as in Figure 2. Make sure you clearly label the bottom of your test plate. Your number of mutants will probably vary, but don't put more than 3 or 4 unknowns for either mating type. There probably isn't room on the plate for all of the mating mixes. Incubate 1-2 days.
C. Interns Coordinators are encouraged to solicit feedback from interns regarding the cooperating teacher and field supervisor. Interns may wish to comment on the ability of the cooperating teacher and field supervisor to model appropriate practice, to provide support and feedback for interns, and to meet College of Education requirements. Coordinators should also inform interns of when information will be made available regarding Intern Semester II placements. Coordinators should meet with any intern who has an IPP or has failed a course in the PDS. The coordinator, intern, cooperating teacher, and other PDS faculty as appropriate should determine whether or not the intern has satisfied all of the requirements of the IPP. If any IPP requirements were not met or if any PDS courses were failed, then the meeting should focus on the student’s options for the following semester. D. Professional Development Sequence Instructors If an intern has failed a PDS course, the coordinator and faculty member must discuss whether or not IPP requirements have been satisfied. The coordinator must inform the director of the IPP end-of-semester outcome. The coordinator may also wish to solicit feedback from the PDS faculty concerning cohort communication and any concerns about Intern Semester I. E. Field Experiences Office (Education Services) The coordinator is responsible for submitting all required paperwork and forms to the Education Services office in accordance with established timelines (see Deadlines at ). Mileage reports must be submitted using the electronic format provided by the Office. In addition, the Office should be advised concerning any student who has not successfully satisfied the requirements of Intern Semester I. The student’s options for the subsequent semester should be discussed with the Office director prior to the meeting with the intern and others concerned. After placements have been confirmed, the coordinator should immediately provide a list of students, their field supervisors and cooperating teachers to the Office.
teams, etc. __ Demonstrate respect for your student teacher as a fellow professional and learner. __ Complete a formal observation of your student teacher once or twice per week from week 4 forward. Date and initial each formal written observation. Log your formal observation dates and times on the Cooperating Teacher’s Formal Observations Log. Keep one copy of the written observation in your UT Student Teacher Folder, and give one copy to your student teacher to keep in his/her Student Teaching Notebook. This compilation will be shared with the field supervisor and the program coordinator. __ Become familiar with university policies by reading the Handbook for Student Teachers in your student teacher’s notebook. __ Read the document titled “Student Teaching Notebook” carefully. __ Become familiar with expectations for lesson plans by reading the Guide to Lesson Planning and examining the Lesson Plan for Learner-Centered Instruction. __ Allow time for the student teacher to reflect upon each lesson taught before beginning a conference. __ Point out positive performance, but be honest about need for improvement. Your student teacher is relying upon your teaching expertise, so be ready to serve as his/her most valuable resource. __ Inform student teacher about school and community resources available to assist teachers and students. __ Help the student teacher become familiar with community characteristics. __ Expect the student teacher to attend all faculty meetings with you. __ Consider yourself and your student teacher as learning partners. __ Encourage the student teacher to: Note his or her own reactions to the lesson. Compare observed student outcomes with expected outcomes. Recognize links between teacher behaviors and student achievement/behavior. __ Keep the UT field supervisor informed about goals and concerns. __ Discuss special services available through the school or district. __ Share ways that you and the school inform, empower, support and involve parents. __ Provide a daily time for conferencing with the student teacher. __ Encourage your student teacher to ask questions and to seek clarification when needed. __ Discuss the ways you maintain a positive classroom climate. __ Invite your student teacher to make suggestions and try new ideas. __ Establish routines for using a dialogue journal to facilitate daily communication. __ *Effective planning conferences between the cooperating teacher and student teacher are key to student teacher success. __ Help your student teacher to embrace developmentally appropriate practices that address the social, emotional, physical, cognitive and cultural domains. __ Assist your student teacher in constructing a child-centered curriculum based