zilongwang/ReadingBank huggingface dataset:
UNITED ARCHITECTS OF THE PHILIPPINES The Integrated and Accredited Professional Organization of Architects UAP National Headquarters, 53 Scout Rallos Street, Quezon City, Philippines Chapter Logo MONTHLY CHAPTER ACTIVITY & ACCOMPLISHMENT REPORT Chapter QC SILANGAN MONTH OF AUGUST Chapter President Arch. JOVITO G. TIMBOL Contact Numbers 0917 775 0280 DATE SUBMITTED AUGUST 31, 2018 Email Address uap.qcsilangan@gmail.com CHAPTER ACTIVITIES UNDERTAKEN DURING THE MONTH Indicate your chapter activities undertaken during the month such as Chapter GMM, Professional Development Seminars, Corporate Social Responsibility Initiatives, etc ACTIVITY NO.1 Title of Activity CAPSTONE DESIGN CONSULTATION Date AUGUST 11, 2018 Total Attendees 9 (QC Silangan Architects) 62 (students) Venue T.I.P QC Architecture Department, QC Campus Objective of the Activity To guide the thesis student for their final design approach and share the professional inputs from practicing RLA’s. Type of Activity GMM Seminar Socio-Civic Others _______________________________ Activity in line with 4Ps X Profession X Professional Professional Organization X Professional Product Activity in support of the UAP corporate thrust Unity X Ability X Continuity of Service Articles, Caption, Details and Photos: Capstone Design Consultation is the joint activity collaboration with the Technological Institute of the Philippines (TIP) Quezon City, Architecture Department and the UAP QC Silangan Chapter. This is to guide the Design 10 thesis students/proponents to enhance their design intent in terms of planning and technical approach with the help from the expertise and experience of the practicing RLA’s from UAP QC Silangan Chapter from difference field of building design such as, commercial, hospitality, institutional, housing and hospital design.
Attendance of Design 10 Thesis students and UAP QC Silangan Architects. In spite of the heavy monsoon rain, 9 dedicated architects form UAP QC Silangan Chapter came to share their knowledge and expertise to the Architecture design 10 students of TIP QC.
Gabriella: EPIX Training - CJI and Watson Training “People could not wait to get back to their programs to implement what they learned.” Tim: Brookfield Residence “Recent audit at the Brookfield – The program was in rough shape and has majorly improved. Overall, outstanding quality improvement.” Raphael: Administrative Office and Brooke House Training “The new intern has a new freshness and disposition and is a great resource with good skills. “Blown away regarding their quality at Brooke House. Heriberto: Administrative Office “Medina helping the new intern on “how to use the copier”. She is very patient and provides step-by-step instructions. Janet worked with SQA and her staff to update MMR data. Anna: Corporate Office “Working with Bill to get the newsletter completed. Donations database (4 thousand to have good reports.) Daniel: Community Strategies “Quality is the Shared Living Clinicians – They had staff trained the next day.” Jean: Administrative Office “Quality Improvement is exemplified everyday within the Standards and Quality Assurance Department. Department supervisor and staff “go out of their way” to assist within all areas of SQA and CRJ as a whole. Susan: Coolidge and McGrath House “New program directors Joy Wingard and Dele Faly, as well as Dick Guy going over SQA expectations, MMs and accreditation. Met with Joy and went over MMRs. The next day received ACA news from Joy.” **Reminder! Quality Comments are posted on the board and will be in the monthly newsletter from now on.
USTF PROJECT CODE: CALENDAR YEAR OF REPORT REPORTING QUARTER: (CHECK ONE): NAME OF AGENCY: JULY 1 TO SEPTEMBER 30 1 NAME OF PROGRAM: OCTOBER 1 TO DECEMBER 31 2 PERSON COMPLETING FORM / PHONE #: JANUARY 1 TO MARCH 31 3 DATE SUBMITTED: APRIL 1 TO JUNE 30 4 CHECK AGENCY REPORTING QUARTER: 1 2 3 4 CASELOAD 1. 2. 3. 4. 5. 6. Beginning Caseload (First Day of Qtr.) New Enrollees to Program Element During Qtr. Transfers In to Program Element During Qtr. Transfers From Program Element During Qtr. Terminations From Program Element During Qtr. Ending Caseload (Last Day of Qtr.) VOLUME INDICATORS (PROGRAM OUTPUTS) Month 1 Month 2 Month 3 Quarter Total Assessment Completed, Not Admitted to EISS: Total Episodes of Care Commenced During Month: Enrollment on Last Day of Month: Month 1 Month 2 Month 3 Quarter Total a. Program Assessment (PA) /Intake : (Auto-calculated total of 10b + 10c) Number of On-site PA contact hours: Number of Off-site PA contact hours: a. Psychiatric Evaluation (PsyE) Sessions: (Auto-calculated total of 11b + 11c) Month 1 Month 2 Month 3 Quarter Total Number of On-site PsyE contact hours:
[a.] [Specify in the space below the manner in which the Registrant has not complied with the Registration Requirements for the Registered Item, as described in Appendix L.] Rule 3(b)(ix); Policy ¶ 4(b)(i). OR [b.] [Specify in the space below the manner in which the Registrant has not provided sufficient evidence of compliance with the Registration Requirements for the Registered Item, as described in Appendix L.] Rule 3(b)(ix); Policy ¶ 4(b)(ii). OR [c.] [Specify in the space below the manner in which the Registrant is no longer in good standing or licensed in Registrant’s designated profession and in the designated jurisdiction.] Rule 3(b)(ix); Policy ¶ 4(b)(iii). [6.] REMEDY SOUGHT The Qualification Challenger requests that the Panel issue a decision that the domain-name registration be [“transferred” or “cancelled” – Note: if Qualification Challenger prevails and has requested “transfer,” the Qualification Challenger must apply to register the Registered Item within 21 days. Cancellation simply takes it from Respondent and makes the Registered Item available to register by anyone who meets the Registration Requirements.] Rule 3(b)(x); Policy ¶ 5(f). [7.] OTHER LEGAL PROCEEDINGS
CommReps The QCS Test administration database The QCS Test administration database (CommReps) is primarily for the use of chief supervisors of QCS Test centres. As well as providing instructions and information about the administration of the test, this website provides access for chief supervisors to input and manage specific data. Use the database to: enter or amend the number of students sitting the test check the details of the chief supervisor check the details of the principal nominate and manage the appointment of chief community representatives and community representatives access and print the Corrections instructions view delivery and collection times of QCS Test materials finalise the record of attendance of community representatives. Enter or amend the number of students sitting the test Select the Status tab. Check the number of students sitting the test. Change the number of students if incorrect. Click on the Update button. A message will appear regarding the required number of community representatives. Check or amend the chief supervisor details Select the Status tab. Check the details of the chief supervisor. Make changes to the following details, if incorrect: name email address BIC position held at the school contact phone number. Click on the Update button (even if the details have not changed). Nominate representatives from previous years Click on the Previous nominations tab. Click on the name of the person you wish to nominate for this year. Confirm that you wish to ‘renominate’ the person.
