zilongwang/ReadingBank huggingface dataset:
trainings presenting the concept but tailored to local needs and context. These trainings should include best practices comparable (in size, economic and demographic conditions) with the cities of the trainees. A recurring idea across the interviews is to make information (either in the form of best practices or in the form of guidelines and documents) easy accessible – sometimes a video or a webinar being more in passing on information than the written form. Many interviewees (especially practitioners or technicians in the local administration) consider that convincing politicians to support sustainable transport and engage implementation cannot be generated only through participation in workshops and conferences, where presentations are brief and too general. Politicians would gain confidence in investing in sustainable transport and would get more proactive if involved in bilateral exchanges, “shadowing” type events, in which they have the opportunity to see on-site how is done, the progress of work and the real benefits. Some practitioners and academics pointed out the lack of certain specialists from the Romanian professional transport landscape, emphasising that currently no university is forming these specialists; these are: transport economists, specialists in transport safety and in logistics and urban freight. Others, on the contrary, stated that specialists are present on the market but what is missing especially when it comes to SUMPs development is the common but also strategic understanding; the road engineer does not understand transport, the transport engineer does understand what the road system is, the traffic engineer does not share the perspective of the urban planner, etc. Data dissemination The professional backgrounds of the experts interviewed are mainly in engineering (civil, transport, environment or mechanics), urban planning or architecture, economics and sociology. Some of the professional networks mentioned for information exchange or for membership are: City networks: Romanian Association of Municipalities, Covenant of Mayors CODATU Romania CITIVAS working groups, The experts Group on Urban Mobility set-up by the European Commission in 2014 Romanian Register of Town Planners Urban Mobility Group of Bucharest municipality UITP and URTP (Romanian Union of Public Transport) ERRAC IET, ITS National The main information channels and sources of information used by experts interviewed are: Mobility platforms on the internet: ELTIS, mobilityplans.eu, CIVITAS, ENDURANCE, EPOMM/ECOMM, etc. Workshops, conferences, trainings Newsletters: ECOMM, ELTIS Printed magazines/journals : Urbanismul serie noua, URTP magazine,
Literature: Przestrzeń życia Polaków. Ed. J. Sepioł. Report prepared by indepepndent experts from inspiration of President Bronisław Komorowski. Polityka Transportowa dla m.st. Warszawy. Uchwała Rady Miasta Warszawy z dnia 27.11.1995 r. nr XXVI/193/95 Uchwała NR LXX/468/93 Rady Miasta Krakowa z dnia 8 stycznia 1993 r. w sprawie przyjęcia zasad polityki transportowej dla Krakowa. Uchwała nr XLII/782/98 Rady Miasta Gdyni z 25 lutego 1998 roku w sprawie polityki transportowej miasta Gdyni T. Bartosiński: Polityka Transportowa Warszawy. Prezentacja wygłoszona na seminarium „Jakość powietrza a ochrona klimatu – synergia działań”, 09 czerwca 2015 r. Programowanie perspektywy finansowej 2014 - 2020 - Umowa Partnerstwa. Ministerstwo Infrastruktury i Rozwoju, Warszawa, 23 maja 2014 WBR 2015 – warszawskie Badanie Ruchu, Urząd Miasta Warszawy, Warszawa 2015 The website of Baltic Sea Region Competence Centre on SUMP: http://www.bsr-sump.eu/ Polityka Transportowa Państwa na lata 2006-2025, Ministerstwo Infrastruktury, Warszawa 2005
Arkansas Teacher Excellence and Support System (TESS) OBSERVATION EVIDENCE COLLECTION FORM (Optional) Teacher_____________________________________________ Grade/Subject________________________________ Date________________________________ Evaluator ____________________________________________ Formal/Informal____________________________ TESS Track ______________________________ Domain 2: The Classroom Environment Domain 3: Instruction 2a. Respect and Rapport 3a. Communicate with Students 2b. Culture for Learning 3b. Questioning and Discussion Techniques 2c. Classroom Procedures 3c. Engaging Students 2d. Student Behavior 3d. Using Assessment 2e. Organize Physical Space 3e. Flexibility and Responsiveness
Relevant appendices: Relevant information/ evidence of market demand (e.g. market/ employer/ learner survey) Appendix: Records of benchmarking the programme seeking accreditation with existing programmes in the market Appendix: Documents of recognition/ approval from professional bodies Appendix: Others: Appendix: Programme Intended Learning Outcomes Programme Intended Learning Outcomes (PILOs) and Stream-specific Intended Learning Outcomes (SILOs), if any: (For terminal exit award) Programme Intended Learning Outcomes (PILOs) Upon completion of the Programme, learners should be able to: ILOs of Specific Stream(s) (SILOs), if any Stream 1: _____________________ Stream 2: _____________________ Stream 3: _____________________ (For intermediate exit award, if applicable) Programme Intended Learning Outcomes (PILOs) Upon completion of the Programme, learners should be able to: ILOs of Specific Stream(s) (SILOs), if any Stream 1: _____________________ Stream 2: _____________________ Stream 3: _____________________
Admissible if had authority to do so or had common purpose with accused (s 87). Third Parties Inadmissible unless consent of both parties (s 83). Provisions Required for Successful Admission Admissions must be recorded for both indictable offence (s 464H Crimes Act) and summary offence (s 86). Police restrictions on custody times, obligations to inform suspects of rights and communication options (ss 464-464ZL). Influenced/unreliable/unfair admissions Violent/oppressive conduct to gain confession means inadmissible (s 84). Crim only: If accused adversely affected by alcohol/mental issues/etc., inadmissible (s 85). Court can refuse to admit P’s evidence if unfair on D – related to entrapment (s 90). Fairness of evidence at trial, not when recorded (Em v R). Proof of admissions in voir dire On balance of probabilities (s 142(1)), party can seek to establish ss 84, 85 or 90 in voir dire. Illegally and Improperly Obtained Evidence Cannot be admitted unless need for evidence outweighs means used to obtain it (s 138(1)). Evidence illegal/improper if police mislead/cause irrational response (s 138(2)), or fail to caution suspect prior to questioning (i.e. right to silence; s 139).
