zilongwang/ReadingBank huggingface dataset:
Detailed understanding and knowledge of modern Chinese history, based on primary sources read in the original source language. Experience of teaching at undergraduate and/or postgraduate level in modern Chinese history. Must be able to demonstrate that your research area enhances Southampton’s existing strengths in modern History. Professional-level competence in relevant languages, i.e. for the purposes of teaching and researching primary sources at University level Planning and organising Able to organise own research activities to deadline and quality standards; specifically, to have a research and publications plan demonstrating the ability to have your publications (and if relevant, impact case study) submitted to REF 2021. Able to plan, manage, organise and assess own teaching contributions; specifically, to design and develop modules in modern Chinese history. Application, interview and references Management and teamwork Able to manage and deliver own modules and contribute to modules Able to directly supervise work of students Able to contribute to History management and administrative processes, including the promotion of student recruitment Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Application, interview and references Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience. Track record of delivering lectures and seminars in modules relating to different aspects of modern Chinese history. Able to engage counselling skills and pastoral care, where appropriate. Able to provide expert guidance to colleagues in own team, other work areas and institutions to develop understanding and resolve complex problems Track record of presenting research results at group meetings and conferences Application, interview and references Other skills and behaviours Understanding of relevant Health & Safety issues. Positive attitude to colleagues and students. Application, interview and references
The full cohort of Scholars will study in a wide range of disciplines in 17 locations including Indonesia, Japan, Singapore, Hong Kong, China, Fiji, India, Malaysia, Mongolia, Nepal, the Philippines, Korea and Vanuatu. The 2015 Scholars come from 23 universities across all states and territories. They join more than 3100 students from around Australia who are being supported through New Colombo Plan mobility grants to study and gain work experience in the region. “Miss Law will be hosted by the National University of Singapore, and plans to undertake an internship with an organisation that has a focus on environmental health initiatives, planning and climate change during her placement,” Mrs Markus said. Miss Law said, “Singapore is a country that has successfully combated environmental health challenges that arise from limited land availability, high population, water quality and food security.” Mrs Markus said this once-in-a-lifetime opportunity would help equip students with the skills and experience needed to engage with the dynamic Indo-Pacific region. “During the course of my environmental health studies at UWS and employment with NSW Health, I have become aware of changes that are underway for Sydney's housing, infrastructure and population over the next few decades. “The New Colombo Plan scholarship will allow me to gain a rich perspective and experience of the achievements Singapore has had in this area. It will also provide the opportunities to deepen Australia's relationship with Singapore through friendship and advocacy, strengthening institutional relationships and helping to pave the way for future undergraduate students to travel to Southeast Asia and study,” Miss Law said. “I think it is fantastic the Coalition Government is committed to this initiative, which provides practical opportunities for bright Australian students to develop overseas in
HRO/Designee’s Signature________________________________________ Date____________________
Annex 1 –College Coventry Funding Guidance for Childcare Providers: Invoices – A generic invoice will be sent to you by email once we have received the Childcare Registration form and we ask that you use this when sending any invoices to the College. We will not pay invoices received in any other format other than the template provided by City College. Daily rates on invoices will be required and if weekly amounts are entered this will delay the payment of invoices. We will send you a monthly reminder by email to submit your invoices for the previous month. Invoices must be completed and received by the deadline date. All invoices will be paid a month in arrears providing they are received by the college by the deadline date. The college will not be able to make back dated payments after the deadline for the end of each term. Course end dates for each student will be on the childcare registration forms which will form part of the notice period and we will not be liable for any costs after this date. The maximum no. of weeks for any course is 36 weeks. If a student withdraws from college before this date we will not be liable for any childcare costs after the withdrawal date and it will be the student’s responsibility to inform you within the required notice period. The college will not pay for any Bank holidays, staff training days or college or time holidays. Please note staff training days for 2016/17 are: 19th & 20th December 2016 10th & 11th July 2017 The college holiday dates for 2016/17 are as follows: 24th October 2016 – 28th October 2016 19th December 2016 – 2nd January 2017 13th February 2017 – 17th February 2017 10th April 2017 – 21st April 2017 29th May 2017 – 2nd May 2017 The college will not be able to absorb any mid-year price increases. Eligibility to continue to receive childcare support will depend on the student maintaining the colleges expected attendance of 85% or above. Any drop in attendance below 85% will result in payments being suspended or stopped and we will contact you by email in advance if this happens. If this happens you will need to contact the student to arrange for payment.
