zilongwang/ReadingBank huggingface dataset:
“Services” means any services to be provided by one Party to another pursuant to this Agreement and the relevant Service Agreement; Words denoting the singular shall include the plural and vice versa, words denoting the masculine gender shall include the feminine gender and vice versa and words denoting persons shall include corporations. Reference to any statutory provisions or instruments be deemed to include reference to any such provisions or instruments as from time to time amended, varied, replaced, extended or re-enacted and to any orders, regulations or other subordinate legislation under such provisions or instruments. Reference to a clause or a schedule shall be deemed to be references to a clause or a schedule to this Agreement and references to a sub-clause shall be deemed to be references to a sub-clause of the clause in which the reference appears. In this Agreement, clause headings are included for ease of reference only and shall not affect this Agreement or the interpretation hereof. objectives The Parties hereby recognise they are part of a and each Party agrees and undertakes to carry on its business in accordance with the Group objectives as agreed from time to time in the Group Strategy. Caledonia undertakings 3.1 Caledonia agrees with and undertakes to Cordale in the terms set out in Part 1B of the Schedule. Caledonia confirms that Cordale shall be granted the right to manage the day to day affairs of Cordale within the degree of operational independence set out in this Agreement. 3.2 Notwithstanding that Caledonia has the absolute constitutional right to approve or remove any person on Cordale’s Management Committee, Caledonia confirms that it shall only exercise that right where, having regard to the Group's interests, Caledonia is satisfied that in the circumstances exercise of such right is required. Circumstances in which Caledonia would consider exercising such step in rights would include, but are not limited to: 3.2.1 Where Caledonia (acting reasonably) considers that any such person (acting alone or together with other persons): has failed to comply in any material respect with any Group Policy applicable to Cordale or the terms of this Agreement and such failure has or would in the opinion of Caledonia (acting reasonably) be likely to have a material adverse effect upon the business, assets, reputation and / or operations of the Group; has brought any part of the Group into disrepute or has acted in a manner which is materially prejudicial to any part of the Group;
Olsen, R., Reisner, D. P., Benedetti, T. J., & Dunsmoor-Su, R. F. (2013, May 17). Bakri balloon effectiveness for postpartum hemorrhage: a “real world experience”. The Journal of Maternal-Fetal & Neonatal Medicine, 1720-1723. https://doi.org/10.3109/14767058.2013.796354 First Author (Year)/Qualifications Laura Aibar, Obstetrics and Gynecology Department at Virgin de las Nieves University Hospital, 2012 Background/Problem Statement The effectiveness of the balloon in treating PPH versus medical treatment. Conceptual/theoretical Framework Retrospective Study, Quantitative Study Design/ Method/Philosophical Underpinnings It occurred January 2010-April 2011. The study group included women for whom the balloon was inserted vaginally and after cesarean. Sample/ Setting/Ethical Considerations 24 women with PPH in a tertiary facility. The study was approved by the hospital’s ethics committee. Major Variables Studied (and their definition), if appropriate Prior C-section, anterior placenta, thrombocytopenia, presence of DIC (disseminated intravascular coagulation) at the time of insertion, catheter drainage volume greater than 500 ml within one hour of catheter placement.
School of Thought Focus Key People Behavioral How we learn observable responses and experiences. John Watson (founder of Behaviorism), B.F. Skinner Psychoanalytic (Psychodynamic) How behavior springs from unconscious drives and conflicts. Sigmund Freud Humanistic How we meet our needs for love and acceptance and achieve self-fulfillment. Carl Rogers, Abraham Maslow Cognitive How we encode, process, store, and retrieve information. Jean Piaget Biological (Neuroscience) How the body and brain enable emotions, memories, and sensory experiences Evolutionary How natural selection of traits has promoted the survival of genes and species. Charles Darwin Social-Cultural How behavior and thinking vary across situations and cultures Gestalt The organized whole
Jisc guidance Jisc Digital Capabilities Framework update (blog post) ‘Introduction to Assessing Digitally’ by Prof LInda Creanor, Glasgow Caledonian University, is licensed under a Creative Commons Attribution-Non-Commercial-ShareAlike 4.0 International Licence
Course Schedule INTRO. TO HUMANITIES HUM 1020 Monday/Wednesday- Fall 2015 Prof. Sparks DATE ASSIGNMENT Aug. 31 Syllabus Introduction of Students/Professor Sept. 2 Introduction to Humanities Sept. 7 No Classes LABOR DAY Sept. 9 The Egyptians Quiz #1 pp. 1-26 Sept. 14 Buddhism Quiz #2 pp.- 29-47 Sept. 16 The Greeks Quiz #3 pp.- 47-62 Sept. 21 The Romans Quiz #4 pp.- 65-88 Sept. 23 Christianity Quiz #5 pp.- 91-118 Sept. 28 The Middle Ages Quiz # 6 pp. 121-140 Sept. 30 Gothic Cathedrals Quiz #7 pp.- 143-170 Oct. 5 The Renaissance pp. 173-188 Oct. 7 The Renaissance- cont. pp. 188-196