Test centre: Centre code: Location (e.g. hall/room number): Page of ▼Front of room▼ Row 1 Family name, first name OR student # Row 2 Family name, first name OR student # Row 3 Family name, first name OR student # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39
40 Test centre: Centre code: Location (e.g. hall/room number): Page of ▼Front of room▼ Row 1 Family name, first name OR student # Row 2 Family name, first name OR student # Row 3 Family name, first name OR student # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
digital network, digital subscriber line,...), local networks (for example Ethernet, Token Ring,...) and relevant networks. NOTE: Port used to connect the parts of ITE system to be measured and tested (for example: RS 232, IEEE1284 (parallel printer), Universal Serial Bus (USB), IEEE 1394 ((””Fire Wire”), etc.) and the use suitable with its function characteristics (for example, the maximum length of cable to port) are not considered to be telecommunication/ network according to this definition. Receiver Separate receiver or receiver is a part of transceiver system. Transmitter Separate transmitter or transmitting part is a part of transceiver system. Transient phenomena The change phenomenon between two continuous stable statuses in a short time compared with considered time. Short range device - SRD Equipment with receiving part, transmitting part used for warning, communication and remote access control purposes... Equipment uses any type of modulation to transmit sound (voice/music) or (equivalent/digital) data or both sound (voice/music) and (equivalent/digital) data. Abbreviated words CR Continuous phenomena applied to Receiver Continuous phenomena applied to Receiver CT Continuous phenomena applied to Transmitter Continuous phenomena applied to Transmitter dB Decibel Decibel EMC ElectroMagnetic Compatibility ElectroMagnetic Compatibility EUT Equipment Under Test Equipment Under Test fo operating frequency operating frequency RF Radio Frequency Radio Frequency rms root mean square root mean square SINAD Ratio of (signal+noise+distortion) to (noise distortion) Ratio of (signal+noise+distortion) to (noise distortion) SRD Short Range Device Short Range Device TR Transient phenomena applied to Receiver Transient phenomena applied to Receiver TT Transient phenomena applied to Transmitter Transient phenomena applied to Transmitter TECHNICAL REGULATIONS Radiation Requirement on radiation complies with section 2.1 in QCVN 18:2014/BTTTT.
QCVN 98:2015/BTTTT AN V-C ATU-C U-C2 DSL U-C U-R GSTN Bộ chia C Signal line Interface cross-section CPE NT T-R T/S Mạng gia đình CPE U-R Telephone Modem voice band Tuỳ chọn Cords providing POTS service Figure 3 - Reference model for the case of not used far divider 1.5. Abbreviated words ADSL ATU ATU-C ATU-R ATU-x CO CP CPE DSL FDD GSTN HPF LCL LPF MAXNOMPSDus MAXNOMATPus Asymmetric digital subscriber line Asymmetric digital subscriber line ADSL Transceiver Unit ADSL Transceiver Unit ATU at the central office end ATU at the central office end ATU at the remote transceiver end ATU at the remote transceiver end ATU-C or ATU - ATU-C or ATU - R Central office Central office Customer premises Customer premises Customer premises equipment Customer premises equipment Digital subscriber line Digital subscriber line Frequency division duplex Frequency division duplex General switched telephone General switched telephone network network High-Pass filter High-Pass filter Longitudinal conversion loss Longitudinal conversion loss Low pass filter Low pass filter Max NOMPSDus Max NOMPSDus Maximum nominal aggregate Maximum nominal aggregate transmit power transmit power R T
QCVN 98:2015/BTTTT MBW MIB NOMPSDus NSCus NT NTR OAM PHY PMS-TC PMD POTS PSD PSTN RX TC TPS-TC T-R T/S TX U-C U-R V-C ZHP Measurement Bandwidth Management information base Nominal transmit PSD level ATU-R The highest subcarriers index ATU-R Network termination Network timing reference Operations, administration and management Physical layer Physical media specific - Transmission convergence Physical media dependent Plain Old Telephone Service Power Spectral Density Public Switched Telephone Network Receiver Transmission Convergence (sub layer) Transmission Protocol - Specific Transmission Convergence Layer Interface(s) between ATU-R and switching layer (ATM or STM or Packet) Interface(s) between ATU-R and switching layer (ATM or STM or Packet) Transmitter Loop interface – Central office end Loop interface – Remote transceiver end Logical interface between ATU-C and a digital network element such as one or more switching systems Impedance High-Pass filter Measure Bandwidth Management information base Nominal transmit PSD level ATU-R The highest subcarriers index ATU-R Network termination Network timing reference Operations, administration and Management Physical layer Physical media specific - Transmission Convergence Physical media dependent Plain Old Telephone Service Power Spectral Density Public Switched Telephone Network Receiver Transmission Convergence (sub layer) Transmission Protocol-Specific Transmission Convergence layer Interface(s) between ATU-R and switching layer (ATM or STM or Packet) Interface(s) between ATU-R and switching layer (ATM or STM or Packet) Transmitter Loop interface – Central office end Loop interface – Remote transceiver end Logical interface between ATU-C and a digital network element such as one or more switching systems Impedance High-Pass filter 8.