Equipment Requirements – Replacement Lighting Equipment Number of replacement lamps or luminaires installed Mandatory 1 or a combination of these documents CCEW Tax invoice Photographs 5.8 Replacement lamp or luminaire brand name and model number Mandatory 1 document CCEW Tax invoice Photographs 5.8.1 Replacement control gear brand name and model number Mandatory where lamp is not self-ballasted 1 document CCEW Tax invoice Photographs 5.8.2 Replacement equipment type and lamp circuit power Mandatory 1 document Product acceptance letter from Scheme Administrator 5.8.3 a CCEW - Certificate of Compliance Electrical Work.
Person specification Criteria Essential Desirable How identified & assessed Education / qualification and training Degree or equivalent qualification in a relevant discipline Qualification Masters level qualification in a relevant discipline Qualification Experience Knowledge and experience of evidence synthesis methods Application & interview Knowledge and experience of research methods, both qualitative and quantitative Application & interview Knowledge and experience of, or an interest in, evaluation approaches and methods Application & interview Excellent analytical and critical appraisal skills Application & interview Ability to carry out responsive pieces of data analysis and research Application & interview Good IT skills, including experience of using statistical analysis packages such as SPSS Application & interview Knowledge and experience in one or more of Ageing Better’s programme topics Application Experience of commissioning research from third parties Application Personal qualities Strong commitment to Ageing Better’s vision, mission and values Application & interview Ability to take initiative and be creative in solving problems Application & interview Highly organised, with the ability to manage and prioritise workload Application & Interview Excellent written and verbal communication skills Application & interview Excellent interpersonal skills, with the ability to represent the organisation externally Application & interview Comfortable working independently and as part of a small team Application & interview Versatile and flexible approach, able to work across a range of issues as needed Application & interview
I am going to test that my ‘click here to play again’ button(when clicked)will reset my game. I expect when my button is pressed that it will start my game again This button does what it is supposed to do so nothing needs changing.
Restricting Proof of Bias Parties are entitled to reasonable latitude in showing the bias of a witness Latitude extends to bias impeachment via cross or extrinsic evidence Undue restriction on proving bias may constitute error In criminal cases, the accused is entitled to impeach prosecution witnesses for bias Accused can develop the relevant points sufficient to let the fact finder make an informed evaluation on witness credibility Judges have discretion to limit attempts to establish bias in order to prevent Harassment; confusion of issues; waste of time; unfair prejudice Impeachment by Impairment (Mental or Sensory Defect) Introduction Involves showing a defect in sensory or mental capacity if it… Affected ability of the witness to observe and understand at the time of events; or Affects her memory and ability to recount the events Examples include bad eyesight, poor hearing, faulty memory, etc… Impaired capacity usually does not make a person incompetent as a witness, but impairments are relevant in assessing the credibility of the witness and testimony CL addresses this method of impeachment, but it is still commonly used/accepted US v. Abel: Approved impeachment by bias in federal courts even though it is not mentioned in the FRE; bias is relevant, and FRE do not end w/ CL tradition Under reasoning in Abel, any challenge to impeachment via impairment would be rejected as well Forms of Proof Attacking party can inquire on cross about sensory or mental defects that affect a witness and bear on his testimony Attacking party may also call other witnesses to testify to such points (rare) The calling party may also bring out sensory or mental impairments on direct Try to show that despite these problems, witness should still be believed Alcohol or Drug Use Attacking party may go into the matter of intoxication or drug influence at the time of the events about which the witness testifies If the witness is under the influence of drugs or alcohol at time of trial, this matter can be explored as well Generally, evidence of drug addiction or alcoholism is excluded unless it bears on the ability of the witness to perceive or recall the events at issue Mental Illness or Disability Impeaching a Witness: Attacking party may show by cross or extrinsic evidence that the witness suffers (or once did) from a mental illness that could affect her ability to perceive or recall events at issue Evidence of an unrelated mental illness and medical records indicating treatment for relevant impairment are excluded for privacy reasons
We have purchased the following new PE equipment: football goals - £264.00 netball posts - £203.44 netball nets - £2.53 cones - £30.00 Prior to purchase, children were using netball posts that were the incorrect height and could not be adjusted and sub-standard football nets i.e. large holes in the netting. Quotes from companies in order the best price for high quality equipment. Add to the PE stores inventory. Train Y6 PE monitors to look after the equipment in accordance with H&S regulations. See Column 1. Sports teams (netball and football) have been able to practiced using the correct equipment, which compliant with sporting regulations for children of their age (e.g. netball posts at the correct height) and we have been able to hosts visiting schools in these sports. During PE lessons, children have been able to use the equipment in learning how to play these particular sports. Ensure equipment is used, transported and stored correctly in order that it does not get damaged and to preserve its lifespan so that it can be used and enjoyed by future cohorts of the school.