Recap SAY: Now that we’ve reviewed some of the research on implementing an early mobility protocol, we’ve learned several things. ASK: What have we learned? SAY: We now know that implementing an early mobility protocol in the ICU is not only safe, feasible, and effective, but also can decrease the time spent on mechanical ventilation and in the ICU and hospital, and can mitigate both short- and long-term complications from critical illness, such as muscle weakness and cognitive and psychological disabilities. One final thing we should remember is that despite intubation being cited as one of the most common barriers to performing early mobility exercises, intubation is not itself a contraindication to starting an EM protocol. Slide 19 Questions? Slide 20 References 21
Example #2: Inheritance – Vehicles This diagram shows an inheritance hierarchy – a series of classes and their subclasses. Its for an imaginary application that must model different kinds of vehicles such as bicycles, motor bike and cars. Notes All Vehicles have some common attributes (speed and color) and common behavior (turnLeft, turnRight) Bicycle and MotorVehicle are both kinds of Vehicle and are therefore shown to inherit from Vehicle. To put this another way, Vehicle is the superclass of both Bicycle and MotorVehicle In our model MotorVehicles have engines and license plates. Attributes have been added accordingly, along with some behavior that allows us to examine those attributes MotorVehicles is the base class of both MotorBike and Car, therefore these classes not only inherit the speed and color properties from Vehicle, but also the additional attributes and behavior from MotorVehicle Both MotorBike and Car have additional attributes and behavior which are specific to those kinds of object. Example #3: Mixed Example – Company, Employee, Manager This example is from a system that models companies, e.g. for a payroll or reporting system. See if you can interpret it yourself!
Athlete Leadership Training Series / ALPs University Curriculum This is Athlete Leadership Presentation and Beyond the Vision Video (1 hour) Introduction to Athlete Leadership Course (Pre-requisite for all Majors) Communications Major Sports Major Governance Major Global Messenger I Course Athletes as Coaches Course Athletes as Officials* Course Governance I Course Working with the Media* Course Coaching Special Olympics Athletes Course PowerPoint Course Technology I Course Sport-Specific Skills Course Technology I Course Technology I Course PowerPoint Course Global Messenger II* Course Technology I Independent Study then NGB Officiating Course Governance II* Course
Hold a discussion about the routes and route descriptions students created. Provide students the time to alter their directions. This is Jose’s route – each row shows Jose’s position after each minute. (e.g. after 3 minutes, the bike is located 2 blocks to the North and 1.5 East from the starting location). (Students might ask why he took a ‘weird’ route; some ideas might be construction, traffic jams etc.) Ask students to graph the data on a North vs Time graph, then the East vs Time graph. The final graph is a North vs East graph. Students can work independently or in pairs. Time (minutes) North (blocks) East (blocks) 0 0 0 1 0 0.5 2 1 1 3 2 1.5 4 3 2 Part 1.5: Assessment of Prior Knowledge (optional): This secondary pre-assessment could occur as part of Part I: Determine the Direction of Movement of a bicycle through a city or as a stand-alone assessment Launch the PowerPoint presentation. Distribute graph paper and ask students to graph the following data in a scatterplot in order to learn whose skills need bolstering. Ask them to: Draw axes with labels and scales that make sense Include a title Plot the data. GPS Monument X Year Position 2000 0 2001 2 2002 3 2003 -1 2004 2.5 As students complete the assessment activity, circulate to determine which individuals excel and which struggle. As your students work and you circulate, ask yourself, “Can my students draw a graph with …” an appropriate title and labels for each axis, time on the x-axis as the independent variable, position on the y-axis as the dependent variable, a suitable for each axis points plotted accurately *(Ideally, students will also label the axes and provide a title.) Show your students the graph for this data, referring to the slide entitled “GPS Monument X” of the PowerPoint Presentation, and review the correct means of graphing the data set. If you have determined that a large enough sample of students lack basic graphing skills, proceed with the lesson so they can gain additional practice. Students go back to their student sheet, “Introduction to Graphing of GPS data” for this section. Differentiation: Consider avoiding mathematical like “ordered pairs” until students can graph confidently. Even using the term “independent variable” (also called “manipulated variable”) and “dependent variable” (“responding variable”) can wait until students have
