zilongwang/ReadingBank huggingface dataset:
5 Consolidated Workbook (cont’d) Note that for Title I only, equitable services are based on a district’s full allocation, prior to taking any allowable expenses or transfers. Lead districts for consortia (Schedule A) should be sure to supply total enrollment for the consortium where indicated in the workbook to ensure accurate set-asides for equitable services. Private-school enrollment for calculating funding for equitable services does not include students, although these students may be served as determined by consultation. 6 Implementation of services Districts must maintain control over funding for, and evaluation and supervision of services provided to private school teachers/students. Funds are never provided directly to the private school. From its Title I reservation for equitable services, districts may reserve a necessary and reasonable amount for 1) administrative costs for providing those services, and 2) for districts required to reserve funds for family engagement activities, an equal percentage for these activities for families of eligible private school students. For guidance on contracts with third parties providing services for private school students and teachers, see . Districts retain ownership of any equipment or supplies purchased for equitable services and should remove them from private schools if no longer used for equitable services or if necessary to prevent unauthorized use. Services must benefit students rather than the private school. Therefore, services must be supplemental to those regularly provided by the private school. Services must be neutral, secular, and non-ideological. DESE will publish district allocations for equitable services by private school. The entire cycle for provision of equitable services, from offer to consult to a district’s evaluation of services, will be part of DESE’s monitoring protocol. 7 Carryover of Funds Funds for equitable services should be obligated in the first fiscal year of the grant cycle. In the event of extenuating circumstances preventing an LEA from obligating all funds for equitable services in the first year, funds may remain available for equitable services in year two of the grant, and should be obligated after consultation with private school officials. When necessary, DESE will decide extenuating circumstances on a case-by-case basis.
Step 2 – Intention to respond Through the ‘Send Intention to Respond’ button, invited suppliers are able to indicate to the buyer their interest in the opportunity. It is not mandatory to provide your intention nor does selecting the button make a response mandatory. Step 3 – Ask a question Suppliers are able to submit questions to the buyer to seek clarification or more information. To ensure probity is maintained, responses to questions are normally published as an addendum or amendment to the RFx. This way all suppliers are provided the same information throughout the RFx process. Agencies may also choose to respond via the system in addition to the addendum or amendment ad in this case you will receive an email alerting you to the response. Step 4 – Decline invitation Through the ‘Decline Invitation’ button, invited suppliers are able to indicate to their buyer their intention to not respond to the RFx opportunity. It is not mandatory to decline an invitation and doing so does not preclude suppliers from submitting a response to the invitation. Step 5 – Create a new response Selecting the ‘Create New Response’ button opens the lodge response window. The time remaining to lodge a response is displayed prominently at the top of the screen. Late lodgements will not be accepted by the system. Ensure that you follow and complete all the onscreen requirements. Only one file per requirement can be uploaded. If you have multiple files ensure that they are zipped into one for uploading prior to lodging your response. A lodgement receipt will be displayed with a receipt number and time and date of lodgement. It can be printed if required. The response will also be noted on the RFx detail screen. A number of new options are also made available: Create new response – allows for a completely new response to be uploaded and lodge. This will overwrite the existing response. Update response – allows for changes to be made to the existing response. Withdraw response – allows the submitted response to be withdrawn. A new response can then be submitted. RFX decision The agency buyer will evaluate the response/s they receive from the selected supplier/s.
Date: November 2017 NSW eQuote – Updating insurance details on prequalification schemes This quick guide contains information on: Overview Updating scheme insurances Overview This quickguide has been made available to NSW Government approved suppliers to assist with updating insurance information on prequalification schemes (schemes). Suppliers registered to supply to NSW Government in the NSW eTendering system (used for supplying against tenders or schemes), must ensure their information is correct and up to date to allow for continuity of business with NSW Government. It is the responsibility of the registered company to update insurances certificates as old certificates expire. Companies with expired certificates may not be selected to supply to NSW Government until updated certificates are loaded against scheme applications. The registered scheme owner of the organisation will be emailed approximately 30 days prior to an insurance expiring. Another email reminder will be sent the day of insurance expiry to notify that the insurance needs to be updated. Updating scheme insurances Login to the website (schemes are accessed via the NSW eTendering system). Only the authorised company scheme owner (who registered on behalf of your organisation), will be able to update insurances. If you are unsure of the authorised owner, please contact the on 1800 679 289. From the ‘Registered Company Name’ dropdown, select ‘Scheme Applications’. For each scheme the company has applied against, select the ‘View/Modify Successful Application’ link. Your company preview profile will display.
