zilongwang/ReadingBank huggingface dataset:
Core courses BCH651: Advanced Metabolism and Regulation 3 Units BCH601: Current Concepts in Enzymology 3 Units BCH681: Biostatistics 3 Units BCH680: Research Techniques in Biochemistry 3 Units BCH610: Molecular Biology and Biotechnology 3 Units BCH682: Biochemical Reasoning 3Unit BCH671: Advanced Industrial Biochemistry 3 Units BCH602: Protein Biochemistry 3 Units BCH614: Research Project 6 Units BCH615: Seminar 3 Units Sub-Total 33 Elective Courses Any two electives to be taken, up to a total of 6 credit units M.Sc (Industrial Biochemistry) General Courses General Courses PGC 601: Research methodology and application of ICT in research 3 Units PGC 603: Management and Entrepreneurship 3 Units Sub-Total 6 Units Core courses BCH651: Advanced Metabolism and Regulation 3 Units BCH601: Current Concepts in Enzymology 3 Units BCH681: Biostatistics 3 Units BCH680: Research Techniques in Biochemistry 3 Units BCH610: Molecular Biology and Biotechnology 3 Units BCH682: Biochemical Reasoning 3Unit BCH671: Special Topics in Industrial Biochemistry 3 Units BCH623: Advanced Pharmacological Biochemistry 3 Units BCH614: Research Project 6 Units BCH615: Seminar 3 Units Sub-Total 33 Elective Courses Any two electives to be taken, up to a total of 6 credit units M.Sc. (Medical Biochemistry) General Courses PGC 601: Research methodology and application of ICT in research 3 Units PGC 603: Management and Entrepreneurship 3 Units Sub-Total 6 Units Core courses BCH651: Advanced Metabolism and Regulation 3 Units BCH601: Current Concepts in Enzymology 3 Units BCH681: Biostatistics 3 Units BCH680: Research Techniques in Biochemistry 3 Units BCH610: Molecular Biology and Biotechnology 3 Units BCH682: Biochemical Reasoning 3Unit
Research/Project A research/project topic is selected with the cooperation and advice of the academic supervisor. There will be seminars (at least one for the Master’s Programme, and at least two for the Ph.D Programme) to appraise on-going research/project work before the submission of a final write-up on the research work for examination. List of Approved Supervisors and their Specialization S/NO. NAMES AREA OF SPECIALISATION 1. Prof. (Mrs) Ifeoma P. Enemo Ph.D (Nig) LL.M (Lagos) LL.B. (Hons) (Nig) B.L International Law Family Law Law of Tort 2. Prof. Felicia N. Monye LL,B(Hons) (Unilag), LL.M (Nig) Ph.D (Unilag) B.L. Commercial Law Law of Consumer Protection 3. Prof. ChukwunọnsoOkafọ Ph.D (IUP) LL.B (Hons.)(Nig,) B.L. Informal Social Control Criminal Justice and Criminology Jurisprudence African and Traditional Law and Jurisprudence. 4. Prof. George ChukwuemekaNnona SJD (Harvard) LL.M (Lagos) B.L. (Lagos) LL.B.(Hons) (Ife) B.L. Company & Partnership Law Taxation Law Securities & Capital Market Regulation International Trade Law The Regulation of Professions 5. Dr.Chukwunwike A. Ogbuagbor Ph.D (Nig) LL.M (Nig) LL.B (Hons) (Nig) B.L. Jurisprudence Alternative Dispute Resolution Administrative Law 6. Dr. Herbert A. Umezuruike Ph.D (Abuja) LL.M (Nig) Land Law Law of Banking & Insurance Marine Insurance and
LL.B (Hons) (Ife) B.L. Shipping Law Landlord and Tenant Law 7. Dr. Chris U. Anyanwu Ph.D (Birmingham) LL.M (Nig) LL.B (Imo) B.L. Constitutional Law Company Law Law of the Sea 8. Dr. (Mrs) Joy NgoziEzeilo Ph.D LL.M LL.B (Hons) B.L Human Rights Criminal Law Family Law 9. Dr. (Rev.Fr.) Edwin ObimmaEzike Ph.D (Nig) LL.M (Nig) LL.B (Hons) (Nig) B.L Law of Contract Law of Arbitration and ADR Customary Arbitration International Commercial Arbitration 10. Dr. (Mrs) Edith O. Nwosu Ph.D (Nig) LL.M (Nig) LL.B (Hons)(Nig) B.L Company Law and Securities 11. Dr. Emmanuel Onyeabor Ph.D (Nig) Env Law & Policy) LL.M (Nig) (Env. Rights) LL.B. (Hons) (Nig) B.L B.Ed (Geog) M.Sc (Env. Mgt) M.Sc (Dev. Planning) Environmental Law Planning Law Climate Change Law & Policy Human Rights Law 12 Dr. (Mrs) Miriam ChinyereAnozie Ph.D (Nig) LL.M LL.B (Hons) B.L Constitutional Law 13 Dr. Godwin A. Onuoha Ph.D (Nig) LL.M LL.B (Hons) B.L Comparative Constitutional Law Administrative Law 14. Dr.ObiajuluNnamuchi Ph.D LL.M Health Law Human Rights Law
PERSON SPECIFICATION – Research Band 6 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training In the final stages of a PhD in relevant discipline BSc, BA or Masters degree in relevant discipline A good first degree in a social science or humanities subject area, or equivalent Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Data collection Analysis and interpretation of results Drafting research reports, participating in scientific conferences and contributing to drafting scientific publications Problem solving Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of : Collaborative working and networking to enhance and develop research A good working knowledge of Polish Ability to produce high quality literature reviews Workload and time management skills Membership of Departmental Research Committee or equivalent Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to Evidence of: An expectation to positively contribute to University activities and initiatives including open days, graduation ceremonies etc and Application Interview Other
