zilongwang/ReadingBank huggingface dataset:
Appendix D: Expenditure on contracts by non-corporate Commonwealth entities Table A: Number of, and expenditure on, contracts, [reporting period] Number Expenditure [reporting period] $ million New contracts entered into during [reporting period] xx xx.x Ongoing contracts active during [reporting period] xx xx.x All contracts active during [reporting period] xx xx.x Table B: Organisations receiving a material amount of contract expenditure, [reporting period] Organisations with >5% of total contract expenditure [or, if fewer than five organisations, top five of total expenditure] Expenditure [reporting period] $ million Alpha Co xx.x Beta Co xx.x Gamma Co xx.x Delta Co xx.x Epsilon Co xx.x Expenditure on consultancy contracts by non-corporate Commonwealth entities Table X: Number of, and expenditure on, consultancy contracts, [reporting period] Number Expenditure [reporting period] $ million New consultancy contracts entered into during [reporting period] xx xx.x Ongoing consultancy contracts active during [reporting period] xx xx.x All consultancy contracts active during [reporting period] xx xx.x Table Y: Organisations receiving a material amount of consultancy contract expenditure, [reporting period] Organisations with >5% of total consultancy contract expenditure [or, if fewer than five organisations, top five of total expenditure] Expenditure [reporting period] $ million Alpha Co xx.x Beta Co xx.x Gamma Co xx.x Delta Co xx.x
PGCE Secondary Partnership Lesson Plan (Part 2) LESSON TITLE/FOCUS: DATE/TIME: LEARNING OBJECTIVES DIFFERENTIATED LEARNING OUTCOMES (linked to pupils levels of attainment and Blooms Taxonomy ) What do I intend the pupils to learn? (knowledge, understanding, values, attitudes, skills) LO1 LO2 Pupil Prior Learning and Progression (set the scene for the lesson - indicate where this lesson fits within a sequence of lessons e.g. what was done in last lesson and what will be done in next. Consider links to pedagogy and anticipated misconceptions) Student Teacher Targets (identified targets to support pupil progress and other/additional targets arising from evaluations/professional dialogue) Resources (including Health & Safety considerations)
Agriculture and Water Resources (9) - M - ^ (APVMA) - I, ℗ - R, ^ - R, ^ - M, R, ℗, ^ - I, ℗ - ^ Attorney-General’s (17) - HC - M (ACLEI) - I - M, I, ^ - E - I - M, ^ AUSTRAC) - I, E - M, # - M, E - # - ℗ Communications and the Arts (18) - M (ACMA) - M - ^ - M, X, ^ - ℗ B, M, T, ^ - M, ℗, ^ - M - M, ℗ - # - M, X, ^ Creative Partnerships Australia) - ^ - ^ B, M, T, ^ Defence (11) - M, # (Frontline Defence Services) - R, ^ - ^ - B, M - ^ - ^ - R, ^ - ^ - ^ - ^ - ^ Education and Training (8) - M - M - I, ^ - U, ^, X - I, ^ Employment (10) - M Seacare Authority) Coal Mining Industry (Long Service Leave Funding) Corporation - M, F, ^ - M, ℗ Environment (9) - M - M, E - M - I - M, ^ - M, ^ - ℗, ^ - I, ℗, ^ Finance (5) - M - M, # - M - ^ - B, M, T, ^ Foreign Affairs and Trade (6) - M (ACIAR) - ^ (Austrade) - M - M, F, ℗, ^ - ℗, ^ Health (20) - M (ANPHA) - I (ARPANSA) (ASADA) - M, I (NHMRC) - M (NHFB) - I - E - I - R, I - ℗, I (Australian Institute of Sport) - M, ^ - I I, ℗ - I - ^ Human Services (2) (Part of the Social Services Portfolio) - M (Australian Hearing) - M, T, ^ Immigration and Border Protection (1) - M Industry, Innovation and Science (9) - M - I, ^, ℗ - M, ℗, ^ - M, ℗, ^
Each of these documents is important in its own right to the transparency and accountability of government. Entities should standardise their approach to the extent possible to avoid duplication of effort. Some work has already been done by the Joint Committee of Public Accounts and Audit and Finance to limit the amount of duplicate performance information in portfolio budget statements and corporate plans, but we believe that more can be done to clarify how and why performance information is reported across these different documents, and to explain these integrated requirements to entities. This could be provided in a number of ways, including through refining guidance material, communities of practice forums and lessons learned papers that cover the complete performance reporting cycle, as proposed earlier. The discussion in the Commonwealth of the concept of a clear read has, to date, been focused on performance information. Financial statements are largely seen to meet an accountability requirement, and there are few linkages between the two sets of information. Increasingly, private sector companies are integrating or linking the strategies and objectives in their strategic and business plans to the financial results that they achieve. We recognise that the interests and focus of public sector stakeholders can be different to those of company shareholders. However, we see merit in Finance leading work to see how entities can better demonstrate how an entity’s strategies and performance are reflected in its financial results. This will improve the line of sight between the financial statements and other planning and reporting documents.