Hannah Arner QRI Chart and Analysis QRI 1 QRI 2 QRI 3 QRI 4 Passage Name The Surprise The Family’s First Trip A Special Birthday for Rosa Amelia Earhart Readability Level Level One Level Two Level Three Level Four Passage Type Narrative Narrative Narrative Biography Narrative Concept Questions 9 out of 9 points earned; 100%: Familiar 6 out of 8 points earned; 75%: Familiar 12 out of 12 points earned; 100%: Familiar 7 out of 12 points earned; 58%: Familiar Prediction Score: 2 Score: 2 Score: 2 Score: 2 Retelling Retold 16 aspects of the story; 2 from setting background, 1 from goals, 12 from events, and 2 from resolution Retold 11 aspects of the story; 2 from goals, and 9 from events Retold 15 aspects of the story; 3 from setting background, 1 from goals, 8 from events, and 3 from resolution Retold 7 aspects of story; 2 from setting background, 4 from events, and 1 other (the title) Total Accuracy 1 miscue total; total accuracy= 99.5% independent 14 total miscues; total accuracy= 95.4% instructional 20 total miscues; total accuracy= 95.8% instructional 27 total miscues; total accuracy= 89.9% instructional Total Comprehension Total correct = 6/6, 100%; independent Total correct = 8/8, 100%; independent Total correct = 7/8, 87.5%; instructional Total correct = 2/8, 25%; Frustration Explicit/Implicit Explicit = 4/4; Implicit = 2/2 Explicit = 4/4; Implicit = 4/4 Explicit = 4/4; Implicit = 3/4 Explicit = 0/4 Implicit = 2/4 WPM/WCPM WPM = 83.2; WCPM = 82.8 WPM = 52.7; WCPM = 50.3 WPM = 61; WCPM = 58.5 WPM = 49.17 WCPM = 44.22 Total Passage Level Independent Instructional Instructional Frustration Oral Reading Prosody Scale Rating: 4 Prosody Scale Rating: 3 Prosody Scale Rating: 3 Prosody Scale Rating: 1
Region Daytime Meeting Evening Meeting Region 1 Holyoke Community College Kittredge Center, Multi-Purpose Room 301 303 Homestead Avenue, Holyoke Friday, September 29 1-3pm Berkshire Community College Room K-111 1350 West Street, Pittsfield Thursday, November 2 6:30-8:30pm Region 2 Worcester Public Library Saxe Room 3 Salem Square, Worcester Friday, October 6 1-3pm Fidelity Bank Community Room 9 Leominster Connector, Leominster (For GPS: 478 Mechanic Street, Leominster) Wednesday, September 27 6:30 to 8:30 pm --Spanish interpretation available-- Region 3 Lawrence EEC Office Conference Room 350 Merrimack Avenue, Lawrence Thursday, October 12 12:00-2:00pm North Shore Community College--Danvers Health Professions and Student Services Lecture Hall, Room 105 1 Ferncroft Road, Danvers Wednesday, October 25 6:30-8:30pm --Spanish interpretation available-- Region 5 Taunton EEC Office Conference Room 1 Washington Street, Taunton Thursday, September 14 11:00am-1:00pm Plymouth Public Library Otto Fehlow Room 132 South Street, Plymouth Wednesday, November 1 6:30-8:30 pm Region 6 Boston Public Schools Bruce C. Bolling Municipal Building 2nd Floor School Committee Room 2300 Washington Street, Roxbury Monday, October 30 10am-12pm Quincy Public Library 40 Washington Street, Quincy Tuesday, September 19 6:30-8:30pm MA QRIS Standards Revisions Public Hearing Schedule
OVERSEAS TRAVEL Lord Wallace of Tankerness, Advocate General for Scotland Date(s) of trip Destination Purpose of trip ‘No 32 (The Royal) Squadron’ or ‘other RAF’ or ‘Charter’ or ‘Eurostar’ Number of officials accompanying Minister, where non-scheduled travel is used Total cost including travel and accommodation of Minister only None MEETINGS WITH EXTERNAL ORGANISATIONS Lord Wallace of Tankerness, Advocate General for Scotland Date of Meeting Name of External Organisation Purpose of Meeting 15 Oct Press Complaints Commission (Telephone Call) Leveson issues 6 Nov John Smith Trust To meet with Minister and discuss role of the Advocate General 6 Nov Law Society of Scotland Legislation before the House 11 Nov Law Society of Scotland (Telephone Call) Legislation before the House 20 Nov CBI Scotland (Telephone Call) To discuss CBI (North East Scotland) annual dinner speech on 21 Nov 22 Nov Aberdeen University Minister addressing undergraduates and postgraduates Referendum issues. Legal issues arising from referendum – based on first Scotland Analysis Paper
