zilongwang/ReadingBank huggingface dataset:
2 Nov. Lecture 7: Nuclear Weapons: Pro and (mostly) Con Quiz 7 Class activity: Video work • Gordon Edwards, “Can We Have a Free of Nuclear Weapons and Still Have Nuclear Power?” Video from 2013 available at http://www.youtube.com/watch?v=AdwrEucO2UA • Cesar Jaramillo, “The humanitarian and political struggle to ban the bomb” • Theodore B. Taylor, “Nuclear Power and Nuclear Weapons,” Nuclear Age Peace Foundation. http://www.wagingpeace.org/articles/1996/07/00_taylor_nuclear-power.htm 9 Nov. Lecture 8. Health Effects of Managing Fissile Materials Activity: Show second videos Quiz 8 * Dale Dewar and Florian Oelck, From Hiroshima to Fukushima to You. (Toronto, Between the Lines, 2014.) Chapters 5, 6, 8. • Video. https://www.youtube.com/watch?v=mEGpXW3kRkQ • “Uranium Mining in Saskatchewan,” (Government of Saskatchewan blurb) http://www.gov.sk.ca/Default.aspx?DN=b9b373d2-47fb-4d75-a009-46ac566381f1 • IPPNW Factsheet Uranium Mining 4 http://www.ippnw.org/pdf/uranium-factsheet4.pdf 16 Nov. Lecture 9: Reactor Accidents and Beneficial Uses of Radiation. Class Activity: Show second videos Quiz 9. • Shawn-Patrick Stensil, “Lessons from Fukushima: Implications for International Nuclear Safety,” Video from 2013. Science for Peace web site https://www.youtube.com/watch?v=IOWMNYFo414 • “A Working Nuclear Fusion Reactor In Three Years? Really?” Forbes, 17, 2014 years-really/
TABLE OF CONTENTS COLLEGE HISTORY & DESCRIPTION Introduction, School History 2 Mission, Objectives 3 Bankruptcy Statement 3 Facility and Equipment 3 Faculty & Staff 4 ADMISSION INFORMATION Admission Requirements & Procedures 5 Credit for Previous Training 5 Transferability of Credits 5 Non-Discrimination & Disability Act 5 STUDENT INFORMATION & SERVICES Transportation 6 Academic Advising 6 Housing 6 Library/Reference Material/ Learning Resources 6 Student Rights/Grievance/Complaint Procedure 6 Student Conduct 6 Dress Code 7 Drug-Free Workplace Policy 7 Student Records 7 Job Placement Assistance 7 ACADEMIC INFORMATION Calendar 7 Semester Hour System Unit 8 Attendance Procedure 8 Daily Attendance 8 Online/Hybrid Students 8 of Absence 9 Make-Up Examinations 9 Course Incompletes 9 Transcripts 9 Course Evaluation 9 Notice to Veteran Students 9 ACADEMIC STANDARDS Monitoring of Progress 10 Academic Probation, Warning and Dismissal 10 Grading System 10 Academic Reinstatement 11 Appeal Process 11 Satisfactory Academic Progress Guidelines 11 Plagiarism Policy 11 Maximum Time Frame for Program Completion 11 Graduation Requirements 12 FINANCIAL INFORMATION to Cancel / Withdrawal 12 Determination of Official Withdrawal 12 Refund Policy 12 Sample Refund Calculator 12 Rights & Responsibilities of Loan/ Financial Assistance Recipients 13 Student Tuition Recovery Fund 13 Method of Payments 13 EXTERNSHIP INFORMATION Externship Assignment 14 Externship Attendance 14 Externship Completion 14 PROGRAM INFORMATION Tuition & Fees 15 Clinical & Administrative Medical Assistant Catalog Description 16 Administrative Medical Assistant (Front) Catalog Description 17 Clinical Medical Assistant (Back) Catalog Description 18 Drug and Alcohol Counseling Catalog Description 19 Medical Billing & Coding Catalog Description 20 Computerized Office & Accounting Catalog Description 21 Pharmacy Technician Catalog Description 22 Phlebotomy Technician I Catalog Description 23, 24
Recommended reading: C. Wright Mills, The Causes of World War Three (Simon & Schuster) C. Wright Mills, The Power Elite (Oxford University Press) Wednesday, 17 February Required Reading: John Atkinson Hobson, Imperialism: A Study (Nabu Press) Recommended reading: John Atkinson Hobson, John Ruskin, Social Reformer John Atkinson Hobson, The Psychology of Jingoism (Kessinger Publishing) Wednesday, 24 February Required Reading: Scott Nearing, The American Empire (Mottelay Press) Recommended reading: Rosa Luxemburg, The Accumulation of Capital: A Contribution to an Economic Explanation of Capitalism (Nabu Press) Vladimir Ilyich Lenin, Imperialism: The Highest Stage of Capitalism (Martino Fine Books) Richard Pettigrew, Imperial Washington: The Story of American Public Life from 1870 to 1920 (Ulan Press) Michael Hardt and Toni Negri, Empire (Harvard University Press) Wednesday, 2 March Required Reading: Joseph Schumpeter, Imperialism and Social Classes (Martino Fine
1. Communication Especially relating to elderly patients or paediatric patients Explanations to patients are often incorrect & confusing. Often treats nurses & colleagues with disdain & has generated a number of complaints. Good rapport with most patients & usually answers questions clearly. Communicates & works well with nursing staff & colleagues. Excellent patient rapport, answers patient's questions clearly & accurately. Treats nursing & colleagues with respect & is respected in turn. 2. Teamwork & Leadership Managing rotas & clinic numbers. Assisting team when manpower is reduced. Contributes to team morale, is collegial Poor team player; alone, does not support or assist colleagues. Very limited leadership ability. Good team player, but average leader. Demonstrates excellence in some leadership skills but not others. Works well with team members; offers support, coaching and/or feedback & resolves conflict. Exceptional ability to direct / team activities. Assesses needs, allocates tasks, motivates, organises, & maintains a positive team environment. 