Most uncommon J-visa: exchange visitors on cultural exchange program Employment: 3-step process for categories that require labor certification Employer must secure labor certification from DOL Win approval of a visa petition filed with USCIS Worker obtains the visa at a US consulate (in some cases, the worker can gain status while already in the US) B-1: Visitor for Business Can’t work/get paid for work while in US 6 months – 1 year Visa waiver program: 37 countries allow 90 day trip without visa. E-1/E-2 Treaty Trader/Investors Must be treaty with the country where the applicant is a citizen Executive/Special qualifications Spouse and children admitted Spouse’s nationality doesn’t matter Spouse gets EAD Dual intent recognized Admitted for up to 2 years initially with 2 year extension, and may remain in the US as long as they continue to undertake activities for which entry was initially granted. The company must be primarily owned by alien’s country of origin Don’t want people to come and then close the office abroad Temporary Workers: H1-B: Specialty Occupation (no mobility) Capped at 65,000 Dual intent recognized Must have college degree Spouse can come but no EAD Must demonstrate theoretical and practical application of a body of highly specialized knowledge H2-B: Other workers: 66,000/year Labor cert required L-1 Intra-company transfers Executive/managerial/specialized knowledge 214.2(l)(D)Specialized knowledge possessed by an individual of the petitioning organization’s product, service, research, equipment, techniques, management, or other interests and its application in international markets, or an advanced level of knowledge or expertise in the organization’s processes and procedures For l category specifically, has the above knowledge, and is a member of the professions as defined in section 101(a)(32) 1-5 years if specialized knowledge, but up to 7 years if it’s executive or managerial duties O: Extraordinary ability Duration of performance Applies only to the arts P: Artists, Athletes, and Entertainers Law Enforcement Related Visas
‘Introduction to Parliament’ collapsed timetable day for 11-14 aged students Create a collapsed timetable day focusing on the theme of Parliament using the following activities and resources. Morning activities Approximate duration Location Students/Groups Staff Session 1 Introduction to the day A brief history of representation Overview of how Parliament works 20 minutes Main Hall 120 Session 2 Meet your local MP or a Member of the House of Lords 20 minutes Main Hall 120 Session 3: Q&A with the Speaker of the House of Commons 45 minutes (9:30-10:15) Main Hall 120 Session 4 Explore the Houses of Parliament Learn about the House of Lords Understand the work of an MP 30 minutes Computer rooms 30 Afternoon activities Approximate duration Location Students/Groups Staff Session 5 Explore the history of parliamentary democracy 60 minutes Classrooms 30 Session 6 Debating skills 120 minutes Classrooms 30
Debating skills Use the Create the Debate resource to develop understanding of how different types of debate work and practise debating skills with students. The pack includes suggested debate topics, tips for improving debating skills and further information about the procedure for carrying out debates at the Houses of Parliament. Adapting the day You can add to the sessions on the day or include your own sessions if you have time in your programme. The activities also all work well as stand-alone sessions with a single class. Here are some further suggested resources that are suitable for the ‘An introduction to Parliament’ themed collapsed timetable day. Further resources Resource type Approximate timings (Please note: This resource is for one group so carousel structure may be required for all students to access) Ordered pack 60 Lesson Plan 120 What is the House of Commons? Videos 15 Lesson Plan 60 Lesson Plan 60 x 2 Lesson Plan 60 x 2 are also a variety of other resources, covering a range of different topics, available at .
Introduction to Sickle Cell and Thalassaemia Registration Form Name: Job title: Department: Site: Email address: Date attending course (delete as appropriate): Wednesday 6th September Wednesday 13th September Wednesday 20th September Dietary requirements: Please return this form to
Intro to Stage Acting 101 The Tutoring Station Instructor: Jennette Harrison Course Duration: 6 Course Objectives: Understand how and where theater began Begin to build an understanding of theater and acting terms to understand the origins of acting techniques used to create realistic characters Understand why realistic acting techniques continue to work Begin to identify an actor’s essential tools Course Requirements: Participate in all weekly discussions Complete all readings and reading response assignments Assessments: Weekly Discussions (25% of final grade) Students will respond to the weekly prompt regarding the current lesson unit. All students are also required to respond to at least two comments made by other students in the class. History of Theater Quizzes (25% of final grade) Students will be quizzed on the weekly theater history unit. Reading Response Assignments (25% of final grade) Students are required to write a 1-page response to the weekly reading assignment. All reading assignments should be mailed to . Pages should be typed in Times New Roman 12 font. Margins should be kept normal. Final Project (25% of final grade) TBD Timely Work: All assignments are due by 11:59 am on Sunday night. This includes discussion responses, quizzes and reading response assignment. Students must be timely with completing all assignments before the course end date. Late work may be subject to penalties as your instructor will need sufficient time to give quality feedback. Communication Policy: If there are any questions or concerns, feel free to email your instructor at . Your instructor will respond within 24 to 48 hours.