What's New Record of GMOs and GM Product Dealings Risk Assessment References What are Notifiable Low Risk Dealings (NLRDs)? DIR 132 - Commercial release of a tumour-selective genetically modified virus for cancer therapy - Amgen Australia Pty Ltd The most popular downloaded documents were: Risk Analysis Framework The Biology of Saccharum spp (Sugarcane) The Biology of Gossypium hirsutum L. and Gossypium barbadeuse L. (Cotton) The Biology and Ecology of Rice (Oryza sativa L.) in Australia The Biology of Carica papaya L. (papaya, papaw, paw paw) The Biology of Hybrid Tea Rose (Rosa x hybrida) The Biology of Ananas comosus var. comosus (Pineapple) The Biology of Zea mays L. ssp mays (maize or corn) The Biology of Triticum aestivum L. em Thell. (Bread Wheat) The Biology of Musa L. (banana) Internet contacts and freecall number OGTR email address and freecall number The OGTR’s 1800 number and email address are points of contact for members of the public and other interested parties to obtain information about the regulation of GMOs. Assistance with specific questions and additional mechanisms for public feedback are among some of the services provided by the 1800 line and email facilities. The table below describes the activity of these facilities throughout the quarter. MONTH EMAILS OGTR 1800 NUMBER October 73 55
Two DNIRs were monitored during the quarter. Monitoring of GMO Dealings involving Intentional Release The following table summarises monitoring activities for field trials with GM crop plants for the quarter. Licensed Organisation Name/Location of trial site Licence Number No. sites visited Site status Crop type Bayer CropScience Pty Ltd, Queensland DIR 113 4 2 PHM 2 Current Cotton Monsanto Australia Limited, Queensland DIR 120 1 Current Cotton CSIRO, New South Wales DIR 099 DIR 115 DIR 121 1 2 1 PHM 1 PHM 1Current Current Wheat and Barley Cotton Safflower Monsanto Australia Limited, New South Wales DIR 120 1 Current Cotton Total 10 Current = 6 PHM* = 4 *PHM = post-harvest monitoring Monitoring of Dealings Not involving Intentional Release The following table summarises monitoring activities for DNIRs for the quarter.
GTTAC was provided a draft consultation RARMP prepared by the Regulator which concluded that the proposed release poses negligible risks to the health and safety of people and the environment as a result of gene technology. Advice was sought by the Regulator from GTTAC on the following issues: Does the risk assessment identify all plausible risk scenarios by which the proposed release could give rise to risks to the health and safety of people or the environment? Are the measures to limit and control the release appropriate for the trial? Is there any additional key information that should be considered? Does the committee agree with the overall conclusions of the RARMP? GTTAC discussed the potential for allergenicity to the pectin methylesterase proteins (PME) expressed in the GMOs and the effectiveness of proposed personal protective equipment for individuals working with the GMO during processing to limit contact or inhalation of PMEs. RESOLUTION – GTTAC advised the Regulator that: INFORMATION ITEMS AND REPORTS GTTAC received a report from the acting Regulator that provided updates on activities undertaken by the Regulator and the OGTR since the previous GTTAC meeting (April 2015). Enquiries and Risk Assessment and Risk Management Plans For all enquiries and to obtain copies of applications or RARMPs for dealings involving the intentional release of GMOs into the environment, please phone the OGTR on 1800 181 030. RARMPs are also available electronically from the OGTR website at <http://www.ogtr.gov.au>. GLOSSARY This section contains a brief description of terms relevant to an understanding of this quarterly report. They do not substitute for definitions of terms relevant to the operation of the gene technology regulatory system that are contained in section 10 of the Gene Technology Act 2000. Accredited organisation An organisation that is accredited under section 92 of the Act Act Gene Technology Act 2000 Breach of a licence condition A breach of a licence condition which has been proven either in court or by way of admission following investigation
Quick Reference and Reflection Sheet 13.1 What do you know about MEP supplemental grants and special initiatives in your state? Instructions: Following are key MEP supplemental grants and special initiatives that may be implemented in your state. Explore these and respond to the questions. If these programs are in place in your state, typically, you will need to identify who the key contacts are (some may be at the SEA and others likely will not) to gain a fuller perspective. Question Answer? Where can I find the answer/who can help me with this answer? MEP Consortium Incentive Grant What do I know about MEP Consortium Incentive Grants? Is my state involved in a Consortium Incentive Grant? High School Equivalency Program (HEP) What do I know about the HEP? Does my state have an HEP grant? College Assistance Migrant Program (CAMP) What do I know about the CAMP? Does my state have a CAMP grant?