Funnies The Lone ranger and Tonto The Lone Ranger and Tonto went camping in the desert. After they got their Tent all set up, both men fell sound asleep. Some hours later, Tonto wakes the Lone Ranger and says, 'Kemo Sabe, look towards sky, what you see? ' 'The Lone Ranger replies, 'I see millions of stars.' What that tell you?' asked Tonto. The Lone Ranger ponders for a minute then says, 'Astronomically speaking, it tells me there are millions of galaxies and potentially billions of planets. Astrologically, it tells me that Saturn is in Leo. Time wise, it appears to be approximately a quarter past three in the morning. Theologically, the Lord is all-powerful and we are small and insignificant. Meteorologically, it seems we will have a beautiful day tomorrow. What's it tell you, Tonto?' "You dumber than buffalo .... It means someone stole the tent." The Monkey A guy walks into a bar with a monkey. The monkey grabbed some olives off the bar and ate them. Then he grabbed some sliced limes and ate them. He then jumped onto the pool table and grabbed one of the balls. To everyone's amazement, he stuck it in his mouth and somehow swallowed it whole. The bartender looked at the guy and said, "Did you see what your monkey just did?" "No, what?" "He just ate the cue ball off my pool table...whole!" "Yeah, that doesn't surprise me," replied the guy, "he eats everything in sight, don't worry, I will pay for the cue ball." The guy finished his drink, paid his bill, paid for the stuff the monkey ate and left. Two weeks later the guy came back, and had his monkey with him. He ordered a drink and the monkey started running around the bar. The monkey found a maraschino cherry on the bar. He grabbed it, stuck it up his arse, pulled it out,
Professor John Howard; the Dean of Postgraduate General Practice Education of Health Education East of England (“The Dean”) and Dr Andrew Smith of Victoria House Practice an approved Trainer (“The Trainer”). Whereas the Trainer has, with the approval of the Dean and following agreed procedures, accepted Dr Mary Smith (Trainee) at the agreed proportion of full time of 100% per cent, both agree to the establishment of this agreement on the following terms and conditions: --------------------------------------------------------------------------------------- Professor John Howard; the Dean of Postgraduate General Practice Education of Health Education East of England (“The Dean”) and Dr Nigel Black of Capital Park Practice an approved Trainer (“The Trainer”). Whereas the Trainer has, with the approval of the Dean and following agreed procedures, accepted Dr Sarah Stone (Trainee) at the agreed proportion of full time of 80% per cent, both agree to the establishment of this agreement on the following terms and conditions: If your trainee is working less than full time (LTFT) they must have received approval from HEEoE. If approval hasn’t been provided, this will delay the processing of your Honorary Contract. We require trainees to submit their request at least three months before the placement start date to avoid delays. Further information on LTFT can be found on our website - Innovative posts are classed as full time posts, please ensure you insert 100% and not the percentage that the trainee is with you. Signatories The GP Trainer must sign the Honorary Contract. This cannot be another GP at the practice. The GP Trainee must sign the Honorary Contract. The witness to the signatories must either be the Practice Manager or a member of the administrative team at the practice. Please do not allow other trainees to witness signatures. HEEoE will be unable to process your Honorary Contract if the above information hasn’t been included
Table : List of resources to be considered in the economic analysis Provider of resource Setting in which resource is provided Proportion of patients receiving resource Number of units of resource per relevant time horizon per patient receiving resource Disaggregated unit cost MBS Safety nets* Other government budget Private health insurer Patient Total cost Resources provided to identify eligible population Equivalent to current practice To be provided in submission To be provided in submission Resources provided to deliver proposed intervention (PD-L1 IHC test and pembrolizumab) PD-L1 IHC testing MBS Pathology lab To be provided in submission To be provided in submission Additional lung biopsy (depending on place in therapy of test) MBS Public or private hospital To be provided in submission To be provided in submission Resources provided in association with proposed intervention Pembrolizumab for patients deemed eligible based on PBS criteria PBS Outpatient To be provided in submission To be provided in submission Administration cost for pembrolizumab Hospitals/MBS Blend of inpatient/outpatient and public and private hospitals To be provided in submission To be provided in submission Physician visits (Oncologist or respiratory physician) MBS Outpatient To be provided in submission To be provided in submission Clinical monitoring (radiological or other imaging, blood counts) MBS Outpatient To be provided in submission To be provided in submission Treatment of adverse events PBS Outpatient To be provided in submission To be provided in submission
Resources provided in association with comparator 1 (no testing followed by docetaxel) (e.g., pre-treatments, co-administered interventions, resources used to monitor or in follow-up, resources used in management of adverse events, resources used for treatment of down-stream conditions) Pharmaceuticals (relevant pre-medications, docetaxel/pemetrexed) PBS Outpatient To be provided in submission To be provided in submission Administration cost for docetaxel/pemetrexed Hospitals/MBS Blend of inpatient/outpatient and public and private hospitals To be provided in submission To be provided in submission Physician visits (Oncologist or respiratory physician) MBS Outpatient To be provided in submission To be provided in submission Clinical monitoring (radiological or other imaging, blood counts) MBS Outpatient To be provided in submission To be provided in submission Treatment of adverse events PBS Outpatient To be provided in submission To be provided in submission * Include costs relating to both the standard and extended safety net.