31 or 32 (w/b 18 Feb or 25 Feb) PD: Ask for a copy of the school’s anti-bullying policy and bring it with you to the next PD seminar. English Primary and Early Years: Be ready for the session in week to collect some examples of writing (2 or 3 copies of writing / marking making) of a child working at age related expectations. Bring these examples to the English session. Also, ask the class mentor to share how writing is assessed and tracked in their school and how this is used to inform planning. Maths: Primary and EY: Primary and Early Years. Spend time getting to know your children mathematically. Try to work with each group or table during the week and make some notes about the children (e.g. how engaged they are with maths, how confident etc) Have a look to see whether the school is using a maths scheme to inform planning. If so, have a look through the text books and teacher’s guide. Welcoming the trainee to the setting. Initial informal meeting. Enabling trainee to start to get to know children, colleagues and parents. Providing the trainee with key policy documents and also sharing planning. Encouraging the trainee to work with groups and start engaging with the everyday workings of the class (register / collecting children from the playground / meeting parents with you at the start and end of the day etc.
Proposed enrolment period: September January April Proposed Year of entry Proposed Campus: Manchester Cheshire 4. Details of the subject area of your proposed research programme Please state the subject area in which you wish to undertake the research, eg, Business, History, Biology, Art & Design, Education, etc Please indicate if you have had preliminary discussions with a member of staff within the University to discuss a proposed research project: (State name(s)): If you are applying in response to a specific advertisement for a studentship, please give the application reference number and where you saw the advert 5. Education and Qualifications gained * Academic or Professional Educational Establishment (Including City/Country) Year From/To Qualifications Obtained* Subject Result/Class of Award Full-time or Part-time 6. Work history Give details of your work experience, training and employment. Continue on a separate sheet if necessary. Job Title Nature of work/Training Name and address of employer Full or part-time Start date End date Month Year Month Year
Summary record of major progress meetings with supervisors Student name: Working title of dissertation/research project: Meeting date & supervisors present Progress since last meeting Agreed programme of work and target dates Other issues, e.g. facilities, supervision, training needs, etc. Date of next meeting
Summary record of major progress meetings with supervisors Student name: Working title of dissertation/research project Meeting date & supervisors present Progress since last meeting Agreed programme of work and target dates Other Issues, e.g. facilities, supervision, training needs, etc. Date of next meeting
Internal & External Examiner(s) Signature Please ensure any attachments are also signed and dated. Sign:______________________ Print: ________________________ Date: __________ Internal Examiner Sign:______________________ Print: ________________________ Date: __________ External Examiner Note: Insert additional signature line if there are two External Examiners. E.1.: REPORT OF THE INDEPENDENT CHAIRPERSON Name of Candidate: Student ID Number: Title of Award Sought:
Provost’s Graduate Research Award - Applicant Transmittal Form (Formerly named the Chancellor’s Graduate Research Award) (completed by the student) Type information into the gray fields. Tab to move the next field, or use the mouse. (This form may not be mobile device-friendly.) Applicant’s Name Family/Last: Given/First: Middle: Degree Sought: Program: Department Name: Applicant’s UIN: Applicant’s e-mail address: Applicant’s phone number: Name of Faculty Mentor: Department of Faculty Mentor: Project Title: Discipline(s) involved in the project: The applicant must have electronic copies of the following required documents, in the order listed, submitted to the Director of Graduate Studies of their degree program. All forms must be completely filled out. (The Director of Graduate Studies reviews the documents and submits the application electronically.) Applicant Transmittal Form (this form) Mentor Agreement Form Statement of Research Goals and Project Description (2 pages single-spaced) Plans for Future Funding and Justification of Financial Need (1 page single-spaced) Résumé or CV (3 pages) Two (2) letters of recommendation, one of which must be from the faculty mentor The applicant for this award attests to the following statements by typing an “X” next to each. ] I have worked with my mentor to formulate this project. ] My mentor and I will meet regularly to review the progress of the project and my research goals. ] If funded, and in conjunction with my mentor, I will submit a final report of the research project to the Graduate College by August 15th. ] I agree to participate in an annual student research forum to share the progress/results of my research. Student’s typed name or electronic signature: Date: An electronic signature or typed name is considered equivalent to an original signature and constitutes an agreement with the preceding statement. (rev. 18 Sept 2018)