Quick Reference and Reflection Sheet 6.4 Practice Developing a Data Collection Plan Instructions: In the following chart, complete the blanks that are empty. You will be required to develop a Need Indicator, determine sources of data, and identify persons responsible for collecting the data in your state. To review suggested responses, see page 2 of this sheet. Sample Data Collection Plan with Practice Focus Area and Concern Need Indicator Source of Data (How to Access Data) Person(s) Responsible Deadline School Readiness We are concerned that migrant students are not enrolled in kindergarten. Percentage of migrant students who are enrolled in Kindergarten Data leader, School Readiness Work Group, migrant database data manager May 15 Mathematics We are concerned that migrant students are not progressing in math at the middle school level. Percentage of migrant students enrolled in Algebra I in the 8th grade who complete the course with proficiency as compared with PFS students, all other students State assessment data May 15 Reading We are concerned that migrant students have health problems that prevent them from succeeding in school. Parent Survey, Questions 1, 2, & 3 Data leader, local recruiters in sampling areas, nurse consultants at community clinics, PAC member Sept. 30 Sample Data Collection Plan with Responses
Below is a list of some of the accommodation options within the local area. All customers at Aerospace Inspection Training Ltd. are responsible for enquiring and booking their own accommodation. Please also view our accommodation documentation as listed on our website: Accommodation Distance From AIT (miles) AIT Discounted Price & Code Email Phone Number Web Page HOTELS The Saracens Head Hotel 4.3 £60 per Night Including Taxi Reference: “AIT Rate Inc. Taxi” £58 per Night No Taxi Reference: “AIT Rate No Taxi” +44 1371 873901 Holiday Inn Express London Stansted Airport 5.1 £63 per Night Reference: “ILB48” +44 1279 680015 Hilton London Stansted Airport 4.5 £85.00 per Night Reference: “CONF16” +44 1279 680800 Ramada London Stansted Airport 3.4 £55.00 per Night Reference: “Aerospace Inspection Training” +44 1279 213900 Great Hallingbury Manor 4.7 £55.00 per Night Reference: “Aerospace Inspection Training” +44 1279 506 475 BED & BREAKFAST Dunmow Guest House 3.9 £75 per Night Reference: “DGH - AIT” +44 1371 859138 Harwood House 3.9 £70 per Night Including Taxi £65 per Night No Taxi Reference: “AIT01” +44 1371 874 627 The White House 0.2 £50 per Night Reference: “Aerospace Inspection Training” +44 1279 870 257
Monday: For Exercises 1 & 2, determine whether each linear function is a direct variation. If so, state the constant of variation. 1. 2. State the slope and the y-intercept for the graph of each equation. (#5 and #6 you need to get Y alone first!!) 5. y – 2x = –1 6. y + 4x = 2 7. y = – x – 3 Graph each equation using the slope and the y-intercept. 8. y = 3x – 3 9. y = –x + 1 10. y = x – 2 Tuesday: State the x- and y-intercepts of each function. Please SHOW ALL work on a separate sheet of paper!!! 1. –6x + 8y = 24 2. – 6y = 18 3. − = 12 4. x + y = 1 State the x- and y-intercepts of each function. Then graph the function. 5. − 4x + 2y = −8 6. FARMING Mr. Jeans raises cows and chickens on his farm. Altogether, his cows and chickens have 140 legs. This can be represented by the function 4x + y = 140. Graph the function. Then interpret the x- and y-intercepts. 7. MONEY Monty has a total of $290 in ten dollar and five dollar bills. This can be represented by the function 10x + 5y = 290. Interpret the x- and y-intercepts. Wednesday: SLOPE Review! Please use all of your knowledge about SLOPE (use notes if needed). 1. Find the -intercept & the -intercept of the line below, then graph the equation. a. b. c. x-intercept: ________ x-intercept: ________ x-intercept: __________ y-intercept: ________ y-intercept: ________ y-intercept: __________
the educator and evaluator. The diagram below illustrates the intersection of the Summative Performance Rating and Student Impact Rating. Performance Rating Exemplary 1-yr Self-Directed Growth Plan 2-yr Self-Directed Growth Plan Proficient Needs Improvement Directed Growth Plan Unsatisfactory Improvement Plan Low Moderate High Impact Rating
Voice Response (IVR), or E-mail as the ‘MFA Device Type’, select Send to receive the code on the selected MFA device type. Enter the code in the Security Code field and select Log In. 4c. If you select One-Time Security Code as the ‘MFA Device Type’, enter the code you receive either in the e-mail sent to your registered e-mail address via the ‘Unable to Access Security Code?’ link or from your Application Help Desk in the Security Code field and select Log In.
Party April 1 2014 Release the list of Priority schools to be renewed to the LEAs with a maximum budget allocation Department April 2014 Inform LEAs of program requirements and timelines Department June 13, 2014 Deadline for LEA Renewal Applications for Cadre II year three and/or Cadre III year two LEAs June 2014 Screen the applications for completeness and organize the applications in preparation for negotiation Department June 2014 Consult with LEAs to get additional information or amend the grant applications to ensure compliance with regulations Department June 2014 Final determinations and approvals after all grant negotiations are completed Department July 1, 2014 Funds available to approved LEAs no later than July 1, 2014 Department July 1, 2014 All funded applications will start Cadre II year three and/or Cadre III year two activities LEAs
Question Set #9 Respond to the following questions in as much detail as you can within a single-spaced page. You must write a fully developed paragraph in response to each question. You do not need to copy/paste the questions before your answers. Alternatively, begin your responses with topic sentences clearly relating to the questions. Your answers will be graded based upon their overall depth, clarity, adherence to text, specificity and legibility. 1. How does your prior understanding of creativity compare with the book’s definition? 2. What is your response to the myths about creativity? 3. What are some potential barriers to creativity in groups? 4. Which of the techniques in chapter 12 do you find to be the most effective for enhancing group and team creativity? 5. How has the creative process been so far in your course review group project?