Instructional Focus 8: Unit 8 CCSS Mathematical Content CCSS Mathematical Practice Content and Educator Notes UNIT 8 Radical Expressions and Functions Extend the properties of exponents to rational exponents Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5 Rewrite expressions involving radicals and rational exponents using the properties of exponents Directly addressed practices are underlined .Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. . Use appropriate tools strategically. Attend to precision. . Look for and express regularity in repeated reasoning. Grade 11 Number and Quantity Range Target A: Extend the properties of exponents to rational exponents. Level 2 students should be able to look for and use structure to extend the properties of integer exponents to multiply and divide expressions with rational exponents that have common denominators. Level 3 students should be able to rewrite expressions with rational exponents of the form (m/n) to radical form, and vice versa, and look for and use structure to extend the properties of integer exponents to all laws of exponents on radical expressions and expressions with rational exponents. Rational Exponents The Real Number System N -RN Extend the properties of exponents to rational exponents. 11 Algebra Target E: Write expressions in equivalent forms to solve problems. Threshold
b. X HCl + Blue Dye i. X Na2CO3 + PHEN c. X Blue Dye + NaOCl Now add 1 drop HCl j. X PHEN + NaOH d. X NaOCl + KI Now add 1 drop starch k. X NaOH + AgNO3 e. X KI + Pb(NO3)2) l. X AgNO3 + NH3 Absorb onto of paper and expose to sunlight: Tape to your data table f. X Pb(NO3)2 + CaCl2 m. X NH3 + CuSO4 g. X CaCl2 + NaHSO4 Be patient N X CuSO4 + NaHCO3 Experimental Data a. NaHCO3 + HCl h. NaHSO4 + Na2CO3 b. HCl + Blue Dye i. Na2CO3 + PHEN c. Blue Dye + NaOCl Now add 1 drop HCl j. PHEN + NaOH
MJPTBCWREI SOCIETY, HYDERABAD. TRAINED GRADUATE TEACHERS(TGT) SUBJECT WISE CERTIFICATES VERIFICATION SCHEDULE Sl. No. Subject Dates Venue 1 Mathematics 7.5.2018 & 8.5.2018 MJPTBCWR School, Musheerabad located at D.No.11-7/1, Panjala Anil Colony, HUDA Complex, Saroornagar, Hyderabad 2 Physical Science 9.5.2018 3 Biological Science 10.5.2018 4 Social Studies 11.5.2018 5 Telugu 12.5.2018
Sources: 1.who.int/csr/disease/swineflu/frequently askedquestions/travel/en/index.html; retrieved 11-28-09 2. CURRENT MICROBIOLOGY Vol. 47 (2003), pp. 231–236; DOI: “The Screening of Hydrogen Peroxide-Producing Lactic Acid Bacteria and Their Application to Inactivating Psychrotrophic Food-Borne Pathogens” 3. “Technical Bulletin: L. Salivarius;” Jim Daily III, Pd.D.; daily-mfg.com; retrieved 11-28-09 4. Proc Natl Acad Sci U S A. 2006 Apr 25;103(17):6718-23. Epub 2006 Apr 14.; PMCID: 1436024 5. MondoFacto, online medical dictionary 6. Journal of Clinical Periodontology, Volume 36, Number 6, June 2009 , pp. “Probiotic effects of orally administered Lactobacillus salivarius tablets on periodontopathic bacteria: a double-blinded, randomized clinical trial” 7. Proceedings of the Nutrition Society (2008), 67 (OCE), E40; doi:10.1017/S0029665108006496; “Immunomodulatory properties of Lactobacillus salivarius are not limited to the intestine” 8. Corcoran BM, Stanton C, Fitzgerald GF, and Ross RP. (2005) “Survival of Probiotic Lactobacilli in Acidic Environments is enhanced in the Presence of Metabolizable Sugars.” Appl Environ Microbiol: 71, 3060-3067 9. betterway2health.com/articles-bacteria.htm; retrieved 11-28-09 Saccharomyces boulardii Saccharomyces boulardii, or S. boulardii, is an important probiotic that can recolonize and sustain flora in the large and small intestine. Probiotics, as defined controlled,
cleaner, went on to be a waitress and thereafter a slots attendant. She is presently completing Gr 12. Her career was cut short through little or no fault on her part. The applicant sought compensation as she felt that she would be victimised if she returned. Had she sought reinstatement, that remedy would have been afforded to her. Having needlessly lost her job, the applicant must be given substantial compensation. I however take the following factors into account in reducing that compensation: She contributed to a degree to the unpleasant exchanges; The applicant did not have a clean disciplinary record; She did not have long service; She has found casual work that is modestly remunerated. I find just and equitable compensation to be an amount that the applicant would have earned in 6 months. That amounts to R23 094 (R3849 x 6). AWARD The dismissal of the applicant is unfair. …………………(PTY) LTD is ordered to pay ……………..R23 094 within 14 days of being informed of this award. at DURBAN on this 5th day of AUGUST 2016. ______________________ R J PURSHOTAM Commissioner
Frequency of referrals relation to your core business? Client Bank approx. % by category: Private Clients Commercial Clients Mass Affluent High Net Worth: Ultra High Net Worth: All other: SME: Collar: Manufacturing: Commercial Property: Other: How would you prefer to introduce clients? E.g. During a meeting Please confirm you understand that as an Introducer to Evans Insurance, your involvement will be limited to passing our contact details to your own contacts, in order that they may contact us for quotations, mentioning your referral.