25 The department provides funding for PGR students to attend conferences. Process Evidence e.g. please provide dates of meetings and minutes, website links 26 The department provides funding for PGR led activities. Process Evidence e.g. please provide dates of meetings and minutes, website links 27 The department provides opportunities for PGR students to join departmental and other research groups. Process Evidence e.g. please provide dates of meetings and minutes, website links 28 Students have the opportunity to interact with staff other than their supervisor, including research active staff and researchers working at the highest level in the student’s chosen field. Students have involvement in knowledge exchange with people and organisations using research outcomes in their work. Process Evidence e.g. please provide dates of meetings and minutes, website links 29 The department encourages a sense of community amongst the PGR cohort and wider research community and encourages the development of peer support networks. Process Evidence e.g. please provide dates of meetings and minutes, website links 30 The department ensures that students have access to welfare and support facilities that recognise the distinctive nature of research degree study. Process Evidence e.g. please provide dates of meetings and minutes, website links Communication 31 The department disseminates information and implements changes to policies, procedures and guidance relating to PGR provision following decisions of University committees of Senate. Process Evidence e.g. please provide dates of meetings and minutes, website links 32 Students are informed of where to obtain regulations. Process Evidence e.g. please provide dates of meetings and minutes, website links Section Five Please confirm the following: Yes/No Process Evidence e.g. dates of meetings and minutes, website links Training, Skills and Employability 1 Does the department offer advanced-level/level 8 (post-Masters) training (through Proficio or otherwise)? 2 Does the department offer internships and work
Contents Introduction 3 Introduction Enclosed is all the information necessary for your thesis pending and examination period including submission, uploading your final thesis to the University’s etheses service () and Graduation. If you have any queries about anything in this document, please do not hesitate to contact the Student Administration Team. Student Administration Team Job Title Name Contact for Telephone number Student Record Administrators Please see our organisational structure: Voluntary interruption of studies, additional periods of registered study, registering in thesis pending, extension requests and thesis submission. +44 (0)115 84 66356 Student Administration Manager – Research Luke Phillimore Regulation queries and complex questions. +44 (0)115 8232320
For Award Date enter the date when you expect to graduate. If a thesis has an official Restriction then enter the details here to ensure that the thesis is not visible within the live repository. Optionally add Keywords to help others to find your thesis Comments and Suggestions are only visible to you and administrative staff. If there are particular reasons why you would need an embargo for longer than 2 years, please give details here. Read the Deposit Licence carefully and deposit your files(s) Your submission will be checked and a public version will appear in the archive after your award has been conferred. Graduation Arrangements for Research Degree Candidates The University holds degree congregations twice a year, in July and December. The usual expectation is that students will graduate at the next ceremony following the successful completion of their studies. If you have special reasons for wishing to defer graduation you may make a written application to the Student Administration Manager, Academic Services Division to request permission to defer. You will need to explain the special circumstances leading to your request. Permission to defer will only be granted in exceptional circumstances and you should be aware that your degree certificate will not be issued, nor can we confirm that your degree has been awarded, until your degree has been formally conferred at a ceremony. In order to make appropriate arrangements for the ceremony, information is normally available in September for Winter Ceremonies or February for the Summer Ceremonies to candidates who are expected to be eligible to graduate. It is important that you keep your contact details up to date via the Portal () so that information about graduation reaches you. You will be asked to complete an online graduation form, indicating whether or not you wish to attend the ceremony, by a deadline in October for Winter Ceremonies or March for Summer Ceremonies. As arrangements have to be made well in advance of the Ceremonies, you may be sent information and asked to apply before your final results are known. Even if you are not sure whether you will have completed in time to graduate at the ceremony, you should still respond by the deadline, as it will not be possible for you to be added to the proceedings after the closing date. If you
Section 4 – Osteopathic / healthcare training Institution Awarding Body Award (e.g. BSc, BOst, etc.) Class (e.g. 2:1) Year Section 5 – Other academic awards Institution Subject Award (e.g. BSc, BOst, etc.) Class (if relevant)) Year If it is not obvious from the table above, please outline your masters-level experience and teaching experience below, using an additional sheet if necessary.
Edit Record To edit the record, select the ‘Records Actions’ drop down button and choose ‘edit details’ from the list. Make the changes as for the record and save. Mark as Lapsed To mark a record as lapsed, select the ‘Records Actions’ drop down button and choose ‘mark as lapsed’. Confirm the details if you are sure. Exemptions Exemptions can be applied: to an individual via the Student Profile 'Admin' tab. to a group of students selected in List view. To add an exemption, from the exemption section select the ‘Add Exemption’ button. Complete the relevant details and save. Paper Records Online submission should be encouraged but if a paper form is received then this can be scanned-in and the file uploaded. When the file is uploaded it automatically moves the record on to the next stage. For example if a supervisor form is added and the student has already submitted their form it will move to the state: 'with Panel'. Upload on Behalf of To add evidence on behalf of the student, select this option from the ‘Records Actions’ drop down button and choose the relevant file. Modify State This facility lets RSST/Graduate School staff move the records forward or backward a stage(s) in the process. A reason must be specified and this is displayed on the timeline, visible to all parties. Go to the Panel Members area under the Admin tab of the Student Profile. For example if a record is 'with Panel' you could set it back to 'with Supervisor'. This will effectively unlock the Supervisor form so that information can be added/revised. The Supervisor will then need to submit again in order for it to proceed to the Panel.