Highlights of 2010–11 Development of more than 150 online resources to support schools as they implement the Australian Curriculum QSA’s K–12 conference, Vision to Reality: Queensland’s new education landscape Publication of the Queensland kindergarten learning guideline and Continua of learning and development 100 new Science Assessment Bank items Administration of 2011 NAPLAN Launch of Student Connect website for senior students Public release of 2010 NAPLAN and Year 12 outcomes reports Administration of 2010 and development of 2011 QCATs and QCS Test Implementation of the P–10 Aboriginal and Torres Strait Islander Languages syllabus
Appendixes Schedule of consultancies Consultancies during 2010–11 included: Category Expenditure Curriculum, assessment and certification $140 259 Review of event management ICT system $6 200 Total consultancy expenditure $146 459 Schedule of overseas travel Name of officer and position Destination Purpose Cost to QSA Contribution from other agency Andrew Edwards, Project Officer and Gary Jorgensen, Administration Officer, QCS Test Unit Singapore Took part in QCS Test equating undertaken annually as part of the quality assurance process to collect data from a based student population. $6 208 Nil Paul Herschell, Deputy Director, Curriculum Services Division and Leanne Rolph, Assistant Director, P–12 Implementation Branch Thailand Presented papers on externally moderated standards-based assessment policy at the 2010 International Association for Educational Assessment conference. $7 451 Nil Peter Luxton, Acting Director South Korea Presented a paper on Emerging Schooling Issues for 21st Century Demands at the 2010 Global HR Forum. $1 218 $6 343 Korean Ministry of Education, Science and Technology Shauna Bouel, Senior Education Officer, Quality Assurance Unit South Korea Participated in the 2010 Korean Studies Workshop Program. $2 355 $12 500 Korean Foundation Fees paid to Board members A total of $48 570 was payable to Authority members in 2010–11. This amount does not include associated meeting and travel costs of $14 469.
Reader evaluation of the QSA Annual Report 2010–11 Please take some time to answer the following questions, to help the QSA communicate effectively with you. To indicate your response, please circle the appropriate number for each question as follows: 0 = Unable to respond 1 = Very poor 2 = Poor 3 = Acceptable 4 = Very good 5 = Excellent Did the Annual Report achieve its communication objectives? (see page 2) 0 1 2 3 4 5 What did you think of the content? Value of information 0 1 2 3 4 5 Presentation 0 1 2 3 4 5 Did the design of the report make it easy to read? Layout of information 0 1 2 3 4 5 Type and colour 0 1 2 3 4 5 Overall, how would you rate the report? 0 1 2 3 4 5 Please return to: Policy Coordination Queensland Studies Authority Reply Paid 307, Spring Hill QLD 4004 Fax: (07) 3864 0318 What client group do you come from? (Please tick appropriate box) School staff State Catholic Independent Student Secondary Tertiary Education authority Stat Catholic Independent Parent State Catholic Independent Tertiary institution University TAFE Union Employer Queensland Government Other comments
Highlights of 2011–12 Senior Education Profiles issued to 47 200 Year 12 students QSA’s K–12 conference, Shaping teaching and learning: The assessment factor Delivery of workshops for more than 4000 educators to support implementation of the Australian Curriculum Queensland Certificates of Education awarded to 39 500 students Administration of 2012 NAPLAN Moderation of 110 000 senior student assessment folios Public release of 2011 NAPLAN and Year 12 outcomes reports Administration of 2011 and development of 2012 QCATs and QCS Test 200 new P–10 assessment resources aligned to the Australian Curriculum and added to the Assessment Bank
Tertiary Entrance Committee Functions are to: monitor developments on tertiary entrance matters and assist in the provision of informed advice about tertiary entrance matters provide advice on the management of information and secondary–tertiary link programs that maximise the capacity of potential tertiary applicants to make informed choices and pursue tertiary studies. Membership comprises: chair — Authority member two university admissions managers one TAFE admissions manager one nominee of DETE with policy expertise relating to TAFE — university interface one nominee of the Office of Higher Education, DETE one nominee of the Queensland Tertiary Admissions Centre one nominee of the Australian Council of Private Education and Training two guidance counsellors (state and non-state) two student representatives two tertiary student representatives one parent nominee one QSA senior officer executive officer — QSA officer. Vocational Education and Training Committee Functions are to: provide advice to the Authority on emerging policies and issues relating to VET pathways at both the national and state levels provide strategic advice to the Authority on the implementation of legislation in relation to VET at both the national and state levels provide information to the Authority on issues relating to the implementation of VET in Queensland schools. Membership comprises: chair — Authority member two nominees of DETE — training sector, one to include a TAFE practitioner one nominee of the Australian Council for Private Education and Training one nominee of industry one nominee of Education Queensland one nominee of the Queensland Catholic Education Commission one nominee of Independent Schools Queensland two parents nominees three practitioners (state, non-state and TAFE) with responsibility for VET two principals/administrators (state and non-state) with responsibility for VET one QSA senior officer executive officer — QSA officer.