also unlikely to know the word, or understand the concept, in their first language, so a translation of the explanation is more useful. Word of the week: Learners commit to the word or phrase as often of possible during the week and report back the following week. This can be integrated into the school’s reward system, e.g. house points or merits earned for correct use of the word in writing or orally in class. Word walls: this is a display in the classroom where new vocabulary with visuals is displayed in an interesting and meaningful way to help students see patterns and relationships in words and to support vocabulary development. It should be in a prominent place and referred to as often as possible. Translations into different languages included in the word wall gives a clear message that first languages are valued. Bilingual dictionaries: learners who are literate in their first language should be given opportunities to use a high quality bilingual dictionary. See bilingual dictionaries and translation software. Good for EAL, Good for All: Can I use these ideas with the whole class? Yes, learning new vocabulary is not only important for beginners. Advanced EAL learners and learners with English as a mother tongue need to acquire the more formal vocabulary and register required for academic success and will benefit from these teaching and learning strategies.
As you watch the video of classroom instruction, record your observations of how the teacher introduced the CER Framework. Parts of a Scientific Explanation How did the teacher define this part? What example did the teacher use to introduce this part? CLAIM EVIDENCE REASONING Which of the parts of a scientific explanation do you think will be most difficult for students to master? What could you do to make this part easier for students’ to understand and write?
Does anything help you sleep? Basically the only way I get to sleep easily is if I manage to feel less stressed out--sometimes I can sort of turn my thoughts away from what I'm worried about by distracting myself with something, like thinking about what I'm going to wear the next day or something like that. I'd rather avoid having to take medication if possible. Taking deep breaths can help a little, too. Are you feeling stressed? Yeah, I'm pretty stressed, especially about not sleeping enough. What seems to be causing you stress? I'm stressed now because I can't sleep, but I can't sleep because I keep worrying about all this other stuff, like graduating, and passing this exam that's coming up, and getting a job, and finding my own place to live. . . it's a lot. What about the future is causing you stress? I have this exam I have to pass, and I'm to graduate from school, and I want to find a new job, and hopefully move out of my mom's house. . . I just have a lot coming up to stress about, I guess. . . Do you have strategies for dealing with the stress? Yeah. . . I've always really tried to stay organized and on top of stuff when I know stress is coming, like make to-do lists and plan my time and that kind of thing. And if I'm stressed I usually go to church or talk to my friends or my mom. . . none of that is working like it usually does, though. Do you have a history of anxiety? I've never been diagnosed with anxiety or anything. . . I think usually I'm a pretty relaxed person. At least until recently. Notes:
Focused Exam: Cough Danny Rivera is an 8-year-old boy who presents to the clinic with a cough that has lasted 4-5 days. He describes the cough as “gurgly and watery”. Pertinent Positives/Negatives on Interview: He has been treating his cough with over the counter medication his mother gives him. It helps, but not for long periods of time. The cough is worse at night. He denies that the cough worsens with activity, although he reports that it does keep him up at night. He reports pain in his right ear and mild soreness in his throat. Danny has had pneumonia within the last year, and a history of frequent colds and rhinorrhea. He has a history of frequent ear infections as a child. He reports normal bowel movements. He denies fever, headache, dizziness, trouble swallowing, nosebleeds, phlegm/sputum, chest pain, difficulty breathing, and abdominal pain. Pertinent Positives on Assessment: Fatigued appearance.
Asking additional open-ended questions – current status and medical history Providing patient empathy Asking specific questions – past medical history Providing patient education 1. Sign into your Shadow Health instructor account You will need to be signed into your Shadow Health instructor account in order to load an assignment in class. If you have not yet activated your instructor account, please look in your email for a message from titled “Activate your account”. If you do not see this email, please contact us at . You can sign into your activated account by visiting . Your credentials are your institution email address and the password you set when you activated your account. If you don’t remember your password, that’s just fine – just the “Forgot your password link”. 2. Select an assignment to try as a student When you sign into your Shadow Health account, you’ll be brought to the “My Courses” page. Click the name of your course, and you’ll be brought to its “Course Overview” page. Here, you can see the list of assignments in your course.
