zilongwang/ReadingBank huggingface dataset:
Section 3: Hazardous Substances Information List all the substances you are going to use in the procedure you are assessing. All the information required to populate the table below can be found on the manufacturer’s safety data sheet. If none of the substances to be used are hazardous to health, the risk assessment is complete at this stage and should be signed off. Name of substance Hazard Classification* Physical form e.g. powder, dust, liquid, gas Route of exposure e.g. ingestion, inhalation, absorption, injection WEL (mg/m3) or (ppm) * Please detail the level of health hazard i.e. Hazard statements and Carcinogenic / Mutagenic categories Note A separate BioCOSHH / GM / Radiation Risk Assessment may be required depending on the work taking place
Consider Harry Walker’s illustration of the opacity doctrine and strict liability thesis, in a passage of his article on the incorporation of the idea of “Law” by the Urarina of Amazonian Peru (Walker, 2015, p. 53). Walker describes a mediated dispute regarding the case of the death of a young boy named Toribio, who died as a consequence of his friend having accidentally struck his hand with a machete. Toribio’s father demanded reparation in terms of “hefty compensation” for the death, and, according to Walker, the dispute focused only on the fact of the death and the degree of compensation, suggesting a complete disregard of the nature of the mental states of the perpetrator. However, Walker states that everyone in the dispute implicitly acknowledged that the strike was unintentional; and he also suggests that the case would have been quite different if the strike had been interpreted as intentional (“negotiations may not otherwise have even begun”). Plausibly, if the action were seen as intentional, the case might have lead to the pursuit of bloody retribution (even if by mystical means) and/or to the intuition that Toribio’s father deserves even greater compensation. Either reaction would show that the mental states of the perpetrator are not disregarded and that the contrast between intentional and unintentional killing is indeed important for the Urarina. Moreover, Walker’s passage does not give an account of the arguments put forward by the two sides of the dispute concerning the appropriate degree of compensation—in particular, it does not describe whether the two sides of the dispute had different interpretations of the accident. Did the victim’s side invoke something akin to recklessness/negligence (e.g., that there was some lack of due care on the part of the friend, in terms of the strike and/or what happened afterwards)? Did the perpetrator’s side interpret the death more like a pure accident or invoke something akin to contributory
Insurance information for student placements Introduction The information below outlines the insurance cover held by the University relating to student placements, and provides a link to the Student Placement Indemnity Form which must be completed for each placement. A placement is a period(s) of study/work away from the University that benefits the student’s module or course of study. For the purposes of insurance, student placements are categorised either as compulsory, or optional. A compulsory placement is a requirement of the student’s course of study, and may include the following: ‘Year out’ placements Short term and summer vacation placements Study abroad (e.g. Erasmus) Field work/trip including study tour Subject to completion of a Student Placement Indemnity Form, the University’s insurance cover will automatically apply to a compulsory placement. An optional placement is not a requirement of the student’s course of study, but is in a relevant area and, therefore, beneficial to the student’s studies. It may include the following: ‘Year out’ placements Short term and summer vacation placements Field work/trip including study tour Overseas electives The University’s insurance cover does not automatically apply to an optional placement, and these are considered on an individual basis. In addition to completion of a Student Placement Indemnity Form, confirmation must be provided to the University Insurance Section , by the student’s course tutor/course adviser, to the effect that the placement is relevant, and expected to be beneficial to their course of study. The Insurance Section will respond to confirm whether the University’s insurance cover will/will not apply. The University’s insurance policies will not provide cover for any student placements that do not fall within the categories outlined above. Insurer guidelines The University’s insurer, ‘Universities Mutual Assurance Limited (UMAL) / Hasilwood Management Services Ltd (HMSL)’, has provided guidelines on the application of insurance cover to student placements, which can be accessed here: Any member of staff who is arranging a student placement, or is supporting an optional placement, must have read and be familiar with these guidelines. Gap in cover Section 2 of the Insurer guidelines, outlines that if the host holds appropriate liability insurance cover, this will provide financial compensation in the event of the student suffering injury or death. The purpose of asking the host to confirm that they have insurance cover, and that this