coordinators Mid-term Assessments Educational progress Staff + Coordinators DPC; PYP/MYP Coordinators; class teachers October; March Portfolios Educational progress students IST teaching staff DPC; PYP/MYP Coordinators Continuous Work environment survey Quality work environment at IST Verneombud / Verneombud; Principal; DPA Spring Evaluation fire drills / emergency drills Fire safety / Emergency preparedness Deputy Principal; Verneombud Principal; DPA Minimum 2 times per year Vernerunde Quality and safety work environment. Verneombud Verneombud; Principal; DPA Once every 2 months. Staff appraisals General quality of work; common understanding regarding content of the job description. Principal Individual staff member and Principal with appraisers (SMT, PYP/MYP Coord.) First six months of contract;then every two years. Approval accounts Financial management IST DPA Principal Once a year: before 1st of June Tilsyn fylkesmannen Compliance with laws and regulations Fylkesmannen I Telemark Principal; Board Once a year: September /October Principal’s report to the Board: quality at IST Whole school quality Principal reports Board discusses and agrees targets for next year’s plan of action. Once a year: May/June National: Nasjonale prøver Progress (PYP 5; MYP B) in Maths, English and Norwegian. Utdanningsdirektoratet / Principal Principal; PTP/MYP Coordinators, DPA, DPC Once a year: September Elevundersøkelsen School and learning environment Utdanningsdirektoratet / Principal Principal ; SMU Once a year: April Kartleggingsprøver Progress (PYP 3) in Maths; Norwegian Utdanningsdirektoratet / Principal Principal; DPC; PYP/MYP Once a year: April
Consent form I, (insert full name)………………………..………………………………………give my consent to my name being passed to the New Zealand Law Society as part of the assessment of my Queen’s Counsel application, and I authorise the New Zealand Law Society to provide any information it may consider relevant to this application, including any matters relating to details of any determinations or decisions regarding complaints or disciplinary matters or details of any open complaints or disciplinary matters since my admission. Signature: _____________________________________
Characteristics of the post holder Professional attitude and dress code Use of initiative. Proactive in identifying and solving issues Open minded and friendly Responsibilties The School Secretary is a member of the School Office Team which provides a vital support function in the school’s organisation. The School Secretary provides routine secretarial functions according to the School Office prioritised task list. Specific core tasks to role Admissions tracking and developing contact with students’ previous schools Arranging and organising transport; dealing with bus cards and bus service contact Management of data base list and student data base on Quick Schools/Manage back Management of stationary and office supplies Monitoring the klassekasse accounts (parent class money) Audit/monitoring of resources and supplies Daily tasks (shared with other secretarial role) Initial contact and welcome for visitors, parents and interested parties To man the reception from 0800 to 1000 (core reception times) To use the hands free phone around the school so that calls can be received Taking messages and passing on information to other staff Organising and ordering fruit and milk Maintenance of the photocopier Post Dealing with staff and parents’ daily requests and issues Attending to day-to-day student medical needs Tracking new and interested students Reception manning and switchboard Initial contact with parents
Arts Knowing and understanding Developing skills Thinking creatively Responding Physical and health education Knowing and understanding Planning for performance Applying and performing Reflecting and improving performance Design (previously Technology) Inquiring and analysing Developing ideas Creating the solution Evaluating MYP projects Investigating Planning Taking action Reflecting Interdisciplinary Disciplinary grounding Synthesizing and applying Communicating Reflecting Appendix B: Effort and Achievement rubric See document: Appendix B: Effort and Achievement rubric.pdf Appendix C: Portfolios (hard copy/Managebac)
Customer: Date: Manual: Type: O&M Type: CMM Manual Revision: Revision Date: Number: Number: Section: Page: Para: Figure: Table: Part Number: Discrepancy (Provide as much detail as possible): Initiator: Title: Submit to: B-E Customer Services. via email Breeze Eastern Use Only Engineering Services Disposition: Engineering Services: Date: Customer Services: Date: BE-Tracking #
Gatesville ISD 2015-2016 Aug. 24- Sep. 7- 0ct. 3- Nov. 13- Nov. 25-27- Dec. 18- Dec. 21-Jan.1- Jan. 14- Jan. 14- Jan. 15- Jan. 18- Feb. 26- Mar. 7-11- Mar. 25- Apr. 15- Apr. 25- May 27- May 25- Jun. 2- Jun. 3- of School Labor Day Holiday Last day of 1st Six Weeks Last day of 2nd Six Weeks Thanksgiving Holidays Early Release Christmas Holidays Early Release Last day of 3rd Six Weeks Teacher work Day Martin Luther King, Jr. Holiday Last day of 4th Six Weeks Spring Break Good Friday Holiday Last day of 5th six weeks Bad Weather Make-up Day Bad Weather Make-up Day Memorial Day Holiday Early Release/Last day of school Teacher Workday/ High School Commencement
