zilongwang/ReadingBank huggingface dataset:
Job Description Job Title: SITS Application Specialist Faculty/Department: University Registrar and Secretary/Registrar and Secretary’s Office Reporting to: SIS Service Manager Duration: Fixed term – 1 year DBS Disclosure requirement: No Vacancy Reference: AQ0057 Details Specific to the Post Background and Context The University is engaged in transformation of its business processes and supporting business systems. Student Information Systems are mission critical and essential to a wide range of business processes, decision making and business performance management. Having selected Tribal Education Ltd to supply their portfolio of systems software including SITS, eVision, Service Information Desk, Insight and Unity, the University is forming a team which will work alongside Tribal consultants and the Universities’ Subject Matter Experts to achieve the required transformation alongside the Student Information System implementation. The 25 strong Student Information Systems team is responsible for achieving the definition of the overall business and information needs of an organisation, to develop and align appropriate business process and information systems solutions, and to quality assure along with promoting the effective use of the solutions. We are endeavouring to deliver an online provision of Student and Staff processes in line with our ‘one portal’ strategic aim delivered through a responsive design website. Specific Duties and Responsibilities of the post The primary purpose of the role is to support the student information systems programme in achieving its objectives. Student Information Systems are mission critical and good practice in the analysis, design, implementation and support of information systems will be essential to ensure value for money, efficient and effective operations and management of risk. This role involves an element of business analysts to understand the services provided by the University in order to propose new business processes that enable & support these services with a new streamlined workflow powered by SITS and subsequently translate these into a deliverable. This includes completion of documentation, wireframes and once approved. Technical product developments within constraints of scope, quality, time and cost, to deliver. Aligned with the Test Manager, part of the role is to conduct testing of technical product developments, and support defect root cause analysis and resolution as well as providing
Student Course Enrolments STUDENT SITS uses one basic record to hold all of a student's personal details. This unique Student (STU) record will remain with them for the whole of their studies at YSJ, from initial application, enrolment and alumni. STUDENT COURSE JOIN Once registered at YSJ, a student can join a course. When a student joins a a Student Course Join (SCJ) record is created. A student can join more than one course at a time or consecutively. STUDENT COURSE ENROLMENT Having joined a course, a student must enrol on each course block/occurrence that s/he wishes to take. Students cannot enrol on a course block/occurrence unless they have joined the course. COURSES, PROGRAMMES and ROUTES Courses, programmes and routes hold various combinations of course-related information. For example, Course: BAJJJFT BA (Hons) Joint FT, Route: ARENJ Art and English Literature INS_STU SRS_SCJ SRS_SCE SRS_CRS stu_code: Student Code scj_code: Student SCJ Code sce_scjc: Student SCJ Code crs_code: Course Code stu_surn: Surname scj_stuc: Student Code sce_ayrc: Academic Year crs_name: Course Name stu_fnm1: Forename scj_begd: Begin Date sce_crsc: Course Code … stu_dob: Date of Birth scj_endd: Actual End Date sce_blok: Block … scj_eend: Estimated End Date sce_occl: Occurrence … sce_stac: Enrolment Status INS_PRG sce_prgc: Programme Code prg_code: Programme Code sce_rouc: Code prg_name: Programme Name … … INS_ROU rou_code: Route Code rou_name: Route Name …
5) If the project required ethical approval, please inform us of the date the approval was received and the body through which it was granted: 13th December 2012, Faculty of Arts Ethics Committee 6) A summary of the required outputs of projects receiving PedRIO funding awards can be found below. Please attach the relevant documents (demonstrating these outputs) when returning this form. Use the space below to provide any further information where necessary, and to provide information on unexpected outputs (where relevant). A minimum of one peer reviewed journal article (draft or final/published work) The following paper is in review for the Association of Architectural Educators Charrette journal (attached): Bradbury, S & Papaefthimiou, M. Re-Thinking of Live Projects The anticipated publication date in January 2014 with feedback to authors by November 2013. Evidence of dissemination at national / international research conferences The following peer review conference paper (copy attached): Bradbury, S., 2013. Situated learning in architecture: the pedagogic benefits to practitioners and the improvement of In: Association of Architectural Educators, (un)common currency: AAE Conference. Nottingham Trent University, 4-5 April 2013. (proceedings) Evidence of contributions to PedRIO / Teaching and Learning events Poster presentation at the Vice-Chancellor’s Teaching and Learning Conference 28th June 2013 (attached) Other outputs (where relevant) Presentation at School of Architecture Design and Environment teaching and learning days