3. Self-Awareness & Reliability Little or no understanding of own limitations or deficiencies & does not respond to feedback. No inclination to organize work, needs to be pushed constantly, Sloppy in appearance & work manner. Demonstrates some insight into strengths & weaknesses & generally responds well to feedback. Does not seek opportunities to learn but accepts these when offered. Generally presents himself/ herself in a professional manner. Recognises own deficiencies & appropriate changes. Responds well to feedback Actively seeks opportunities to advance. Presents himself/ herself in a professional manner at all times. 4. Management & Organization Constantly disorganised, does not identify priorities, always behind in tasks. Tends to panic in a crisis & is unable to deal with emergencies. Unreliable, frequently forgets significant patient duties / Does not seek second/ senior opinion when appropriate. Generally prioritises appropriately & is efficient. Usually calm at time of crises. Occasionally needs to be reminded of duties but generally dependable. In general, seeks second/ senior opinion appropriately. Exceptionally Identifies priorities & remains calm in a crisis. Is able to deal with emergencies. Reliable & seldom forgets significant patient duties / tasks. Always seeks second/ senior opinion appropriately. 5. Motivation & Not actively involved in teaching, misses Involved in teaching, volunteers to present, rarely misses Actively organises teaching and volunteers to present
The happiness (Happy) between subjects in the treatment (mdn = 5) and control group (mdn = 5) did not differ significantly from each other in an 1-tailed setting (U = 12592, z = -0.262, p = 0.397, r = -0.015). Result 6: is no significant difference in the happiness of the students when they are in the loss framing (treatment group) compared to the students in the gain frame (control group). There are also no significant differences when comparing the treatment effects for happiness (Happy) in the proportion of subjects being cooperative (Survey=1) and the proportion of subjects stealing (Stole=1). The fun (Fun) between the subjects in the treatment (mdn = 4) and control group (mdn = 4) did not differ significantly from each other in an 1-tailed setting (U = 12381.5, z = p = 0.309, r = -0.029) Result 7: There is no significant difference in the fun the students experienced for participating in the experiment when they are in the loss framing (treatment group) compared to the students in the gain frame (control group). It subjects answered the question 'how happy are you now?' and 'how much fun did you think this experiment was?' the same, but closer inspection shows that when looking at the proportions 'Survey=0', 'Survey=1', 'Stole=0' and 'Stole=1', the subjects in the treatment group report being more happy, but think of the experiment as less fun compared to the control group. The results are not significant, but might provide some food for thought. The degree of fairness (Fair) between the subjects in the treatment group (mdn = 6) and control group (mdn = 6) did not differ significantly from each other in an 1-tailed setting (U = 12765, z = -0.043, p = 0.483, r = -0.002) Result 8: is no significant difference in the fairness experienced by the students when they are in the loss framing (treatment group) compared to the students in the gain frame (control group).
Race/Ethnicity (mark all that apply): American Indian or Alaskan Native Asian Black or African American Native Hawaiian or Other Pacific Islander White Are you a citizen or permanent resident of the United States? Yes No If applicable, what type of VISA to you have? Educational Background High School: Current Grade Level: Overall GPA: Graduation Year: International students only: ACT/SAT Score: TOEFL Score: Have you previously attended the University of Utah? Yes No If yes, please answer the following questions: Program Name: Total Credit Hours Earned: Student ID Number (UNID): Parent/Guardian Information Full Name: Last First M.I. Address: Street Address Apartment/Unit # City State ZIP Code Email: I give consent to allow my child to participate in the High School University Program. Yes No I fully support my child in their participation in the High School University Program and believe they are ready to engage in university level courses on a part-time basis. Yes No If “no,” please explain why:
turbidites (seismoturbidites) in the northern margin offshore of Washington and 41 seismoturbidites in the southern margin offshore of southern Oregon. Goldfinger et al. (2012) discuss the alternative interpretations for their data and find that there are no other explanations that meet the criteria that they use (regional correlations, “confluence” test, etc.). Atwater et al. (2005) consider other sources for the 1700 A.D. tsunami in Japan. Based upon the timing of past earthquakes, a subduction zone earthquake in Alaska is a candidate. However, the Good Friday earthquake of 1964 generated a tsunami that inundated Japan that was modest in size compared to the 1700 A.D. tsunami. Likewise, earthquakes in Kamchatka (1952) and Chile (1960) also produced tsunamis in Japan that were dissimilar from the 1700 A.D. tsunami. These evidences support the interpretation that the orphan tsunami of 1700 A.D. was generated by an earthquake along the CSZ. Conclusion: Sediment coring along the Pacific Northwest, on land and at sea, allowed researchers (Atwater, 1987; Atwater and Hemphill-Haley, 1997; Atwater et al., 2005; Goldfinger et al., 2012) to find evidence of past earthquakes preserved in sediment stratigraphy. These geologists used radiocarbon age control to conclude that, for the past 10,000 years, the CSZ has earthquakes every ~240 years in the south (i.e. northern California and southern Oregon) and ~540 years in the north (i.e. Washington; Atwater and Hemphill-Haley, 1997; Nelson et al., 2006; Goldfinger et al., 2012). Historians and tsunami modelers used records of orphan tsunamis in Japan, records of past subduction zone earthquakes around the Pacific Ocean, and tsunami models to conclude that the most recent CSZ earthquake was on January 26, 1700 A.D. References:
Atwater, B.F., 1987. Evidence for great Holocene earthquakes along the outer coast of Washington State. Science vol. 236, p. 942-944. Atwater, B.F., Hemphill-Haley, E., 1997. Recurrence intervals for great earthquakes of the past 3500 years at northeastern Willapa Bay, Washington. USGS Professional Paper #1576, 108 p. U.S. Geological Survey, Reston, VA. Atwater, B.F., Musumi-Rokkaku, S., Satake, K., Tsuji, Y., Ueda, K., and Yamaguchi, D.K., 2005. The Orphan Tsunami of 1700—Japanese Clues to a Parent Earthquake in North America, USGS Professional Paper #1707. U.S. Geological Survey, Reston, VA. Goldfinger, C., Nelson, C.H., Morey, A., Johnson, J.E., Gutiérrez-Pastor, J., Eriksson, A.T., Karabanov, E., Patton, J.R., Gràcia, E., Enkin, R., Dallimore, A., Dunhill, G., Vallier, T., 2012. Turbidite Event History: Methods and Implications for Holocene Paleoseismicity of the Cascadia Subduction Zone, USGS Professional Paper # 178. U.S. Geological Survey, Reston, VA. McCrory, P.A., J.L., Oppenheimer, D.H., and Walter, S.R., 2006. Depth to the Juan De Fuca Slab Beneath the Cascadia Subduction Margin -- A 3-D Model for Sorting Earthquakes, US Geological Survey Data Series 91, Version 1.2. Nelson, A.R., Kelsey, H.M., and Witter, R.C., 2006. Great earthquakes of variable magnitude at the Cascadia subduction zone, Quaternary Research, vol. 65, p. 354-365.
United Nations CCPR/C/113/D/2015/2010 International Covenant on Civil and Political Rights Distr.: General 13 May 2015 Original: English Human Rights Committee Communication No. 2015/2010 Decision adopted by the Committee at its 113th session (16 March–2 April 2015) Submitted by: H.S. (not represented by counsel) Alleged victim: The author State party: Australia Date of communication: 19 February 2010 (initial submission) Document references: Special Rapporteur’s rule 97 decision, transmitted to the State party on 9 December 2010 (not issued in a document form) Date of adoption of decision: 30 March 2015 Subject matter: to a hearing before a competent, independent and impartial tribunal; access to court. Procedural issues: Incompatibility ratione materiae; lack of substantiation. Substantive issues: Right to a hearing before a competent, independent and impartial tribunal; presumption of innocence; right to examine witnesses; guilty of an act which did not constitute a criminal offence at the time it was committed; right to privacy and family life. Articles of the Covenant: Articles 11; 14 (1) in conjunction with 2 (2); 14 (2, 3 and 5); 15; and 17.
Counselling: relationship or financial difficulties, bereavement, drug & alcohol dependency, stress related ill health, etc. Managers to identify and assess risk to health both physical and mental associated with the work activity. The following is not an exhaustive list of health hazards and their effects: Physical Health Hazards / Effect: Asbestos – asbestosis / lung cancer Dust – occupational asthma Noise – noise induced hearing loss / tinnitus Vibration – hands-arm vibration syndrome (HAVS) e.g. white finger 30. Occupational Health (continued) Hazardous substances (chemicals) – Irritant / Allergic, Contact Dermatitis Ultra violet light – skin melanoma Manual handling operations – Work-related musculoskeletal disorders (MSD) Display screen equipment user – Work-related upper limbs disorder (WRULD) Biological – e.g. hepatitis, leptosporisos, etc. Mental Health Hazards / Effect: Anxiety – loss of interest, poor concentration, low mood, etc. Depression include psychological, physical and social symptoms Stress Eating disorders – anorexia Obsessive compulsive disorder (OCD) Post-traumatic stress disorder Drug and alcohol abuse Sleep problems It is recognised that not all mental health problems are related to work but the effects of work may adversely impact on the individual’s health or problems outside of work may negatively
Core Scheme referral (for families with children 0-5yrs Bump To Baby referral (for pregnant women in 2nd/3rd trimester) EDD: (Please tick appropriate box) Name of family……………………………………… Family Number (scheme use)…………………….. Address…………………………………………………………………………………………………………… ………………………………………………………………Postcode ………………………………………… Tel. No …………………………Mobile No …………………..………E mail ……………………………… Date referral received (scheme use) ___________ Please provide some details about the adults caring for the child[ren]: Name Main carer √ Resident in Relationship to child/ren if applicable Mother/partner Father/partner Other main carer[s] Other main carer[s] Referrer Details Health Professionals Details Name Role Agency Address E mail Postcode Tel Family Doctor Tel Health Visitor Tel E mail Other agencies involved Please √ all that to this family: Lone parent Substance misuse Domestic abuse Mental health issues Disabilities incl. learning Previous postnatal depression Limited English (first language spoken) Teenage pregnancy 19 yrs or younger Bump To Baby (please specify) household