It will be assumed that full fees will be applied unless the Supervisor recommends a reduction and this reduction is approved by the Head of School. Off campus study is normally approved for academic reasons, such as for the completion of fieldwork, work/industrial placements associated with the student’s research, or as part of collaborative venture with another institution, i.e. a dual or joint degree. In these circumstances, it would be deemed appropriate for the student’s tuition fee to be reduced. In considering whether a student should have their fee reduced, the level of supervisory contact that it is expected a student will receive should be considered. In the situations outlined above, it may be that there will be significantly less contact with the supervisor during the period of off campus study, particularly in the case of fieldwork where the student is not able to communicate as regularly. REGISTRY USE Date changes made in SRS: By: Date letter written: By: If T4 Reported: By:
STRATEGY ALIGNMENT F. We have cascaded the strategy to all units in the organization, secured their commitments and ensured alignment to the Strategy. Rating: 0 No data available / not enough information Manifestation and Evidence: 2 We have cascaded to few key units creating second level scorecards (or scoreboards or dashboards), securing their performance commitments, and ensuring their contribution and alignment to the enterprise targets. 4 We have cascaded to all second level units creating their own scorecards (or scoreboards or dashboards), securing their performance commitments, and ensuring their contribution and alignment to the enterprise targets. 6 We have cascaded to the regions and/or attached agencies, securing their performance commitments, and ensuring their contribution and alignment to the enterprise targets. Points for improvement and Intervention needs: 8 We have cascaded to 50% of all units in the organization, securing their performance commitments, and ensuring their contribution and alignment to the enterprise targets. 10 We have cascaded to 100% of all units in the organization, securing their performance commitments, and ensuring their contribution and alignment to the enterprise targets. G. We have integrated a governance culture in the organization making governance and strategy implementation everybody's job. Rating: 0 No data available / not enough information. Manifestation and Evidence: 2 We have started coordinating with the HR. Also, we have started cascading to about 50% of all individuals in the organization, secured their commitments and ensured alignment to the Strategy. 4 We have cascaded to 100% of all individuals in the organization, secured their commitments and ensured alignment to the Strategy. 6 There is a clear monitoring system to make the individual scorecards (or scoreboard or dashboard) functional, and encourage personal governance of everyone. Points for improvement and Intervention needs: 8 The individual scorecard is integrated with the performance evaluation system and competency development. Incentives and recognitions are aligned to performance. 10 We have instituted a governance culture program designed to instil the observance of ethics and social responsibility in all strategic and operational priorities in all levels and facets of life and work in the institution.
Chord String Fret Em 6 (top) 0 F 6 (top) 1 G 6 (top) 3 A 6 (top) 5 C 5 (second top) 3 D 5 (second top) 5 We will begin with a song that has only 2 chords. These chords are G and E. G – String 6, Fret 3 Strum strings 5 and 6 (top 2 strings)
C – String 5, Fret 3 Strum strings 4 and 5 G – String 6, Fret 3 Strum strings 5 and 6 (top 2 strings) D 2 3 4 C 2 3 4 G 2 3 4 D 2 3 4 The next song uses the same 3 chords as before. D – String 5, Fret 5 Strum strings 4 and 5
2.15 Was the use of terminology consistent with external agencies, especially the Department of Fire and Emergency Services? This is particularly important regarding role titles in order to prevent confusion regarding who is the incident controller. 3. Resources 3.1 Were emergency responder resources sufficient and adequate? Consider personal protective equipment (PPE), back-up crews, communications, leak control equipment, firefighting equipment, water, medical equipment, gas detection equipment. 3.2 Were external resources used in the exercise such as mutual aid, emergency services? The site operator needs to be able to maintain an awareness of external resources and capabilities which it might rely upon. 3.3 Did the incident management team have access to necessary resources and information? Consider communications, manifests, technical drawings, maps, emergency plans, plant operating conditions, location of personnel, gas detector readings. 3.4 Did resources function as required (e.g. alarms, detectors, cameras)? 4. Communications 4.1 Were off-site stakeholders promptly alerted? 4.2 Were effective lines of communication established and maintained? Consideration needs to be given to: internet access location and coverage provided by mobile phone towers effective range of communication equipment use and awareness of emergency channels use of communications equipment in hazardous areas. 4.3 Was the required information communicated as planned? Pre-determined message content is important to consider in terms of clarity, conciseness and content. 5. Post-exercise actions 5.1 Was a debrief session undertaken with exercise participants? 5.2 Is an exercise review session to be held for site management, relevant exercise participants and observers? 5.3 Are resulting exercise action items to be allocated to responsible persons and tracked to ensure completion? A suitable system to track items should be in place. 6. Important exercise considerations 6.1 Did the exercise involve stakeholders such as neighbouring facilities and emergency services? Note that emergency services (if involved) are to be engaged at the level of command that would apply for the scale of incident involved. 6.2 Did the exercise include joint arrangements such as the provision of mutual aid and the engagement of off-site resources? 6.3 Were off-site health professionals involved in the exercise? Consider if local hospitals are aware of how to treat chemically affected patients based on the chemicals on-site.