Safety and security Ensure that all unit personnel comply with safety procedures and instructions Ensure physical readiness through proper nutrition, water intake, rest, and stress management techniques Ensure unit personnel health and safety issues are addressed; report issues to the Safety Officer and the Logistics Section Employee Health and Well-Being Unit Ensure personal protective equipment (PPE) is available and utilized appropriately Extended Response (greater than 12 hours) Time Initial Activities Transfer the Situation Unit Leader role, if appropriate Conduct a transition meeting to brief your replacement on the current situation, response actions, available resources, and the role of external agencies in support of the hospital Address any health, medical, and safety concerns Address political sensitivities, when appropriate Instruct your replacement to complete the appropriate documentation and ensure that appropriate personnel are properly briefed on response issues and objectives (see HICS Forms 203, 204, 214, and 215A) Continue to monitor the ability of the Situation Unit to meet workload demands, personnel health and safety, resource needs, and documentation practices Provide updates to the Planning Section Chief Meet with unit personnel to address ongoing issues Documentation HICS 204: Document assignments and operational period objectives on Assignment List HICS 213: Document all communications on a General Message form HICS 214: Document all key activities, actions, and decisions in an Activity Log on a continual HICS 255: Ensure the Master Patient Evacuation Tracking form is updated, as needed HICS 257: As directed by the Planning Section Chief, use the Resource Accounting Record to track equipment used during the response Resources Assess issues and needs in unit areas; coordinate resource management Ensure equipment, supplies, and personal protective equipment (PPE) are replaced as needed Communication Hospital to complete: Insert communications technology, instructions for use and protocols for interface with external partners Safety and security Ensure that all unit personnel continue to comply with safety procedures and instructions Observe all staff and volunteers for signs of stress and inappropriate behavior and report concerns to the Safety Officer and the Logistics Section Employee Health and Well-Being Unit Leader Provide for staff rest periods and relief
Fletcher maintained that the right way to goodness was the application of agape, the love which Jesus commanded: ‘You should love the Lord your God with all your heart, and with all your soul, and with all your strength and with all your mind; and your neighbour as yourself’ –Luke 10:27. St Paul wrote that love is the fulfilling of the law: ‘Love thy neighbour as yourself.’ Love does no harm to its neighbour. Therefore love is the fulfilment of the law.’ – Romans 13:10. This focus on agape means that other guiding maxims could be ignored in certain situations if they do not serve agape; for example, Fletcher says it would be right for a mother with a 13 year old daughter who is having sex to break the rules about under-age sex and insist her daughter uses contraception- the right choice is the most loving thing and it will depend on the situation. However, the situation can never change the rule of agape which is always good and right regardless of the circumstances. 7 What is the law of love? Is Fletcher’s definition of love convincing? 8. Read the teachings of Jesus in Luke 10:25-37 and St Paul’s 1 Corinthians 13 a. Summarise the and message in Luke 10:25-37 b. Summarise the key teachings in 1 Corinthians 13
9. Joseph Fletcher’s theory is considered to be relativistic. Explain this concept and list relativistic features – add to this list during the Use Lawson 10. Situation Ethics is also considered to be consequential and teleological. Explain these ideas. 11. Explain why Fletcher rejects ‘antinomianism’ and ‘legalism’ in favour of ‘agape’ love. [20 AO1]