Name: ______________________________ Miss Jordan English 11 – Period _____ Date: ____________________ The Great Gatsby Introducing the Narrator Directions: Read the following quotations from the opening paragraphs of The Great Gatsby. Write the letter of the correct interpretation on the blank line provided. _____ 1. “Remember that all the people in the world haven’t had the advantages that you’ve had.” He is luckier than others. All the people in the world have had advantages. _____ 2. “I’m inclined to reserve all judgments, a habit that has opened up many curious natures to me.” He has a curious nature. He waits a while before forming an opinion. _____ 3. “The abnormal mind is quick to detect and attach itself to this quality….” Normal people don’t like him. Abnormal people are drawn to him. 4. “I was unjustly accused of being a politician, because I was privy to the secret griefs of wild, unknown men.” Upset people shared sorrows with him. He was unjustly accused of a crime. _____ 5. “Conduct may be founded on the hard rock or the wet marshes.” A person’s behavior is either good or bad. A person behaves the way he does because of principles or lax ones. _____ 6. “Only Gatsby…was exempt from my reaction.” He could share Gatsby’s secret confidences. He would not wish to share Gatsby’s secret confidences.
implements at least one service contract, which defines the operations this service exposes. The class might also provide an explicit data contract, which defines the data those operations convey. This section looks at both, beginning with service contracts. Defining Service Contracts service class implements methods for its clients to use. The creator of the class determines which of its methods are exposed as client-callable operations by specifying that they are part of some service contract. To do this, a developer uses the WCF-defined attribute ServiceContract. In fact, a service class is just a class that either is itself marked with the ServiceContract attribute or implements an interface marked with this attribute. Both options make sense in different situations, and both will be described shortly. First, however, here’s a short description of the class, called RentalReservations, that will be used as an example throughout this section. It’s an implementation of the basic functions in the car rental reservation application described earlier, and it has four methods: Check, which allows a client to determine the availability of a particular vehicle class at a certain location on specific dates. This method returns a Boolean value indicating whether there is availability. Reserve, which allows a client to reserve a particular type of vehicle at a certain location on specific dates. This method returns a confirmation number. Cancel, which allows a client to cancel an existing reservation by providing its confirmation number. This method returns a Boolean value indicating whether the cancellation succeeded. GetStats, which returns a count of how many reservations currently exist. Unlike the other methods in this class, GetStats can be invoked only by a local administrator, not by clients of the service. With this in mind, here’s an abbreviated C# example that uses the class-based approach to define RentalReservations as a service class: using System.ServiceModel; [ServiceContract] class RentalReservations { [OperationContract] public bool Check(int vehicleClass, int location, string dates) { bool availability; // code to check availability goes here return availability; } [OperationContract] public int Reserve(int vehicleClass, int location, string dates)
Cost of CO2 avoided [$/t CO2] 42-55 47 13-37 26 35-74 47 Cost of CO2 captured [$/t CO2] 29-44 34 11-32 22 28-57 41 Energy penalty for capture [% 22-29 27 12-20 16 14-16 15
Relationships: between your child and other students Children in BISR told us that they like it when teachers recognise them and know their background and families. As a parent you could consider: • Find out who will be transferring to the new school with your compound • If possible arrange for your child to spend some time with their new classmates before the transition. • Encourage your child to see the benefits of making new friendships. • Encourage the development of friendships out of school and if possible prior to the transfer. • Recognise your may grieve over the loss of contact with staff and students, especially if they have become parted from a special relationship. Give your child the opportunity to talk about how they feel about this. • Encourage new friendships and teach your child the necessary skills to make new relationships, without alienating previous friends. • If there are any out of school activities that your child could be part of, enrol them into these. This is especially helpful if the transition is over a holiday period where there may be activities arranged within the period and children can start discussing their new school with other pupils. • If you are concerned that your child has a problem forming friendships, please contact BISR as soon as possible. Travelling to school Transferring to another school may mean that your child is using a different transport method to travel to school. Things you may wish to consider to help you and your child manage this are:
• If travelling by compound bus, find out the company name, phone number, pick up and drop off • Be sure of the procedure if your child misses their transport. • Explore how to register for the compound bus • If there are any problems on the bus, contact the school and bus compound transport manager straight away. • Ensure your child has details of their home phone number, emergency numbers and other relevant contact numbers. • If your child is walking to school work out the best and safest route; identify where the road crossings are. • If your child cycles to school from Al Hamra make sure that they have all the necessary safety equipment and that their cycle is in good working order. • Negotiate the best cycle route for them and identify any difficult road hazards; time the journey to school with them. • Identify where their bike and safety equipment can be stored at school. • Wherever possible, arrange to be at home when your leaves for school and on their return. • Teach your child road safety. • Time the length of the journey so your child knows how long it will take and they can be sure to arrive on time. Lunch and break times Lunch and break times are periods of the day when your child can relax with their peers but, for those pupils who haven’t integrated well, these less structured times can be a problem. Help your enjoy these periods: Identify what the arrangements are at break and lunch times.