Competency Identified by Knowledge and Experience Evidence of substantial experience in an office environment covering a broad range of administrative tasks. Application/Interview Can demonstrate the ability to use a broad range of products from the Microsoft Office suite and have the ability to learn new systems and software. Application/Interview Has a good general education showing clear evidence of literacy and numeracy. For example, GCSE Maths and English A–C. Application/Interview Has an active approach to continuing professional development/undertaking training as appropriate for personal and professional development Application/Interview Communication (Oral) Can demonstrate the ability to exchange basic information promptly and in a courteous and effective manner to students, colleagues, line managers and external contacts. Application/Interview Communication (Written) Can demonstrate the ability to provide information in a suitable format so that the others’ needs are met and adjusts the level of content to help others understand. Application/Test Teamwork and Motivation Can demonstrate the ability to delegate work to others and/or help to build co-operation to deliver team results. Application/Interview Liaison and Networking Can demonstrate the ability to work with others outside the immediate area to ensure that accurate information is passed on promptly to the most appropriate people to improve working practices. Application/Interview Service Delivery Has knowledge and understanding of services available to users of this and related areas of work and ensures that the experience of each customer is positive and satisfactory. Application/Interview
Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Application Interview
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in Chinese, or relevant discipline Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Be able to teach literature, popular culture, visual arts of premodern, modern and contemporary China and Chinese society. Application Interview Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate level in a variety of teaching Experience of marking and providing feedback to students’ works Experience of supervising undergraduate research projects Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups An extensive knowledge and understanding of undergraduate and postgraduate (School or discipline) An ability to communicate complex conceptual ideas to widely divergent audiences Willingness to contribute to Chinese team and student-staff committee meetings Application Interview Personal Qualities Includes any specific physical requirements of the post – (subject to Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Willingness to promote Chinese Studies to the wider audiences within and beyond the University Application Interview
Competency Identified by Knowledge and Experience Has knowledge and experience of working in an office environment covering a range of administrative tasks Application/Interview Can use a broad range of products from the Microsoft Office suite and have the ability to learn new systems and software Application/Interview Has a good general education showing clear evidence of literacy and numeracy. For example, GCSE Maths and English A-C Application/Interview Engagement in regular staff development and CPD activity. Application/Interview Communication (Oral) Can demonstrate the ability to exchange basic information promptly and in a courteous and effective manner to students, colleagues, line managers and external contacts. Application/Interview Communication (Written) Can demonstrate the ability to provide information in a suitable format so that the others’ needs are met and adjusts the level of content to help others understand. Application/Test Teamwork and Motivation Can demonstrate the ability to work effectively as part of a team. Is willing to provide cover for colleagues and acts in a supportive manner. Application/Interview
Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: Positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Application Interview Other
An ability to communicate complex conceptual ideas to widely divergent audiences Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Application Interview Other
An ability to develop new courses and actively contribute assessment examinations An ability to communicate complex conceptual ideas to widely divergent audiences. Effective management of resources e.g. financial, equipment etc Accreditation of courses by professional bodies Acting as a visiting examiner at other Institutions Involvement with external quality audit or assessment Service as an advisor on teaching and learning in the local community Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working Continuous Professional Development Collaborative working, particularly on interdisciplinary activities Application Interview Other
PERSON SPECIFICATION – Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A PhD or equivalent in relevant discipline Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: An emerging track record in an appropriate research field, including scientific publications, presentations at scientific conferences and contributing to grant applications Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: Participation in networks that seek to promote research collaboration Effective management of resources Contribution to the supervision of undergraduate project, masters or PhD students Application Interview Other Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) An expectation to positively contribute to University activities and initiatives which may include open days, graduation ceremonies, etc., and have a willingness to undertake administrative activities Show evidence of collaborative working, particularly on interdisciplinary activities Evidence of working in an open and transparent way, providing information and communicating effectively with colleagues Evidence of Continuous Professional Development Application Interview Other