Note on Degree Plus CV & Cover Letter Please note that the CV & cover letter is to be produced for the purposes of Degree plus accreditation only. Its acceptance is not an indication of its suitability for any specific job or other applications you may make in the future. For guidance on producing and tailoring a CV & Cover Letter, you can book into a one-to-one appointment with a Career Consultant or attend CV/application workshop by booking via . Information on CVs and Cover Letters is also provided on . Example of a Structure for a Cover Letter to accompany a CV produced for the purpose of Degree Plus Route B. Letter Heading: Include your address, date and the address of the organisation you are applying to (in this case, the Degree Plus Team at Queen’s University Belfast). First paragraph Why you are writing the letter State which Degree Plus Route you are applying for How you heard about the Award/where you saw it advertised Note that you have enclosed your CV for consideration as part of the Award Second paragraph Why you want to gain the Award (Be specific, tailor cover letters to the award – just as it would for a job or course you may apply to) Third paragraph Summarise the main skills you gained through your Degree Plus activities (match to the skills associated with the Degree Plus Award) Last paragraph Indicate how you are looking forward to receiving a response Thank the team/organisation/employer for their time
N. Ireland Cancer Registry 2017 Council Prof Roy Spence (Chair) Belfast HSC Trust Ms Cara Anderson HSC Board Ms Margaret Carr Cancer Research UK Dr Jim Carson Northern HSC Trust Ms Kerri Clough-Gorr National Cancer Registry Ireland Dr Tabir Dabir Belfast HSC Trust Dr Olivia Dolan Belfast HSC Trust Dr Andrew Galwey Lay Representative Dr Anna Gavin NICR Dr Jacqueline James QUB Prof George Kernohan Ulster Mr Gareth Kirk Action Cancer Ms Davinia Lee Belfast HSC Trust Dr Claire Lewis NI Biobank Dr Maurice Loughrey Belfast HSC Trust Ms Caroline Lynas SE HSC Trust Dr Seamus McAleer QUB Dr Miriam McCarthy PHA Ms Pat McClelland Northern HSC Trust Mr Robert McCormac South Eastern HSC Trust Mr Jim McGuigan Belfast HSC Trust Ms Heather Monteverde Macmillan Prof Liam Murray (retired) QUB Dr John Price Belfast HSC Trust Ms Fiona Reddick Southern HSC Trust Dr Michael Reilly Western HSC Trust Ms Mary Jo Thompson South Eastern HSC Trust Dr Ramzan Ullah Belfast HSC Trust Dr Lakshmi Venkatraman Belfast HSC Trust
the scheme, students will be required to present their work at a Research Studentship Symposium to be held at the end of the 2018/19 academic year. This event will be open to staff and students of the School of Nursing and Midwifery, and their families. Student Application Process Interested students are asked to complete the student application form, overleaf, and submit alongside a short one-page CV. The short one-page CV should provide details under the following headings: Academic achievement Work experience Research experience and/or research interests Student applications will be reviewed at School level by a selection panel nominated by the Head of School comprising of the Head of School, Director of Research and Director of Education, or their nominees. Applicants will be assessed on their: Academic profile, with those likely to achieve a 1st class degree prioritised Level of experience Fit of research interests to the studentships on offer The deadline for applications is Monday 06 August 2018 at 5pm Applications must be submitted via email to Dr Fiona Lynn () Students will be notified of the outcome by 13 August 2018 If you have any queries about the application process or the studentships on offer, please contact Dr Fiona Lynn () or Dr Helen Noble (). STUDENT APPLICATION FORM Name of student: Programme and year of study:
Non means tested benefits N Tax credits Y Pension credit Y Partner’s earnings Y Note 1: The first £1,215 of this payment will be excluded from the income calculation for This amount will be reviewed on an annual basis by the Student Support Fund Committee. 5.3.2 Assumed Income It is assumed that the majority of students, with no carer responsibilities, will be able to supplement their income through part-time work, savings, bank loans, family contributions etc. Rather than taking the actual amount of income gained in this way, the assessment uses fixed amounts to take account of this type of income, as outlined in Table 2. Table 2 – Assumed Weekly Income Circumstances Assumed Income (Per Week) Non Final Year student £30 Final Year Student £10 The level of assumed income for those undergraduate students with dependants or those unable to work as a result of ill health will be zero. 5.4 Treatment of Expenditure - Composite Living Costs A level of expenditure, called Composite Living Costs (CLC), will be assumed for all students. This is to cover expenditure on basic costs such as food, household bills, clothes, entertainment which ensures that all applicants are treated consistently regardless of their individual lifestyles. The CLC is fixed each year and based on the level of unemployment benefit paid plus an allowance to cover the additional costs associated with attending university. The CLC for the 2017-18 academic year are detailed at Table 4. The assessment completed also allows for variable expenditure to be considered, for example, rent, travel, and childcare. Table 3 lists the elements of expenditure which should be categorised as CLC, variable or fixed. Table 3 – Expenditure Elements Fixed / Composite Living Costs Variable Living Costs Notes Rent/mortgage Y 1 Food Y Utilities Y Childcare Y Mobile phones Y TV Licence plus insurances Y Clothes Y
If you have any questions or comments about this privacy notice, the University’s Data Protection Officer can be contacted at: Derek Weir Data Protection Officer Registrar’s Office Lanyon South Queen’s University Belfast University Road BT7 1NN COMPLAINTS You have the right to complain about how we treat your Personal Data and Sensitive Personal Data to the Information Commissioner’s Office (ICO). The ICO can be contacted at: Information Commissioner's Office Wycliffe House Water Lane Wilmslow Cheshire SK9 5AF CHANGES TO THIS NOTICE We may update this Privacy Notice from time to time. We will notify you of the changes where we are required by law to do so.