The iSchool began teaching online courses as part of the MLS more than ten years ago; however, a student could not earn the MLS degree online because not all required courses were offered in that format. The complete online MLS began in 2010 with an innovative cohort-based program to prepare government information specialists, funded by the Institute of Museum and Library Services (IMLS). A new cohort of 20-25 students is admitted each fall semester for the online MLS two-year program. The second and third cohorts began their programs in 2011 and 2012, respectively, and follow a general program of study in librarianship. There will be two cohorts entering in 2013; one cohort will prepare to be government information specialists, the other will follow a general program of study. The online MLS program adheres to the same policies and procedures and is administered through the same processes as the MLS at College Park and Shady Grove. The online MLS is an entrepreneurial program which is funded by tuition and fees; the entrepreneurial model for funding programs is discussed in Standard V Administration and Financial Support. The MIM program will be offered online, beginning in 2013. Mary Choquette is Assistant Director of Online Programs for the iSchool. More information about online iSchool programs can be found at . Degree Program Administration The expansion of the iSchool’s academic programs created the need for a more robust administrative structure than had been previously in place. In the new structure, Ann Weeks, Associate Dean for Academic Programs, is responsible for the entire academic program of the iSchool and chairs the Program, Courses, and Curriculum Committee which coordinates all academic programs for the good of the iSchool as a whole. Each program is directed by a faculty member, as noted in the program descriptions. Program Directors are John Bertot, MLS; Brian Butler, MIM; Jennifer Golbeck, HCIM; and Ping Wang, PhD. Each program director chairs a program committee which is responsible for business related to a single degree program. In addition, there are committees for Undergraduate Education and Professional Education which are responsible for planning iSchool activities in their respective areas. Jordan Boyd-Graber chairs the Undergraduate Education Committee, and Erik Mitchell chairs the Professional Education Committee. iSchool programs at the Universities at Shady Grove are directed by
Problemset Title Multiple-Choice Quiz Introductory Text Question 1 Type: Multiple Choice In debates values, what must often be invoked to determine which values are preferable? Question 2 Type: Multiple Choice Professionals who care about ethics in the media are entreated specifically to Question 3 Thriftiness and work ethic are examples of which of the following genres of values?
Question 11 Type: Multiple Choice Which of the following is regarded the capstone of Plato's four cardinal virtues? Question 12 Type: Multiple Choice Confucius's Golden Mean states that, virtue is the appropriate location Question 13 Type: Multiple Choice ________ categorical imperative implies that what is right for one is right for all.
Question 17 Type: Multiple Choice In response to the Old Testament, the emerging Christian tradition introduced the dramatic term _________, which means unselfishness; care and other-directed love; distinct from friendship, charity, benevolence, and other weaker notions. Question 18 Type: Multiple Choice Nel Noddings rejects outright the "ethics of principle as ambiguous and unstable," insisting that ___________ should play the central role in moral decision making.
Preceptorship is not intended as a replacement for or departmental induction processes, capability or performance management, or shortfalls in pre-registration education. These should be dealt with more appropriately by contacting Human Resources, Clinical Education or link tutors for the appropriate course. Preceptorship is also not mentoring, coaching, or clinical supervision, although it may share some characteristics and you may be required to employ similar techniques. SECTION 2 Trust CPD Programme The CPD programme for 2014-15 supports the Preceptorship period with a combination of professional and clinical skills workshops, ongoing work-based learning, supervision and development, and self-directed learning in the preceptees own time, which may include accessing electronic resources at home or from within the Trust. These elements will combine to support the preceptee in developing overarching professional
Professional Practice Example: excellent documentation standard Clinical Skills Example: catheterisation Carry out documentation audit; review documentation policy Undertake catheterisation clinical skills training package; shadow Urology specialist nurse Reflection, audit report Pass certificate; analysis of an episode of learning Signed Preceptee Signed Preceptor CPD Name of Preceptee Name of Preceptor Date of interim review date Approximate date for final review Today’s date + 3 months GOAL PROGRESS EVIDENCE SO FAR
a named team member (the PRECEPTOR) and their colleagues to develop their professional practice. Training Needs Analysis (TNA) a survey carried out annually by EDT departments to determine how and where the non-medical education budget should be allocated. From 2014 onwards this is split into two branches. The Learning Beyond Registration (LBR) TNA determines which university modules (such as Mentorship) the Trust purchases. The Clinical Skills TNA determines which resources the Clinical Skills Team develops and provides in-house to meet the needs of wards, units, teams or the Trust as a whole. The TNA’s are completed by ward and service managers in consultation with Heads of Clinical Services & team members. Contacts Clinical Education Team Education, Development & Training Department, Education Centre, St Marys Hospital, Newport, Isle of Wight, PO30 5TG 01983 822099 ext 5354/5410/6428 Development & Training (course bookings) Education, Development & Training Department, Education Centre, St Hospital, Newport, Isle of Wight, PO30 5TG 01983 822099 ext 5355/3181
Section Recommendation Evidence Impact/Notes 17.23 All language Remove section entirely. . FDA Guidance - Sterile Drug Products Produced by Aseptic Processing – Current Good Manufacturing Practice. USP 797 No evidence that this improves quality and secondary engineering control smoke tests are not required by FDA or CETA. No mention of SEC smoke tests in USP General Chapter <797>. A pharmacy shall conduct environmental monitoring of each primary and secondary engineering control: (g) in response to identified problems with staff technique; (h)in response to actual or suspected defect or contaminant of a CSP or potential patient infection; (j) in response to a sudden or significant change in staffing or workload. Remove and replace with “as required to determine the root cause of a contaminated CSP”. The language used in (g), (h), and (j) is extremely vague and subjective, thereby providing no clarity of both the expectations for compliance and the overall benefit to public health. The recommended language would require environmental monitoring to be conducted in order to determine or rule out the controlled environment as a possible cause of CSP contamination.