Examples of items which will appear under the different sub-headings on the statements of comprehensive income: Revenue: Fees earned Net sales Other income: Credit losses recovered Commission income Dividend income Interest income Profit on sale of asset Rent income Distribution, administrative and other expenses: Advertising Credit losses Bank charges Carriage on sales Delivery expenses Depreciation Insurance Postage Rent expenses Repairs Salaries Stationery consumed Telephone expenses Water and electricity Finance costs: Interest on bank overdraft Interest on mortgage Interest on long-term loan Interest paid on capital/savings accounts in a partnership An entity shall present a statement of changes in equity showing in the statement: A) total comprehensive income for the period, showing separately the total amounts attributable to owners of the parent and to minority interest;
PERSON SPECIFICATION – Teaching and Scholarship Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree, and a PhD in the area of literature, humanities, arts or creative writing, or professional equivalence in terms of literary publication and recognition A teaching qualification and/or HEA recognition Application Interview Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively in higher education Experience of teaching at undergraduate and postgraduate levels Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: An extensive knowledge and understanding of undergraduate and postgraduate creative/imaginative provision Application Interview Personal Qualities Evidence of: Willingness to make positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Application Interview
FAC2601 October/November 2013 exam Question 1(a) Kingswood Limited Statement of profit or loss and other comprehensive income for the year ended 30 June 2013 Revenue (2 400 000) Cost of sales (2 400 000 x 70%) Gross profit (2 400 000 x 30%) Other income (9 275 + 500(W4.1)) Admin expenses (411 150) Distribution expenses Other expenses (34 350 – 600 – 9 900(W2) + 8 100(W4) + 12 000(W5)) Finance costs (600 + 9 900(W2)) Profit before tax Income tax expense (47 500) Profit for the year Other comprehensive income Items not reclassified to profit or loss Revaluation surplus on buildings Gain on financial asset at fair value through OCI Total comprehensive inome for the year Profit for the year attributable to Owners Total comprehensive income for the year attributable to Owners 2 400 000 (1 680 000) 720 000 9 775 (411 150) (-) (43 950) (10 500) 264 175 (47 500) 216 675 112 000 12 500 (W6) (W7) 341 175 216 675 241 175 Kingswood Limited Notes to the financial statements for the year ended 30 June 2013 2. Profit before tax Profit before tax includes the following: Income Revenue Income from investment in subsidiary: Legends Limited Finance income Dividend income Listed investment: Shamrock Ltd Dividends received (50 000 shares x 10c) Finance income (350 + 325) Profit on sale of machinery and equipment 2 400 000 2 250 450 5 000 675 500 (W1) (W4.1)
Gross carrying amount Accumulated depr 570 000 - - - 1 005 000 (241 500) 450 000 (90 000)(9b) 495 000 (276 000) Costs capitalised/ acquisitions Depreciation Disposal - - - 1 497 750(2) (4 993)(4) - 135 000 (232 (36 000) - (72 000)(9c) - 225 000 (120 000)(3) - Cost Accumulated depr - - - - (90 000) 54 000 - - - - Revaluation 630 000 - - - - Carrying amount 1 200 000 1 492 757 630 000 288 000 324 000 Gross carrying amount Accumulated depr 1 200 000 - 1 497 750 (4 993) 1 050 000 (420 000) 450 000(9a) (162 000) 720 000 (396 000) Land and buildings are situated at erf 179 Woodmead with an office thereon. Land and buildings were revalued on 31 December on the net replacement method by Mr B Bronx, a sworn appraiser. Workings: 1 200 000 – 570 000 = 630 000 780 000 + 210 000 + 450 000 + 57 750 (5) = 1 497 750 Machine New Rest 720 000 225 000 (15 000) 495 000 210 000 X 6/60 = 21 000 X 12/60 99 000 21 000 + 99 000 = 120 000 1 497 750 (2) x 2% x 2/12 = 4 993 99 000 x 7/12 = 57 750 Motor vehicle – sold Depr 90 000 x 1/5 x 6/12 = 9 000 AD = 45 000 = 54 000 New motor vehicle 135 000 x 1/5 x 6/12 = 13 500
PERSON SPECIFICATION – Teaching and Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A good degree and a PhD or equivalent in relevant discipline. Expected to undertake PCAP within 2 years if limited teaching experience, unless already has a relevant qualification Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Ability to teach effectively at undergraduate and postgraduate level in a variety of teaching contexts. An emerging track record of high quality research output, with publications in factor journals. Have research experience in the Department’s main research themes. Supervision of undergraduate and postgraduate research projects. Involvement in applying for research funding. Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: An active contribution to University activities such as committees and research groups. An extensive knowledge and understanding of undergraduate and postgraduate criminology. An ability to communicate complex conceptual ideas to widely divergent audiences. A creative research vision for development, implementation and delivery of successful research projects. Application Interview Other Personal Qualities Evidence of:
ASSIGNMENT 2 PART A Abrams Ltd Statement of Financial Position as at 28 February 2014 R Assets 7 355 500 Non - current assets 6 546 000 Property Plant and Equipment 6 510 000 Financial assets (24 000 + 2 000 + 10 000) 36 000 Current assets 809 500 Trade and other receivables ( 557 000 – 35 500) 521 500 Inventory ( 190 000 + 60 000 + 38 000) 288 000 WORKINGS PROPERTY PLANT AND EQUIPMENT Land Factory building Furniture and fittings Total Carrying amount beginning of year 3 200 000 2 800 000 - 6 000 000 Cost 3 200 000 3 000 000 - 6 200 000 Accumulated depreciation - ( 200 000) - (200 000) Depreciation ( 220 000) ( 220 000) Revaluation 280 000 280 000 Carrying amount at end of year 3 200 000 2 860 000 450 000 6 510 000 Cost - 3 260 000 - 3 260 000 Accumulated depreciation - (400 000) - ( 400 000) Factory building Depreciation per year Cost: 2 800 000 + 200 000 2 800 000/14 years = 3000 000 = 200 000
QUESTION 1 VIOLET LIMITED AND ITS SUBSIDIARY CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME FOR THE YEAR ENDED31 MARCH 2011 Gross profit [Gross profit both companies + (Additional information 3: Intragroup sales 880 000 – 880000) – (Additional Information 3: Inventories Tulip limited purchased from violet limited at cost plus 25%)] Other expenses (Depreciation : Plant and equipment of both companies – Additional information 4 Depreciation of machine sold to Violet limited from 31 March 2010 to 31 March 2011 + Other expenses of both companies) Finance costs [Interest paid on bank overdraft + (Interest paid on debentures – Interest received on debentures) Profit before tax Income tax expense (Income tax expense from both companies) Profit for the year Other comprehensive income Total comprehensive income for the year Profit attributable to: Owners of the parent (balancing figure) Non-controlling interest (transfer the value of CURRENT YEAR: Profit for the year: Non controlling interest here) (Transfer profit for the year figure here) Total comprehensive income attributable to: Owners of the parent (balancing figure) Non-controlling interest (transfer the value of CURRENT YEAR: Profit for the year: Non controlling interest here) (Transfer profit for the year figure here) 1.2 1.2.1 Property, plant and equipment [(Property at valuation companies+ (Plant and equipment at cost both companies – Profit on sale) – (Accumulated depreciation: Plant and equipment for both companies – additional information 4: depreciation for 6 months on machine sold – additional information 4: depreciation for 12 months on machine purchased)] 1.2.2 Inventory (Inventories for both companies – Additional Information 3: Inventories Tulip limited purchased from violet limited at cost plus 25%) 1.2.3 Retained earnings (Retained earnings for Violet limited+ Retained earnings since acquisition + Owners of parent’s soci - Revaluation Surplus at acquisition) 1.2.4 Non-controlling interest (All items from the NON Controlling interest line in the calculations)
PERSON SPECIFICATION – Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A PhD or equivalent in relevant discipline Archival research experience Experience with oral history Application Work Experience Ability to undertake duties of the post Evidence of: An emerging track record in an appropriate research field, including scientific publications, presentations at scientific conferences and contributing to grant applications Familiarity conducting interviews Ability to facilitate focus groups Proficiency in digital literacy Interaction with public officials Participation in public fora. Application Interview Skills and Knowledge Includes abilities and intellect Evidence of: Participation in networks that seek to promote research collaboration Effective management of resources Contribution to the supervision of undergraduate project, masters or PhD students Familiarity conducting interviews Ability to facilitate focus groups Proficiency in digital literacy A creative research vision for development, implementation and delivery of successful research projects Application Interview Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) An expectation to positively contribute to University activities and initiatives which may include open days, graduation ceremonies, etc., and have a willingness to undertake administrative activities Show evidence of collaborative working, particularly on interdisciplinary activities Application Interview
PROPERTY,PLANT AND EQUIPMENT PARENT SELLS NON – DEPRECIABLE ASSET TO SUBSIDIARY SOFP Property, plant and equipment (…… + …… - Profit) Soci Profit before tax (….. + …… - Profit) SOCIE No change Analysis No Change SUBSIDIARY SELLS NON – DEPRECIABLE ASSET TO PARENT SOFP Property, plant and equipment (…… + …… - Profit) Soci No change SOCIE No change Analysis Since acquisition to the beginning of the current year Retained earnings (…….- …….. – profit)
Event Description: Shaklee is the #1 Natural Nutritional Company in the United States. We offer products ranging from non-toxic organic cleaners for the home, safe and effective beauty and body care, pure & safe vitamins and supplements as well as clinically proven weight loss programs. Join us on Monday to check out what this whole "Shaklee" thing is about! We will have some fun prizes and giveaways for those who participate! Hope to see you here! An Hour Before Event: One hour until we start! What are you hoping to learn about tonight? Post 1: Welcome to The Shaklee Wellness Hour…. We are so excited you have come to learn more about why we love Shaklee products so much and why Laura is so excited to share this with you all. We will also be including some special promotions and flash sales throughout the event. Hint: participation will be rewarded. Please introduce yourself: Post 2: We will be sharing lots of health information in the next hour- please comment any health concerns you would like us to address. Common issues include boosting the Immune System, Energy, Stress, Mood, Migraines/Headaches, Allergies/Asthma, weight loss, and removing toxins from your home. Post 3: What is most important to you? Post 4: My name is Rebecca and I am a friend of Laura’s. I have been using Shaklee products for 4 years with incredible results! I have used the Shaklee 180 program to lose my