Annual Report 2011–12: Disclosure of additional information Information systems and recordkeeping During 2011–12, QSA implemented improved records management procedures and processes to ensure compliance with the Public Records Act 2002. Schedule of consultancies Consultancies during 2011–12 included: Category Expenditure Curriculum, assessment and certification $159 491 Total consultancy expenditure $159 491 Schedule of overseas travel Name of officer and position Destination Purpose Cost to QSA Contribution from other agency Paul Christensen, Principal Testing Officer and Kirsti Ellerton, Senior Testing Officer, QCS Test Unit Singapore Took part in QCS Test equating undertaken annually as part of the quality assurance process to collect data from a based student population. $6 733 Nil Lucie Sorenson, Project Officer, Assessment Bank Unit South Korea Participated in the 2011 Korean Studies Workshop Program $3 362 $13 000 The Korea Foundation Paul Herschell, Deputy Director, Curriculum Services Division Germany Participated in the Goethe-Institute Information and Study Tour for senior educationalists visiting innovative education centres in Berlin and Munich. $676 $5 469 Goethe-Institute
ETSI/IQC Quantum Safe Workshop Presentation Submission Form To be submitted to By 30 May 2018 Presenter’s Family Name: Presenter’s First name: Company Presenter’s email address: Presenter’s mobile number: Presentation title: Mandatory Related agenda item in the call for presentations: please red bold the topic(s) to which your presentation is referring Areas of interest include (but are not limited to) the following topics: 1. Global efforts on quantum-safe schemes 2. System integration of QKD and post-quantum 3. Practical challenges to quantum-safe schemes 4. Computational constraints and considerations for post-quantum cryptography and security from an industry perspective 5. High priority use cases for quantum-safe cryptography 6. Standards for quantum cryptography devices and systems 7. Standards for quantum-resistant public-key crypto algorithms 8. Testing, metrics and certification for quantum-safety 9. New applications of post quantum crypto or QKD 10. Attempts at cryptanalysis of new post-quantum systems 11. Migration paths for post-quantum crypto and/or QKD Objectives of your presentation: Mandatory this helps the Programme Committee to ensure relevance and agenda consistency. Main Message: Mandatory this helps the Programme Committee to ensure relevance and agenda consistency Presentation Description: Please provide in about 200 words a summary of what you would like to present. The Programme Committee will take this as a basis for its selection process When sending your abstract to , please make sure to zip the attachment. Should you not get an answer within 48 hours (working days), please contact the ETSI Events Team at events@etsi.org to verify that we have received your email.
SA – Primary Industries and Regions Australia, +61 (0)8 8207 7900 TAS – Department of Primary Industries, Parks, Water and Environment, +61 (0)3 6165 3777 VIC – Department of Economic Development, Jobs, Transport and Resources; Plant Standards Branch +61 (0)3 8401 6900
Futari Grain Technology Services 34 Francis St PO Box 95 Narrabri NSW, 2390 Contact: Leah Petrie Tel: +61 (0)2 6792 4588 Fax: +61 (0)2 6792 4221 Email: futari@futari.com.au Seed Services Australia Primary Industries and Regions South Australia GPO Box 1671 Adelaide SA 5001 Contacts: Peter Smith, Nicholas Coch Tel: +61 (0)8 8303 9549 Fax: +61 (0)8 8303 9508 Email: seeds@ruralsolutions.sa.gov.au Queensland Seed Technology Laboratory, University of Queensland 2 Stewart Street PO: P.O. Box 101 Withcott QLD 4352 Contacts: Toni Romeo Tel: +61 (0)7 4613 9052 Email: seedlab@qstl.com.au Seed Testing Laboratory Mt Pleasant Tasmanian Department of Primary Industries, Parks, Water and Environment 165 Westbury Road Prospect TAS 7250 Contact: Rachel Harvey Tel: +61 (0)3 6777 2146 Fax: +61 (0)3 6344 4961 Email: No data No data Approved seed testing laboratories outside Australia AsureQuality Lincoln Ltd Lincoln University PO Box 6 Lincoln New Zealand 7647 AsureQuality New Zealand Ltd National Seed Laboratory Tennet Drive , PO Box 609 Palmerston North New Zealand 4440 New Zealand SeedLab Ltd PO Box 16101 Christchurch New Zealand 8441 Seed Tech Services Massey University Private Bag 11222 Palmerston North New Zealand 4442 Only orange ISTA certificates issued by the below seed testing laboratories are accepted.