PC 56 / PC POTTERS BAR BAPTIST CHURCH, BARNET ROAD, POTTERS BAR, HERTS, EN6 2RB 1188 to 2428 QA 57 / QA ST MARYS CHURCH HALL, THE WALK, POTTERS BAR, HERTS, EN6 1QQ 1 to 1152 QB 58 / QB POTTERS BAR UNITED REFORMED CHURCH, DARKES LANE, POTTERS BAR, HERTS, EN6 1BZ 1 to 2843 QB 59 / QB POTTERS BAR UNITED REFORMED CHURCH, DARKES LANE, POTTERS BAR, HERTS, EN6 1BZ 1409 to 2840 QC 60 / QC POPE PAUL CATHOLIC PRIMARY SCHOOL, BAKER STREET, POTTERS BAR, HERTS, EN6 2ES 1 to 2319 QC 61 / QC POPE PAUL CATHOLIC PRIMARY SCHOOL, BAKER STREET, POTTERS BAR, HERTS, EN6 2ES 1095 to 2323 RA 62 / RA SHENLEY VILLAGE HALL, LONDON ROAD, SHENLEY, WD7 9EW 1 to 1186 RB 63 / RB CHURCH OF THE GOOD SHEPHERD (ST WILFRID'S HALL), SHENLEYBURY, SHENLEY, RADLETT, HERTS, WD7 9DH 1 to 2120 RB 64 / RB CHURCH OF THE GOOD SHEPHERD (ST WILFRID'S HALL), SHENLEYBURY, SHENLEY, RADLETT, HERTS, WD7 9DH 1028 to 2117 RC 65 / RC SOUTH MIMMS VILLAGE HALL, BLANCHE LANE, SOUTH MIMMS, POTTERS BAR, EN6 3PQ 1 to 627 RD 66 / RD RIDGE VILLAGE HALL, CROSSOAKS LANE, RIDGE, POTTERS BAR, EN6 3LH 1 to 138 Dated: Wednesday, 27 April 2016 DONALD GRAHAM LOCAL RETURNING OFFICER Hertsmere Borough Council Civic Offices Elstree Way Borehamwood Herts WD6 1WA Published and printed by DONALD GRAHAM, LOCAL RETURNING OFFICER, Hertsmere Borough Council, Civic Offices, Elstree Way, Borehamwood, Herts, WD6 1WA
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Major Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
Ratings Definitions Performed without Challenges (P) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks for the public or for emergency workers, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Performed with Some Challenges (S) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks for the public or for emergency workers, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. However, opportunities to enhance effectiveness and/or efficiency were identified. Performed with Major Challenges (M) The targets and critical tasks associated with the core capability were completed in a manner that achieved the objective(s), but some or all of the following were observed: demonstrated performance had a negative impact on the performance of other activities; contributed to additional health and/or safety risks for the public or for emergency workers; and/or was not conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Unable to be Performed (U) The targets and critical tasks associated with the core capability were not performed in a manner that achieved the objective(s).
basis from Martha’s Vineyard and Nantucket Dartmouth Coach has canceled some routes. Service Conditions Mode/Line Status MBTA ▬ Blue Line Regular service has resumed with some delays ▬ Orange Line Regular service has resumed ▬ Red Line Buses are replacing Mattapan Trolley service between Ashmont and Mattapan stations from start to end of service Wednesday, January 28, 2015.. All other regular Redline service has resumed with some delays. ▬ Green Line Regular service has resumed ▬ Silver Line Regular service has resumed, SL2 snow in effect. ▬ Bus All bus snow routes are in effect. ▬ Commuter Rail Regular service has resumed with some delays and cancellations. ▬ Commuter Boat Regular service has resumed ▬ The RIDE Regular service has resumed REGIONAL TRANSIT AUTHORITIES
Brockton Area Transit Authority (BAT) Service will resume on select routes on snow schedules for Wednesday, January 28, 2015 at 10:00AM. Some routes will still have service suspensions. No service to Boston on January 28, 2015 Berkshire Regional Transit Authority (BRTA) Fixed route and paratransit service shall resume (Wednesday, January 28, 2015). Some routes may see service delays due to overnight road conditions. Cape Cod Regional Transit Authority (CCRTA) Service suspended for Wednesday, January 28, 2015 with the exception of HMI (methadone treatment clinic) and dialysis centers. Lowell Regional Transit Authority Running regular fixed route service and emergency medical transportation paratransit service as of 28 Jan Merrimack Valley Regional Transit Authority (MVRTA) Resume regular service and hours on the following services on Wednesday, January 28, 2015: Fixed Route Boston Commuter Service E-Z Trans Ring/Ride Ring/Ride Rt 28
Boston, South Station. Logan CANCELLED Logan Airport 855am/Boston, South Station 930am to New London, Lebanon, Hanover NH CANCELLED Airport 1055am/Boston, S. Station 1130am to New London, Lebanon, Hanover NH CANCELLED Greyhound Significant cancellations in service to/from Boston. website for canceled routes. Logan Express Logan Express has resumed regular weekday service: Plymouth & Brockton Street Railway Co. Service for Wednesday - January 28, 2015 is cancelled. If conditions improve considerably, will reassess the situation. Peter Pan Bus Lines Peter Pan will resume the majority of its service on 28 Jan. Check website for canceled routes. Steamship Authority All ferry service will operate today on a trip by trip basis for Martha’s Vineyard and Nantucket. Aviation Facility Location Status Boston Logan Int’l Airport Boston Logan Airport re-opened a 7:50 hrs. Runway 15R/33L and taxiways available.