SC2.4 Overlay maps Table SC2.4.1—Overlay maps - after gazettal date 16 February 2018 in category S, insert: ‘ ‘ Reflects details of this package of minor amendments to the planning scheme made pursuant to Schedule 1, section 2(e) of MGR. Appendix 2 Table of amendments Item No. Brisbane City Plan 2014 reference Provision of Brisbane City Plan 2014 to be omitted Provision to be inserted Reason Table AP2.1—Table of amendments - after planning scheme version number v10.00/2018, insert: ‘ ‘ Reflects details of this package of minor amendments to the planning scheme made pursuant to Schedule 1, section 2(e) of MGR.
Table 11: Emerging community zone to the Conservation zone (Local zone precinct) Item No. Map number Lot Plan Description Address Suburb Reason ZM-001 (Map Tile 36) Lots 903-905 on SP261568 26, 46 and 46A Empress Drive Carindale Constitutes a minor amendment to the planning scheme pursuant to Schedule 1, section 2(e) of MGR as it reflects a current development approval (A003724695). ZM-001 (Map Tile 36) Lots 900-901 on SP261568 69 and 93 Woodland Street Carindale Constitutes a minor amendment to the planning scheme pursuant to Schedule 1, section 2(e) of MGR as it reflects a current development approval (A003724695). Table 12: Emerging community zone to the Open space zone (Local zone precinct) Item No. Map number Lot Plan Description Address Suburb Reason ZM-001 (Map Tile 36) Lots 902 on SP261568 66 Woodland Street Carindale Constitutes a minor amendment to the planning scheme pursuant to Schedule 1, section 2(e) of MGR as it reflects a current development approval (A003724695). Planning Scheme Map Amendments: Overlay Maps Table 13: Add the following properties to the Dwelling house character overlay map Item No. Map number Lot Plan Description Address Suburb Reason OM-004.1 (Map Tile 43) Lots 17-21 on SP258851 20, 22, 24, 26 and 28 Aji Street Algester Constitutes a minor amendment to the planning scheme pursuant to Schedule 1, section 2(e) of MGR as it reflects a current development approval (A003232938).
Writer’s Workshop Implementation Across Curriculum and Grade Levels Mentor Texts Mini-Lessons Conferencing Peer Observations Peer editing and revising Common Vocabulary Development and use of Anchor Papers Professional Learning Experiences (grade level and vertically aligned) Indicator 1.2 The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. Indicator 3.5 Teachers participate in collaborative learning communities to improve instruction and student learning. Indicator 3.11 All staff members participate in a continuous program of professional learning. We will continue to need support from: Teaching and Learning to develop anchor papers, locate mentor texts, and modify rubrics to support the implementation of Writer’s Workshop at all grade levels. In addition, specific guidance with common vocabulary, key skills, and available resources for support of ELA standards is needed. Teaching and Learning to support the professional learning opportunities for our staff around this topic. TKES Implementation Provide professional learning on the new TAPS process and provide ongoing familiarization opportunities Work to increase SGPs and SLOs through focused attention on student achievement data Indicator 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success. Indicator 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Indicator 5.2 Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. We will continue to need support from: Human Resources to guide our implementation of TKES and provide opportunities for refining and improving the process along the way. Educational Leadership to gain feedback on implementation and learn new strategies to improve the process.
9-24 1 Vertical Planning 9-26 3 Grade Level/Department Planning Week of 9-24 1 Grade Book Training 10-17 4 DCD Training and Job Alike Time to Share Oct. 1 itsLearning with Cassie Shoemaker Nov. 1 Wixie The Four C’s and Bloom’s Taxonomy Dec. 1 Gizmos/Socrative Jan. 5 1 Vertical Planning Jan. 1 Digital Goal Setting for Staff and Students Feb. 1 Voice Threads, Safari Montage March 1 itsLearning March 1 Vertical Planning Brookwood Technology Staff Development
2014 - 2015 Student Code of Conduct Kindergarten – Grade 2 TABLE OF CONTENTS Page Preface ………………………………………………………………………………………… 6 Responsibilities ……………………………………………………………………………….. 7 School Rules ………………………………………………………………………………….. 11 Acceptable Use of Technology and the Internet ………………………………….…….… 27 Disciplinary Consequences …………………………………………………………………. 29 Discipline of Students with Disabilities ……………………………………………………… 30 Parental Responsibility Requirements ……………………………………………………… 31 Removal of Disruptive Students from Class by Teacher ……………………………...…. 33 Disposal of Student Records ………………………………………………………………… 34 Homeless Education Rights …………………………………………………………………. 35 Compliance Guidelines ………………………………………………………………………. 36 Summary Consent Form………………..…………………………………………………….. 37