Gender Date of birth Immigration status Considered by themselves or their carer to be disabled? or Asian British Black or Black British Chinese or Other Ethnic Group White Male Female Asylum seeker Refugee Pending YES/NO Indian Pakistani Bangladeshi Asian Caribbean African Other Chinese Ethnic Any mixed British Other White Main Carer Partner living in household Details of Children. Please record all dependent children in the household Child 1 (eldest) Child 2 Child 3 4 Social Services Involvement – Assessment, Child In Need, Child Protection Plan Please indicate if any of the children have social services involvement, the nature of their status and the professional lead. Subject to assessment of Child In Need Child Protection Plan Lead Professional Child 1 Child 2 Child 3 4 Referrer’s signature ……………………………………….. Date ………………………………… Parent’s signature …………………………………………. Date ………………………………… (optional)
have a SWMS. If you are unsure contact USC HSW or phone: 5430 2820. All contractors have received a site induction? Yes No Even if they have done the online induction, contractors must be inducted to the site. They must be informed, what to do in an emergency, where the amenities are and if there are any other hazards or activities that they may be impacted by, whilst they are on campus (construction work in the vicinity, an exam being undertaken in a nearby room etc.). Event personnel, other than contractors have completed appropriate online inductions? Yes No Employees – Blackboard/portal: : HSW and Emergency Preparedness Students – Blackboard/portal: Contractors, vendors, performers and volunteers (non USC) – available from the USC website All external vendors have appropriate insurance? Yes No If you are unsure of insurance requirements, contact USC insurance ( ). Have contractors been made aware that their equipment is their own responsibility whilst on campus? Yes No 9.0 Comments/controls (provide details of the actions you have undertaken to mitigate the risks) Are there sufficient toilets and hand washing facilities for expected number of attendees (including potential attendees with disabilities)? Yes No Remember USC is designed to cater for full staff and student attendance, so increased amenities would not be required under normal circumstances, only if you are holding an activity with a large expected attendance. Liaise with AMS if you believe that may require additional amenities. Is there adequate drinking water available? Yes No Consider heat and types of activities being run, as you may require additional drinking water facilities. Consult with AMS. 10.0 / Comments/controls (provide details of the actions you have undertaken to mitigate the risks) Has a USC approved electrician been used for electrical set up? Yes No There are strict requirements regarding the use of electrical items, extension cords and power boards, it is therefore essential that you
Key Vocabulary Terms Electronegativity Electron affinity Ionization Energy Atomic/Ionic Radius Valence Electrons Halogens Atom Element Ion Subatomic Particles Electron Proton Neutron Nucleus Isotopes Orbitals Atomic Number Mass Number Periodic Table Semi-Metals or Metalloids Metals Non-Metals Family or Group Period Alkali Metals Alkaline-Earth Metals Transition Metals Concepts 1. Structure of an atom: protons, neutrons, electrons 2. Penetrating ability of alpha, beta and gamma radiation. 3. Half-life calculations Skills Balance nuclear reactions and predicting decay products using the Law of Mass Conservation Lab Flame Test
An atom of carbon-12 and an atom of carbon-14 differ in atomic number mass number nuclear charge number of electrons Which list of elements contains two metalloids? Si, Ge, Po, Pb Si, P, S, Cl As, Bi, Br, Kr Po, Sb, I, Xe Which is the negatively charged particle located outside the nucleus of an atom? (1) electron (3) silicon (2) neutron (4) proton Which of the atoms pictured is most likely to form an ion? (1) C (2) Na (3) O (4) they are all equally likely to form an ion In the periodic table of the elements, elements in Group 1 have how many outer electrons? (1) 0 (2) 1 (3) 4 (4) 8 Which type of nuclear radiation (beta particles, gamma rays, or alpha particles) can be blocked by… a) a piece of paper ____________ b) a block of wood ____________ c) a piece of lead ____________
Facilitator: This two-part video case study promotes discussion about Honorable Service. Watch each part, asking the associated questions after the correct segment. Remember, SSG Huntley volunteered to share this story. Facilitator’s Summary: SSG Huntley describes losing his Platoon Leader to a sniper. The Platoon finds out where the sniper is living, and plans a deliberate raid to kill or capture him. SSG Huntley talks about his desire for vengeance. He discusses the possibility of killing the sniper regardless of whether or not he tries to surrender. Two parts; length: 1:52, 3:06 Part 1: Introduction – Part 2: Conclusion – Part 1: Introduction What are examples of Army Values in this scenario? What legal and ethical/moral challenges does the platoon leadership face? To what ethical standards does the Army hold all its members? Why? What moral aspects of the operation should the leadership consider when assigning the mission to SSG Huntley’s platoon? Did the leadership make a right or wrong decision? Why or why not? What impact do Army Values have on our professional character and decision-making? On our service as Army Professionals? How can SSG Huntley prevent unethical behavior as his platoon prepares for their next mission? Part 2: Conclusion How can the actions of a small group or even an individual embarrass an organization like the Army? SSG Huntley says, ‘We did the right thing to do.’ What do SSG Huntley’s and his platoon’s actions say about their service? What does “the right thing” mean? How did SSG Huntley demonstrate his honorable service and stewardship to his Soldiers, the Army, his Family, and the Nation? How did those actions promote trust among Soldiers, the Army, and the Nation?