ZAMBIA SITUATIONAL ANALYSIS ON CLTS/SLTS/ULTS Prepared by: Wiscot M. Mwanza Dated: June 2012 Executive Summary Community Led Sanitation (CLTS) is one of several approaches currently being implemented in Zambia to increase rural sanitation coverage. The Joint Monitoring Programme (JMP) on Water Supply and Sanitation estimated rural sanitation coverage in Zambia to be 43% in 2008 (UNICEF/WHO, 2010). The MDGs Report 2008 showed that Zambia had made significant progress towards reaching MDGs in all goals, except the MDG7: Ensuring environmental sustainability, Target 7c: Halve, by 2015, the proportion of the population without sustainable access to safe drinking water and basic sanitation. The achievements of sanitation targets are an obvious priority in Zambia, where over 80% of all diseases in Zambia are environmental and related to water and sanitation2. Following a successful pilot in Choma District in 2007, implemented by the GRZ and UNICEF, where within a period of two months sanitation coverage increased from 23% to 88% and 75% of the villages were verified as open defecation free (ODF), CLTS became a key sanitation approach in Zambia. At the district level, CLTS is overseen by MLGH through the Local Authorities (District, Municipal and City Councils) who implement as well
and to encourage the crew to work together as a team. f. Adaptability/Flexibility: The ability to alter a course of action based on new information, maintain constructive behavior under pressure, and adapt to internal and external environmental changes. g. Situational Awareness: The degree of accuracy by which one’s perception of the current environment mirrors reality. FOCUS QUESTIONS AND ANSWERS What THREATS came “at” the crew and what Strategies were used to Prepare for Threats and initially deal with them? 2. What ERRORS came “from” the crew and how did they use SA to Repair the Errors? 3. What Undesired Aircraft State was achieved and how did the crew use SA to Recover? 4. What could have been done to avoid this situation? SUMMARY TEACHING POINTS: 1. 2. 3. (Aircraft) CASE STUDY TITLE: SOURCE: SYNOPSIS: FOCUS QUESTIONS: What THREATS came “at” the crew and what Strategies were used to Prepare for Threats and initially deal with them?
Toilet: Polythene Bowls Needed – 40; Diarrhea infected villages; and Increase in mosquitoes & flies population. Boitaci Wash KIT Distributed – 20; Water Source – Bore Hole which is satisfactory; Toilet: 8 and Damaged – 8; Washroom: 11 Damaged – 11; Polythene Bowl Needed – 18; Diarrhea infection immediately after hurricane due to no water; and Increase in flies and mosquito population. Daliconi Wash Kit Distributed – 19; Water Source – treated by WAF and now safe; Toilet – 35; and Damaged – 5; Polythene Bowls Needed – 5; and Communal Pit – NIL. Malaka Wash KIT Distributed – 22; Water Source – treated by WAF and now safe; Toilet – 18; and Damaged – 14; Polythene Bowls Needed – 20; Communal PIT – NIL; and Increased in mosquito population. Muamua Wash KIT Distributed – 18; Water Source – treated by WAF and now safe; Toilet: 12 and ALL Damaged; and Polythene Bowls Needed – 15. 2. MoIT The MoIT has conduct assessment on the following: 1. Malaka Ice Plant and Office; 2. Malaka Village – 29 residence; 3. WAF pumping station; 4. Daliconi Primary School :- (a) Classroom (b) Classroom, library and office (c) Toilet and store room (d) Teachers residence (2) (e) Kindergarten
List of Relief Supplies Deployed by VOEA Pangai (Tongan Navy) on Saturday, 27th February 2016: Tents – 150; Shelter kits – 100; Tarpaulins – 100; Hygiene Kits – 300; Kitchen sets (set of 5) – 200; Blankets – 100; Mosquito nets – 200; Collapsible Tanks (8 litres) – 500; Flour – 6 tons; Sugar – 2 tons;
LANDING AREA LOCATION Please show the layout of your proposed landing area referenced to section corners with township and designated. This sketch should show heights of any growths, buildings, pole lines, etc., that are adjacent to the landing area or within the approaches. Also, please indicate the difference in elevation between the runway end and any roads, railroads, or highways that are adjacent to or in the approach to the landing strip or runway. Show distance in feet to all public roads.* Landing Area: Section: Township: Range: One Square Mile NW 1/4 NE 1/4 SW 1/4 SE 1/4 * Please depict location and runway orientation on a U.S.G.S. quadrangle map, if available.