2013-16 Executive Summary School Improvement Plan School Name: Cumming Elementary________________ AdvancED Standards FCS Departments Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement Educational Leadership Facilities and Operations Finance and Operations Food and Nutrition Services Human Resources Public Information and Communications School Safety and Discipline Special Education Student Support Services Superintendent Teaching and Learning Technology and Information Services Transportation Continuous Improvement Goal AdvancED Standards Support from FCS Department(s) To improve the CCRPI score for Cumming Elementary School. Areas of Instructional and Organizational Focus: Create more challenging learning environments for all students through the use of twenty-first century learning strategies Enhance the application of knowledge through writing Increase instructional technology integration Improve fluency, comprehension, and language skills for all students Use data driven differentiation to best meet students’ needs Promote teacher led data teams to promote individual student growth and deeper data analysis Improve mathematical thinking and Purpose and Direction Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement Governance and Leadership Opportunities for collaboration with other schools to more deeply evaluate our programs, processes, and outcomes relative to student achievement and teacher/leader effectiveness. Feedback on teacher, leader, and overall school performance. Strategies for school improvement based on school demographics and challenges. Continued extensive guidance and support for Title I, ESOL, and EIP programs. Collaboration with Teaching and Learning to further the instructional capacity of all teachers. Continued collaboration with Special Education to ensure that staff and resources are available to provide the
Hess’ Cognitive Model for instructional reflection and planning. October 17- DCD 7 Feedback- Using specific feedback to improve student achievement. (LAC Team groups) Grade level collaboration November 19 .5 Number Talks training with Dr. Lack. January 5 Prof. Dev. Day (School) 7 Mission Cognition II (Expand professional knowledge regarding instructional practices designed to develop higher-order thinking through questioning and problem solving.) Instructional strategies for creativity and connecting the dots with writing and technology. January 2015 3 Unpacking TKES Standards & continued math training- IKAN/GLoSS and Standards for Mathematical Practice (½ day grade level training) February 16-DCD Prof. Dev. Day (District and School) 7 Questioning- Using higher order questioning to improve student achievement. (LAC Team groups) Grade level collaboration March 2015 3 Unpacking TKES Standards & continued math training- IKAN/GLoSS and Standards for Mathematical Practice (½ day grade level training) May 26 Post-Planning 3 Data debrief and celebration of success May 27 Post-Planning 4 Planning for 2015-16 Total Hours: 61.5
October 17th DCD 3 Effective Feedback November 4th Planning Period Meetings 1 Feedback to Drive Instruction/Feedback Fair December 9th Planning Period Meetings 1 Research Based Instructional Strategies/High Order Questioning January 5th Prof. Dev. Day (School) 8 Data teams – Department teacher leaders will work with EOCT content area teams to examine data to plan instruction January 13th Planning Period Meetings 1 Performance Based Learning February 16th DCD 3 Questioning Strategies March 10th Planning Period Meetings 1 Feedback To Drive Instruction/Performance Based Reflection Content Team Meetings Each Week 18 Content team planning for instruction and assessments and data teams ITsLearning Training September - April 7 Various Topics, including content library, recommendation engine, rubrics, discussion boards May 27th Post-Planning 4 All staff general session Grade posting – all staff May 28th Post-Planning 4 LHS graduation – all staff Total Hours: 79
HAZARD PICTOGRAMS Hazard pictograms are one of the key elements for the labeling of containers of chemical products, along with: an identification of the product; a signal word – either DANGER or WARNING – where necessary , indicating the nature and degree of the risks posed by the product , indicating how the product should be handled to minimize risks to the user (as well as to other people and the general environment) the identity of the supplier (who might be a manufacturer or importer) In a laboratory, in a chemical factory, in many places chemical products are used every day at work – not just in factories, but also in construction work or in offices – in things like cleaning products, paints, etc. The European Union’s 2009 classification, labelling and packaging (CLP) regulation introduced new warning pictograms. The diamond-shaped pictograms indicate the nature of the hazard(s) associated with the use of a hazardous substance or mixture. On labels, the pictograms are accompanied by signal words, hazard statements, and precautionary statements, as well as product and supplier information. Let’s learn more about them watching this video: While watching this video write the correct numbers in the blank column: 1 Gas under pressure, may explode when heated. Refrigerated gas, may cause cryogenic burns or injuries. Dissolved gases. 2 This pictogram warns that a substance is hazardous to the environment and causes aquatic toxicity 3 This pictogram refers to explosives, self-reactive substances and organic peroxides that may cause explosion when heated. 4 This one warns against flammable gases, aerosols, liquids and solids: Self-heating substances and mixtures. Pyrophoric liquids and solids, that may catch fire when in contact with air. Substances and mixtures which, in contact with water,
An electrolyte is a substance that when dissolved in water generates ions and make water a good conductor of ………………… ……………………..acid is a very good electrolyte and it is used in the cars batteries. When a direct electric current is passed through water to which a small amount of ………………….has been added, a chemical reaction takes place, and two different gases are produced. Elemental ………………. is formed at one electrode and elemental ………………….. at the other. Performing a Electrolysis of water with a Hoffman voltameter. Draw the Hoffman voltameter and point in it the different parts. 1. Positive electrode (Anode), Negative electrode (Cathode), Electric power supply with both poles (positive and negative), stopcocks.