Key indicator 5: Increased participation in competitive sport Percentage of total allocation: 8.3% School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: Children across all year groups were given the opportunity to take part in a wide-range of inter-school competitions and tournaments: Swimming Rounders Multi-Sports Football Hockey Opportunity to experience competitive sports and to learn good sportsmanship. Sports tournaments and transport – £1228.63 Netball League Fees - £25.00 Selecting participants, parental permission in accordance with school policy, book appropriate means of transport/parent volunteers to transport (in line with school policy). Preparing the children in the art of sportsmanship and fair competition. £1253.63 Have achieved outstanding results across all of the competitions including winning a ‘fair play’ award at one of the football tournaments. BJA has a reputation around the local schools for excellence in sport and we have been able to promote this in a number of the local publications, the school website and school social media. Continue to enter and promote participation in inter-school sports competition. Use future PE premium funding to renew the dated and dwindling supply of school sports kit. Keep and maintain a register of who has been issued and returned the kit. Allocate a portion of the budget to hosting visiting teams by provision of refreshment (juice and biscuits).
Step 8: Identify when you will revisit this template to update with actual spend, impact and sustainability next steps (greyed out columns E, G & H) Step 9: The greyed out columns will be useful when reviewing your school’s spend later in the year to confirm actual spend and impact to support further plans for the future and sustainability. Academic Year: / Total fund allocated: £ A B C D E F G H PE and Sport Premium Key Outcome Indicator School Focus/ planned Impact on pupils Actions to Achieve Planned Funding Actual Funding Evidence Actual Impact (following Review) on pupils Sustainability/ Next Steps refer to vision and school action plan
To provide pupils with the opportunity to represent the school and take part in inter-school competitions Cheerleading coaching and participation in national competitions £600 Number of pupils that access the competition this year. Pupil feedback and case study. To develop Teacher and TA skills and confidence in delivering multi sports Specialist sports coach for multi sports to deliver sessions with pupils and staff £600 Pupil feedback and case study. To provide pupils with the opportunity to represent the school and take part in inter-school competitions Boccia England to provide training and competitions across North west £525 Impact report from Boccia England. To develop Teacher and TA skills and confidence in delivering multi sports PE Lead is released from school to attend training events and take pupils to competitions- £475 Staffing £400 Manchester National School Action Plan with evidence and impact.
one day of cover per ½ term PE association annual fee To provide pupils with the opportunity to represent the school and take part in inter-school competitions Specialist Transport costs £1100 Attendance to events. To enable pupils that benefit from rebound therapy as part of their physical and sensory development to access regular sessions Training and trampoline £2500 Training £2500 Trampoline Staff training and case study of pupil impact. Completed by (name and school position): Date: Review Date:
All staff attended gymnastics twilight October 2017 2 teachers attended dance CPD 2 teachers worked alongside dance coach to deliver PE lessons Whole staff orienteering CPD May 2018 CPD for play leaders Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement School focus with clarity on intended impact on pupils: Actions to achieve: Evidence and impact: Sustainability and suggested next steps: Improve assessment of PE Continue to ensure Sport is high profile within the school Make links between PE and whole school improvement plan. New assessment format used across school to monitor pupil’s skills and health and Improve use of ICT in PE – iPads, interactive whiteboards etc. Display boards up to date and promote sport – attainment and opportunities Sports included in school newsletter. Increase attainment in Reading through purchase of football stories and non-fiction sports books to increase engagement in reading - particularly in boys. Reading challenge for targeted children to increase engagement in reading Increase attainment in Maths by providing more active maths lessons. Developing children’s mental health. Sports lead can support staff within school to ensure good PE across the school. Assessment to be rolled out slowly and trialed by a number of staff. Good practice and ensuring that all children make progress and access fundamental skill training at their level. Assessment system in place and being used effectively across the school. 7 out of 9 classes now using PITA assessment. Outcomes shape planning and lessons, as well as highlighting children to target for clubs either for high ability children or less active children. Lesson observations carried out and feedback acted upon. More children engaged in reading Whole school does 15 minutes independent reading a day. Children identified as having SEMH targeted for sporting activities to develop resilience and Review new assessment for impact. Roll out across whole school New assessment data to be passed on to new class teachers for next academic year. Ensure successful Awards for all bid.
Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation: 3.6%% School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: To increase staff knowledge and skills in specific areas – health and wellbeing of pupils and Development for TA leading physical intervention for Courses to support these areas and then opportunities for this to be implemented back in school. TA to be further trained with HOPE project health and wellbeing course £150 plus £190 supply HOPE training £250 HOPE project is running for one afternoon per week and has made a significant impact on the emotional well being of at least 6 pupils. (evidence from their well being scores over the course of their sessions). To continue the weekly sessions for specific pupils and introduce a drop in session on a lunchtime for all pupils. The trained member of staff will continue to share her learning with other staff to have an impact on a greater number of children. Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation: 31.5% School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: To introduce children to a wider variety of physical activities through engagement with other stakeholders To arrange two visits per class to take part in different and exciting physical activity. EYFS staff to receive training in teaching balanceability and to implement this for Nursery and Reception Children. snow dome visit £906 coaches £480 Acorns Kingswood visit £300 £300 saplings and Oaks Go-Ape visit £708 coaches £480 Balance bikes and training - £1566 Children have shown enthusiasm for the new physical activities that they have been introduced to. This has included some children who do not show the same enthusiasm for PE lessons. Balance bikes are being used in EYFS and children are improving their balance and co-ordination skills. To encourage take part in similar activities outside of school. To look for similar schemes for older children e.g. scoot to school and bikeability.
Academic Year: 2017/18 Total fund allocated: £ Date Updated: Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officer guidelines recommend that primary school children undertake at least 30 minutes of physical activity a day in school Percentage of total allocation: % School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: Key indicator 2: The profile of PE and sport being raised across the school as a tool for whole school improvement Percentage of total allocation: % School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps:
Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport Percentage of total allocation: 22% School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: Build a positive approach to teaching and learning, ensuring consistency and progression in the development of skills across year groups. • Educators to undertake a series of team-teaching lessons with Premier Sports to further develop knowledge of PE and teaching skills. • Arrange paired teaching sessions over a number of weeks. CPD (£4,000) Key indicator 4: Broader experience of a range of sports and activities offered to all pupils Percentage of total allocation: 13% School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: Ensure PE resources are available, appropriate and fit for purpose. • Organize extra-curricular physical education after school opportunities for pupils. Specialist PE Coach Salary (£2,500). Key indicator 5: Increased participation in competitive sport Percentage of total allocation: School focus with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: Provide further opportunities for pupils to participate in competitive sport. • Organize Academy and Trust competitions. Sports Equipment (£700)
To raise quality of P.E teaching across the school. To increase children’s participation in sports/activities and competition. Teachers improved confidence and competence in delivering PE lessons, evidenced through staff survey. Improved lesson structure and content: Teachers using agreed planning and learning objectives from the new curriculum in all P.E Lessons. PE lessons to take place at timetabled times. External provider/ sports clubs delivered activity in school to KS1. Teams entered into at least 4 inter -competitions in 2014/15 plus whole school competition at the end of the year. Carry objective forward for continuing staff professional development. Lesson observations and subject monitoring. New assessment proforma to be fully implemented to track pupil progress and attainment. Extend extra-curricular provision. Continue affiliation with NEDSSP and increase attendance at inter-competition events.
Academic Year: / Total fund allocated: £ 8,822 PE and Sport Premium Key Outcome Indicator School Focus/ planned Impact on pupils Actions to Achieve Planned Funding Actual Funding Evidence Actual Impact (following Review) on pupils Sustainability/ Next Steps To increase the extra-curricular provision offered as before & after school clubs. To maintain 2 hours PE per week. To increase opportunities for Employment of outside agencies. Maintain PE timetable. Play leader to provide structured play activities. £ ??play leader £?? RuggerEds PE timetable Plan of lunchtime provision Registers for after school clubs
coming forward for events. Continue to offer CPD to all staff, through employment of Lead Practitioner. To develop staff competence and confidence in planning, teaching and assessing PE. Pupil Impact: Increased attainment in PE. Increased enjoyment and enthusiasm for PE. Planned CPD for staff. Team teaching Lesson planning and assessment. £2400 L.P £600 staff cover Staff surveys and evaluations of L.P days. Lesson monitoring Pupil attainment data Planned units of work and assessment proforma Pupil questionnaire To increase the sports and activities offered as before and Employment of outside agencies. £ ??play leader £?? RuggerEds Register of before/after school clubs
after school clubs. To establish a change for life club. Pupil Impact: Increased participation in sports and activities. Increased skill development. Familiarisation with increased number of sports. Set up change for life club. (as section 1) Register of change for life club To continue affiliation with NEDSSP and increase attendance at competitive events. Pupil Impact: Sense of achievement Respect for rules Attendance at 4+ NEDSSP events. £3600 NEDSSP £150 transport NEDSSP attendance data
Event Management Topic: Event Management Submitted to: Sir M. Muddassir Submitted by: M.Murad Saqib Aamish Shaukat Subject : Marketing Management Date : 18/12/2012 Table of Contents Our Background and History…………………………………………..3