10. Which line in the diagram represents the activation energy for a forward reaction? (A) A (B) B (C) C (D) D 11. The addition of a catalyst in a chemical reaction (A) increases the concentration of products at equilibrium. (B) increases the fraction of reactant molecules with a given kinetic energy. (C) provides an alternate path with a different activation energy. (D) lowers the energy change in the overall reaction. Catalytic Converters – Improving our Air Quality
5. Increase temperature 6. Decrease temperature 7. Increase pressure 8. Decrease pressure Le Chatelier’s Principle Practice II _________________________ How is the equilibrium position of these reactions affected by the given changes? Indicate the change by the arrow pointing on the direction the equilibrium would shift to. 1. PCl5 (g) + heat PCl3 (g) + Cl2 (g) a. addition of Cl2 c. removal of heat b. increase in pressure d. removal of PCl3 as it is formed 2. C(s) + H2O(g) CO(g) + H2 (g) + heat a. lowering the temperature c. removing hydrogen b. increasing the pressure d. adding water vapor 3. N2 (g) + 3H2 (g) 2NH3 (g) + energy a. removing hydrogen d. adding ammonia b. adding nitrogen e. cooling the system c. decreasing pressure f. increasing volume 4. C2H2 (g) + H2O(g) CH3CHO(g) + 151 kJ a. increase CH3CHO d. decrease C2H2 b. increase H2O e. decrease temperature c. increase pressure f. decrease CH3CHO How would decreasing the volume of the reaction vessel affect each of these equilibria? 5. 2SO2 (g) + O2 (g) 2SO3 (g) 6. H2 (g) + Cl2 (g) 2HCl(g)
Graphing Reaction Rates - NY Regents Performance Assessment Trial Concentration of Solution A (M) Reaction Time (s) 1 0.0200 4.5 2 0.0150 7.0 3 0.0100 12.0 4 0.0050 20.0 An experiment is performed to determine how concentration affects the rate of reaction. In each of the four trials equal volumes of solution A and solution B are mixed while the temperature and pressure are held constant. The concentration of solution B is held constant but the concentration of A is varied. The concentration of solution A and the time for the reaction to go to completion for each trial are recorded in the data table. Which is the independent variable and which was the dependent variable. Which parameters were controlled?
DATA ANALYSIS SKILLS TEST 2: Use Descriptive Statistics to Describe a Data Set (Range, Mean/Average, Median, Mode, Outliers/Gaps) Use the table to answer the questions. Day of the week Number of lunches served in cafeteria School Attendance Monday 46 90% Tuesday 62 95% Wednesday 43 85% Thursday 31 85% Friday 43 40% __ Find the range of the number of lunches served. __ Find the range for school attendance. __ Find the mean/average for the number of lunches served. Day of the week Number of lunches served in cafeteria School Attendance Monday 46 90% Tuesday 62 95% Wednesday 43 85% Thursday 31 85% Friday 43 40%
__ Find the mean/average school attendance. Day of the week Number of lunches served in cafeteria School Attendance Monday 46 90% Tuesday 62 95% Wednesday 43 85% Thursday 31 85% Friday 43 40% Use the table to answer the questions. Day of the week Number of lunches served in cafeteria School Attendance Monday 46 90% Tuesday 62 95% Wednesday 43 85% Thursday 31 85%
Friday 43 40% __ Find the mode of this data set for number of lunches served. __ Find the mode of this data set for school attendance. Use the table to answer the questions. Day of the week Number of lunches served in cafeteria School Attendance Monday 46 90% Tuesday 62 95% Wednesday 43 85% Thursday 31 85% Friday 43 40% __ Find the median of this data set for number of lunches served. __ Find the median of this data set for school attendance. Use the table to answer the questions. Day of the week Number of lunches served in cafeteria School Attendance Monday 46 90% Tuesday 62 95% Wednesday 43 85%
SELECTION STRENGTHS & WEAKNESSES SKILLS How do you select a competitive event? FACTORS TO CONSIDER: How do you assess talents and opportunities? FACTORS TO CONSIDER: How do you help people develop their skills? FACTORS TO CONSIDER: STANDARDS STUDENT-LED STUDY GROUPS SIMULATIONS & SCENARIOS What are your chapter’s expectations for competitors? FACTORS TO CONSIDER: How do you help each other to succeed? FACTORS TO CONSIDER: How do you simulate real competition? FACTORS TO CONSIDER:
BUILD TOWARDS FULL GRADE LEVEL COMPETENCE Here are ideas to build competence towards the full grade level competence using this same activity. See the unit plan and talk with the general education teacher for more ideas. Component Activity What Student Does Generalization/ Fluency Simplify linear equations with more than two types of variables Students are presented with multiple customers with orders for bolts, washers, and brackets. Students simplify orders for bolts, washers, and brackets. Different amounts and items daily. Rewrite statements in more than one form Present students with orders for three types of items and ask them to rewrite the expressions in more than one way. Students rewrite the expressions in more than one way. Different numbers daily. Substitute values for variables and simplify (e.g., 2a + 3a; where a=4 bolts) Have students calculate the total items by substituting a value for the variable. Students simplify the expressions by replacing the letters/variables with varying amounts. Different numbers/amounts daily. Teacher Demonstration Card #1 Create an expression to represent the word problem. At the hardware store, Betty needs 2 bags of bolts and 5 bages of washers. Juan needs 4 bags of bolts and 1 bag of washers.
Faculty of Health and Social Sciences End of placement COMPANY REPORT To be completed and signed* by the Supervisor/Manager and submitted by the student with their placement coursework. If signed electronically, please also email a copy directly to the Placement Coordinator, Gail Combes () Student Name: Company Name: Course: BSc Nutrition / MNtr Nutrition MSc Nutrition and Behaviour Company Supervisor/Manager: Placement Role Title: Placement Start Date Total number of day / hours worked Placement End Date General Comments: Supervisor/Manager Signature: Date: *If you are willing to provide the student with more detailed feedback please also complete the tick box appraisal overleaf.