Use personal protective equipment. Avoid breathing vapors, mist or gas. Ensure adequate ventilation. 6.1.2 For emergency responders Use personal protective clothing. 6.2 Environmental precautions: Do not let product enter drains. 6.3 Methods and material for containment and cleaning up 6.3.1 For containment: Soak up with inert absorbent material and dispose of as hazardous waste. Keep in suitable, closed containers for disposal. 6.3.2 For cleaning up: Same as above 6.3.3 Other Information: No data available. 6.4 Reference to other sections: No data available. 7.0 HANDLING AND STORAGE 7.1 Precautions for safe handling Protective measures: Avoid contact with skin and eyes. Avoid inhalation of vapour or mist. Normal measures for preventive fire protection. Measures to prevent fire: Take precautionary measures against static discharges. 7.2 Conditions for safe storage, including any incompatibilities Technical measures and storage conditions: Store in cool place. Keep container tightly closed in a dry and well-ventilated place. Further information on storage conditions: Do not store in: Aluminum. Copper. Galvanized iron. Galvanized steel. See SDS Section 10 for more specific information. The product crystallizes below the limit temperature. 7.3. Specific end use(s) Recommendations: Same as mentioned above in section1.2 8.0 EXPOSURE CONTROLS/PERSONAL PROTECTION 8.1 Control parameters No data available. 8.2 Exposure controls
The use of DiClemente’s model of change (1991) can be helpful to practitioners to understand the change cycle and its application to working with families Stage of change Indicator Practitioner tasks and strategies Pre –contemplation Most families are at this stage at the start of the contact with agencies; Parents will deny there is a problem and see no need to change. They may present as being defensive/denial/ projecting/minimising/ blame/depressed/ unaware of the problem; Focus efforts to build a trusting relationship with the family; Raise parents’ awareness of the problem and the possibility of change; Affirm strengths as starting points for change; Use motivational interviewing strategies to raise awareness and encourage questioning; Do not give prescriptive advice and avoid confrontation.
Table 11 – Penn Power LTIIP Project Locations Table 12 – West Penn LTIIP Project Locations Comments No comments were received regarding the locations of the eligible property. Resolution Upon review of the FirstEnergy Companies LTIIPs and all supplemental information filed, the Commission finds the location of eligible property requirements of the Final Implementation Order has been fulfilled. The Commission acknowledges the level of detail contained within the LTIIPs conforms to Commission requirements and is presented in a manner that allows for complete and efficient review of, and reference to, these materials. (4) REASONABLE ESTIMATES OF THE QUANTITY OF PROPERTY TO BE IMPROVED And, (5) PROJECTED ANNUAL EXPENDITURES AND MEASURES TO ENSURE THE PLAN IS COST EFFECTIVE FirstEnergy Position
Priority and Focus Schools 2014-2015 Andes Central Andes Central JH – F Bennett County Bennett Co. HS – F Bowdle Bowdle JH- F Chamberlain Chamberlain JH- F Eagle Butte Upper Elem – F Faulkton Evergreen Colony Elem- F Freeman Wolf Creek Colony Elem- P Hitchcock-Tulare Glendale Colony – P Huron Huron MS –F Lyman Lyman MS- F McLaughlin - PD McLaughlin Elem – F McLaughlin HS - P McLaughlin MS – F Mobridge-Pollock Mobridge MS- F Oelrichs - PD Oelrichs Elem – P Oelrichs JH – F Oelrichs HS- P Pierre McKinley Elem - F Rapid City General Beadle – F Knollwood Elem – F North MS – F Rosholt Rosholt JH- F Shannon County - PD Batesland Elem – P Red Shirt Table –F Rockyford School – P Shannon Co. Alt –P Wolf Creek School - Sioux Falls Elem Imm Ctr. – P MS Imm Ctr. – P Lowell Elem – F Hayward Elem- F Hawthorne Elem- F Sisseton Westside Elem – F Sisseton MS – F Smee - PD Wakpala Elem – P Wakpala MS- P Wakpala HS – P South Central South Central MS – F Stanley County Stanley County Elem- F Todd County -PD He Dog – P Lakeview – F Littleburg – F O’Kreek – P Rosebud – P Todd County Elem – P Spring Creek Elem – P Todd Co. HS – P Todd Co. MS – P Wagner Community Wagner MS- F White River - PD Norris Elem – P White River Elem- F White River MS- F White River HS- F Willow Lake Mayfield Colony – P
There was no new business Consent calendar The Senate Personnel Committee recommends that portions of APM 322 and APM 324 which are actually just examples of how the policies could be implemented should be turned into appendices. The appendices will remain in the APM. MSC approving the consent calendar. Student success presentation President Castro, Provost Zelezny, Vice President Lamas (Student Affairs), and Chair Ayotte all attended a conference in Long Beach on student success. They gave a presentation to let faculty know how Fresno State is going to proceed in achieving the graduation and freshman retention targets set for it by the Chancellor, as well as improve student success generally. By 2025 Fresno State must increase its 6 year student graduation rate to 54% (it is currently 52%). The rate of graduation for transfer students is to increase from 68% to 74%. Freshman achievement is to increase by 50%. Provost Zelezny and Chair Ayotte emphasized the important role faculty will play in achieving these goals, drawing on faculty expertise in higher education and their research on student behavior. The provost noted that evidence already shows that student graduation rates increase when students are involved in undergraduate research with faculty, take service learning courses, have internships, or participate in study abroad programs. Chair Ayotte emphasized how important it is to have faculty participate in developing the university’s strategy for achieving these goals from the very beginning so that faculty expertise will be the foundation on which the programs will be built. Senator Karr (Music) asked whether we have identified any specific barriers to student graduate that we can address, as well as whether there will be sufficient resources available from the university or from the