Rice** (Oryza sp.) Unmilled (Warehouse beetle – Trogoderma variabile) To be certified that a. the rice was produced and packed in an area that is free from the pest warehouse beetle; or b. the rice and associated bulk containers including pallets, crates and bins have, within five days prior to dispatch, been fumigated with methyl bromide at the rate of 48 g/m3 at 20°C for 24 hours, and any associated railway wagons have been treated within three days prior to loading with either Reldan, Alfacron or Actellic at a rate of 1 g active ingredient per square metre. Soybean** (Glycine max) Seed for planting (Black leaf blight -Arkoola nigra) (Stem rot -Phytophthora megasperma f.sp. glycines) To be certified as: a. grown in a area where black leaf blight has not been recorded; and b. treated with 35% metalaxyl at the rate of 300 g/100 kg of seed. Sugar cane** (Saccharum officinarum) Seed (Ratoon stunting virus; Sugar cane Fiji disease) Sugar cane plants or parts of plants (including seed) are prohibited from entering Western Australia from other parts of Australia without the prior approval of the Director General.
Provide patient centered care with sensitivity and respect for human diversity (S) Assess own level of communication skill in encounters with the patient and family (S) Perform a physical assessment, comparing findings with textbook norms for the geriatric patient. What psychosocial and ethical considerations guided communication with the patient’s daughter? What cultural considerations influenced the care for this patient? Safety Examine human and environmental factors that impact patient safety (K) Use strategies to reduce reliance on memory (S) Use error reporting systems for error reporting (S) Participate in root cause analysis to analyze errors (S) Implement specific interventions addressed in the National Patient Safety Goals (S) Communicate observations or concerns related hazards or errors to members of the health care team (S) Describe factors that create a culture of safety ( K) Demonstrate effective use of standard practices to support patient safety (S) (recognize and intervene when patient’s status changes) National Patient Safety Goals Identify a “Do not use” abbreviation and implement appropriate action Complete a medication reconciliation form Validate the accuracy of telephone orders through “ read back and confirm” Respond immediately to critical lab results Identify a change in patient’s condition and call a “Rapid response” Utilize an organized format to provide hand-off communication Scan the environment to identify threats to patient safety and address problems. Provide feedback to ancillary staff when asepsis is broken Take appropriate action when a wrong IV solution is hanging. ( reporting and root cause analysis) Utilize strategies to validate information and to decrease reliance on memory. How did the nurse use initiative to resolve issues related to patient safety? What signs of multiple organ dysfunction did the patient exhibit and how did these impact safety? How did nurse implement strategies to minimize distraction and chaos during the stress of managing an unstable patient”? Describe factors that create a “culture of safety” in health care. What were possible root causes of the error that occurred in the simulation? What steps should the nurse take to prevent such errors in the future? How did the implementation of the sepsis bundle protocol contribute to patient safety? What are the criteria for a rapid response and which of these did you identify in this scenario? Which National Patient Safety goals were met during this scenario? What environmental factors did the nurse consider to ensure safety for this patient?
QSEN Teaching Strategy: Sponge relay and Cardiac Output Kathleen A. Morales, PhD, RN, CNE Cynthia E. Johnson, PhD, RN Carrie Barr, RN, MSN Key words: Cardiac function; innovative teaching, active learning Competency Category(s): Evidence-based practice, patient-centered care Learner Level(s): Pre-licensure BSN Learning setting(s): Classroom Strategy Type: Hands-on learning activity Learning Objectives: Evidence-based practice (EBP) and patient-centered care (PCC), and safety were the objectives for this learning activity: Knowledge: (EBP) Demonstrate knowledge of basic scientific methods and processes, explain the role of evidence in determining best available clinical practice, explain the role of best practice in clinical practice. (PCC) Integrate understanding of the dimensions of care in the patient with cardiac dysfunction while providing information, physical comfort, and emotional support. Provide safe and effective care to the client experiencing cardiac dysfunction. Skills: (EBP) Base individualized plan on patient values, clinical expertise and evidence. (PCC) Provide patient-centered care for a patient with cardiac dysfunction while considering patient values, preferences and expressed needs. Attitudes: (EBP) Value the need for continuous improvement in clinical practice. (PCC) Value the patient’s expertise with own health and symptoms. Strategy Overview: This interactive hands-on learning activity was developed as part of a senior level adult-health course to provide understanding on advanced cardiac concepts such pre-load and afterload. The
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Section C: Reporting on educational partnerships (if relevant) If any programme(s) reviewed is delivered through an educational partnership (including articulation arrangements), please state the date that the site visit took place and the date the Board of Studies considered the report. Details of relevant programmes can be found in the University’s . Please state the name of the staff member visiting and the date of the visit. If this does not apply to your programme(s), simply type 'Not applicable'. Please state the date when the visit report was considered by the Board of Studies: Please give the date of the meeting and the relevant minute number. Please comment on the operation of this partnership during the year under review. If this does not apply to your programme(s), simply type 'Not applicable'. If your programme is delivered through an educational partnership (including articulation arrangements), please consider and comment on the