Exeter Taunton Plymouth Bristol Truro Gloucester 1 Patient Safety: quality systems and personal responsibilities Wed 01/11/17 Wed 15/11/17 Thu 23/11/17 Mon 11/12/17 Thu 11/01/18 Wed 24/01/18 2 Communications, partnership and teamwork: teaching and learning Fri 01/12/17 Wed 06/12/17 Wed 20/12/17 Thu 1/02/18 Mon 12/02/18 Wed 07/03/18 3 Communications, partnership and teamwork: communications Tue 09/01/18 Wed 17/01/18 Tue 06/02/18 Thu 01/03/18 Thu 22/03/18 Thu 19/04/18 4 Maintaining trust: medical ethics, medicine and the law Wed 7/02/18 Mon 19/02/18 Fri 16/03/18 Tue 10/04/18 Wed 25/04/18 Thu 24/05/18 5 Management and leadership: NHS structures and funding Thu 12/04/18 Fri 04/05/18 Thu 17/05/18 Mon 11/06/18 Tue 26/06/18 Wed 04/07/18 6 Management and leadership: personal skills Wed 23/05/18 Thu 24/05/18 Mon 18/06/18 Tue 19/06/18 Tue 26/06/18 Wed 27/06/18 Mon 09/07/18 Tue 10/0718 Thu 26/07/18 Fri 27/07/18 Mon 16/07/18 Tue 17/07/18 Colour Code December February April June Oct/Nov January March May July pgs 2016-2017 module weeks
PCert IT Consultancy Either CO843 or (CO534 and CB932) are required. 13B. Programme structures and requirements, levels, modules, credits and awards for the MSc format with an industrial placement Each of the MSc programmes can optionally be combined with an industrial placement. Programmes with an industrial placement are normally only available on a full-time basis. Placements normally commence shortly after the major project has been completed (September) and vary in length from 8 to 50 weeks, extending the MSc programme to between 14 and 24 months. The start date and duration depend on the employer. Placements may be undertaken in the UK or overseas. For the purpose of the credit framework the taught component, project and work placement constitute a single stage. (The varying order and timings make it difficult to apply a progression point.) However, commencement of the placement is conditional on satisfactory progress in the taught component, as determined at the interim examination board in June. A student with resits amounting to more than 30 credits will normally be required to retrieve the credit before beginning a placement. The University does not guarantee every student will find a placement. Those who don't will be transferred to the corresponding MSc programme without a placement. The placement consists of two modules: Industrial Placement Experience (CO903/06/09/12) and Industrial Placement Report (CO902). Four versions of the Experience module exist to cover placements of different lengths. The Experience module is assessed as pass/fail only and the Report module is graded on a percentage scale. To be eligible for the award of an MSc with an Industrial Placement, students must meet the requirements for the award of the MSc without a placement and pass both of the placement modules. Fallback awards (PDip and PCert with an Industrial Placement) follow a similar rule. The award of credit by compensation or condonement is limited to 25% of the modules which contribute towards the taught and project components (180 credits for the MSc). The Industrial Placement modules cannot be compensated, condoned or repeated. However, the examination board may permit resubmission of an Industrial Placement Report if the failure was due to shortcomings in the report itself rather than in the work undertaken during the placement. Any student who fails either of the placement modules (with above exception) will be transferred to the corresponding MSc programme without an Industrial Placement. Programme details are subject to change without notice.
meeting and take no part in the relevant decision making. No change made. Constitution, 13(w) Quorum for adjourned Committee Meeting A member requested that the quorum for an adjourned meeting should be more than 2. The Committee considers that in the event of an adjourned meeting the quorum can be 2 provided that such meeting can only either fill casual vacancies on the Committee or convene a general meeting. The change has been made. Otherwise the quorum is 4. Constitution Objects Clause To include the words “played on hard and grass courts”. The Committee has agreed this amendment and the change has been made. Constitution, 4(d) Borrowing/Security Clause 4 (d) requires any money borrowed to be secured against Club property. This is contradicted by Clause 5(c) (ii) infers that money can be borrowed by the Club from members. Further Clause 17 (b) (x) gives the committee the power to borrow money against a variety of securities. I suggest the powers under Clause 4(d) has been amended so that the Club may borrow without giving security.
and AGM medal tournaments. membership should be changed to Social. Changes made. By-Laws Clause 2.5 Members of Another Club A member requested that these should be limited to 20. The Committee agreed and the change made. By-Laws , Clause 4.5 Weekend Play A members was concerned that 6 courts should be available from June to October rather than just in the summer. The Committee agreed subject to all the courts being open. The change has been made. By-Laws, Clause 3.1(b) Subscription Fee A member said that the reference to 30th June was incorrect. The Committee agreed and the change had been made. By-Laws Play Section 4 should include a clause about the standard of play. In the past it was normal for the club captain to view a player in action before approving their membership application. At the same time an assessment could be made as to whether they have appropriate understanding of etiquette during play. Not all members play in social play so the Committee does not consider this necessary. Am amendment has been made to Clause 4 to provide that during social play only members who have reached the appropriate standard as determined by the President or the Club Captain may play. Behaviour is dealt with in Clause 6.