This article, from June 18, 2012, is from the New York Times Opinion Pages, and is about the effects of social media on people’s relationships. Social Media as Community by Keith Hampton Keith Hampton is an associate professor in the School of Communication and Information at Rutgers, and a past chairman of the American Sociological Association’s section on Communication and Information Technologies. Updated June 18, 2012 New York Times / Opinion Pages Excerpt 1 Neither living alone nor using social media is socially isolating. In 2011, I was lead author of an article in Information, Communication & Society that found, based on a representative survey of 2,500 Americans, that regardless of whether the participants were married or single, those who used social media had more close confidants. 2 The constant feed from our online social circles is the modern front porch. 3 A recent follow-up study, “Social Networking Sites and Our Lives” (Pew Research Center), found that the average user of a social networking site had more close ties than and was half as likely to be socially isolated as the average American. Additionally, my co-authors and I, in another article published in New Media & Society, found not only that social media users knew people from a greater variety of backgrounds, but also that much of this diversity was a result of people using these technologies who simultaneously spent an impressive amount of time socializing outside of the house. 4 A number of studies, including my own and those of Matthew Brashears (a sociologist at Cornell), have found that Americans have fewer intimate relationships today than 20 years ago. However, a loss of close friends does not mean a loss of support. Because of cellphones and social media, those we depend on are more accessible today than at any point since we lived in small, settlements. 5 Social media has made every relationship persistent and pervasive. We no longer lose social ties over our lives; we have Facebook friends forever. The constant feed of status updates and digital photos from our online social circles is the modern front porch. This is why, in “Social Networking Sites and Our Lives,” there was a clear trend for those who used these technologies to receive more social support than other people. like
RISK FORM Event Assessment date 1 – Consider the activity or work area and identify if any of the hazards listed below are significant (put X in the boxes that apply). 1 Confined space 2 Condition of building & glazing 3 Display screen equipment 4 Electrical hazards or Equipment 5 Work at height 6 Fall of objects 7 Fire hazards & flammable material 8 Fixed machinery or equipment 9 Food preparation 10 Hazardous fumes/dust chemical 11 Hazardous biological agents 12 Heating, lighting & ventilation 13 Layout, storage, space, obstructions 14 Lone working 15 Manual handling 16 Mechanical Lifting 17 Noise 18 Slips and trips 19 Stress 20 Outdoor work 21 Portable tools / equipment 22 Pressure vessels or stored energy 23 Repetitive movements or static postures 24 Staff welfare facilities 25 Transport / driving at work 26 Vibration 27 Violence 28 Vulnerable people 29 30
Severity Likelihood Insignificant Minor Moderate Major Fatal Very unlikely 1 Green 2 Green 3 Green 4 Green 5 Amber Unlikely 2 Green 4 Green 6 Amber 8 Amber 10 Red Possible 3 Green 6 Amber 9 Amber 12 Red 15 Red Likely 4 Green 8 Amber 12 Red 16 Red 20 Red Almost certain 5 Amber 10 Red 15 Red 20 Red 25 Red Risk rating Risk level 1 – 4 green Low 5 – 9 amber Medium 10 – 25 red High RISK SCORE AND DESCRIPTION Risk score Risk level Category Description 1 – 4 Low Acceptable No further actions needed. 5 – 9 Medium Tolerable/Adequate But ensure at the review that there is nothing else which could be done.
Find the folder for your class. Change the file name to your three initials in this format (DAW) and click Save. If you are updating an existing site, it should ask you if you want to overwrite the existing file. This is OK and tells you that you are indeed updating your site. Once published, the folder with your name on it (or the name of your activity) should have a folder in it called “DAW” or your initals and a file with the same name. This example is index. You will overwrite this file each time you update your site and republish it. You must republish every time you make changes you want to be made on your website. Web Tools: To access the web specific tools like hyperlinking, click on the Web tab. “Web Page Preview” Click to view your webpage in a browser such as Internet Explorer. This will allow you to test hyperlinks and see what visitors will experience. Hyperlinks: To create a hyperlink to a website: (1) highlight the text or image you want linked; (2) click the hyperlink button on the ribbon; (3) select “existing file or web page; (4) type or paste the URL of the site to link; (5) click OK. Link to Pages: To link to another page in your website, follow the same process, except click the “place in this document” button instead of “existing file or web page” and select the appropriate page. The address will automatically be the page you select. Link to an email address: Follow the same directions, except click on “E-mail Address” on the side Link To: menu. Then type in the desired email address. Hotspots: Use this button to make a part of a picture into a hyperlink by (1) Click “hot spot;” (2) use the selection tool that appears to click and drag a box around the area you want to be a hyperlink; (3) when the dialog box appears, enter the web address you wish as your link destination; (4) click OK. Navigation Bar: This allows you to create a new navigation bar for you page. This is useful if you need to reset your navigation or if you want a new style. If you add a new navigation bar,
Venue: Notts County Football Club, Directors Suite Time: 08:30 – 10:00 A G E N D A Welcome Nick Lee SEND strategy Alison Weaver Financial Education programme for Primary aged children Children and Young People and Financial Capability: Needs Analysis - document April 18 Ann Griffiths, Senior Policy Manager - Children & Young People, The Money Advice Service Update, including Ofsted, Department developments Nick Lee Future Networks/meetings: HT Briefings: 4th October, 7th February 2019, 13th June 2019 DSL Network meetings: Wednesday 10th October, Tuesday 12th February 2019, Tuesday 21st May 2019 Distribution List: Head Teachers, Pat and Sarah Fielding, Nick Lee, Jonny Kirk, Pat Whitby, Alison Weaver John Dexter, Karen McAndrew