Connectivity to technologies – ensuring reliable internet connection and telephone network coverage Access to fundamental needs and services as a priority Radio communications and print announcements Connecting with local governments, NGO’s and health providers Connecting with local leaders in the community Queenslanders with Disability Network April, 2016
Additional supports and safeguards are necessary for people who may not be able to manage their supports and articulate their advocacy requirements. QDN acknowledges the positive steps that the Commonwealth has taken in reviewing the current National Disability Advocacy Framework. As the transition to the NDIS fundamentally alters the disability environment it is important to ensure advocacy is appropriately funded and recognised as a vital pathway for individuals and communities. Advocacy is vital to ensuring fundamental needs and rights are represented and met within services and the broader community to support full social and economic participation by people with disability as well as real choice and control in regard to their services and supports. In summary, QDN believes the NDAF is still relevant in the context of the NDIS and the benefits for people with disability in preserving the current advocacy framework include: It provides a clear framework for customers in terms of how advocacy works as a safeguard that contributes to their social and economic participation It provides an ethical framework to guide workers and advocacy organisations It provides a nationally consistent approach that complements quality and safeguards and services and support provided under the Information, Linkages and Capacity Building component (Tier 2 ) of the NDIS. Queenslanders with Disability Network – 23 July 2015.
Sheet of 1. Part Number 2. Part Name 3. Serial Number 4. FAIR Number Characteristic Accountability Inspection/Test Results 5. Char # 6. Reference Location 7. Characteristic Designator 8. Requirement 9. Results 10. Designed / Qualified Tooling 11. Noncon- formance# 14. [Insert columns, etc. as required by Organization or Customer] 12. Signature: 13. Date: THIS IS A QUALITY RECORD – MAINTAIN PER OP 16.1
Recommendation 2: Identify, Develop, or Enhance Tools and Resources for Expanded Learning Programs Staff Tools and resources should be developed for program staff at all levels based on existing survey results. Existing content should be updated or enhanced as needed. Tools and materials should build on one another, be targeted to appropriate audience (including location, type of program, staff roles, staff levels of experience, program sustainability, etc.), and highlight promising practices. Ensure that content gives consideration for local context, including region and operator. For example, urban, rural, suburban, district-operated, charter, etc. Recommendation 3: Disseminate and Centralize Tools and Other Resources Create a plan to widely distribute the developed or enhanced tools and materials throughout the SSEL Ecosystem. All members of the SSEL should have access to these tools/materials and be an integral part of the distribution process. The plan should also include strategies to deliver targeted information to specific audiences. House tools and resources in one central location, such as the CDE’s EXLD web page. Detailed Recommendations Below please find context and more detail for each of the recommendations. While the specific recommendations represent a consensus from the QDT, additional information under each recommendation—rationale, resources, category, target audience (those that are impacted by the specific recommendation), and timeline (by quarters (Q) and fiscal years (FY)) —were provided by smaller subcommittees. These subcommittees and other individuals from the planning team also added “additional considerations” when they felt it necessary. The more detailed information was not voted on or approved by the QDT. It was intended to provide additional context to the EXLD to support implementation. Deliver Equitable and Cohesive Technical Assistance Define strategies for equitable and cohesive TA with limited resources to achieve desired outcomes. Recommendation 1: Establish a Community of Practice for the System of Support for Expanded Learning Recommendation Establish a CoP for the SSEL (to include, but not limited to the following: the Regional County Lead/Staff, EXLD Consultants, Analysts, other EXLD staff, and contracted
REPUBLIC OF NAMIBIA REPORTABLE HIGH COURT OF NAMIBIA MAIN DIVISION, WINDHOEK JUDGMENT Case no: A 155/2014 In the matter between: QE CONSTRUCTION CC APPLICANT and AIR COOL CC RESPONDENT Neutral citation: QE Construction CC v Air Cool CC (A 155/2014) [2014] NAHCMD 208 (02 July 2014) Coram: HOFF J Heard: 01 July 2014 Delivered: 02 July 2014 Reasons: 08 July 2014 Summary: Urgent applications should be brought as far as is practical in terms of the provisions of the Rules in order to facilitate procedural fairness – Rule 65(4) applicable to urgent applications – Applicants in urgent applications must responsibly strike a balance between the duty to obey Rule 65(4) and the entitlement to deviate from the Rules. Rules 65(5)(a) and (b) are peremptory except in extremely urgent circumstances. Applicants should be conscious that their conduct, in an application which is rushed to court on a ill-perceived urgent basis, may be construed as a misuse or an abuse of process and that a court in exercising its discretion may for that reason strike the urgent application from the roll.