Professionals provide assessment and feedback to children and parents that is strengths-based and allows each child to experience success Early childhood professionals will ensure that assessment gives each child the opportunity to succeed. This requires early childhood professionals to understand the strengths of the children they work with and assess them on their individual growth rather than a comparison against others (Tomlinson & Kalbfleisch, 1998). Feedback should praise effort above ability, as children’s sense of self-efficacy will grow when they feel their actions are enabling them to achieve their goals (Schweinle & Mims, 2009). Assessment reports should be strengths-based and also provide accurate information on how the child is being supported to reach their learning goals. Some classroom practices and assessments convince children that they are not capable of achieving (Arthur & Sawyer, 2009). For example, assessment practices that rank children’s achievement against one another or focus only on ability are detrimental to children’s efficacy. This is because, unlike effort, ability is out of the child’s control making them feel powerless over their educational outcomes (Schweinle & Mims, 2009). Early childhood professionals have high expectations for themselves. They view themselves as agents of change and are confident in their ability to be effective educators. Evidence shows that high educator efficacy has a positive impact on children’s outcomes (Guo et al, 2010; Wilkinson, 2005). There are many factors that impact on educators’ feelings of self-efficacy. These include: training, feeling supported by colleagues, experience, knowledge of theory about how children learn, having the philosophy that all children can learn, and an environment that promotes sharing and conversations about theory with colleagues (Wilkinson, 2005; Brown & Medway, 2007). Greater efficacy leads to greater effort and persistence, which leads to better performance, which in turn leads to greater efficacy. The reverse is also true. Lower efficacy leads to less effort and giving up easily, which leads to poor teaching outcomes, which then produce decreased efficacy (Tschannen- Moran et al, 1998, p. 234). Early learning environments and primary schools have an important role in promoting professionals’ efficacy. In a study that examined effective literacy and numeracy practice in eight disadvantaged South Australian schools, it was found that educators’ efficacy directly influenced student outcomes. The study identified that educators who demonstrated high levels of professional responsibility were those who felt supported by their colleagues, directors and
Fraser, Nicholas and Marysa Navarro. Evita: The Real Life of Eva Peron. New York: W.W. Norton and Company, 1996. McLuhan, Marshall. Understanding Media: The Extensions of Man. Cambridge, MA: The MIT Press, 1994.
Note: As long as the adjusted dose falls within the stated evidence-based range, you will receive an eviti code. The icon indicates that an acceptable value was entered. The icon indicates the value entered deviates from EBM guidelines. The following deviations will prompt this icon to appear: Dose, Fractions, or Energy Value entered falls outside of valid dose ranges provided. A required component of the regimen was not entered or validated. If is received for any component of the treatment plan, users can continue entering the treatment plan, but will not receive an automatic eviti code. Instead, the treatment plan will be electronically submitted to eviti’s Medical Office for Treatment Plan Review. Continue with the Attach Medical Records section for instructions on how to attach medical records for the Treatment Plan Review. 18. After completing the entire Regimen via the Wizard, click the Complete Treatment Plan button.
S. 349 Irregular Participles Gr. III – Practice Sentences He wore a black shirt. She saw the movie twice. He left the restaurant already. We sang together. What did his parents suggest? 6. Where were you all my life? 7. He drank two liters of Coke. 8. The friends met outside. 9. Who wrote this song. 10. The children sat too long. 11. The students always knew all of the answers. 12. Who was standing in the corner?
9/29/16 Tradeoffs / Neonatal jaundice, otitis media, and colic 10/6/16 Adaptation / Breastfeeding, cosleeping, and SIDS Dr. Katie Hinde, Arizona State Univ. 10/13/16 Hygiene hypothesis / Allergies, asthma, and autoimmune diseases Dr. Moran-Crusio, Netter 10/20/16 Life history / Onset of puberty, incest avoidance, and reproductive choices TBA 10/27/16 First hominins and bipedalism / Low back pain, chronic degenerative diseases, and birth Dr. Holly Dunsworth, Univ. of Rhode Island 11/3/16 Pathogen evolution / Antibiotic resistance, infectious disease, and iron deficiency 11/10/16 NO CLASS: Dr. Copes is away 11/17/16 The Thrifty Geno/Phenotype Hypothesis / Paleolithic nutrition, obesity, and metabolic syndrome 11/24/16 NO CLASS – THANKSGIVING BREAK 12/1/16 Cultural evolution / Stress, inflammation, society 12/10/16 POSTER DAY
UPnP - Universal Plug and Play VCam – Virtual Camera VMS - Video Management System WDR – Wide Dynamic Range Reference Standards Network IEEE 802.3 Ethernet Standards IEEE 802.1x – Port-based authentication Video ISO / IEC 14496 –10, MPEG-4 Part 10 ( ITU H.264) ISO / IEC 10918 – JPEG ONVIF – Profile S PSIA Emissions FCC-47 CFR Part 15, Class A ANSI C63.4-2009 CE EN 55022: 2010/AC:2011, Class A Conducted and Radiated Power EN 61000-3-2:2006, A1:2009, A2:2010 Harmonic Current Emissions EN 61000-3-3:2013 Voltage Fluctuations and Flicker ICES-003, Issue 5-20121 IEC CISPR:2010, Class A Conducted and Radiated Power Environmental ANSI / IEC 60529 – Degrees of Protection Provided by Enclosures – IP20 (indoor) Safety Underwriters Laboratories (UL) and cUL 60950 – Information Technology Equipment Definitions Dewarping – A process in which an image or set of images is rendered in a flat plane with spatial distortions corrected by a curvilinear type algorithm to create a normal appearance. Virtual Camera (VCam) – An image stream which is the result of taking a selected portion of a camera’s field of view and presenting it as if it were a single camera dedicated to that view. SUBMITTALS Product Data Manufacturer’s printed or electronic data sheets Manufacturer’s installation and operation manuals Warranty documentation QUALIFICATIONS Manufacturer shall have a minimum of five years’ experience in producing IP video equipment. Installers shall be trained and authorized by the Manufacturer to install, integrate, test, and commission the system.