The CEOS Social Objectives: To increase global awareness about CEOS, the value and benefits of satellite Earth observations, and available resources by: posting original content about available CEOS Agency data, tools, and resources and our current activities engaging with and sharing relevant content from others assessing what types of content generate the most engagement redefining our strategy as necessary To drive more traffic to our website for more detailed information by: sharing original CEOS website content assessing how much web traffic we get from social redefining our strategy as necessary. Social Media Tactics To accomplish our social media Objectives, we will: Create and maintain an editorial calendar that defines the types of content to be posted each week of the upcoming quarter (topics, news items, relevant content from others, educational materials, data/tools/resources) on each of the social media channels: Facebook, Twitter, YouTube, and LinkedIn. Invite people from throughout CEOS to create/share content about their work on CEOS social media channels. Monitor social media interactions on a daily basis and respond to interactions from others within 48 hours. Reference CEOS social media channels on all print media (i.e. Like us on Facebook! or Follow us on Twitter!) Measurement Strategy To track whether or not we are reaching our social media objectives, we will record the following metrics on a monthly basis and analyze overall outcomes each quarter to guide decisions on any strategy adjustments: Number of new likes/followers/subscribers on each channel (i.e. engagement); note any engagement with thought leaders in our field Number of two-way interactions with thought leaders in our field Number of visitors to the website and how many from social media (using Google Analytics) Organizational Format The CEOS Systems Engineering Office (SEO) Communications Lead will develop the quarterly editorial calendar and implement the CEOS social strategy. She will invite others from the
Sit agenda for 9/10/14 Start: 3:55 End: 4:55 Attendees: David Bostian Wade Syndy Kevitz Craig Malone Paige Turner Bill Graham Christian Roberts Laurie Pierce Britt Rogers Stacey Zay Valarie Simmons Melissa Chappell Jessica Mazzaglia Jennifer Prudhomme Jennifer Webber Margarete Fedora Rob Hicks Lori Tufts Stephanie Verna Lisa Hawes Todd Osbourne ~Executive Summary Review Community Building Encourage/recruit students in extracurricular activities based on interest PTA meetings to include Open ~Target by sub group Reduce non proficiency by 10% Guidance and staff will implement character education initiative throughout the school. Increase various projects to increase students humanitarian and social and global awareness. Content Planning Combine first, second, fourth and fifth bullet (leave 3rd but add ESL teacher) Teachers will develop lesson plans that implement components of acceleration to include combining components of previewing, scaffolding and differentiation. Teachers will analyze data from benchmarks and common assessments for the purpose of reteaching to ensure mastery. Teachers will content across subject areas. (Combine to first, second, etc) Instruction Change 3 to: teachers will embed overt responses into instruction utilizing technology and other methods. Teachers will provide rigorous learning opportunities for students to include project based and 21st century learning. Assessment
Needs ACTUAL SITUATION (What I am satisfied with, what I am not satisfied with, what I am not capable of doing ; challenges) What is happening now… WHAT I WISH FOR (Hopes, needs) What I want… Mental health, cognitive and emotional Physical health Environment, security and nutrition Budgeting and finances Leisure, hobbies, studies, work Civil status, social network, friends and family Access to services Sexuality Spirituality ACTION STRATEGIES (Steps/Ways to do it) What can be done… WHEN When it can be done… PERSONS IN CHARGE Who can do it… EVALUATION What are the results of our efforts …
9.Attend for “TEQIP-II Sponsered National Workshop on "Research Methodology in Science and Technology" organized by TEQIP-II at JNTUA College of Engineering( AUTONOMOUS) , Pulivendula during 17th-18th October-2016 10.Attend For “participated in TEQUIP-II sponsered two day national level faculty development programmed on "Cloud Computing-AMAZON WEB SERVICES-DEVELOPMENT" organized by Dept of CSE at JNTUA College of Engineering( AUTONOMOUS) , Pulivendula during 16th-17th September-2016 Books Conferences organised
STAFF PROFILE Name : J.SIVASUBRAMANIAN Designation : Assistant Professor in Physics Date of Entry into Service : 16/06/2016 E-mail : j.sivasubramanian@maduracollege.edu.in Mobile (Optional) : 9894230828 Education : M.Sc., M.Phil., B.Ed., Ph.D Areas of specialization : Spectroscopy Projects undertaken Title of the Project Nameof the funding Agency Duration Completed/Ongoing Amount Remarks ---- ---- ---- ---- ---- ---- Seminars Organized Title of the Seminar/Conference/Workshop Date Sponsoring Agency National/State/ International Co-ordinator/ Convener ---- ---- ---- ---- ---- Seminors, Workshop and Conferences Attended Title of the Seminar/Conference/Workshop Date National/State/ International Organization in which attended Workshop on Mathematical Modeling National The Madura College, Madurai Books Published: Title of the Book Published ISBN No. Publisher if any Year of Publishing Authored/Edited ---- ---- ---- ---- ---- Research Publications:
CURRICULUM VITAE Zuzanna S. SIWY Department of Physics and Astronomy, University of California, Irvine 210G Rowland Hall, Irvine, CA 92697 Tel. 1 949 824 8290 E-mail: EDUCATION: Habilitation in Chemical Physics, awarded by the Polish National Committee of Science in July 2004 on the basis of research achievements and the dissertation: “Studies on preparation, structure and transport properties of nanopores in polymer membranes”. PhD in Chemical Sciences (summa cum laude), October 1997, Silesian University of Technology, Gliwice, Poland. MSc Eng. in Technology of Polymers, March 1995, Silesian University of Technology, Gliwice, Poland. EMPLOYMENT HISTORY Time Position Institution July 2012 – present Professor Department of Physics and Astronomy, Department of Chemistry, Departrment of Biomedical Engineering, University of California, Irvine July 2009 – June 2012 Associate Professor Department of Physics and Astronomy, University of California, Irvine July 2005 – June 2009 Assistant Professor Department of Physics and Astronomy, University of California, Irvine July 2004 – June 2007 Adjunct with Habilitation degree Silesian University of Technology, Strzody 9, 44-100 Gliwice, Poland September 2003 – June 2005 Postdoctoral researcher University of Florida, Department of Chemistry, Gainesville, FL 32611, group of Prof. Charles R. Martin October 2000 – August 2003 Postdoctoral researcher; Fellow of the Foundation for Polish Science and the Alexander von Humboldt Foundation Gesellschaft fuer Schwerionenforschung, 64291 Darmstadt, Germany April 1998 – June 2004 (on leave from October 2000 to June 2004) Adjunct with PhD degree Silesian University of Technology, Strzody 9, 44-100 Gliwice, Poland ACADEMIC DINSTINCTIONS 2013 – Fellow of the American Physical Society 2012 - UC Irvine Senate Award: Distinguished Mid-Career Faculty Award for Research 2009 - PECASE Award (Presidential Early Career Award for Scientists and Engineers) nominated by NSF. 2009-2010 - Friedrich Wilhelm Bessel Research Award from the Alexander von Humboldt Foundation
Description Ability to make food Number of cells Examples Archea Extreme salty water, sewer, acid, thermal Microspcopic 3.5 billion years old No oxygen Decomposers: Get energy from other organisms Autotrophs: Make own food from chemicals Unicellular Prokaryotes (simple no nucleus) Methanogens: Create methane Halophiles: High Salt Thermophiles: Heat Eubacteria Live Everywhere, EXCEPT extreme environments, including on you. Harmful and beneficial Autotrophs Some photosynthetic: Some absorb food Decomposers Unicellular Prokaryotes (simple cells no nucleus) E Coli Salmonella Protista Odds and ends kingdom members are different Some autotrophic Some heterotrophic Some animal like, fungi like. Unicellular and Multi cellular All Eukaryote (Complex with nucleus and organelles) Paramecium Algae Kelp Fungi Fungi 'eat' by releasing enzymes to break down nutrients then absorb. always live in and on their food. Absorptive heterotrophs Unicellular (yeast only) Rest are multicellular All Eukaryote Mushrooms Mold Yeast Mildew Plantae Photosynthesis 12 major groups or Phyla Classified by tissue, seed and stature Autotrophs Producer Plants are autotrophs Make their own food Multicellular consists of complex cells. Eukaryote Eelgrass Animalia Oxygen Grow Reproduce Over 2 mill species All Heterotrophs Consumers: Herbivores, omnivores and carnivores Multicellular Eukaryote Seal otter Chinook salmon Geoduck Bald Eagle
Animalia All animals are multicellular and Eukaryotes All animals are consumers Invertebrate No Backbone 32 Phylum Vertebrate Backbone Phylum: Chordata Classification Description Example Classification Description Example Phylum Cnidaria (Coelenterata) Aquatic One opening for anus and mouth No brain or heart Sea anemones Coral Jellyfish Class Amphibia Water/land Cold-blooded (ecto) Metamorphosis Breathes thru skin Frogs Salamanders newts Phylum Annelida Aquatic and terrestrial Segemented worms Earthworm Leech Earthworm Class Aves Feathers, wings hollow bones, eggs Owl, Eagle, Osprey Phylum Arthropoda Diverse Exoskeleton Segmented body JointedAppendages Centipedes, Spiders, Scorpions, Insects and Crustaceans. Class Osteichthyes Bony Fish 96% Gills Cold Blooded (ecto) Salmon Shark Trout Phylum Mollusca Soft body Most hard shell No legs Tentacles Squids Octopus Snails Slug Class Reptilia Cold-blooded (ecto) Scales Lungs for breathing Turtles Lizards, snakes Crocodiles Phylum Echinodermata Endoskeleton No blood! Tiny feet all over Starfish Class Mammalia Warm-blooded (endo) Milk Hair Seal harbor Bear Phylum Porifera No organs Simplest animal Sponges