Graduate Diploma in IP and Innovation Management by Singapore University of Social Sciences [Enrolled in Year: Completed in Year: ] Attachment in IP Firm or Department / In-house training Internship [Please complete Section C4] Others: iii. Academic Qualification i. Education Period *Indicate Month and Year : to University / Institution : Country of Study : Qualification Obtained *Please indicate the Degree/Diploma/Certificate obtained AND Class of Honours, if applicable : Course of Study : ii. Education Period *Indicate Month and Year : to University / Institution : Country of Study : Qualification Obtained *Please indicate the Degree/Diploma/Certificate obtained AND Class of Honours, if applicable : Course of Study : 3. Relevant Working Experience i. Employment Period *Indicate Month and Year : to Name of Organisation : Country :
Designation Held : ii. Employment Period *Indicate Month and Year : to Name of Organisation : Country : Designation Held : 4. Internship i. Internship Period *Indicate Month and Year : to Name of Organisation : Country : Information of Supervisor Name : Country of registration as a Patent Agent / Attorney : ii. Internship Period *Indicate Month and Year : to Name of Organisation : Country : Information of Supervisor Name : Country of registration as a Patent Agent / Attorney :
Administration Use Only Learner Reg. No. Course Code Complete and return this form to: Education Department, St Christopher’s Hospice, 51-59 Lawrie Park Road, London, SE26 6DZ. Forms can be faxed to: 020 8776 5838 or emailed to education@stchristophers.org.uk Personal Details First Name(s) Surname Date of Birth Gender Organisation Address Post Code Profession Home Address Post Code Email Address Home Telephone Mobile Number Dietary Requirements Next of Kin Emergency Contact Details Name Relationship to you Phone Number Mobile Qualification being applied for Course Code Course Title Start Date End Date Fee QELT18 QELCA© Train the Trainer 19th Mar 2018 20th Mar 2018 £1,200 Please attach your current curriculum vitae (CV) to this application ensuring that your palliative care experience and qualifications are included. CV attached Fees Please raise an invoice for the fees as follows: Invoice To: (name and address of Fee Payer) Total Invoice Value: Purchase Order No. (if applicable)
Reconsideration of Qualified Evaluator (QE) Recommendation District/ SPOA Information: Child Information NAME: DOB: Type of Request OF CLARIFICATION OF RECOMMENDATION Please Fully Complete All Questions Below 1. 2. QE: 3. QE: 4. SPOA 5. What is the reason for this request (please explain in detail): 6. If a reconsideration of the QE recommendation is being requested, please explain, in detail, what attempts were made to stabilize the child/youth at the recommended level of care: 7. Additional comments for consideration: BELOW SECTION TO BE COMPLETED BY MAGELLAN MEDICAID ADMINISTRATION ONLY APPROVED COURT ORDERED Initials Comments
Using figure 14.21, the table below, and pg.. 553 in your book please fill in the following table in regards to blood donations and transfusions. A antigencan’t donate blood to a blood type that has “anti-A” antibody B antigen can’t donate blood to a blood type that has “anti-B” antibody Please circle the matches, and cross out any mismatches. Blood Types A B AB O Can Donate To… A B AB O A B AB O A B AB O A B AB O Can Receive from… A B AB O A B AB O A B AB O A B AB O Please fill in the following boxes now taking Rh factor into account. For each box, place a check mark if the blood is compatible, and an X if the blood types are not compatible. If a recipient has Rh- bloodthey cannot receive blood from an Rh+ person If a recipient has Rh+ bloodthey can receive blood from an Rh+ OR Rh- person
Table 1. ((Table Caption. Note: Please do not combine table and caption in a textbox or frame)) Head 1 [units] [a] Head 2 Head 3[b] Head 4[c] Head 5 [units] Column 1 Column 2 Column 3 Column 4 Column 5 Column 1 Column 2 Column 3 Column 4 Column 5 [a] ((Table Footnote.)) [b] …
achievements and tackle any challenges that might arise during the course of this initiative. In addition, the consultant would also provide training and ideas for incorporating the latest innovations and trends in educational technology. Budget In an effort to support and successfully continue the Quality Enhancement Plan, Technology Engagement across the Curriculum, Gadsden State Community College has committed its human, fiscal, and physical resources to assuring the success of its QEP. The following budget for Year 1 is presented below: QEP Budget for 2007 - 2008 Release time for 2 faculty members Fall 2007 and Spring 2008 @ $1500 adjunct pay X 4 $ 6,000 1,000 ETS iSkillsTM Assessment; tests must be purchased at the outset @ $22 per student (testing over the five-year period, approximately 200 per year) 22,000 1,000 SAILS Information Literacy Assessment @ $3 per student (testing 1,000 students every other year) 3,000 1,200 CCSSE Surveys 6,200 Technology training for faculty Workshops planned & trainers secured as specific needs arise 5,000 TOTAL $ 42,200
Oblinger, Diana G. & Oblinger, James L. Editors. Educating the Net Generation. Available: http://www.educause/edu/ir/library/pdf/pub7101/pdf Innovation Abstracts. Suanne D. Rouche, Editor. “Challenging the Myths about Online Learning.” XXXIX.15. Innovation Abstracts. Suanne D. Rouche, Editor. “Using Blogs as Writing Journals.” XXXIX.11. Innovation Abstracts. Suanne D. Rouche, Editor. “Course Assessment and Student Learning Objectives: A Guide for Faculty.” XXXIX.8. “Understanding the Changing Role of Teachers.” Editorial. Distance Education Report. 1 April, 2006.