Facebook Post – Week 1 Purposeful Parenting Month Parent Techniques for all ages… NO means NO. Once you have said “no” to a child’s request, do not change your mind. This tells the child that NO doesn’t mean no, it means maybe. Once a child starts to whine or have a tantrum, do not engage the child. Let your child know you are there to listen when he/she is ready to talk. Do not engage until he or she can speak to you in a proper voice (not whining, crying, or throwing a tantrum). If you respond to children when they are whining and crying it unknowingly reinforces the whining behavior. Try to spend alone time, one on one time, with each child, every day. It doesn’t have to be hours each day. It can be 15-30 minutes of complete attention directed to your child and only your child. That means NO TV, cell phones, or computers. Instead, spend time talking, reading, and playing games in the backyard. Exercise as a family. Bike rides, hiking, and walking have a dual purpose: you get to spend time as a family but you are also teaching the kids that physical activity is essential to good health. Make sure your children have daily household chores. This is important for each child. It gives children a sense of self when they become part of keeping the household functional. They also feel important because they have job. Having chores also helps children learn what it means to take responsibility. Sponsored by @HarveyPediatrics Facebook Post – Week 2 Purposeful Parenting Month
7 Professional, Statutory & Regulatory Body Reviews (PSRB) 7.1 NMC Verbal Karen Cleaver It is confirmed that the NMC are reviewing the nursing and midwifery professional standards and this will have an effect on the programme content and re-approvals timing. 7.2 OFSTED Verbal Chris Philpott The expected inspection did not occur last academic session and plans are being made for an inspection to take place this academic year. The good work from last year will be developed, with peer working continuing and papers and plans being updated. 7.3 HCPC Verbal Veronica Habgood It was reported that the Major Change in respect of both the Medway and Avery Hill BSc Hons Paramedic Science programmes had been approved by the HCPC but that the final confirmation letter was awaited." 7.4 BPS Verbal Jim Gritton Advice has been received that the resources review of the programmes will take place in January 2016. This review will be led by Jim Demetre. 7.5 BACP Verbal report Jim Gritton Nothing to note. 8 Student Experience 8.1 National Student Survey Paper attached Veronica Habgood Please note this spreadsheet has 4 pages The results of the survey are presented and noted by this committee. Overall this is a mixed result set with some areas achieving very well and others, less so. Following this publication, HoD’s were asked to meet with programme teams and discuss 3-5 issues that could be used as a focus for improvement. It has been suggested that those who experience good results from this survey share their good practice and ideas with others. 8.2 Student Feedback Verbal report Student Reps LB noted the well organised and well attended Freshers’ Fair and that this is a positive, well valued event. All facilities on the campus were used, students were engaged and the efforts were appreciated by the 6,000 attendees. Thanks were given to all those involved. Concerns over the Mansion site continue, including the closure of the Engine Room. It was confirmed that this facility was closed as is was not covering its costs and it was not financially viable. The loss of
DOCUMENTATION OF EXCELLENCE IN PATIENT CARE List achievements and provide examples or documentation of clinical excellence. 1. QUALITATIVE DOCUMENTATION OF ACHIEVEMENT CATEGORY OR TYPE OF ACTIVITY Please list qualitative examples of clinical excellence. Include explanations or examples in the space provided. Add lines as needed. EXAMPLES AND DOCUMENTATION Where applicable, please attach additional evidence. Clinical Quality Measures For example, InterQual, Joint Commission, “Get with the Guidelines” Customer/Patient Satisfaction Surveys For example, Press Ganey scores from past three years or patient comments Clinical Care Awards or Other Recognition of Excellence Physician of the Year, Outstanding Clinician Award from department, etc. Peer Faculty Evaluations For example, other physicians identify you as a “go-to” clinician. Learner/Trainee Evaluations For example, student, resident, and/or fellow teacher evaluations Referring Physician Evaluations or Recommendations Such as referrals from community-based providers or network physicians Citizenship Activities or Recognition Alignment with Service Line Goals Other Evidence