UDP - User Datagram Protocol UPnP - Universal Plug and Play VCam – Virtual Camera VMS - Video Management System WDR – Wide Dynamic Range Reference Standards Network IEEE 802.3 Ethernet Standards IEEE 802.1x – Port-based authentication Video ISO / IEC 14496 –10, MPEG-4 Part 10 ( ITU H.264) ISO / IEC 10918 – JPEG ONVIF – Profile S PSIA Emissions FCC-47 CFR Part 15, Class A ANSI C63.4-2009 CE EN 55022: 2010/AC:2011, Class A Conducted and Radiated Power EN 61000-3-2:2006, A1:2009, A2:2010 Harmonic Current Emissions EN 61000-3-3:2013 Voltage Fluctuations and Flicker ICES-003, Issue 5-20121 IEC CISPR:2010, Class A Conducted and Radiated Power Environmental ANSI / IEC 60529 – Degrees of Protection Provided by Enclosures – IP40 Safety Underwriters Laboratories (UL) and cUL 60950 – Information Technology Equipment Definitions Dewarping – A process in which an image or set of images is rendered in a flat plane with spatial distortions corrected by a curvilinear type algorithm to create a normal appearance. Virtual Camera (VCam) – An image stream which is the result of taking a selected portion of a camera’s field of view and presenting it as if it were a single camera dedicated to that view. SUBMITTALS Product Data Manufacturer’s printed or electronic data sheets Manufacturer’s installation and operation manuals Warranty documentation QUALIFICATIONS
H.264 compression 2144 x 1944 (4 MP) 1488 x 1360 (2 MP) 1056 x 960 (1 MP) 528 x 480 (1/4 MP) MJPEG compression 2144 x 1944 (4 MP) 1488 x 1360 (2 MP) 1056 x 960 (1 MP) 528 x 480 (1/4 MP) Bit rate Range: 0.8 Mbps – 5 Mbps (Constant Bit Rate) H.264 options: Constant Bit Rate Variable Bit Rate Capped Variable Bit Rate GOP length Maximum frames per second MJPEG options: maximum frames per second quality Frame rate: 0 – 30 fps Presentation: Three video streams in the form of fisheye views (one of which shall be MJPEG) Video streams shall support ONVIF profile S. Video Viewing Video and snapshots shall be capable of being accessed through the following means: JPEG images accessible through a web browser Video streaming through an available media player ONVIF driver PSIA driver Storage and Recording The 360 degree camera shall have the facility for onboard microSD card storage up to 128 GB. Video Motion Video motion analytics shall be pre-loaded in the 360 degree camera. The 360 degree camera shall have the ability to detect motion within up to 8 user defined polygonal areas of the video image. Pan Tilt Zoom (PTZ) Functionality - The 360 degree camera shall support 10x digital zoom with Oncam 3D client side dewarping software. ADDITIONAL FEATURES
RTSP - Real-Time Streaming Protocol SDK - Software Development Kit SMTP - Simple Mail Transfer Protocol TCP - Transmission Control Protocol UDP - User Datagram Protocol UPnP - Universal Plug and Play VCam – Virtual Camera VMS - Video Management System WDR – Wide Dynamic Range Reference Standards Network IEEE 802.3 Ethernet Standards IEEE 802.1x Port-based authentication Video ISO / IEC 14496 –10, MPEG-4 Part 10 ( ITU H.264) ISO / IEC 10918 – JPEG ONVIF – Profile S PSIA Emissions FCC-47 CFR Part 15, Class A ANSI C63.4-2009 CE EN 55022: 2010/AC:2011, Class A Conducted and Radiated Power EN 61000-3-2:2006, A1:2009, A2:2010 Harmonic Current Emissions EN 61000-3-3:2013 Voltage Fluctuations and Flicker Industry Canada ICES-003, Issue 5-20121 IEC CISPR:2010, Class A Conducted and Radiated Power Environmental ANSI / IEC 60529 – Degrees of Protection Provided by Enclosures – IP40 UL 2043 - Standard for Fire Test for Heat and Visible Smoke Release for Discrete Products and their Accessories Installed in Air-Handling Spaces Safety Underwriters Laboratories (UL) and cUL 60950 – Information Technology Equipment Definitions Dewarping – A process in which an image or set of images is rendered in a flat plane with spatial distortions corrected by a curvilinear type algorithm to create a normal appearance. Virtual Camera (VCam) – An image stream which is the result of taking a selected portion of a camera’s field of view and presenting it as if it were a single camera dedicated to that view.