20 Week of Feb 4th Common Functions Module – Review the following non-aid-year-specific forms within the Common Functions Module to assure that the codes meet procedural requirements for the new aid year. Review: -RTVAPRD -RTVHOLD -RTVMESG(Create 2014 parent’s and student’s tax return messages), -RTVSAPR -RORDSUP -ROALOGC -ROAINST -RORNYVD ROAINST: Create new aid year definition and aid year specific institutional options. -RTVTREQ (create 2014 aid year parent’s and student’s tracking validation requirements) -RTVTRST -STVTERM (make sure it exists for the new aid year) -RTVAPRD -RTVSAPR -RTVTGRP -RTVBGRP -RTVPGRP -STVLEVL -ROAELTR -ROAELTF -RORNYVD (If Common Functions information was rolled, review the following forms: - RORUSER - RORPOST - RORCODI - RCRDTSR) RORDATA: Review the indicators for logging, Pell corrections, and INAS override fields to ensure that these fields are correctly set for the new aid year. RORTPRD: Associate terms from STVTERM to aid periods for the new aid year. -ROAINST -RTVAPRD -STVTERM (make sure it exists for the new aid year) Create RORTPRD for all aid periods (copy from the previous aid year). RORUSER: Define optional institutionally defined field definitions for new aid year as needed. -ROAINST ITS - Suneetha
-ROAINST -STVTERM -Banner HR/Finance (Connie - PTRCALN for 2014-2015 and RJRPAYL needs to be updated with that information.) 30 GTVSDAX Update EFC value for the aid year. Information for changed EFC can be obtained from the IFAP website. The name of the variable is EFC (1415 EFC= ? GTVSDAX for Auto Packaging.) Update SAP term code variables ITS - Suneetha N/A for 1415 31 TSRRFND Create Popsels for the 1415 Aid Year ITS - Suneetha 32 Appworx Review 1415 Appworx chains and create new 1415 parameter for the RYQUPDT process, RYQRQ15process. (15-20 min schedule; create process ryqrq15.sql) ITS - Suneetha 33 Feb 14 (tentatively) New Year Roll completed! Begin processing and sending tracking letters. ITS - Suneetha NOTE: For TM and Tracking/Award letter chains, the dynamic parameters of Term Code have to be updated every Term on Appworx in their respective chains. NOTE: DAILY Freeze Popsel Dynamic parameter of Term Code is to be updated every Term as well. NOTE: Set up ROREMAL steps for CAL ISIRs for 1415. Note: PELL 2014-2015 maximum award - $5,730
Narrative for Measuring Progress: Complete Streets The Complete Streets resolution adopted by the Town of Morristown includes statement of establishing an advisory committee - comprised of Mayor-appointed local officials and members of the community - tasked with annual updates to the Town Council. Matters of purview include developing a Priority Action Plan for short and long-term goals, identifying obstacles for implementation, and revising policies, procedures, regulations, guidelines, programs, templates, and design manuals to accommodate the needs of involved agencies. Given this broad interpretation, the Town has embarked on a number of projects that correlate to the elements of our Complete Streets Policy. These include planning, design, construction, redevelopment, and Major Site Plan approvals. Below are examples of improvements made since the adoption of the Complete Streets Policy: Construction Mills Street Traffic calming intersection bump outs, crosswalks and Stop for Pedestrian signs Lafayette Avenue sidewalk widening and crosswalk improvements Speed humps on Cobb Pl. 3-way stop at Clinton and Prospect Sidewalk widening at Early Street (Speedwell Dev.) Sidewalks and Streetscape improvements South Street, Speedwell Ave Reworking of James and Lidgerwood intersection Maintenance Greater focus on sidewalk and crosswalk snow removal Redevelopment Speedwell Avenue: streetscape surrounding CVS
9.1 General Information Physical state liquid Color Yellow Odor Mild, characteristic 9.2 Important health, safety and environmental information pH(1% soln/water) NA Molecular Weight 361.4767 Boiling point/boiling range 2000 C Melting point NA Specific Gravity Between 1.045 to 1.055 Flash point Flammability (solid, gas) Non Flammable Auto ignition point Not Applicable Vapour pressure NA Dispersion property NA Solubility NA Water solubility: Insoluble Refractive index 1.561 to 1.571 10. STABILITY AND REACTIVITY Stability: Stable under normal conditions of storage and Handling 10.1. Conditions to avoid: Strong heating. 10.2. Materials to avoid: None hazardous decomposition products 10.3. Hazardous decomposition products: Hazardous Decomposition Products: Nitrogen oxides, (NO, NO2) Polymerisation will not occur.