Night Staff Signature: Day Staff Signature: Evening Staff Signature: Sum of positive pts. [add evening, night, day] [add night, day, evening] Sum of negative pts. (Minus) Total Lost Total-up Staff Signature: Daily Point Difference- (For Privileges - 250 pts) Each shift will indicate the end of shift with a “line out” on the row after the last points documented for the shift and writing the name of the shift over the line (ex.------evening shift-----). Each shift will add the positive and negative points and document the sums in the indicted spaces. Total Up staff will add the three positive and three negative sums and determine the daily point difference. If the previous shift does not complete their shift total, indicate “NO SIGNATURE” and your initial Major/Primary Rule Violation: Indicate the time px earned a rule violation and the total points px must earn to remove the violation points. Time Violation Pts Staff Name Time Violation Pts Staff Name am/pm am/pm am/pm am/pm Document in px file specific information related to the rule violation. Violation Points from previous day. Violation points remaining at total up FACE SYSTEM POINT SHEET Date: Day: Su- Mo- Tu- We- Th- Fr- Sa- Privileges Earned: Yes No Current System status: Assessment (day) 1 2 3 Daily FACE Day: ________ Each day you earn privileges on Daily you earn a FACE day. While on Daily, after earning 23 FACE days you may apply for Achievement Status. Positive Points Social Skill/ Rule Specific Behavior Negative Points YCW Initial Px should be able to specify the steps for the specific skill
Each shift will indicate the end of shift with a “line out” on the row after the last points documented for the shift and writing the name of the shift over the line (ex.------evening shift-----). Each shift will add the positive and negative points and document the sums in the indicted spaces. Total Up staff will add the three positive and three negative sums and determine the daily point difference. If the previous shift does not complete their shift total, indicate “NO SIGNATURE” and your initial Major/Primary Rule Violation: Indicate the time px earned a rule violation and the total points px must earn to remove the violation points. Time Violation Pts Staff Name Time Violation Pts Staff Name am/pm am/pm am/pm am/pm Document in px file specific information related to the rule violation. Violation Points from previous day. Violation points remaining at total up FACE SYSTEM POINT SHEET Date: Day: Su- Mo- Tu- We- Th- Fr- Sa- Privileges Earned: Yes No Current System status: Assessment (day) 1 2 3 Daily FACE Day: ________ Each day you earn privileges on Daily you earn a FACE day. While on Daily, after earning 23 FACE days you may apply for Achievement Status. Positive Points Social Skill/ Rule Specific Behavior Negative Points YCW Initial Px should be able to specify the steps for the specific skill Night Staff Signature: Day Staff Signature: Evening Staff Signature: Sum of positive pts. [add evening, night, day] [add night, day, evening] Sum of negative pts. (Minus) Total Lost Total-up Staff Signature: Daily Point Difference- (For Privileges - 250 pts)
Facial Expression Selfie Scale Directions: For this part of the demonstration your group is going to try and recreate the study done by Paul Ekman. You are going to need one of your group members (or you can take turns) to pose for photographs. To help you, try to think of a memory that evokes that emotion so that you can have a genuine facial response. Try not to pose but try to actually feel the emotion that you are trying emulate. You are going to be taking 12 total pictures, 2 from each of the following: happy, sad, afraid, angry, disgusted and surprised. Your pictures should be of just your face (like the ones from the practice). Randomize the pictures so that they are not in order. You are going to be using your pictures to survey people (outside of class) to see how well they are at judging emotions. Show the entire set to at least 5 different people. Ask them to rate how confident they are in their answers (1 not confident – 5 extremely confident). Subject Gender Correct guesses 1 2 3 4 5 Analysis: Write an analysis of your results. Think about what pictures were best, worst or confusing. Analyze your ability to create the emotions. Were there gender differences in your results? Age differences? Subject 1: Actual Emotion Subject Guess Answer Confidence
Facilitating Small Group Activities Before the Activity This document contains information to help you plan your small group activity ahead of time. It is very important that care, thought, and planning happen in advance of your small group activity. Address Issues of Diversity and Inclusion Include diversity and inclusion topics in small group activity prompts. Become familiar with relevant diversity research. Develop a Questioning Strategy When creating the small group activity, pay attention to how the activity encourages questions and interactions. Create questions that allow for individual reflection, small group discussion, and large group synthesis. Brainstorm possible follow-up questions for the report out stage. Identify possible take home messages from the activity. If using small group facilitators, provide them with a copy of the activity and facilitation directions ahead of time. Choreograph Group Dynamics Identify active learning techniques or group engagement techniques that will be used in the session. Consider ways to maximize the number of individuals contributing to the larger group conversation. If using small group facilitators, share these ideas with them. Determine the goals and intention of group engagement activities. Plan time for individual reflection, small group interaction, and large group report out and synthesis. Determine if it would be useful to have pre-assigned small groups, paying attention to group composition when pre-assigning groups. Reflect on the Session Identify the overarching goals for the session and confirm small group activity reflects these goals. Map out the session timing, leaving buffer time for logistics and group management tasks. Create an evaluation tool and plan time in the session for collecting participant feedback.