Burn Bin Infectious Clinical Waste Infectious or potentially infectious hard clinical waste contaminated with blood / bodily fluids. NO free liquids. Free liquids should be sealed in a screw cap container and then placed in burn bin. Laboratory and histology waste Steam Sterilisation Process (alternative treatment) HT Sharps Container Infectious Clinical Waste Sharps (hypodermic needles, attached syringe bodies, etc.) which may be contaminated with potentially infectious body fluids and discharges medicinal syringes. Non-contaminated sharps. Contaminated slides, stitch cutters, guide wires, trocars and razors Blood stained or contaminated glass or any other contaminated item likely to puncture a bag Steam Sterilisation Process (alternative treatment) HT Infectious Clinical Waste Laboratory waste or anything else not suitable for heat treatment Including waste from harmful & corrosive but NOT TOXIC chemicals eg. GUANIDINE THIOCYANATE NO SHARPS IN BURN BINS Waste containing Hazard group 4 pathogens or CJD Non-autoclaved Risk group 2 and 3 laboratory cultures Large or bulk metallic objects Incineration Only HI Cytotoxic / Cytostatic Waste Needles, syringes, sharp instruments, cartridges and broken glass used in the administration of cytotoxic/cytostatic and vaccine drugs Cytotoxic sharps & ETHIDIUM BROMIDE GELS; plasticware contaminated with PHENOL, CHLOROFORM, TRIZOL or FORMAMIDE High Incineration HY Container Type Type of Waste Suitable for Treatment Code
5.0 LEGAL COMPLIANCE 5.1 Waste contractors are appointed to collect and dispose of waste and do so in accordance with legal requirements. Wastes generated on site are disposed of using licensed carriers via licensed waste transfer stations or directly to a licensed/permitted facility. 5.2 Non-hazardous waste must be disposed of under completed waste transfer notes issued either for each collection or via season ticket arrangement for frequent collections, refer to procedure GEOP003, Procedure for the completion of Waste Transfer Notes. Transfer notes must be retained for a minimum of 2 years and are kept by the Environmental Manager. 5.3 Hazardous waste s must be disposed of under a consignment note, refer to procedure GEOP002, Procedure for the completion of Hazardous Waste Consignment Notes. Consignment notes must be retained for a minimum of 3 years and are kept by the Environmental Manager. 5.4 Waste receptacles used for the storage of waste must be kept in good condition, free from third party contamination and where possible, covered. 6.0 ATTACHMENTS 6.1 Made safe for disposal’ label template Appendix A 6.2 ‘Disposal of Chemicals’ procedure Appendix 2 6.3 Biological/ Clinical waste disposal procedure Appendix 3 Appendix A Made safe for disposal template Appendix B Disposal of Chemicals Procedure Responsibility Individuals acquiring and/or using chemical substances (whether hazardous or not) are personally responsible for the safe disposal of all wastes there from. Similarly, research supervisors are
approved rates, clear audit trails exist to verify the identity of the trainees/ participants and training allowances paid, amounts spent on training materials and training venues etc. Fund Flow and Disbursement Arrangements.. Provision In The Financing Agreement provides for the transfer of IDA fund for the project to the Implementing Agency University Grant Commission (UGC) through a Convertible Taka Special Account (CONTASA) the Designated Account (DA) for the project. For implementation of AIF activities at the field level, IDA Fund will flow to a separate operating accounts (OAs) of the participating educational institutions under the project. The auditor will therefore verify and report whether all IDA funds have been transferred and used in accordance with the conditions of the Credit and Financing Agreement, with due regard to economy and efficiency, and only for the purposes for which the funds were provided; all participating educational institutions maintain separate operating bank account to receive IDA funds; Private Universities while submitting fund request also submits evidence of depositing their share of 20% contribution in the operating account.. Financial Monitoring Reports (FMRs) used as the basis for withdrawing accurately reflects actual and forecast expenditures of the program Operating Costs The auditor will further verify and report if IDA funds used on Operating cost were for the project expenditures included in the definition of Operating Cost as included in the Financing Agreement. The auditor is required to verify and report as to whether operating costs : related to the implementation of the project activities; wholly, exclusively and necessarily incurred in the implementation of project activities; duly authorized, approved and properly recorded; related documents available in their verification 8.0. Audit Resources: The key personnel in the audit team and their minimum qualifications are stated below: The audit assignment shall be led by a Team leader / Engagement partner with a minimum of 6 years post–qualification experience as a practicing Chartered Accountant, preferably with proven knowledge and experience in providing assurance on development projects in social/ education sector, in assessing the adequacy of internal controls and systems that would prevent leakage of resources in implementation of programs/operations
Blackfriar – wood preserve 1 x ½ Litre tin Castrol magnatec 1 x 5 Litre tin Hydrokleen – alkaline based condenser cleaner 1 x 5 Litre tin General purpose aerosol adhesive 4 x 1 Litre tin Carpet adhesive – evo stik 3 x 1 Litre tin Plumbers mate 7 x tubes Homebase quick dry filla 1 x box Blackfriar – anti slip paint red 1 x 5 Litre tin RS anti seize compound 6 x small tubes Manometer fluid SG 2 x 5 Litre tins Rocol sapphire extreme – high temp grease 6 x gun refill Evostik – roof gutter sealant 1 x gun refill Dow corning transparent silicone 8 x gun refill Universal maintenance products – pipe freezer 1 x 1Litrre tin Dow corning – mirror adhesive – silicone sealant 4 x gun refill Plastic kote – spray marking paint 2 x 2.5 Litre spray Electrolube PNB black gloss paint 2 x 5Litre tins Utilicote – quick drying gloss paint 1 x 5Litre tin Dow corning – plumba flue – silicone sealant 3 x gun refill Rocol – food lube WD spray 2 x 1 Litre spray Ronseal – high performance wood filla 1 x box No nonsense – foam gun cleaner 1 x 2.5 Litre tin No nonsense – red oxide primer 1 x 5Litre tin No nonsense – all purpose contact spray adhesive 3 x 1Litre tins Screwfix direct – interior wood varnish 1 x 2.5 Litre tin Blanchards – decorators flexible arcrilic 1 x gun refill Wolseley – solvent weald cement 1 x ½ litre tin At home – vinyl adhesive 2 x ½ litre spray tin Todays tools – leak detector 4 x ½ litre tins No nonsense – fire rated expanding foam 6 x large tubes Blanchards – quick mix ready mix sand & cement 1 x small tub Forsoc – galvafroid 1 x 5Litre tin
Appendix A: Curriculum Tree Figure 1. The psychology curriculum tree. Note: Many electives cuts across disciplines but are “housed” under one particular subdiscipline for ease of representation. 12 courses are required for a three-year Bachelor of Arts degree. An additional 32 credits are required for the DipASR (4th year); *indicates compulsory courses; [square parentheses] indicates courses being planned for future hires; one Critical Thinking Seminar can be counted towards the major or minor; minor students must complete 6 modules: Gateway, Stats & Res Methods I & II, plus at least one module from Group A (yellow) and one module from Group B (blue). Superscript parenthesis indicate prerequisites.