UPnP – Universal Plug and Play VCam – Virtual Camera VMS - Video Management System WDR – Wide Dynamic Range Reference Standards Network IEEE 802.3 Ethernet Standards IEEE 802.1x – Port-based authentication Video ISO / IEC 14496 –10, MPEG-4 Part 10 ( ITU H.264) ISO / IEC 10918 – JPEG ONVIF – Profile S PSIA Emissions FCC-47 CFR Part 15, Class A ANSI C63.4-2009 CE EN 55022: 2010/AC:2011, Class A Conducted and Radiated Power EN 61000-3-2:2006, A1:2009, A2:2010 Harmonic Current Emissions EN 61000-3-3:2013 Voltage Fluctuations and Flicker ICES-003, Issue 5-20121 IEC CISPR:2010, Class A Conducted and Radiated Power Environmental ANSI / IEC 60529 – Degrees of Protection Provided by Enclosures – IP30D (indoor) Safety Underwriters Laboratories (UL) and cUL 60950 – Information Technology Equipment UL 2043 - Standard for Fire Test for Heat and Visible Smoke Release for Discrete Products and their Accessories Installed in Air-Handling Spaces Definitions Dewarping – A process in which an image or set of images is rendered in a flat plane with spatial distortions corrected by a curvilinear type algorithm to create a normal appearance. Virtual Camera (VCam) – An image stream which is the result of taking a selected portion of a camera’s field of view and presenting it as if it were a single camera dedicated to that view. SUBMITTALS Product Data Manufacturer’s printed or electronic data sheets Manufacturer’s installation and operation manuals Warranty documentation QUALIFICATIONS
ELECTRICAL Power Source Options 12 VDC PoE (IEEE standard 802.3af) – 48 VDC nominal Power Consumption (maximum): 12 VDC: 7.32 W POE: 8.4 W Connectors: Ethernet: RJ-45 connector External power (12 VDC): 2.1 mm input jack External input/output: 6-pin 1.5 mm Phoenix style connector Analog video: BNC test port for production, not available for normal operation MECHANICAL AND ENVIRONMENTAL Housing Material: Electropolished marine grade 316 stainless steel with polymer dome cover Dimensions: Surface 7.2” L x 6.3” W x 4.8” H (183 mm x 161 mm x 122 mm) Pendant 7.7” L x 7.7” W x 5.7” H (195 mm x 195 mm x 146 mm) Temperature Operating: -40° C to 55° C (-40° F to 131° F) Environmental Rating: IP69K Impact Rating: IK10 ACCESSORIES The Manufacturer shall include accessories to enable the following types of mounting dependent on model type: Pendant Wall END OF SECTION EXECUTION INSTALLERS Contractor personnel shall comply with all applicable state and local licensing requirements. PREPARATION The network design and configuration shall be verified for compatibility and performance with the camera(s). Network configuration shall be tested and qualified by the Contractor prior to camera installation.
Complete the last column. The differences in phenotypic plasticity between the clones of Daphnia from lakes with vs. without fish must be due to genetic differences, since the researchers raised and tested the clones of Daphnia in the laboratory under identical conditions (except that half of each clone of Daphnia were exposed to UV light as they developed and half were not). 8. Based on this evidence, scientists believe that, after a lake was stocked with fish, natural selection acted against Daphnia that had phenotypic plasticity in melanin production and instead favored Daphnia that had consistently low levels of melanin production. Propose a hypothesis to explain why, in lakes with fish, natural selection favored consistently low production of melanin instead of phenotypic plasticity in melanin production. How could phenotypic plasticity in pigmentation decrease fitness for Daphnia in lakes with fish? D. Natural selection can increase phenotypic plasticity in Daphnia behavior. In this section we will discuss a different species of Daphnia that lives in ponds in Europe. These Daphnia have a different way of avoiding fish predation. Since the fish that eat these Daphnia swim near the surface of the water, the Daphnia can reduce fish predation by swimming lower in the water when fish are present. When there are no fish in a pond Daphnia benefit from swimming closer to the surface where there is more food and more warmth, both of which promote more rapid growth. Phenotypic Plasticity in Swimming Depth of Daphnia When There Are No Fish vs. When There Are Fish 9. Complete the following table to predict where Daphnia will swim, depending on the amount of fish predation. Amount and pattern of fish predation Optimum swimming depth of Daphnia* Why would this swimming depth (or change in swimming depth) increase the fitness of the Daphnia under these conditions? No fish predation at any time of year Fish predation varies in different seasons (e.g. higher in the summer)
The return of the pipe cleaner food resource. This simulates how a population of plants that have been decimated by a storm may slowly increase over time Removal of another food resource (pebble or paperclip). This simulates the how populations may be affected after a drought, ice storm, or other environmental disturbance Removal of a utensil (phenotype). This may simulate the effect of a disease that affects one of the consumers (e.g. a fungus may kill off the forks). Discussion Questions In Scenario 1: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) In Scenario 2: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) In Scenario 3: Which phenotype(s) increased in numbers? Why? Which decreased and why? (See your graph) What features of this activity are similar to processes that take place in evolution? OR How is natural selection represented in this game? Now imagine that the food resources (for example: pipe cleaners) could evolve too. What effect might this have had on this evolution exercise? When some utensils randomly changed after dice were rolled, this was an example of _____? What is the importance of mutations in evolution? If the food resources used by different groups in class each were placed in different substrate (i.e. in trays of sand, black gravel, red rocks, etc.) how would this affect the outcome of the game? Would we see different dominant phenotypes? What about multiple dominant phenotypes? What are some of the limitations and/or assumptions made in this game? How does it differ from a real population?
b. The illustration to the right shows the skeleton of a whale. Describe the diagram and explain how the highlighted structure serves as evidence for evolution by natural selection. 7. Are natural populations ever in Hardy-Weinberg equilibrium? List and explain each of the assumptions of Hardy-Weinberg equilibrium and compare each with the actual situation in natural populations. Cite examples to support your argument.