Child refers to all children on our school roll and any child under the age of 18 who comes into contact with our school. This includes unborn babies. Any safeguarding concerns or disclosures of abuse relating to a child at school or outside of school hours are within the scope of this policy. Expectations All staff are: familiar with this safeguarding policy and have an opportunity to contribute to its review. alert to signs and indicators of possible abuse. able to record and report concerns as set out in this policy. able to deal with a disclosure of abuse from a pupil. involved in the implementation of individual education programmes, integrated support plans, child in need plans and interagency child protection plans as required. Governors In addition, all staff have read and understood Part 1 of the latest version of Keeping Children Safe in Education (KCSiE 2016). key strategic decision makers and vision setters for the academy, the governors will make sure that our policies and procedures are in line with national and local safeguarding requirements. Governors will work with the senior leaders to make sure the following safeguarding essentials are in place: Training/Teaching Policy/Procedures Staffing Children taught about online safety Code of conduct D/DSL training KCSiE Part 1 Looked After Children (LAC) Online safety training for staff Prevent Staff training Whistleblowing Child voice Children Missing out on education and Children Missing Education (CME) Concerns about staff conduct Dealing with a child at immediate risk Early help Female Genital Mutilation (FGM) Honour based violence (HBV) Peer on Peer abuse Reporting abuse /WSCB procedures SEND and safeguarding Staff contribution to policy Safeguarding policy review Designated Safeguarding Lead (DSL) Deputy Designated Safeguarding lead (DDSL) Designated LAC teacher (even if there are no LAC on roll) Allegations management Our chair of governors is responsible for liaising with the local authority Designated Officer for Allegations (DOfA) and other partner agencies in the event of an allegation of abuse being made against the headteacher. Audit The nominated governor (NG) for safeguarding will liaise with the headteacher and the D/DSL to complete an annual safeguarding audit return to the local authority. As
Table of Documentation Requirements for Steel Components Contractor’s required documentation for fabricated steel components Time Frame for Submitting Documentation Contractor to supply documentation to the following party or parties if indicated ‘Yes’ In-plant inspection agency (McElhanney) Ministry Bridge Engineer responsible for fabrication review Ministry HQ Records Test Results for Steel: - Mill Test Certificates of structural steel plates and sections - any Radiographic or Ultrasonic test reports Within 10 business days of the date of written notification by the in-plant inspector that a “last” QA inspection of component fabrication has occurred Yes No No Deficiency Documentation (if applicable) - For observed significant deficiencies, submit documentation of proposed corrective action for review Prior to making any repairs Yes Yes Yes Invoicing The Contractor shall supply all documentation as described above before sending an invoice to the ministry for payment. The ministry will not pay an invoice until the Contractor has fulfilled all the requirements of its purchase order or contract including supply of all documentation. Steel HSS Guardrail System Requirements & Specifications for Retrofit Guardrail Tables 1 to 5 The remainder of this template needs to be filled out once for each purchase order or contract. The Ministry Bridge Engineer shall add to these specifications as 1 – Critical Dates and Time Frames ITEM DATE REQUIRED 1.1 Complete Materials Fabrication (“Complete” means completion of all materials fabrication, ministry Inplant Inspections, and ministry acceptance of all materials at the fabrication facility) {Date} 1.2 Billing Submission (Latest date billing to be received by the ministry) {Date} 1.3 Estimated Delivery Date (Actual date to be specified by the ministry, with a minimum one week notice prior to {Consider time of anticipated installation, then specify a date range}
Holy Trinity Catholic Secondary School School Council Meeting MINUTES Feb 02, 2016 Meeting called to order at 7:08 pm 1. Prayer and Welcome Justine O’Grady 2. Chair’s Items Erin Bell Speakers for 10 & 7 confirmed for remainder of the year January session - Drug Trends in Halton – very engaging and well attended, speaker: Det Constable Kevin Magee Feb 9 next in speaker’s series - Teens and their Relationships Speaker: Martha Wall, SAVIS - Sexual Assault & Violence Intervention Services March 8 – Teens and their Relationships Take 2: Teens and their parents – Speakers: Martha Wall, North Halton Outreach Worker / Public Educator and Gemma Simon, Holy Trinity Public Health Nurse April 12 – Teen Mental Wellness – Speaker: Michelle Sparling (Parents for Children’s Mental Health) May 10 – Career Panel Discussion (Careers of former HT Grads) Looking to have representation from university, college, workplace, entrepreneurs, etc. Perhaps someone who went to college and then to university or vice versa Panel only at 7 pm session, students will invited & welcome 10 am session will offer a workshop for My Blueprint software to align with career exploration June 14 – because of busy time of year, no Tuesday 10/7 in June 2016 OAPCE – Ontario Association of Parents in Catholic Education Oversee Catholic education in Ontario Annual conference is in May in Toronto Work closely with Catholic Parent Involvement Committee (CPIC), HT CPIC rep also OAPCE rep, i.e. we have parents who sit on council Has been a lot in the news lately criticizing having 2 different school boards Outline of group’s mandate and information attached 3. Principal’s Items Justine O’Grady Chapel tour - Ms. O’Grady gave tour of School Chapel Highlights included recently completed murals, seasonal banners which council helped fund, new chairs Looking to put up shelves and bins for Dr. Simone’s donations, collected for 13 third world destinations worldwide Gym painting - Ms. O’Grady showed highlights of new painting in gym Home of the Titans, Titan’s flame, HT values added over bleachers, words at gym entrance; will be unveiled to students at first assembly in semester 2 Cross in foyer on next year’s to do list for improvements