QEP Goals and Student Learning Outcomes Assessment QEP Goal/SLO Required Assessment Measure Assessment Type Goal 1: Integrate into the curriculum quality practical experiences that focus on preparing students to live, work, and lead in a diverse and complex world Number of QEP-designated courses Student Course Evaluation and Alignment with NSEE Principles Number of FTIC and at-risk students enrolled in QEP-designated courses Direct Indirect Direct Goal 2: Cultivate and strengthen institutional, civic, and/or business partnerships that increase opportunities for experiential learning Number of Co-Curricular and Interdisciplinary Projects Number of QEP-designated courses with civic or business partnerships Direct Direct SLO 1: Effectively connect classroom theories to real-world experiences through practical application of knowledge Faculty course-embedded assessment F-CAPS Assessment – Application section only S-CAPS Assessment – Application section only Direct Direct Indirect SLO 2: Accurately assess knowledge and skills related to personal or professional goals to include collaboration, application, and problem-solving F-CAPS Assessment – All sections S-CAPS Assessment – All sections Direct Indirect
Table 1 Degree Program Table 2 Faculty Information Q1. Strengths/Weaknesses Q2. Program History Q3. Degree Description Q4. Curriculum Review Q5. Learning Objectives Q6. Instructional Demands Q7. Distance Learning Q8. Common Prerequisites Q9. Limited Access Q10. Advising Q11. Instructional Evaluation Q12. Graduate Placement Q13. Enrollment Trends Q14. Time to Degree Q15. Graduate Student Prep Q16. Scholarly Overview Q17. Scholarly Productivity Q18. Faculty Workload Q19. Faculty Retention Q20. Teaching Assistants Q21. Adequacy of Resources Q22. University Libraries Q23. Five-year Outlook Appendices Table 8 Graduate Funnel Table 9 Graduate Trends Table 10 GPA & GRE Ph.D. Time to Degree Graduate Support Sources
Reference P. 16 App A – Table 3 – to immediately follow: Proposed: Appendix A – Table 4: Table 4 – Data Diagnostic Events Diagnostic Event Code Data Exception Criteria D1 Changes in Vehicle’s GPS position indicate recording gaps or error D2 Changes in GPS position per Driver ID indicate recording gaps or error D3 Changes in Vehicles odometer reading indicate recording gaps or error D4 Changes in odometer per Driver ID indicate recording gaps or error D5 Date/Time stamps of duty status records indicate recording gaps or error D6 Duty status record missing required data fields D7 Diagnostic event record missing required data fields
3.3c Banker’s Letter CA Entry Applicant Entry 3.3d Other Financial/Economic Information/References CA Entry Applicant Entry 3.3e Prof. Indemnity Insurance All Yes Applicant Entry 3.3f Public Liability Insurance All Yes Applicant Entry 3.3g Employer’s Liability Insurance All Yes Applicant Entry 3.4 TECHNICAL CAPABILITY (Service Provider’s Competency) 3.4a Qualifications (Managerial) All Applicant Entry 3.4b Qualifications (Personnel) All Applicant Entry 3.4c Services over the Past 3 Yrs All Applicant Entry 3.4d Measures for Ensuring Quality All Applicant Entry 3.4e Avg Annual Manpower over the Past 3 Years All Applicant Entry 3.4f Technical Equipment Available All Applicant Entry 3.4g Technicians or Technical Bodies CA Entry Applicant Entry CA Note: Tick the boxes below to remind the Applicant which H&S supplements require response. The Applicant should check that all Health and Safety criteria in Section 3 have been completed according to the type of Health and Safety competency required as indicated at 1.3 and 1.4. Note the boxes ticked below and then fill in the following supplements to the main summary table as required. Service Provider, Designer 3.4.1 Service Provider, PSDP as a Specialist Skill 3.4.2 Service Provider, PSCS as Specialist Skill 3.4.3 Designer H&S Supplement Where the principal service applied for is a Design Service or any service with design input the following supplement to the main table must be filled in. No. Requirement/Criterion Criterion Applicable to Pass/Fail Only Service Provider’s Response 3.4.1(HS) TECHNICAL CAPABILITY (Health and Safety competence of ) 3.4.1a(HS) Qualifications (Managerial) All Designers Yes Applicant Entry 3.4.1b(HS) Qualifications (Personnel) All Designers Yes Applicant Entry 3.4.1c(HS) Services over the Past 3 Yrs All Designers Yes Applicant Entry 3.4.1d(HS) Measures for Ensuring Quality All Designers Yes Applicant Entry 3.4.1e(HS) Avg. Annual Manpower over the Past 3 Years All Designers Yes Applicant Entry 3.4.1f(HS) Technical Equipment Available All Designers Yes Applicant Entry 3.4.1g(HS) Technicians or Technical Bodies Yes Applicant Entry PSDP Supplement Where the specialist skill required in sub-section 1.3 is for PSDP services the following supplement to the table must be filled in.