NEWS RELEASE Plastics Revolutionize Medical Implants (Dec.12, 2014) - From hygienic syringes to IV tubes to sterile exam gloves, plastics have played an integral role in the safety and effectiveness of modern medicine for the past several decades. And plastics continue to enable new advances—including medical implants—that deliver more benefits to patients than ever before. Here are some examples of these emerging innovations: 3-D Printed Plastic Implants Surgeons recently of a patient’s skull with an implant made from PEKK biomedical polymer, a medical plastic designed with a density and stiffness similar to bone. To create the implant, technicians used a printer to build layer upon layer of plastic based on a computer model of the patient’s skull—enabling a customized fit. Experts predict the same technology eventually could be used for a variety of implants throughout the body. Therapeutic Plastic Coatings Researchers are developing that may improve the effectiveness of medical implants and help prevent rejection by the body. Some medical implants are enhanced with a plastic coating designed to deliver medication to the site of the implant. Others are coated with plastics that have antimicrobial properties to reduce the risk of infection. Dissolving Plastic Stents Recent advances in medical plastics have enabled the development of (or vascular scaffolds). These devices may be used to open blocked blood vessels—then they dissolve inside the body, so there’s no expected need for additional surgery to remove the stent. The bioresorbable plastics also can be formulated to release medication to the surrounding area, enhancing the stent’s effectiveness and reducing the chance of complications. Electronic Plastic Implants Small may eventually help doctors learn more about what’s happening inside the body or help prepare a patient for treatment. Researchers are embedding electronics in specially designed plastics that are rigid when implanted but become soft inside the body—allowing them to wrap around three-dimensional structures such as bones. Self-Healing Plastic Implants Researchers are experimenting with to create medical implants that could potentially repair themselves if they break—eliminating the need for surgery to repair or replace damaged implants. Today's intelligent plastics are vital to the modern world. These materials enhance our lifestyles, our economy and the environment. For more information visit .
2015 WSTC SUMMER INSTITUTE June 22-24, 2015 CWU Conference Program, Ellensburg, WA REGISTRATION DEADLINE: June 2, 2015 It’s time again for the Washington State Head Start/ECEAP Training Consortium’s annual Summer Institute. We’re very excited about this year’s expanded offerings, and look forward to providing very high quality intensive 20-hour courses to our members and the Early Learning community at large. Based on our survey of the membership and discussions with our programs and partners in Early Learning, we are offering the following eight courses at the 2015 Summer Institute: Reflective Supervision Ready to Learn- Neurodevelopmental Movement for Early Childhood Trauma Informed Care: Partnering with Early Learning Professionals around the provision of trauma sensitive practices Classroom Management 101 Using Assessment Data to Intentionally Plan for Children All 4 Math in Early Childhood Poverty in the 21st Century: Opening the Door to Economic and Educational Opportunities for Children and Families Early Head Start For Classroom and Home-Based Parent Ambassadors (invitation only) A more detailed description of courses and instructors will be sent shortly, and will be available at . Participants will also enjoy a barbecue or special event one evening, a movie night, and other activities. Attached is the registration information and form to be sent to Central Washington University. The CWU Conference center administers the Summer Institute registration, lodging, etc, while WSTC handles the curriculum, so the registration form is a little confusing. Each registrant will pay a fee to CWU that includes: WSTC registration fee. $135 fee for members & ECEAP, $255 for non-members, which goes to WSTC to pay for trainer fees and expenses, A/V, WSTC staff and meeting room costs. CWU conference/lodging/meal fee. Everyone must pick one package off this list. This pays for food, lodging, conference registration and staffing, and most meeting room costs. Clock hours, STARS credit and CEU’s will also be offered, but are paid separately at on-site registration. For more information, contact Katy Warren at 425-453-1227, . 2015 FEE DETAILS Choose One – WSTC Summer Institute Registration Fee WSTC Members & ECEAP $135
DATES FOR YOUR DIARY WED 4th JULY 9.00 A.M. 18 HOLE STABLEFORD COMPETITION 11.00 A.M. GOLF LESSON – 9 & 6 HOLE COMPETITION WED 11th JULY 9.00 A.M. 18 HOLE STABLEFORD COMPETITION 11.00 A.M. GOLF LESSON – 9 & 6 HOLE COMPETITON WED 18th JULY 9.00 A.M. 18 HOLE STABLEFORD COMPETITION 11.00 A.M. GOLF LESSON – 9 & 6 HOLE COMPETITION DAILY TELEGRAPH WED 25th JULY 9.00 A.M. 18 HOLE STROKE COMPETITION PLAY OFF BLUE/WHITE MARKERS 11.00 A.M. GOLF LESSON – 9 & 6 HOLE COMPETITION SUN 29th JULY 9:00 A.M. JUVENILE CAPTAINS DAY PLAY OFF BLUE/WHITE MARKERS 11:00 A.M. GOLF LESSON - 9 & 6 HOLE COMPETITION WED 1ST AUGUST 9.00 A.M. 18 HOLE STABLEFORD COMPETITION 11.00 A.M. GOLF LESSON – 9 & 6 HOLE COMPETITION WED 8th AUGUST 9.00 A.M. 18 HOLE STABLEFORD - BLUE/WHITE MARKERS 11.00 A.M. 9 & 6 HOLE COMPETITON NO LESSON JUVENILE OPEN DAY WED 15th AUGUST 9.00 A.M. 18 HOLE STABLEFORD - BLUE/WHITE MARKERS 11.00 A.M. GOLF LESSON – 9 & 6 HOLE COMPETITION WED 22th AUGUST 9.00 A.M. 18 HOLE STABLEFORD COMPETITION 11.00 A.M. GOLF LESSON – 9 & 6 HOLE COMPETITON GERALD WILSON DAY SUN 26th AUGUST 9.00 A.M. 18 HOLE STABLEFORD - BLUE/WHITE MARKERS 11.00 A.M. 9 & 6 HOLE COMPETITION NO LESSON PARENTS TO SUPPLY TRAY-BAKES
Sunday 29th July * Juvenile Captains Day □ □ Wednesday 1st August □ □ Wednesday 8th August □ □ Wednesday 15th August Juvenile Open Day □ □ Wednesday 22nd August □ □ Sunday 26th August * Gerald Wilson Day We would appreciate if parents can supply tray bakes for Juvenile Captain’s Day