Financial support Indicate what funding might be available to you from other sources, including your department, to supplement any grant made for this project Details of student candidate Personal details Full name Date of birth University Type and subject of degree Year degree course commenced Year of graduation ‘A’ Level or equivalent courses taken with results Current degree examinations with results
Recommended Texts for Further Study Steele, David N. & Thomas, Curtis C. Romans, An Interpretive Outline, Philadelphia, Presbyterian & Reformed Publishing, 1963 Williamson, G. I. The Shorter Catechism (for Study Classes), Phillipsburg, N.J., Presbyterian & Reformed Publishing, 2004 Vos, Johannes G. The Westminster Larger Catechism (A Commentary), Phillipsburg, N.J., Presbyterian & Reformed Publishing, 2002 Van Dixhoorn, Chad Confessing the Faith, Carlisle, PA, Banner of Truth, 2014 Letham, Robert The Westminster Assembly, Philadelphia, Presbyterian & Reformed Publishing, 2009 Duncan, J. Ligon The Westminster Confession into the 21st Century (Volumes 1-3), Christian Focus Publications, UK, 2003 Hodge, A. A. The Westminster Confession (A Commentary), Carlisle PA, Banner of Truth, 2013 Berkhof, Louis Systematic Theology, Grand Rapids, MI, Eerdman’s Publishing, 1996 Boice, James Montgomery Foundations of the Christian Faith, Leicester UK, InterVarsity Press, 1986 Grudem, Wayne Systematic Theology, Grand Rapids, MI, Zondervan Publishing, 1994
Week 9: 11/07/17 – Submit (by email) your notes/summary of Chapter 6 of Alister E. McGrath, Christianity’s Dangerous Idea; Prepare for a discussion of McGrath. Week 10: 11/14/17 – Submit (by email) your notes/summary of Chapter 7 of Alister E. McGrath, Christianity’s Dangerous Idea; Prepare for a discussion of McGrath. Week 11: 11/21/17 –Submit (by email) your notes/summary of Chapter 8 of Alister E. McGrath, Christianity’s Dangerous Idea; Prepare for a discussion of Machen and McGrath. Book Report due. Week 12: 11/28/17 – Submit (by email) your notes/summary of Chapter 14 of Alister E. McGrath, Christianity’s Dangerous Idea; Prepare for a discussion of McGrath. Week 13: 12/05/17 –. Submit (by email) your notes/summary of Chapter 15 of Alister E. McGrath, Christianity’s Dangerous Idea; Prepare for a discussion of McGrath. Week 14: 12/12/17– Submit (by email) your notes/summary of Chapter 16 of Alister E. McGrath, Christianity’s Dangerous Idea; Timeline Brochure Project Due; Prepare for discussion on McGrath (time permitting). Week 15: 12/15/17 – Final Exam! BIBLIOGRAPHY Ahlstrom, Sydney E. A Religious History of the American People. New Haven: Yale University Press, 1972. Bainton, Roland H. Here I Stand, A Life of Martin Luther. Nashville: Abingdon Press, 1978. Berkhof, Louis. The History of Christian Doctrines. Baker: Grand Rapids, 1975. Brown, Harold O.J. Heresies: Heresy and Orthodoxy in the History of the Church. Peabody, Massachusetts: Hendriksen Publishers, 1984, rep. 1998. Dooley, Tim. Introduction to The History of Christianity. Fortress Press, 2002. George, Timothy, Theology of the Reformers, Nashville: Broadman Press, 1988 Gonzalez, Justo L. A History of Christian Thought. vol. 3. Nashville: Abingdon, 1975.
d) A system is in place to ensure that traceability of relevant material is maintained during transport. Not applicable Not met Met Please provide examples: e) Records of transportation and delivery are kept. Not applicable Not met Met Please provide examples: f) Records of any agreements with courier or transport companies are kept Not applicable Not met Met Please provide examples: g) Records of any agreements with recipients of relevant material are kept. Not applicable Not met Met Please provide examples: T2 – Bodies and human tissue are disposed of in an appropriate manner. a) Disposal is carried out in accordance with the HTA’s Codes of Practice. Not applicable Not met Met Please provide examples: b) The date, reason for disposal and the method used are documented. Not applicable Not met Met Please provide examples: Premises, Facilities and Equipment PFE1 – The premises are secure and fit for purpose. a) An assessment of the premises has been carried out to ensure that they are appropriate for the purpose. Not applicable Not met Met
Glossary Term HTA definition Anatomical examination Examination by dissection for the purpose of teaching, studying or conducting research into the structure of the human body. Anatomical Pathology Technologists (APTs) Anatomical Pathology Technologists (APTs) assist pathologists carrying out post-mortem examination and carry out a wide range of tasks related to mortuary service delivery, including the receipt and release of bodies. Appropriate consent Defined in the HT Act by reference to the person who may give consent. This is broadly either the consent of the person concerned, their nominated representative or (in the absence of either of these) that of a person in a qualifying relationship to them immediately before they died. Bariatric body The body of an obese person that cannot be accommodated in standard mortuary refrigerated storage. Bone marrow A spongy tissue found in the hollow centres of some bones. It contains specialist stem cells, which produce the body's blood cells. Cells Individual human cells or a collection of human cells that are not bound by any form of connective tissue. Clinical trial A type of clinical research that compares one treatment with another. It may involve patients or healthy people, or both. Clinical waste The Controlled Waste Regulations 1992 define clinical waste as any waste which consists wholly or partly of: human or animal tissue; blood or other body fluids; excretions; drugs or other pharmaceutical products; swabs or dressings; or syringes, needles or other sharp instruments which, unless rendered safe, may prove hazardous to any person coming into contact with it. Clinical waste also refers to any other waste arising from medical, nursing, dental, veterinary, pharmaceutical or similar practice, investigation, treatment, teaching or research, being waste which may cause infection to any person coming into contact with it.