CURRIES. DESSERTS – COLD. DESSERTS – HOT. DIPS, DRESSING AND MAYONNAISE. FISH AND SEAFOOD. MEAT – BEEF. MEAT – LAMB. MEAT – PORK. MEAT – VEAL. MUFFINS, PIKELETS, SCONES. PASTA. SALADS. SOUP. VEGETABLES. HANDY HINTS.
Globalisation and Industrial Relations If industrial relations systems do not adjust to globalisation, the danger arises that companies will relocate their production to countries with fewer restrictions on business activities, such as countries with less regulated labour markets and lower labour costs. ELEMENTS Internationalisation of markets Increase in competition Free movement of capital and labour across borders due to less stringent regulations. As a result, markets are internationalising, competition is increasing, global markets are integrating and ICT promote networking. Informational globalisation through rapid development of ICT IMPACTS Increasing integration of global economic activities Rising competitiveness Relocation of economic activities Structural changes in the economy Rapid technological advancements and innovation Knowledge society, networking, social capital Labour market flexibility Increasing labour migration Rise of atypical and non standard employment forms Changes in working conditions and work content Job-skills mismatches, need for lifelong learning INDUSTRIAL RELATIONS ACTORS -Trade Unions, Government ACTIONS/PROCESSES Collective Bargaining, Industrial Actions, CONTEXT -Political, Economic, Technological OUTCOMES -Scope of regulation wages, working time, IMPACTS -Productivity, job and industrial peace and Some of the impacts of Globalisation Increasing international economic interdependence has affected traditional IR arrangements viz: Structurally changed & expanded marketplace, making possible information flows through tech. Tearing down traditional boundaries of the organisation. Foreign Direct Investment (FDI) allows MNCs to influence country, regional bodies trade policies and labour laws as they control assets in more than one country. MNCs have created complex international production processes.
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of diabetes. The concentration of hemoglobin A1 is 3% to 6% in normal persons and 6% to 12% in both insulin-dependent and diabetics. List the variant forms of normal hemoglobin: Carboxyhemoglobin Sulfhemoglobin Methemoglobin Where are abnormal hemoglobin molecules found? Abnormal hemoglobin molecules such as those seen in sickle cell anemia result from mutant, codominant genes. What method is used for identification of abnormal hemoglobin? A method for the preliminary identification of abnormal hemoglobin is electrophoresis. How was hemoglobin separated on electrophoresis? In this method, hemoglobins are separated on the basis of a complex interaction between hemoglobin, agar, and citrate buffer ions. How was hemoglobin migrated on Citrate agar electrophoresis? Citrate agar separates hemoglobin fractions that migrate together on cellulose acetatehemoglobins S, D, G, C, E, and O. When should hemoglobin specimens undergo electrophoresis on acid citrate agar? All hemoglobin specimens that show an abnormal electrophoretic pattern in alkaline media should undergo electrophoresis on acid citrate agar. What is the Kleihauer-Betke procedure? It’s commonly used to determine the amount of fetal blood that has mixed with maternal blood following delivery. How can chromatography be used in the analysis of hemoglobin? Quantitation of hemoglobin A1 can be accomplished by cation exchange minicolumn chromatography. However, the results of this technique can be affected by several types of hemoglobin in addition to hemoglobin A1. Cellulose acetate and citrate agar electrophoresis should be used in conjunction with cation exchange chromatography to eliminate the possibility of interference by hemoglobin variants. Other assay methods for glycosylated hemoglobin include high-pressure liquid dependent
What is the most frequent cause of death in patients younger than 5 years? Infectious crises In what age does vasoocclusive disease develops? Between the ages of 12 months and 6 years. In pregnancy, there is no increase in disease manifestation but there is an increase in the following: Maternal mortality of 20% Fetal mortality of 20% The two main causes of erythropoietic suppression are the following: Aplastic crises Megaloblastic erythropoiesis Aplastic crises result from which virus infection? Parvovirus What is a significant cause of death in patients of all ages who have sickle cell anemia? Acute chest syndrome What percentage of patients with sickle cell anemia survive beyond the fifth decade? 50% What are the general signs and symptoms of sickle cell anemia? Pain Pulmonary complications Stroke What can be seen on peripheral smears if patient is in acute crisis state? Sickled red cells (drepanocytes) What are the laboratory features? Reticulocytosis (8% to 12%) An increased mean corpuscular volume (MCV) to levels up to 100 fL Elevated serum; unconjugated bilirubin and methemalbumin Decreased serum haptoglobin and hemopexin Increased serum lactate dehydrogenase (LDH) Mildly increased aspartate transaminase (AST) Increased urine urobilinogen