Cabin Class: Economy Time Period Flight Number Airfares (+ taxes) in HKD Dec 22-26, 2012 Some airline companies, e.g. Cathay Pacific Airways Limited, have different sub-classes for the economy class. Please list out all the sub-classes and the differences between them. Why would there be price differences between different sub-classes? Try to make a sensible guess. Fare Family of Economy Class at Cathay Pacific Airways (data are retrieved at June 20, 2012 for a round trip from Hong Kong to Taipei): Economy Special Economy Core Economy Standard Economy Flex Rebooking HKD600 Free of Charge Free of Charge Free of Charge Cancellation Before departure: HKD600 After departure: No refund Before departure: HKD600 After departure: No refund Before departure: HKD600 After departure: No refund Before departure: HKD250 After departure: HKD250 Upgrade with Miles Minimum Stay 2 day(s) 2 day(s) 2 day(s) No minimum stay Maximum Stay 7 day(s) 14 day(s) 2 month(s) 12 month(s) No Show Charge HKD600 HKD600 HKD600 No Penalty Price Range Least expensive Second least expensive Third least expensive Most expensive The less expensive is a sub-class, the more restrictions are imposed. For example, rebooking of a Economy Special ticket requires a payment of HK$600, while it is free for other classes. Passengers can stay at the oversea country for a maximum of 7 days only. Passengers travelling in Economy Flex have no minimum stay
To what extent do we ‘enable’ parents? To what extent do we provide so much onsite that they don’t develop the relationship with the medical/dental home? Lack of accessibility to mental health a major concern. EHS has medical all the time – approach it ask skill-adoption that they help parents to develop. They do ‘coupons’ that describe what kids get at their 1 year exam and what they’re eligible for Collective notes: Strengths: % of kids with health insurance (2) Progress on access to health – med/dental homes, immunizations Concerns: Why the dropoff in # of children treated for chronic conditions 2012-2014? Increased # of kids with diabetes So few kids up to date with immunizations How to capture kids with disabilities who are getting services through Medicaid and not on IFSPs through school district Why the difference in doctor visit completion rates between HS and ECEAP? Vision and hearing spike Other: Connecting weight to diabetes How do we compare to other states? Decline in other health concerns but increase in diabetes How much $$ is spent on health services? Where are they getting insurance? How much does it cost us? “Payer of last resort” It would be helpful to look at # of concerns vs. # of diagnoses ECEAP Expansion Data Sets: Estimated # of classrooms needed by county, 2020 (DEL 2016 Facility Needs Assessment); ECEAP Locations (ECEAP Outcomes Report); Gap between Demand and Supply (Thrive WA Statewide Quality Pre-K and Classrooms Expansion Data Report); Priority Points Analysis (DEL Research division); Relationships between Poverty & WaKIDS by School District (DEL Research division); 90% Box (DEL) Summary Team Report-Out: Strength – we can add Concern – doesn’t adequate portray the # of facilities needed. Need data on aging facilities, repair/replacement needed Focus on public schools – licensing in public schools would be a nightmare. Collective notes: Strengths: If we can add more facilities we won’t have to reduce children
A. Schizophrenia is a “tough one” B. She is doing pretty well socially, given the diagnosis with Paranoid Schizophrenia C. She would likely be classified as “episodic with residual interepisode symptoms” D. She has been misdiagnosed 20. Noticing your fascinating intellectual conversation about schizophrenia, another patron chimes in stating,“holy cow man, all this mental talk has gotten me seeing groovy colors mixing on the walls, and trippy afterimages!” He says, “I’ve taken a lot of acid in the past, could I be having a flashback?” Your reply is: A. Yes, that is a diagnosable disorder B. No, “flashback” is an old “hippie” term indicating nothing in reality C. Yes, but it is not an actual DSM-IV disorder D. No, but you are engaged in rudeness interruptus (pub type) 21. Your blind date finally arrives to meet you at Louise’s (albeit 15 minutes late). He introduces himself as Ollie Swensen III, and sits down. He doesn’t seem terribly impressed with you initially, but seems to perk up when you mention that you are working on a master level degree at KU. He explains that he would probably be a doctor by now but his ideas about disease processes tend to be too contemporary to fit into some plebian medical perspective controlled by drug companies anyway. He now works at the Lawrence Journal-World. He never did say exactly what he does, other than he expects to be promoted to upper management soon. You are impressed by his charming demeanor and his apparently astute insights into important people and goings on in Lawrence. He invites you to join him for dinner and won’t take no for an answer. After considering your negative ‘gut instinct,’ you decide this person has some serious social deficits that probably cause significant impairment in various areas of his life. You decide that you are not interested in seeing those played out in any way in your life, and while this is a brief social meeting and not a diagnostic session, you suspect this person might have: A. Antisocial personality disorder B. Narcissistic personality disorder C. Bipolar II disorder D. Schizotypal personality disorder E. Histrionic personality disorder 22. In one or two short paragraphs, offer two specific points of critique of the DSM-IV and/or the medical model. (the space provided should be sufficient)
Gollwitzer, H. (1961) Karl Barth: Church dogmatics: a selection with introduction. Louisville, KY: John Knox Press. Gollwitzer, H. (1976) Kingdom of God and socialism in the theology of Karl Barth. Karl Barth and Radical Politics, 1, 77-119. Johnstone, J. (2007) Technology as empowerment: a capability approach to computer ethics. Ethics and Information Technology, 9:73-78. NASW (2011) . Looked up 8/1/2011 Nussbaum, M. (2000) Women and human development. Cambridge, UK: Cambridge University Press. Rapp, C., & Goscha, R. (2006) The strengths model: case management with people with psychiatric disabilities (2nd ed.), New York, NY: Oxford University Press. RachBiesel, J., et al. (1999) Co-occurring severe mental illness and substance use disorders: a review of recent research. Psychiatric Services. 50, 1427-1434. Ware, N., et al. (2008) A theory of social integration as quality of life. Psychiatric Services, 59, 27-33. Zygmunt, A. (2002) Interventions to improve medication adherence in Schizophrenia. The American Journal of Psychiatry, 159, 1653-1664.