Aaron & Partners: Stuart Haynes Aaron & Partners: Nick Clarke AGF&M: Paolo Alinovi IAG Treasurer AGF&M: Cristian Tundo ALMT Legal: Sameer Tapia Alves Pereira & Teixeira de Sousa: João Pedro Alves Pereira Buccioli Craveiro e Braz de Oliveira: Fabio Buccioli Birketts LLP: Daden Hunt IAG Vice-Chairman Birketts LLP: Nick Burnett Birketts LLP: Andrew Wood Colbert: Denis Simon Colbert: Jean-Luc Dury Colbert: Sophie Colbert: Cécile Dessapt Devereaux Kuhner & Chin LLP: Francis Custodio de faria & partner: Silke Giesa de faria & partner: Thomas Röskens DFDL Singapore Pte.Ltd: Marcus Collins Dr. Allichhammer & Co: Wolfgang Allichhammer Appelhagen Rechtsanwälte: Joachim Gulich Ellebye Lawyers: Iben Lindhardt IAG Secretary FSG Nayra Prado Marrero IAG Chairman Fingerhut Rechtsanwälte: Stefan Karg Fingerhut Rechtsanwälte: Rolf Ritzinger Foulston Siefkin: Harvey Sorensen
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Consolidate: Pull together ideas, showing their relationship to each other. “As you can see from the comments, … You need to be able to ...” Change the Process: Alter the method for obtaining participation or have the group evaluate the ideas that have been presented. “Let’s break into smaller groups and see if you can come up with some ideas about …” Summarize: Summarize (and record, if desired) the major views of the group. “I have noted four major points that have come from our discussion today,...” Make a Decision: End an endless debate in the session. “Let’s try X ... and then try something else if it doesn’t work.” Propose an Idea: Take an approach that opens the participants’ communication with you and the group. “Can I make a suggestion?” Invite Participation: Sometimes you have to call on people to get them to participate. “ x, what do you think about that?” Side bar Conversations: A member is having a conversation that is off topic. “Just a reminder…we agreed to the norm of one conversation at a time.” Staying on Time: Group has moved away from the agenda either topic or time. “I’d just like to remind you that we are discussing item 4. Please hold discussion on other topics until we get to them.” “We are almost out of time for this item, and there appears to more discussion required…is that true?”
EBP Facilitation Improvement Plan This tool can be used to help you address facilitation challenges noticed during the observation of educators facilitating an EBP (using one of the available observation tools). We recommend that you develop a detailed, step-by-step plan together with the educator. Educator: __________________________________________ EBP (module) ________________________________________ Issue(s) identified Observed behaviors Contributing factors Strategies Next steps, person responsible, by when Date of Supervisor Review Example: inadequate knowledge of the EBP -Educator could not answer content questions -Educator did not present content clearly (stumbling through sentences, mispronouncing words) Example A Insufficient preparation: -did not take enough time -did not recognize need to prepare for session Example A -Develop a preparation plan and time table -Work with another educator to learn how they prepare -Practice modules with other educators Example A 1. Educator will map out a preparation plan in collaboration with colleagues by (date) 2. Educator will practice module with colleagues by (date) Improvement steps completed: 3/31/15 Example B Insufficient knowledge of the program content: -STIs including HIV -Reproduction Example B -Attend workshop -Take an online training (e.g., Answer) -Review online resources (ACT website, etc.) -Practice content presentation with colleagues Example B 1. Educator will sign up for online workshop on STIs and HIV (Answer) by… 2. Educator will complete online training by… 3. Educator will practice module/content with colleagues by…
Educator: ___________________________________________ EBP (module)__________________________________________ Issue(s) identified Observed behaviors Contributing factors Strategies Next steps, person responsible, by when Supervisor Review (Dates)
References to CPG 101 Pages 4-11 to 4-12 Determine Goals and Actions In Step Three your local planning team will be introduced to the elements of a scenario plan and will be asked to work through a table top exercise that simulates a community being impacted by a major flood (or other relevant scenario). This scenario planning activity will help the team gain valuable experiences in identifying areas of vulnerability in your community, especially in terms of your emergency operational plans. As a team, you will be asked to: (1) assess what could happen in the event of a major hazard or threat in your community; (2) brainstorm ways to address the key hazard; (3) explore various options to address the disaster and select the most viable goals; and (4) determine the specific actions that should be pursued in order for your community to be able to prepare for and respond to major hazards/threats in the future. Once your planning team has worked through the scenario planning, they will learn the ingredients for developing SMART goals. The planning team will then brainstorm key goals related to FEMA’s 15 Emergency Support Functions (ESF), and write SMART goals for each selected ESF. The planning team will then develop a list of actions that will support each goal. Once these revisions are completed, they will be shared and discussed with the planning team. Final refinements to the goals and actions will be completed prior to the beginning of the Step Four team session. Advance Preparation Two Weeks Prior Follow up with local point person Confirm final count Discuss any questions/concerns that may have surfaced Send out a reminder email Confirm date, time, location Go over what they should expect, their responsibilities Confirm food and beverages, if being provided, with local point person Double check logistical arrangements Print handouts (See “Supplies Needed” below) Add your contact information to the final slide in PowerPoint “ReadyCommunity – Step Three” Day of Event Arrive at meeting place at least 45 minutes prior to meeting in order to: Set up PowerPoint equipment. Have the first slide displayed as participants arrive. Arrange tables and chairs so that participants can be face-to-face. A U-shape works well with the projector screen in the opening of the U.