from the same data as the platelet count. True or False In healthy patients, there is an inverse relationship between platelet count and size. True What are the three steps in a laser technology? Cytochemical reactions prepare the blood cells for analysis. A cytometer measures specific cell properties. Algorithms convert these measurements into familiar results for cell classification, cell count, cell size, and hemoglobinization. RBC/platelet channel uses a laser-based optical assembly that is shared with what channel? The basophil/lobularity channel. Where is the platelet histogram derived? The platelet histogram is derived from measurements made with the high-angle detector. What is the mode of the measured platelet volumes? MPV Most flow-cell instruments can simultaneously analyze multiple parameters at what rate? at the rate of 5,000 to 10,000 cells/sec. In flow cytometry, the cellular analysis yields what properties of individual cells? The cellular analysis yields quantitative data about the chemical and physical properties of individual cells. Major advances in this technology are owing to several factors, what are these factors? The ability to produce monoclonal antibodies resulted in the subsequent development of specific surface markers for various subpopulations of cells. The development of new fluorescent probes for DNA, RNA, and other cellular components increased the variety of possible applications at the molecular and cellular levels. The expansion of computer applications has improved the instrumentation technology, making it easier to operate and more practical for use in clinical as well as research laboratories. In hematology, automated differentials can be based on a variety of principles which includes what? Determination of cell volume by electrical impedance or forward light scatter, cytochemistry or peroxidase staining, and VCS technology. Because single-cell suspensions of peripheral blood and bone marrow are easy to obtain, most clinical applications of flow cytometry are in the specialties of __________ and ______________. hematology and immunology Reticulocytes Enumeration by flow accurate, precise, and cost-effective.
A one third to one quarter decrease of patients with AOI display Microcytic, hypochromia Bone marrow iron stores are ____ in AOI. Either increased or normal Comparative differences between IDA and AOI (ACD) are ____ ferritin in IDA. Decreased Comparative differences between IDA and AOI (ACD) are ____ ferritin in AOI (ACD). Normal or increased Megaloblastic anemia can be classified as: A) Vitamin B12 deficiency B) Cobalamin deficiency C) Folic acid deficiency D) All of the above D Red blood cells in megaloblastic anemia have: An increased nuclear size Impaired maturation in megaloblastic anemia results in: A) Thrombocytopenia B) Neutrophilic hypersegmentation C) Megakaryocyte fragments and giant platelets D) All of the above D A genetic predisposition to pernicious anemia is significant in: First-degree female relatives Megaloblastic dyspoiesis occurs when: A deficiency of cobalamin or folates exists The body requires about ___µg of vitamin B12 daily. 5 Storage amounts of folic acid would last about ___ weeks. 12–16 Absorption of folic acid can be challenged by A) Oral contraceptives B) Alcohol consumption C) Some leukemia treatment drugs D) All of the above D Medications that can contribute to vitamin B12 deficiency include: H2 receptor antagonists The pathological lesion associated with autoimmune gastritis appears to be directed toward: Gastric parietal cells The development of autoimmune gastritis is associated with T lymphocytes The degree to which symptoms of pernicious anemia are present ________correlated with the degree of anemia. May not be The most common megaloblastic anemia is Pernicious anemia The typical mean corpuscular volume (MCV) in pernicious anemia is ___fL. Over 95 The reticulocyte count in a treated pernicious anemia patient (without IF antibody) can increase to peak levels of _(205)___% in _(206)__ days. 205. 25 206. 5–8
Activity Type: Choose from drop-down list. Hook / Set Lecture Demo / Modeling Independent Practice Guided Practice Check Understanding Lab / Shop Group Work Projects Formative Assessment Closure Research / Annotate Other: Description: Be detailed! Include everything a teacher would need to know to be successful in carrying out this lesson. Note: Resources can be added using the lesson planner tool.) Activity #3 Title: Activity Type: Choose from drop-down list. Hook / Set Lecture Demo / Modeling Independent Practice Guided Practice Check Understanding Lab / Shop Group Work Projects Formative Assessment Closure Research / Annotate Other: Description: Be detailed! Include everything a teacher would need to know to be successful in carrying out this lesson. Note: Resources can be added using the lesson planner tool.)
Activity #4 Title: Activity Type: Choose from drop-down list. Hook / Set Lecture Demo / Modeling Independent Practice Guided Practice Check Understanding Lab / Shop Group Work Projects Formative Assessment Closure Research / Annotate Other: Description: Be detailed! Include everything a teacher would need to know to be successful in carrying out this lesson. Note: Resources can be added using the lesson planner tool.) Activity #5 Title: Activity Type: Choose from drop-down list. Hook / Set Lecture Demo / Modeling Independent Practice Guided Practice Check Understanding Lab / Shop Group Work Projects Formative Assessment Closure Research / Annotate Other: Description: Be detailed! Include everything a teacher would need to know to be successful in carrying out this lesson. Note: Resources can be added using the lesson planner tool.) (Add more activity sections as needed.)