Synonym 1: cut a deal (to) exp. Synonym 2: dicker (to) v. Synonym 3: hack out a deal (to) exp. Synonym 4: hammer out a deal (to) exp. win-win situation exp. a situation where everyone benefits. The more products I sell, the more commission I make. It’s a win-win situation for me and my company! The more products I sell, the more commission I make. It’s mutually beneficial for me and my company! WHAT WOULD YOU DO IF SOMEONE SAID...? (BS1-Disc2: Track 18).
Assessment Are the assessment tasks clearly set out so that students understand the requirements of the question and solution? Are formula booklets and/or a glossary of terms available in exams and tests, where competence standards allow? Is coloured graph paper or squared paper available in exams? Do questions avoid rote learning and recall by focusing on understanding? Do you have a marking scheme that avoids penalising messy work? Do you provide alternative assessments (e.g. presentations/posters/portfolio of work/annotated diagrams instead of written work)? Is detailed and clear feedback, available in alternative formats, given to enable students to see how to move forward? Have you reviewed all of your tests (including in-class and CAA) for accessibility? 6 STEM Disability Committee The STEM Disability Committee has been established as a cross-STEM collaborative group of professional to consider practical ways to improve policies, practices and provision for disabled people. It exists within the wider picture of diversity in STEM but has specific focus on all aspects of disability. Its area of interest spans the whole STEM pipeline, including those aspiring to a STEM career as well as those already employed in a STEM role. Core Members Institute of Physics (IOP) Royal Academy of Engineering (RAEng) Royal Society of Chemistry (RSC) Society of Biology (SoB) Campaign for Science and Engineering (CaSE) Royal Society (RS) Core members are those organisations in the STEM community who have made a clear commitment to increasing disability access for people studying
Electromagnetic spectrum Complete the table below by matching the types of radiation with its effect on living tissue and its use. Type of radiation Effects on living tissue Used for… Gamma High doses can kill living cells. Lower doses can cause cancer in cells Treating tumours Sterilising hospital equipment. X-Ray UV Fluorescent tubes Security marking Visible Infrared Microwave Heating of water in tissues can cause burning Satellite communication. Cooking Radio EM Word loop – a series of cards A. Use lots of sun-block Q. What kind of rays are used to show broken bones?
15 unscaffolded investigation: e.g. specific heat capacity of a material apply investigative approaches & methods 16 use a ball method to determine the viscosity of a liquid b, c, d 17 use ICT to analyse collisions between small spheres, e.g. ball bearings on a table top a, k 18 determine the specific latent heat of a phase change f, g, k 19 investigate the relationship between the force exerted on an object and its change of momentum a, d 20 determine speed of sound in air using a 2-beam oscilloscope, signal generator, speaker and mic a, h, i NOTES 1 Some external monitoring will be put in place to ensure that the endorsement system works (Ofqual to report Spring 2015). 2 Students will need to keep a record of their practical activities, but the method of recording is expected to be flexible (e.g. lab book, folder or eportfolio). Likewise teachers will be expected to record what practicals are done, noting students present and any failing to demonstrate a competence (easiest done with a spreadsheet, which AOs will very likely provide). 3 Quite apart from the 12 required practicals, teachers may offer other opportunities for skills development. 4 OCR’s 12th Practical Activity Group is ‘Research skills’, which may involve online and offline research.