Contact: Kania Ponto FOR IMMEDIATE RELEASE Tel. 518-463-4741 ext 22 Email: Kania.Ponto@naswnys.org Date: 05/09/2016 Problem Gambling Training Partnership Launches Statewide Training Conferences for Counseling Professionals First Conference Brings Together Leading Experts in the Field of Problem Gambling WHITE PLAINS, NY – The Problem Gambling Training Partnership, a new multi-year collaboration of mental health professionals, will host the first of four statewide conferences on the assessment and treatment of problem gambling, on May 19 and 20 at Crowne Plaza Hotel in White Plains, NY. Mental health professionals already working with clients experiencing problem gambling disorder to those wishing to gain a better understanding of problem gambling and how it impacts the lives of their clients will benefit from this unique, first-of-its-kind training opportunity. “The work that will be done through this collaboration is going to educate and train the state’s counseling professionals on best practices related to problem gambling treatment. Through these education efforts, New Yorkers will benefit from an increase in access to treatment services. We are excited to be part of this project and the associated training events,” said James J. Maney, Executive Director of New York Council on Problem Gambling. Each two-day conference will bring leading experts in the field of problem gambling to host a series of workshops and sit on a panel discussion. These professionals include researchers, licensed mental health practitioners, and health and human service workers in the field of addictions and prevention from various sectors of the mental health profession including social work, marriage and family therapy, psychoanalysis, and mental health counseling. The 2016 PGTP Conferences are free, and attendees will earn fourteen continuing education credit hours over the two days. Other training locations include Long Island, Schenectady, and Rochester – some of the areas in which casino licenses were approved. "As the expansion of casino gambling became a reality in New York, we recognized the need to proactively address the strong potential uptick in problem gambling. As representatives of the state's largest provider of mental health services, we set about the Problem Gambling Training Partnership; a comprehensive training curriculum that will enhance the states capacity to respond to problem gambling,” said Ron Bunce, Executive Director of the National Association of Social Workers - New
Timings Plan [Start] [Finish] [Question(s)] [Extra slide(s)] Title: Date: Time: Audience: Objective(s) and key point(s): Introduction/beginning: Middle: End/conclusion/discussion: Resources and equipment: Feedback and Reflection:
Department of Pharmacy PGY2 Pharmacy Residents and Fellows PGY2 Cardiology Pharmacy Residency Zachary Truman, PharmD, RPh PGY2 Cardiology Resident Hometown: Roanoke, VA Undergraduate School Attended: University of Virginia, Bachelor of Arts - Biology Pharmacy School Attended: Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill PGY1 Program Attended: The University of Chicago Medicine Current Research/Research Interests: Evaluating the use of prothrombin concentrate complexes (PCCs) in the reversal of target specific anticoagulants (TSOACs) About Me: Zack received his Bachelor of Arts in Biology from the University of Virginia in 2013. He then continued his education and received his Doctorate of Pharmacy from the University of North Carolina at Chapel Hill Eshelman School of Pharmacy in 2017. Upon graduation, he then moved to Chicago, Illinois, where he completed his PGY1 Pharmacy Residency at the University of Chicago Medical Center. He is the current PGY2 Cardiology Pharmacy Resident here at Baylor St. Luke’s Medical Center. Zack’s practice areas of interest include electrophysiology, ventricular assist devices/mechanical circulatory support, and advanced heart failure. Zack’s short term goals are to pursue a position at an academic medical center where he can both precept students and residents and pursue his research interests. Eventually, he would like to move into a more managerial role or enter academia. Zack’s personal interests include exploring the restaurant scene here in Houston, cycling, and traveling when he gets the chance. Why Baylor St. Luke’s Medical Center (BSLMC): The PGY2 Cardiology Residency at Baylor St. Luke’s Medical Center offers a wide selection of cardiology rotations, all of which he knew would help develop him into a strong clinical specialist upon graduation from the program. Additionally, the strong relationship between Baylor St. Luke's and the Texas Heart Institute allows for unparalleled exposure to complex cardiovascular disease states and procedures. Contact information: PGY2 Critical Care Pharmacy Residency Kevin Lei, PharmD, RPh PGY2 Critical Care Resident Hometown: New York, NY Undergraduate School Attended: Cornell University, Bachelor of Science Pharmacy School Attended: University of Maryland, Baltimore – School of Pharmacy PGY1 Program Attended: Baylor St. Luke’s Medical Center – PGY1 Pharmacy Residency
Rex Walls: How does Rex react to Jeannette’s attempts to create her own braces? What do you think of his reaction? What happens at the bar with Rex and Jeannette? Who is being exploited and/or manipulated? Why isn’t Rex more protective of his daughter? Do you agree with Rex’s assertion that Jeannette can take care of herself? How does this point of view reflect earlier incidents in Jeannette’s relationship with her father? Why doesn’t Rex just take Mary’s check outright? Why must he be devious?