Item 14 Caseworker Visits With Child 59.3% 57% 64.5% Item 15 Caseworker Visits With Parents 31.1% 28% 36.2% Figure 3 Based on the State’s current performance (Figure 3), all items failed to meet the specified PIP goal during this six month review cycle. and Family Services Review (CFSR) Round 3 Georgia: Program Improvement Plan (PIP) Goals Comparison Individual Program Performance (Permanency/Family Support/Family Preservation) CFSR Items Requiring Measurement Item Description PIP Goal State Performance as of December 31, 2016 Permanency Family Support Family Preservation Item 2 Services to Family to Protect Child(ren) in the Home and Prevent Removal or Re-Entry Into Foster Care 68.0% 58% 77% (Met) 0% 14% Item 3 Risk and Safety Assessment and Management 48.5% 32% 39% 23% 20% Item 4 Stability of Foster Care Placement 74.1% 67% 67% NA NA Item 5 Permanency Goal for 48.7% 43% 43% NA NA Item 12 Needs and Services of Child, Parents, and Foster Parents 29.3% 25% 28% 22% 20% Item 13 Child and Family Involvement in Case Planning 47% 42% 45% 31% 47% (Met) Item 14 Caseworker Visits With Child 64.5% 57% 70% (Met) 23% 53% Item 15 Caseworker Visits With Parents 36.2% 28% 28% 20% 37% (Met) Figure 4
Outcome Comparisons of 2015 CFSR Review (April 2015-September 2015) Vs QA Reviews July 2016 to December 2016 Regional Safety Outcomes Achievement (January 2016-June 2016) REGION 01 REGION 02 REGION 03 REGION 04 REGION 05 REGION 06 REGION 07 REGION 08 REGION 09 REGION 10 REGION 11 REGION 12 REGION 13 REGION 14 Outcome S1: 63% 67% 60% 82% 60% 100% 100% 25% 0% 100% 86% 50% 50% 85% Item 1: 63% 67% 60% 82% 60% 100% 100% 25% 0% 100% 86% 50% 50% 85%
Outcome S2: 9% 25% 57% 33% 13% 50% 0% 25% 40% 36% 45% 56% 43% 26% Item 2: 25% 100% 100% 57% NA 100% 100% 100% 0% 100% 0% NA 67% 57% Item 3: 8% 25% 57% 33% 13% 50% 0% 25% 40% 36% 45% 56% 43% 26% Substantial Conformity for Outcomes: 95% or 94%- 80%; Below 80% Substantial Conformity for Items: 90% or above; 89%- 80%; Below 80% Regional Permanency Outcomes Achievement (January-June 2016) Substantial Conformity for Outcomes: 95% or above; 94%- 80%; Below 80% Substantial Conformity for Items: 90% or above; 89%- 80%; Below 80% REGION 01 REGION 02 REGION 03 REGION 04 REGION 05 REGION 06 REGION 07 REGION 08 REGION 09 REGION 10 REGION 11 REGION 12 REGION 13 REGION 14 Outcome P1: 29% 0% 50% 9% 0% 33% 0% 0% 25% 43% 17% 0% 16% 0% Item 4: 57% 25% 50% 64% 67% 67% 50% 100% 100% 86% 33% 80% 85% 54% Item 5: 67% 25% 67% 45% 50% 33% 0% 40% 50% 71% 50% 60% 31% 23% Item 6: 57% 50% 50% 18% 0% 33% 0% 0% 25% 57% 67% 0% 23% 31% Outcome P2: 71% 50% 100% 64% 17% 67% 50% 80% 50% 86% 33% 20% 38% 38%
Name _____________________ Period __________ AP WORLD HISTORY SIX WEEK EXAM REVIEW 2013 It is not possible to cram for an exam covering ALL OF WORLD HISTORY. In order to properly prepare for this exam, you will need several weeks to master the content as well as the skills. The following plan will help you to manage your time and get you ready for the test. It would be best if you worked in study groups of 3-4 classmates. Prepare to spend SEVERAL HOURS each weekend reviewing the content of this course. You should have a review book to help you. Suggested study steps: Before you meet with your study group: Read and highlight review book section for assigned period of history Create note cards for important terms and people Gather old notes & PERSIAN charts for each time period and review them With your group: Collected and graded each Monday Complete entire packet including charts and essay outlines Suggested: Discuss topics listed below with study group Complete multiple choice in review book and check over incorrect responses Write one complete essay while timing yourself Units of World History: Technological and Environmental Transformations (8000 BCE – 600 BCE) Organization and Reorganization of Societies (600 BCE – 600 CE) Regional and Transregional Interactions (600 CE – 1450 CE) Global Interactions (1450 – 1750 CE) Industrialization and Global Integration (1750 – 1900 CE) Accelerating Global Change and Realignment (1900 – Present)
AP WORLD HISTORY REVIEW CHARTS Name _____________________________ Time Period ________________________________________________________________________ Political Empires Nationalism Revolutions Diplomacy Economic Agricultural/pastoral Trade Labor systems Industrialization Econ. systems Religious Belief Systems Philosophies Social Demography Disease Gender Family Racial/Ethnic Social Classes Intellectual Technology Inventions Scientific discoveries Artistic Architecture Literature Music Near/Geography Resources Topography Interactions North America Latin America Europe Middle East / Africa
Organization and Reorganization of Human Societies (600 BCE – 600 CE) Regional and Transregional Interactions (600 CE – 1450 CE) Global Interactions (1450 – 1750 CE) Industrialization and Global Integration (1750 – 1900 CE) Accelerating Global Change and Realignment (1900 – Present) DUE TIME PERIOD ASSIGNMENT Week 1 March 24th 8000 BCE – 600 BCE Review Book Unit 1 Comparative Essay (40 min.) Week 2 March 31st 600 BCE – 600 CE Review Book Unit 2 Comparative Essay (40 min.) Week 3 April 7th 600 CE – 1450 CE Review Book Unit 3 CCOT Essay (40 min.) Week 4 April 21st 1450 – 1750 CE Review Book Unit 4 DBQ Essay (50 min.) Week 5 April 28th 1750 – 1900 CE Review Book Unit 5 CCOT Essay (40 min.) Week 6 May 5th 1900 – Present Review Book Unit 6 DBQ (50 min.)