Investigation into simple harmonic motion using a mass-spring system and a simple pendulum (AQA) As above As above 17 Determination of Planck's constant using LEDs (OCR) LED arrays (timstar for example) are now inexpensive enough (approx. £25) to have enough for a class expt There is a section on quantum physics within which there is a section on Plancks constant determination using an LED array; section 501-4 describes the Photoelectric effect fro determining Planck Constant but the apparatus is v expensive but GREAT if you can get hold of it! (Episode 502-3) 18 Research skills (two examples quoted); The principles behind the operation of the Global Positioning System The use of radioactive materials as tracers in medical imaging (OCR) This is relevant only to those who use OCR ‘B’ Advancing physics and will be well understood by them, though the task would need to be shorter than the traditional two-week research report 19 Investigate using a search coil and oscilloscope, the effect on magnetic flux linkage of varying the angle between the search coli and the magnetic field AQA) Search coils (axial & lateral) Helmholtz coils work well but any transformer coils Section on Electromagnetism, then electromagnetic induction and specifically episode 414-5 ‘magnet falling through a coil’ Nothing relevant in practical physics 20 Investigate how the force on a wire varies with flux density, current and length of wire using a top-pan balance. (AQA). then episode 412-3
Lead contact Ian Cooper Date submitted 8.11.2017 Course summary Notes The course is an opportunity for teachers at various stages in their career who strive to increase their knowledge, experience and pedagogical skill around the subject of physics. The course will be taught over 10 sessions and will explore the fundamental key concepts with a general focus on the new GCSE. For each of these topics candidates will explore and practice the key practical’s and develop experience on alternative hands-on opportunities that help explore and develop students understanding of the topic further. The aim of the course is to support teachers who will teach physics at KS3 and KS4. Through a variety of activities, guided independent study and discussion groups, teachers will gain confidence and familiarity with all topics in order to provide a good level of subject delivery with further opportunities to stretch students and explore the phenomenal subject of physics. The course has been designed by experienced physics teachers at KS4 and KS5. Ian Cooper (BEng Hons, PGCSE) with 13 year experiences teaching from KS3 to KS5 and Dan Woffindin (BSc Hons, PGCE) 14 years’ experience teaching from KS3 to KS5. Other teachers from across the trust will support hosting the sessions to ensure candidates are exposed to best practice. Short description of the course (e.g. objectives and expected outcomes)
Schedule of classes and topics REGISTRATION WEEK (September 7-11) Week 1 (September 14) Orientation and introduction to the course Week 2 (September 21) The Rise of Urban America: A brief historical and cultural overview of the United States in the first half of the 20th century Reading: Zsolt Virágos, The Modernists and Others: [2.4.1] The 1900s and 1910s: The Progressive Era (36-46) I The Spatial Dynamics of Slumming and the Emergence of Commercial Leisure Week 3 (September 28) An overview and an underview: uneven development and the social production of American underworlds Reading: Jacob Riis: How the Other Half Lives (Introduction, Chapters I, II, III, IV) Week 4 (October 5) Going down: Narratives of Slumming in the Ethnic Underworlds of Lower New York, 1890s -1910s, remapping Lower New York in the late nineteenth century travel guide Reading: William Meloney: “Slumming in New York’s Chinatown: A Glimpse into the Sordid Underworld of the Mott Street Quarter, Where Elsie Sigel Formed Her Fatal Associations” Jacob Riis: How the Other Half Lives (Chapter IX, “Chinatown”) Week 5 (October 12) Degenerate Sex and the City: “Below Bohemia”: Zoning, New Urban Amusements, and Djuna Barnes in the Era of the City Practical Reading: Djuna Barnes: “How the Villagers Amuse Themselves,” “Greenwich Village as It Is” II The Changing Conceptualization of Race in the Slumming Vogues of New York Week 6 (October 19) Migration and urbanization; the role of Harlem in the development of African American urban culture: cultural capital versus ghetto
Reading: Langston Hughes: “The Negro Artist and the Racial Mountain” Claude McKay: “Harlem Shadows,” Virágos Zsolt: The Modernist and Others [2.5.3] “The Harlem Renaissance” Week 7 CONSULTATION WEEK (October 23-30) Week 8 (November 2) Underground Harlem: The Pathology of American Democracy 1 Reading: Ralph Ellison: “Harlem is Nowhere,” Richard Wright: “The Man Who Lived Underground” Week 9 (November 9) Underground Harlem: The Pathology of American Democracy 2 Reading: Ralph Ellison: Invisible Man Week 10 (November 16) – Mid-term Test III Queering the Underworld Week 11 (November 23) The hermeneutics of sexual suspicion and the suspicion of sexual hermeneutics Reading: Edward Winslow Martin: The Secrets of the Great City: a Work Descriptive of the Virtues and the Vices, the Mysteries, Miseries and Crimes of New York Week 12 (November 30) Willa Cather’s experiment in luxury Reading: Willa Cather: “Paul's Case: A Study in Temperament” Week 13 (December 7) The forging of queer identities in the early twentieth century Reading: George Chauncey: “The Strange Career of the Closet” Week 14 (December 14) – End-term Test
Prof. Petr A. Bílek Petr.Bilek@ff.cuni.cz Monika Borys nikaborys@gmail.com Rainer Bratfisch rainer.bratfisch@gmx.de Imola Bülgözdi bulgozdi.imola@gmail.com Anca Caramelea acaramelea@gmail.com Jonáš Chmátal cjonas@seznam.cz Daniela Doboş dana_dobos@yahoo.com Fanni Feldmann kismirza@hotmail.com Piotr Fortuna p.fortuna@student.uw.edu.pl Mariusz Gradowsk mgradowski@gmail.com Zsolt Győri gyorizs@yahoo.co.uk Ferenc Hammer hammer@policy.hu Adam Havas elravaljc@gmail.com Adam Havlík adam.v.havlik@gmail.com Imre Horváth masqqqq@gmail.com Ádám Ignácz ignaczadam@gmail.com Żaneta Jamrozik zaneta.jamrozik@gmail.com Karaulic Jovana jovanakaraulic@gmail.com Zlatko Jovanovic zlatko@hum.ku.dk Hajnal Király hajnal.kiraly@gmail.com Marcell Kónya marcellkonya@gmail.com Manuela Marin marinmanuela2004@gmail.com Ewa Mazierska EHMazierska@uclan.ac.uk Martin Mejzr martinmejzr@seznam.cz Maroš Melichárek, melicharekmaros@gmail.com Radoš Mitrović radosh.mitrovic@gmail.com Doru Pop doru.pop@ubbcluj.ro Kinga Povedák povedakkinga@gmail.com Klaudia Rachubińska klaudia.rachubinska@gmail.com Zsófia Réti nattakiri@gmail.com Rüdiger Ritter RRitter@gmx.de