following key issues: How the relationship with the partner has gone – highlight any particular areas which have gone well and could be shared with other similar provision or any areas where difficulties have been encountered How has the programme been marketed; have there been any issues in relation to this? How do students on an educational partnerships programme or entering through an EP arrangement, such as RPL or articulation arrangement perform academically in comparison to other groups of students? How has the Newcastle student experience been delivered? Highlight any areas where this has been difficult to address? If this is the first year of operating the educational partnership you must comment on the following: Admissions and induction processes for students. Were the target numbers achieved? How assessment procedures have worked How effective the arragements in each area have been during the first year of the partnership Is the partnership working in line with the legal agreement If the programme is to be professionally accredited what progress has been made. Your comments should focus on the key elements relating to these issues; there is no need to provide a detailed narrative in relation to them. Typically responses to this question might be two to three paragraphs in length; normally the full response would not exceed one side at most. You may draw upon the staff site visit report forms. Section D: Reporting on the operation of key quality management processes
NUIT, the Careers Service, and the Planning Office. LTDS then carries out any necessary work on Student Lifecycle Management. Document last modified by LTDS, October 2018 This document is primarily intended for: Proposers of changes to degree programmes; Degree Programme Directors / Directors of Studies; School Administrators; Faculty Learning and Teaching Support Teams Contact (for advice about the programme approval process) HASS: Christine O’Hara – , Ext. 83942 SAgE: Laura Johnson – , Ext. 88516 FMS: Lynn Oakes – .ac.uk, Ext. 85595 Cross-Faculty: Janice Trewick, , Ext. 87407 Contact (for queries about this policy statement) ; T: 0191 20 88491/83978
Selective units may be engaged at any time during the duration of the course. Selective units allow a student to work on course related mastery that strengthens and supports mastery of essential units. Evaluation Rubric: A rubric is used by the teacher to evaluate individual student performance. The rubric provides definitions for ‘A’ level mastery and ‘B’ level mastery for each TSW. The rubric, also, helps the student to evaluate their own performance. Assessment Materials: The teacher is responsible for carefully reviewing and selecting assessment materials that align with the essential outcomes in each essential unit. Internet Resources: Past library curriculum included lists of websites. Unfortunately, website links often change. For this reason, it is best to conduct Internet searches at the point-of-need. For example, to find lesson plans enter the keywords – free elementary library lesson plans – into an Internet search engine (i.e., Bing, Google). Suggested Materials: Over the 7-year library curriculum life-cycle, materials on this list will become outdated or unavailable. The purchase of new or updated materials will be required to keep the curriculum relevant. Always try to locate the current edition of the books listed. Purchases can be made using Follett Titlewave. Each school has a Titlewave account. Title / Author ISBN 12 Write-on/Wipe-Off Graphic Organizers That Build Early Writing Skills (Flip Chart) / by Liza Charlesworth 9780545449526 75 outrageous ways librarians can impact student achievement in grades K-8 / by Laurie Thelen 9781586832322 The art of storytelling : telling truths through telling stories / by Amy E Spaulding 9780810877764 The Big6 Curriculum Comprehensive Information and Communication Technology (Ict) Literacy for All Students / by Michael B. Eisenberg, Janet R. Murray, C Bartow 9781440844799 The Centered School Library Engaging Every Learner with Library Skills Centers / by Cari S. Young 9781602130562 Complete library skills : grades K-2 / by Linda Turrell 9780742419520
Fan Performance Data: Fan performance curves with flow, static pressure and horsepower. Sound Performance Data: Fan sound power levels in eight octave bands and, overall sound power level or sone values. Motor ratings and electrical characteristics. Furnished specialty components. Specified accessories. Dimensioned standard drawings indicating dimensions, weights, and attachments to other work. Specifier: If Contractor will be required to provide engineering drawings and calculations for vibration, seismic, or high wind design, insert requirements here. INFORMATIONAL SUBMITTALS Source quality-control reports. Field quality-control reports. ISO-9001 certificate. CLOSEOUT SUBMITTALS Operation and Maintenance Data: Include routine maintenance, adjustment requirements, safety information, and troubleshooting guide. QUALITY ASSURANCE Manufacturer Qualifications: Approved ISO 9001-compliant manufacturer listed in this Section with minimum 10 years' experience in manufacture of similar products in successful use in similar applications. Specifier: Retain paragraph below if Owner allows substitutions but requires strict control over qualifying of substitutions. Approval of Comparable Products: Submit the following in accordance with project substitution requirements, within time allowed for substitution review: Product data, including certified independent test data indicating compliance with requirements. Project references: Minimum of 5 installations not less than 5 years old, with Owner contact information. Sample warranty. Substitutions following award of contract are not allowed except as stipulated in Division 01 General Requirements. Approved manufacturers must meet separate requirements of Submittals Article. AMCA Compliance: Provide fan types tested in accordance with AMCA Standard 210 (air performance) and AMCA Standard 300 (sound performance) in an AMCA-accredited laboratory. Provide fan units rated according to AMCA Standard 211 (air performance) and AMCA Publication 311 (sound performance). Provide fan units rated according to AMCA Standard 205 (fan efficiency grade).