Please provide details of any proposed research trip(s) of more than four weeks' duration which you believe will be necessary for the successful completion of your scholarship: Max 300 words The following question applies ONLY to applicants to the Andrew Grene Postgraduate Scholarship in Conflict Resolution, EPA Postgraduate Scholarship or DCYA Growing Up in Ireland Postgraduate Scholarship. Please outline the reasons for choosing your specific theme, including how your proposal explicitly aligns with the specific requirements as outlined in the theme information: Max 500 words If you have supplementary information, e.g. diagrams or a bibliography, which accompany your research proposal, please upload them here in PDF format. Supplementary material should only include essential information required for the interpretation and understanding of the proposed research. Applications will be deemed ineligible and will not be considered for funding if they include additional information about the research proposal or applicant Ethics: Does your research proposal involve any of the following ethical issues of special relevance? Informed consent Human embryonic stem cells Privacy and data protection Use of human biological samples and data Research on animals Research in developing countries Dual use (possible military/terrorist application) None of the above Does your research proposal require approval by the relevant institutional Ethics Committee? Yes No Please provide a statement detailing the careful consideration you have given to the ethical implications of the proposed research (where ethical issues may arise) and how you plan address these over the course of your scholarship: Max 500 words Sex/gender dimension: Does your proposed research involve any of the following? Humans as the research focus Animals as the research focus Human samples and/or data Humans involved as consumers, users, patients, or in trials Research on animals, animal samples and/or data Research outputs with implications for end users or consumers
Answer the following questions in complete sentences. Some answers may require several sentences. Be sure to use examples from the text to support your conclusions. Part IV: Welch How does Dad try to support Jeannette with her education? What does this tell us about him? Explain the significance of the land purchase squabble on page 272. Explain the possible causes of Maureen’s deterioration. Explain the statement: “Something in all of us broke that day” on page 277. What effect does the dad’s death have on the family?
Answer the following questions in complete sentences. Some answers may require several sentences. Be sure to use examples from the text to support your conclusions. Explain the difference between Mary’s and Jeannette’s reactions about the grandmother’s death. What does this show/tell about Mary and Jeannette’s personality? Describe the new house and the family’s new life. Explain the purpose of the zoo story. (Ex. The purpose of the zoo story is to show the reader….) Explain the quotation on page 115: “When Dad went crazy, we all had our own ways of shutting down and closing off, and that was what we did that night.”
4 NE S2: Promote good progress and outcomes by pupils a be accountable for pupils’ attainment, progress and outcomes. b plan teaching to build on pupils’ capabilities and prior knowledge. d demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching. Justify Key Strengths based on evidence Specific Areas for Development for the next part of the placement Grade 1 2 3 4 NE S3: Demonstrate good subject and curriculum knowledge a have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings b demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship c demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject d if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics e if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies Justify Key Strengths based on evidence Specific Areas for Development for the next part of the placement Grade 1 2 3 4 NE Systematic Synthetic Phonics Grade: 1 2 3 4 NE The extent to which the Trainee demonstrates knowledge and understanding of how to teach Systematic Synthetic Phonics Assessment of Knowledge and Understanding in this area. Specific Areas for Development for the next part of the placement Mathematics Grade: 1 2 3 4 NE Trainee’s knowledge and understanding of how to teach mathematics (please specify which topics taught) Assessment of Knowledge and Understanding in this area. Specific Areas for Development for the next part of the placement Science Grade: 1 2 3 4 NE Trainee’s knowledge and understanding of how to teach primary science (give specific details regarding topics taught) Assessment of Knowledge and Understanding in this area. Specific Areas for Development for the next part of the placement Foundation Subjects Grade: 1 2 3 4 NE Trainee’s knowledge and understanding of how to teach Foundation Subjects including Physical Education (please specify which subjects taught and which topics within those subjects) Assessment of Knowledge and Understanding in this area. Specific Areas for Development for the next part of the placement