Provision of membership related services to members, former members, visiting member Provision of golf and social services to members Responding to membership related requests and providing membership related information A range of other membership related activities which we are obliged to undertake, or which we have gained your consent to perform Fulfilment of obligations (e.g. GUI membership data and handicapping data) We ensure that the information we collect is appropriate to the purposes for which it is obtained. We restrict the use of this information to ensure it is used for the purposes identified We are committed to safeguarding the privacy of the personal information that we gather concerning our prospective, current and former members. What Personal Data we collect At Carton House Mens Golf Club, we recognise the importance of Personal Data entrusted to us. We may collect and hold a range of information about you. Examples of the types of information we may hold include: Personal identification information such as your name, address, gender, date of birth, memberships of other golf clubs, history of play, photographs etc. Other information which you have provided to allow us to identify and contact you Any declaration re previous memberships, handicapping, code of conduct or issue associated with membership of a golf club in the pursuit of golf and ancillary activities run by the club from time to time. Details that you have provided about your emergency contact(s), next of kin (part of junior membership) Membership identifiers such as Carton House Members number or business email address that you have provided, or have been assigned Information you have provided in your membership application, including details about your past membership history Information about memberships of groups or societies (e.g. other golf club, society membership, Carton House Members sports and social club membership) that you have provided to facilitate us processing your membership
Guidelines The Tribunal requires a minimum of 24 hours notice to prepare the requested file/s or subpoenaed documents for inspection. Additional minimum of 48 hours will be required if the file/s needs to be retrieved from our Archives. A staff member of the Victorian Civil and Administrative Tribunal will contact you in due course to confirm arrangements for you to attend the Tribunal in order to inspect the file/s or subpoenaed documents. If you have not been contacted, you may call the relevant List to make further enquiries. Please do not attend the counter until an inspection date has been organised with registry staff. Access Times & CC TV Surveillance Files or subpoenaed documents can be inspected, Monday to Friday between 9.30am and 4.00pm, in VCAT's File Inspection room on the Ground Floor, near the Customer Service Counter. Please note, for document security, there is constant CCTV surveillance in and around our File Inspection Room. Inspection of files or subpoenaed documents for the Human Rights List and Guardianship List matters are conducted from Monday to Friday between 9.30am and 4.00pm at the William Cooper Justice Centre, level 5, 223 William Street, Melbourne. Please note, for document security, there is constant CCTV surveillance in and around our File Inspection area. Reason for seeking Access Some proceeding files and subpoenaed documents at VCAT require authorisation before they can be released. It is important to complete this part of the form and stipulate clearly your reasons for seeking access to the file.
Exp. LR (10) 1 UNIX, 1 2 Write a program to explain all the basic general purpose UNIX commands 1 3 Write a program to explain all the commands related to file system. 1 4 Write a program to explain all the file handling commands. 1 5 1 6(a) 6(b) 6(c) Write a program to implement shell scripting for calculating area of a circle. Write a program to implement shell scripting to find the largest number among given number. 1 7 Write a program to implement First Come First Serve scheduling. 1 8(a) Write a program to implement non 1 ARCHITECTURE AND AND A A A
8(b) preemptive Shortest Job First scheduling. Write a program to implement preemptive Shortest Job First scheduling. 9(a) 9(b) Write a program to implement non preemptive Priority scheduling. Write a program to implement preemptive Priority scheduling. 1 10 1 Design Based Open Ended PR (10) 10 Viva Viva (5) 5 EXPERIMENT – 1
EXPERIMENT – 9(A) Name: Anoushka Pradhan Enrollment no: A2305214187 Date: 1.OBJECTIVE: 2. EQUIPMENT / SOFTWARE USED: S.No. Hardware Software 1. I7 Processor UNIX OS 2. 16GB RAM Microsoft Word 3. Keyboard TELNET 4. Mouse SNIPPINg TOOL 5. Monitor 6. Printer
Exemption from Federal Tax Withholding Certificates Expire February 15, 2018 If you wish to claim an “Exempt” withholding status for Federal tax purposes in 2018, you must file an Internal Revenue Service (IRS) Form W-4. This applies whether you claimed “Exempt” withholding status in 2017 or not. The IRS Form W-4, Employee’s Withholding Allowance Certificate, is used to designate how much tax is to be withheld and remitted to the IRS as advance tax payments throughout the year. If you claimed “Exempt” in 2017, and the Payroll Services Branch (PSB) does not receive a new, signed IRS form W-4 by February 7, 2018, the Federal Income Tax withholding status will be changed to “Single/No Exemption” the following pay period. The PSB can not apply retroactive withholding adjustments if the Form W-4 claiming “EXEMPT” status is submitted late. Per IRS guidance, if the form is received after the deadline the exempt status is applied to future wages only. You must send your IRS Form W-4 to the General Services Administration (GSA) (PSB) by fax to (816) 823-5435; mail to the GSA PSB (BGA), Attn: Customer Service, 2300 Main Street 2NW, Kansas City, MO 64108; or email to . If you have any questions, please contact the GSA PSB Customer Service Representatives at or at (844)-303-6515.