Program component Forecasted number of scholars for 2015-2018 as per the signed contribution agreement Actual number of scholars placed to date, as reflected in the QES portal and your latest financial report Forecasted number of scholars who will begin between April 1, 2017 and March 31, 2018 Total anticipated number of scholars at March 31, 2018 (B + C) Component 1: Scholarships for Canadian students to Commonwealth countries Component 2: Internships for Canadian students in Commonwealth countries Component 3: Scholarships for Commonwealth students to study in Canada Please provide a summary of the objectives of the QES Project. ( Recommended maximum ¼ page) Please provide information on the key activities and expected results, by Project Component, planned for the upcoming year (to March 31, 2018). The activities must contribute to achieving expected results outlines in your Project Logic Model. Component 1: Component 2: Component 3:
The Applicant must provide evidence, when requested by the Contracting Authority, in the form of a list of the relevant technicians or technical bodies (other than in-house specialists or specialist subcontractors identified for specialist skills listed at subsection 1.4) whom the service provider can call on in order to provide the service or whom the service provider is going to use in relation to quality control. These should comply with the requirements (if any) identified by the Contracting Authority below. CA Entry: Specify any other requirements here. Specialist Skills Providers If a Specialist Skill is required under Section 1.4 and is to be provided from within the Applicant’s organisation this must be indicated in the response, if a sub-contractor is proposed to fulfil the Specialist Skill this must be indicated at Section 2.2. Evidence in support of any criteria set out below must be submitted with the title ‘Evidence in support of criterion 3.4g – Specialist Skills Providers’ where the response above is ‘Evidence Required’. CA Entry: If qualification criteria are required for Specialist Skills Providers specify these requirements and any supporting evidence required here otherwise leave these form fields blank. Where qualification criteria for multiple Specialist Skills Providers are required create an additional appendix to the rear of the document and reference it here. 3.4.1g SAFETY AND HEALTH SUPPLEMENT – ASSESSED ON A PASS/FAIL BASIS NOTE: This section is applicable only to those service providers defined as Designers under Regulation 2 of the Safety, Health and Welfare at Work (Construction) Regulations 2006 - 2013 (SHWW) – Criteria related to Project Supervisors (where applicable) are set out under 3.4g if it is for a Principal Service or under 3.4g Specialist Skills if it is to be a Specialist Skill. CA Note: If particular criteria apply these should be entered here otherwise state 'Safety and Health competence will be assesed on the evidence sought for Principal Service/Specialist Skills Provider under 3.4g'
Defect ID: 230340 Problem:. In the Defects module, the Verify property of a field is not always evaluated by FieldCanChange. Solution: The problem is fixed. Limitation: None Defect ID: 230327 Problem: Setting a Date field in the Management module as read-only via workflow, does not prevent users from changing the value. Consequently, the browser locks. Solution: The problem is fixed. Limitation: None Defect ID: 230456 Problem:. It is not possible to cancel a run from a Run_MoveTo event using the actCancelRun or act_end_run actions. Solution: The problem is fixed. Limitation: None BPT Defect ID: 231099 Problem:. When multiple instances of the Automatic Runner are run on the same host group, tests run concurrently and result in failure. Solution: The problem is fixed. Tests run sequentially. Limitation: None Template Project Defect ID: 231107 Problem:. Permissions set for the template project group are not always copied to the linked projects. Solution: The problem is fixed. Limitation: None Test Lab Defect ID: 230755 Problem:. If multiple instances of a test with parameters are created in a test set, when the user navigates through the test instances in the Test Instance Properties dialog box, changes previously made to the parameter default values are not always reflected. Solution: The problem is fixed. Limitation: None Load Runner Defect ID: 229919 Problem:. When running LR-SCENARIO type tests, the Load Runner analysis tool does not display the results. Solution: The problem is fixed. Limitation: None
King Abdullah II School for Information Technology Academic Advising Form* Date Semester Student Name Student Number Year of Study Student’s Department and School Faculty Member Name Faculty Member Department Faculty Member Notes to Student Faculty Member Signature:...................................................... Student Signature:...................................................... *Faculty Members keep a copy of this form for each student that consults them
Reflective Log Total 100% ACHIEVING A PASS It ISNOT a requirement that the major categories of assessment is passed in order to achieve an overall pass for the module BIBLIOGRAPHY (INDICATIVE): Core Text(s): Cottrell, S. (2008) The Study Skills Handbook. 3rd edn. Hampshire: Palgrave Macmillan. Lindon, J. (2010) Reflective Practice and Early Years Professionalism. 2nd ed. Oxon: Hodder Education. Recommended Reading: Blandford, S. and Knowles, C. (2009) Developing Professional Practice 0-7. Harlow: Pearson Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge Falmer Price, G. and Maier, P. (2007) Effective Study Skills: Unlock your potential. Harlow: Pearson Wilson, E. and Bedford, D. (2009) Study Skills for Part-Time Students. Harlow: Pearson
This measure indicates the average length of time, in days, of the negotiation period where an Access Agreement execution or variation does not result. 2.14 Performance Measures 14 – Paragraph 9.2.2(d)(iii): The number of instances an Access Application has resulted in an Access Agreement being executed or varied This measure indicates the number of Access Applications that have resulted in an Access Agreement being executed or varied. 2.15 Performance Measure 15 - Paragraph 9.2.2(e) & (f)(i): The Track Quality Index for Queensland Rail’s Below Rail network for the Central Queensland Coal Region This index reports on the quality of Queensland Rail’s track in the Central Queensland Coal Region. The lower the indicator, the better the track quality. 2.16 Performance Measure 16 - Paragraph 9.2.2(e) & (f)(ii): The Track Quality Index for the remainder of Queensland Rail’s Below Rail network This index reports on the quality of Queensland Rail’s track exclusive of the Central Queensland Coal Region, the Metropolitan Region and Queensland Rail’s Standard Gauge Rail Infrastructure. The lower the indicator, the better the track quality.