or any work assignments before the next meeting. Also, be sure to announce the time, date, and location for the next meeting. 15 min. Slide 17 Contact Information Thank participants for coming. Be sure to include your contact information as well as the local point person’s contact information so that all participants can stay connected to the planning process. Supplies/Materials Estimated Time 1 min.
Note Note to Facilitator: Write Person in your thumb on the chart paper or dry erase board and ask the learners to also write Person in the thumb of your drawing. Say It makes sense to start with the right person. All the other rights will logically follow. Thumbs up for the right person! If it helps you to remember the thumb represents the person, take a pen and draw a couple of dots (eyes) for a face on your thumb! (Hold up your pointer finger.) Since the thumb is the person, then the next finger is the pointer, which represents the RIGHT MEDICATION... Note Note to Facilitator: Write Medication on the pointer finger on the chart paper or dry erase board and ask the learners to also write it on the pointer finger of their hand drawing. Say Once you have the right person, the next logical step in the process is the right medication for that person. Medication is packaged in a variety of containers including liquid filled bottles, blister packs, tubes, plastic containers, shakers, patches, and vials with needles. The medication will be labeled with the person’s name and prescription so you aren’t going to be guessing whose medication is whose! (Hold up your thumb) and say, “Person” (and add your pointer) and say, “Medication”. (Now add your middle finger) and say” Now we are adding the RIGHT DOSE, which is the same as the correct amount.” Note Note to Facilitator: Write Dose on the middle finger on the chart paper or dry erase board and ask the learners to also write it on the middle finger of their hand drawing.
Living Room Bathroom Dining area Bedroom Kitchen Laundry room Porch/entryway/sidewalk Last room is a Bonus room, for whatever you want e.g., Recreation room, Sewing room, Model room, Art, Collections, Video Gaming, etc. Inside each room, list potential hazards for fall risks associated with that room. Then list what you will do or have done to decrease those risks. Allow about 15 minutes for groups to create their lists. Have groups take turns sharing their ideas one room at a time, allowing other groups to add ideas to their room as they hear them presented. Be sure to allow each group to present at least one room first. Say If, in spite of your great ideas to prevent falls, someone does fall, remember to respond appropriately: Do not laugh. Listen: Let them tell you how they feel OR show you what hurts Observe: How did they land? Is there blood? Is she in an awkward position that could indicate a broken bone? Are there breathing concerns? Ask: Are you okay? Can I help you get up? If you think you should call 911, don’t second-guess yourself. Make that call. If the emergency medical services feel the person is okay, then you have covered yourself from being accused of neglect. If EMS thinks the person should be transported to the hospital, get her to the hospital. Do not forget to document the fall in the appropriate medical log or incident log or both. Teach and train (25 minutes) Probably most of you had fire drills when you were in school. Maybe you even had a fire drill at a business. Let’s talk about fire safety.
Show Show The Front Door video (0:16) Say The individual’s guardian arrives at the individual’s home demanding all paperwork regarding the individual. Ask Do you give this information to them? What do you need to KNOW in order to handle this? Answer: Yes. Show Show Patio After Work video (1:20)
Communication Activity Cards I am thinking of the day my mother visited me six months ago. I miss her. Who are these people in my home today? And why did that person point at me? I am frightened and anxious. Consider this blank. Don’t express any emotion or behavior. I have the most terrible headache. (No use of arms) Nobody has really talked to me all day, or sat down at my level to even let me see them. I am so lonely. I have an itch in the middle of my back and I can’t reach it. (No use of hands)