Patient Details Surname First Name Date of Birth Tel. Number Mobile Number Address Postcode NHS Number Dr. GP Surgery GP Address Referring Clinician Details Name GOC Number Practice Address Referral Date Action Required Urgent – Within 2 Weeks Routine – Within 18 Weeks GP appointment required – Referred direct ESP Self-Referral Referral Reason Anterior Eye Cataract Cornea / Conjunctiva External Eye Disease Glaucoma LVA Clinic Neuro-Ophthalmology Non Specific Eye Condition Oculoplastics / Orbital / Lacrimal Orthoptics Paediatric ( Under 18 months ) PCO / IOL (Incl. YAG) Squint / Ocular Motility Vitreo Retinal / Medical Retina (Incl. DMR) Tonometry & Prescription Details Reading 1 Reading 2 Right Left Right Left Date Time Optic Disc Instrument IOP Av. Vision Sph Cyl Axis VA Add Prism Base Right Left Previous VA Date Right Left Hospital Preference ESP Preference
Patient Details Surname First Name Date of Birth NHS No. Tel. No. Mobile No. Address Postcode Dr GP Surgery GP Address Tonometry & Disc Assessment Right Left Date / Time Disc Size ISNT Rule Followed Instrument IOP Avg. Local Pathway ESP Preference HES Preference Referring Clinician Details Name GOC No. Practice Address Referral Date Action Required Cancer – 2/52 Urgent – within 2/52 Routine – within 18/52 Referral Reasons Anterior Eye Cataract Cornea / Conjunctiva External Eye Disease Glaucoma LVA Clinic Neuro-Ophthalmology Non Specific Eye Condition Oculoplastics / Orbital / Lacrimal Orthoptics Paediatric ( Under 18 months ) PCO / IOL (Incl. YAG) Squint / Ocular Motility Vitreo Retinal Medical Retina (Incl. DMR) Vision Sph Cyl Axis VA Add Prism Base Right Left Previous VA Date Right Left
Chapter Vocabulary Review Match the term with its definition. Term 1. evolution 2. fossil 3. fitness 4. adaptation 5. natural selection 6. homologous structures 7. vestigial structures Definition A. Change over time B. Inherited characteristic that increases an organism’s chance of survival C. Preserved remains of an ancient organism D. The process by which organisms with variations most suited to their environment survive and leave more offspring than others E. Small structures with little or no function F. Structures that develop from the same embryonic tissues but have different mature forms G. Ability of an individual to survive and reproduce in a specific environment
Click Save. Adding Teaching Fields to an Employee Record Go to Employees – Talent Management Certifications and Licenses tab. Once your employee is in context, click Add. Under the Teaching Field, click on Add new record. Select Area from the drop-down menu and enter relevant data in the fields. Click Save. Adding Endorsements to an Employee Record Go to Employees – Talent Management Certifications and Licenses tab. Once your employee is in context, click Add. Under Teaching Field, click the Add new record button. Select Area from the drop-down menu and enter relevant data in the fields. Click Save. Chapter 3: Training Administration Advanced HR provides training class administration. You can add classes, assign schedules to classes, and set training tracks for employees individually or by position. Employees can enroll in eligible classes, and the training administrator can view employees and classes in a dashboard. Training Class Terminology It is important to understand class terminology and concepts in Advanced HR.
Note: Upcoming releases to Advanced HR will include functionality to automatically create a scheduled E/D when employees enroll in these plans. Setup Information: Prior to creating a 401(k), HSA, FSA, or FSA Dependent care plans, the Plan years must be set up in the Default Table Setup. The Plan Years are used to define the Date that the savings plans can begin as well as that year’s maximum contribution value. Since contribution limits may change from year to year, it is recommended that these are set up in advance when the plan year limits are learned. You may need to create the Single Plan or Family Plans as well as a Catchup Plan Year. To create the Plan Year information: Go to Setup – Default Tables Setup – Benefits – HSA Plan. Click Add. In the Category drop-down list, select the type of plan to create. Example - 401K. In the year, select the start date of this plan year. In the Tier drop-down list: Select Single for the Single HSA or FSA plan or the standard 401(k) plan contribution. Select Family for the Family HSA or FSA plans. Select Catchup for the Catchup Plan contribution. In the Value field, enter the maximum contribution for that plan year for that type of plan. Select Active, to make this the active Contribution cap. Click Save when completed. Now that the plan year is present, we can create the benefit for open enrollment. In our example, we will use 401K, however the HSA and FSA plans are created in the same manner. To create a 401(k) plan: Go to Administration – Benefits. Click on Add. Select 401(k) from the plan Type drop-down menu. Enter the information on the Info, Enrollment, and Admin tabs. Note: For additional information on these tabs, please review the Creating Medical, Dental, and Vision Benefit Plans section of this guide. On the Allocation tab, select the following information Field Name Definition