2.a Job roles within different animal care settings Learners should list different job roles in a minimum of two animal care settings. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The responsibilities of job roles in different animal care settings Learners should list the responsibilities of different job roles in a minimum of two animal care settings. 2.c Typical working patterns of job roles in different animal care settings Learners should state typical working patterns of job roles in a minimum of two different animal care settings. Final Tutor Feedback (Strengths and Areas for Improvement):
Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner’s work fully meets all the assessment requirements listed above at the correct level and that any specified evidence requirements have been addressed. Assessor: Learner: Date:
questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The responsibilities of job roles in different catering and hospitality settings Learners should list the responsibilities of different job roles in a minimum of two catering and hospitality settings. 2.c Typical working patterns of job roles in different catering and hospitality settings Learners should state typical working patterns of job roles in a minimum of two different catering and hospitality settings. Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced.
2.a Job roles within different construction and building settings Learners should identify different job roles in a minimum of three construction and building settings. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b The responsibilities of job roles in different construction and building settings Learners should outline the responsibilities of different job roles in a minimum of three construction and building settings. 2.c Typical working patterns of job roles in different construction and building settings Learners should identify typical working patterns of job roles in a minimum of three different construction and building settings. Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will know about the purpose of engineering and manufacturing industries The learner must know: Assessment Requirements Evidence Location 1.a Different engineering and manufacturing settings Learners should identify a minimum of three different engineering and manufacturing settings. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b The purpose of different engineering and manufacturing settings Learners should outline the purpose of a minimum of three different engineering and manufacturing settings. 2 The learner will know about job roles in engineering and manufacturing industries The learner must know: Assessment Requirements Evidence Location
2.a Job roles within different engineering and manufacturing settings Learners should identify different job roles in a minimum of three engineering and manufacturing settings. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and appropriate assessment methods may be used. 2.b The responsibilities of job roles in different engineering and manufacturing settings Learners should outline the responsibilities of different job roles in a minimum of three engineering and manufacturing settings. 2.c Typical working patterns of job roles in different engineering and manufacturing settings Learners should identify typical working patterns of job in a minimum of three different engineering and manufacturing settings. Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will know about the purpose of hair and beauty industries The learner must know: Assessment Requirements Evidence Location 1.a Different hair and beauty g settings Learners should list a minimum of two different hair and beauty settings. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and appropriate assessment methods may be used. 1.b The purpose of different hair and beauty settings Learners should state the purpose of a minimum of two different hair and beauty settings. 2 The learner will know about job roles in hair and beauty industries The learner must know: Assessment Requirements Evidence Location 2.a Job roles within different hair and beauty settings Learners should list different job in a minimum of two hair and beauty settings. The following assessment be used in the assessment of standard:
tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The responsibilities of job roles in different hair and beauty settings Learners should list the responsibilities of different job roles in a minimum of two hair and beauty settings. 2.c Typical working patterns of job in different hair and beauty settings Learners should state typical working patterns of job roles in a minimum of two different hair and beauty settings. Final Tutor Feedback (Strengths and Areas for Improvement):
1 The learner will know about the purpose of hair and beauty industries The learner must know: Assessment Requirements Evidence Location 1.a Different hair and beauty settings Learners should identify a minimum of three different hair and beauty settings. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and appropriate assessment methods may be used. 1.b The purpose of different hair and beauty settings Learners should outline the purpose of a minimum of three different hair and beauty settings. 2 The learner will know about job roles in hair and beauty industries The learner must know: Assessment Requirements Evidence Location