Appendix 1. Summary of characteristics of big sagebrush subspecies. Basin Mountain Xeric Subalpine Parish’s Height 3 to 6’ (13) 2 to 3’ 2 to 3’ 3 to 6’ 2 to 5’ See basin Stem Single main trunk Branching at or slightly above ground Branching at or slightly above ground Branching at or slightly above ground Branching at or slightly above ground See basin Evergreen Leaves on vegetative stems Narrowly cuneate, up to 5 cm long, many times longer than wide Flabelliform, 1-1.5 cm long, ca. 3X longer than wide Cuneate, 1-2.5 cm long; usually wider than basin or Cuneate, 1-2.5 cm long; lobes often pointed See basin Crown shape Uneven-topped, floral stems growing throughout crown floral stems growing throughout crown Even-topped, floral stems rising above crown floral stems growing throughout crown Even-topped, floral stems rising above crown floral stems growing throughout and drooping Flrs/head 3 to 6 3 to 8 4 to 8 10 to 18 3-6; achenes hairy UV color: water/alcohol None to light blue/ rust None to light blue/rust Intense blue/ Blue/ Elevational range 600-2100m 800-2200m 800-3000m 800-1500m 2000-3000+m 300-?m Soil to loamy; deep & fertile (36”+) Loamy to silt loam; often very gravelly; dry & shallow (10 to 30”), caliche possible Loamy to clay loam; often gravelly (18 to 36”) Basalt or granite derived (12 to 22”) , well drained Soil chemistry Non-alkaline, and Can be mildly alkaline Non-alkaline, and Precipitation range 8 to 16”+ 8 to 12” 14”+ 12 to 16” 30”+ Topography Valleys, low foothills, seasonal stream channels Mid-elevation valleys, foothills Foothills and mountains, plateaus and ridges Basalt flows and granite outcrops High mountain ridges and plateaus Deep soils in
Seeds and Plant Production Flowering occurs from May to June with seed set and dispersal occurring from July to September 1992). Several potential pollinators that have been observed visiting Welsh’s milkweed include bees, wasps, and butterflies. One species of carpenter bee (Xylocopa californica ssp. arizonensis) and one species of bumble bee (Bombus bifarius) have been observed carrying milkweed pollen (USDI-FWS, 1992). References USDI-FWS. 1987. Endangered and threatened wildlife and plants; final rule determining Asclepias welshii (Welsh’s milkweed) to be a threatened species with critical habitat. In: Federal Register. 52(208): 41435-41441. USDI-FWS. 1992. Welsh’s milkweed (Asclepias welshii) recovery plan. U.S. Fish and Wildlife Service, Denver, Colorado. 19pp. Welsh, S.L., N.D. Atwood, S. Goodrich, and L.C. Higgins. 2003. A Flora. Third Edition, revised. Brigham Young University, Provo, UT. Prepared By: Derek Tilley; USDA NRCS Plant Materials Center, Aberdeen, Idaho. Loren St. John, USDA NRCS Plant Materials Center, Aberdeen, Idaho. Dan Ogle, USDA NRCS, Boise, Idaho. Citation Tilley, D., L. St. John and D. Ogle. 2010. Plant guide for Welsh’s milkweed (Asclepias welshii). Resources Conservation Service, Idaho Plant Materials Center. Published Jan 2010 Edited: 03Jan2011djt, 03Jan2011ls, 03jan2011dgo For more information about this and other plants, please contact your local NRCS field office or Conservation District at http://www.nrcs.usda.gov/ and visit the PLANTS Web site at http://plants.usda.gov/ or the Plant Materials Program Web site http://plant-materials.nrcs.usda.gov. PLANTS is not responsible for the content or availability of other Web sites. USDA IS AN EQUAL OPPORTUNITY PROVIDER AND EMPLOYER
Peoples Derived from Plants. University of Michigan, College of Arts, Sciences, and Letters http://herb.umd.umich.edu/ (Accessed May 24, 2012 Native Seed Network. http://www.nativeseednetwork.org (Accessed May 24, 2012) Ogle, D. and Brazee, B. 2009. Estimating Initial Stocking Rates. USDA-NRCS Technical Note No. 3. Boise, Idaho. 39 p. Ogle, D., St. John, L., Cornwell, J., Stannard, M., Holzworth, L. 2008. Pasture and Range Seedings: Planning-Installation-Evaluation-Management. USDA-NRCS Plant Materials Technical Note No. 10. Boise, Idaho. 35p. PLANTS Database. Balsamorhiza hookeri. [Online]. http://plants.usda.gov. U.S. Department of Agriculture, Natural Resources Conservation Service. (Accessed May 24, 2012). Tilley, D., St. John, L., and Shaw, N. 2012. Plant Guide for arrowleaf balsamroot (Balsamorhiza sagittata). USDA-Natural Resources Conservation Service, Aberdeen Plant Materials Center. Aberdeen, Idaho. 5p. Prepared By: Loren St. John, USDA NRCS Plant Materials Center, Aberdeen, ID Derek Tilley, USDA NRCS Plant Materials Center, Aberdeen, ID Citation St. John, L. and D. Tilley. 2012. Plant Guide for Hooker’s balsamroot (Balsamorhiza hookeri). USDA-Natural Resources Conservation Service, Aberdeen Plant Materials Center. Aberdeen, Idaho 83210. Published June, 2012 Edited: 6June2012ls; 8June2012djt; 11June2012gm; 18June2012jab For more information about this and other plants, please contact your local NRCS field office or Conservation District at and visit the PLANTS Web site at or the Plant Materials Program Web site . PLANTS is not responsible for the content or availability of other Web sites. USDA IS AN EQUAL OPPORTUNITY PROVIDER AND EMPLOYER
Furlow, J.J. 1993. Betula. Pp. 516-530, IN: Flora of North America, north of . Vol. 3. Press, . Sullivan, J. 1994. Betula alleghaniensis. IN: W.C. Fischer (compiler). The fire effects information system [database]. USDA, Forest Service, Intermountain Research Station, Intermountain Fire Sciences Laboratory, . <http://www.fs.fed.us/database/feis/>. Prepared By Guy Nesom BONAP, North Carolina Botanical Garden, University of North Carolina, Chapel Hill, North Carolina Species Coordinator USDA, NRCS, , Edited: 17jan01 jsp;10feb03ahv; 31may06 jsp For more information about this and other plants, please contact your local NRCS field office or Conservation District, and visit the PLANTS Web site<> or the Plant Materials Program Web site <> The Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, sex, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's at 202-720-2600 (voice and TDD). To file a complaint of discrimination write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202-720-5964 (voice or TDD). USDA is an equal opportunity provider and employer. Read about .