suggestions for development. Feedback will be provided via the VLE. Just before the midpoint of the module (week 4), students will complete a short summative piece of autobiographical writing reflecting on their journeys into and through Physical Education, Sport and Activity including the reasons why they engage with this field of practice. This will be worth 10% of the overall module mark. Feedback on the formative and summative assessment will support the development of key academic skills in order to enable students to be successful in their final submission. The major element of the summative assignment will take the form of a Reflective Portfolio in which students will consider their work in the PESA field in relation to the specific historical and theoretical features covered in the taught sessions. The Reflective Portfolio will include a series of four reflective logs relating to chosen aspects of their PESA practice. Each log will have a word limit of 500 words. Students will also include a reading log in which they will be expected to show evidence of their reading over the course of the module and their thoughts, usefulness and application of the literature in practice. This will have a word limit of 500 words. Summary of Assessment Flow MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY 1) describe the historical influences that have shaped PESA; Formative – In-class formative tasks Summative - Reflective Portfolio and autobiographical piece 2) explain how different agencies view the purpose of PESA; Formative – In-class formative tasks Summative - Reflective Portfolio and autobiographical piece 3) show an awareness of the principles underlying PESA; Formative – In-class formative tasks Summative - Reflective Portfolio 4) reflect upon their practice in the field of PESA. Summative - Autobiographical Reflection (10%) Reflective Portfolio (90%) ELEMENTS OF ASSESSMENT (DEFINITIVE) DESCRIPTION OF ASSESSMENT DEFINITIVE KIS CATEGORY PERCENTAGE Reflective Portfolio Coursework (Autobiographical Reflection) Coursework (Reflective Portfolio) 10% 90% 100% ACHIEVING A PASS (DEFINITIVE) It is NOT a requirement that the major category of assessment is passed in order to achieve an overall pass for the module.
It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module. BIBLIOGRAPHY (INDICATIVE): Core Text: Bell, J. (2010) Doing Your Research Project. Buckingham: Open University Press Recommended Reading: Armstrong, F. and Moore, M. (2004) Action research for inclusive education : changing places, changing practice, changing minds. London: Routledge Callan, S and Reed, M. (2011) Work-based Research in the Early Years. London: SAGE Cohen, L., Manion, L. and Morrison, K. (2007) Research methods in education. London: Routledge Hopkins, D. and Ahtaridou, E. (2008) A teacher's guide to classroom research. London: SAGE Kershner, R. (2001) Understanding special educational needs: a teacher’s guide to effective research. London: David Fulton McNiff, J. (2002) Action research: principles and practice. 2nd ed. London: Routledge Roberts-Holmes, G. (2011) Doing your early years research project: a step-by-step guide. 2nd ed. London : SAGE Robson, C. (2002) Real world research: a resource for social scientists and practitioner-researchers. 2nd ed. Oxford: Blackwell Rose, R. (2001) Doing research in special education: ideas into practice. London: David Fulton Saldana, J. (2011) Fundamentals of Qualitative Research. Oxford: Oxford University Press Walliman, N. (2011) Your Research Project. 3rd ed. London: SAGE
Summary of Assessment Flow MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY 1) draw upon a range of literature to understand the experiences of a diverse population within PESA Formative Assignment – project outline Summative Assignment - Literature review and references 2) utilise a range of media to shed light on the lived experiences of a minority population and PESA Summative Assignment – video, blog or audio recordings (or other media) 3) propose strategies to engage more people from diverse backgrounds in PESA Summative Assignment – Project 4) analyse and evaluate one or more initiative that works towards social equity and inclusion using PESA Formative Assignment – project outline Summative Assignment - Project ELEMENTS OF ASSESSMENT (DEFINITIVE) DESCRIPTION OF ASSESSMENT DEFINITIVE KIS CATEGORY PERCENTAGE Multimedia project Written Exam/Practical Exam/Coursework 100% 100% ACHIEVING A PASS (DEFINITIVE) It IS a requirement that the major category of assessment is passed in order to achieve an overall pass for the module. BIBLIOGRAPHY (INDICATIVE): Core Text(s): Dowling, F., Fitzgerald, H. and Flintoff, A. (Ed) (2012) Equity and Difference in Physical Education, Youth Sport and Health London: Routledge Stidder, G. and Hayes, S. (2013) Equity and Inclusion in Physical Education and Sport 2nd Edition. London: Routledge Recommended Reading: Azzarito, L. (2009) The Panopticon of physical education: pretty, active and ideally white. Physical Education and Sport Pedagogy 14 (1)19-39 Bailey, R. (2013) Physical Activity: An Underestimated Investment in Human Capital?
CHAPTER 2 – GENERAL POWERS OF TRUSTEES Subject to the Terms of the Trust and duties under these Regulations, a Trustee will in relation to the Trust Property have: all the same powers as a natural Person; any other powers appropriate to achieve the proper investment, management, and distribution of Trust Property; and any other powers conferred by these Regulations. A Trustee must exercise its powers only in the interest of the Beneficiaries and in furtherance and support of the purposes of the Trust and in accordance with the Terms of the Trust. Any Trustee may apply to the QFC Court for an opinion, advice or direction on any question regarding the management or administration of the Trust Property, such application to be served upon, or the hearing to be attended by, all Persons interested in such application, or such of them as the QFC Court thinks expedient. If the Trustee acts upon the opinion, advice or direction given by the QFC Court, it is taken to have discharged its duty as a Trustee with regards to the subject matter of such application. However, these Regulations do not apply if the Trustee acted fraudulently or made any misrepresentations in obtaining such opinion, advice or direction. The costs of such application will be subject to the discretion of the QFC Court. Without limiting the generality of Article 46, and subject to the Terms of the Trust, a Trustee may: collect the Trust Property and accept or reject additions to the Trust Property from a Settlor or any other Person; subject to the Terms of the Trust, without the consent of any Beneficiary, appropriate the Trust Property in or towards satisfaction of the interest of a Beneficiary in such manner and in accordance with such valuation as it thinks fit; acquire or sell property, for cash or on credit, at public or private sale;