Week 1 March 23rd 8000 BCE – 600 BCE Review Book Unit 1 Comparative Essay (40 min.) Week 2 March 30th 600 BCE – 600 CE Review Book Unit 2 DBQ (50 min.) Week 3 April 13th 600 CE – 1450 CE Review Book Unit 3 Comparative Essay (40 min.) Week 4 April 20th 1450 – 1750 CE Review Book Unit 4 CCOT Essay (40 min.) Week 5 April 27th 1750 – 1900 CE Review Book Unit 5 CCOT (40 min.) Week 6 May 4th 1900 – Present Review Book Unit 6 DBQ (50 min.) Discussion Topics for Study Groups: What are the patterns and effects of interaction among societies at this time? (trade, wars, diplomacy, international relations) Discuss the relationships of change and continuity across the world in this period. What is the impact of technology during this period? What is the impact of demography during this period? (population growth, decline, disease, manufacturing capabilities, agriculture, weaponry, etc.) Describe the systems of social structure and gender structure (compare across societies). Describe the cultural, intellectual and religious developments during this period across the world. Discuss how these ideas spread from one group to another. Describe changes in functions and structures of governments and attitudes towards states and political identities, including the emergence of the nation-state (political and cultural). Which civilizations are on the rise during this period? Which are in decline? Why? **How do major civilizations during this time period compare?
AP WORLD HISTORY REVIEW CHARTS Name _____________________________ Time Period ________________________________________________________________________ Social (Gender Roles & Relations, Family & Kinship, Racial & Ethnic Constructions, Social & Economic Classes) Political (Political Structures & Forms of Governance, Empires, Nations & Nationalism, Revolts & Revolutions, Regional/Transregional/Global Structures & Organizations) Interactions (Demography, Disease, Migration, Patterns of Settlement, & Technology) Cultural (Religions/Belief Systems, Philosophies, Ideologies, Science & Technology, Arts and Architecture) Economic (Agricultural & Pastoral Production, Trade & Commerce, Labor Systems, Industrialization, Capitalism & Socialism) North America Latin America Europe Middle East / Africa
Week 3 Essay: CCOT FREE RESPONSE QUESTION Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Uses world historical context to continuities and changes over time. Analyzes the process of continuity and change over time. Analyze how political transformations contributed to continuities and changes in the cultures of the Mediterranean region during the period circa 200 C.E. to 1000 C.E.
Catherine of Aragon (1) She was married to Henry for 23 years. Henry left the Catholic church so he could divorce her. Anne Boleyn (2) She had a daughter called Elizabeth. Henry said she was a witch so she was beheaded.
Catherine Howard (5) She was accused of having boyfriends while she was married to Henry. She was pretty and full of fun. Catherine Parr (6) She had no children of her own, but she was very kind to Edward, Mary and Elizabeth. Henry died while he was married to her. Image attributions Catherine of Aragon: By Lucas Hornebolte [Public domain], via Wikimedia Commons Anne Boleyn: See page for author [Public domain], via Wikimedia Commons
Married Length of marriage Reason marriage ended Children Additional information Catherine of Aragon May 1509 23 years Divorced Mary I Henry left the Catholic Church so he could divorce her. Anne Boleyn January 1533 3 years Beheaded Elizabeth I Henry said she was a witch. Jane Seymour May 1536 1 year Died Edward VI She died 12 days after Edward was born. Anne of Cleves January 1540 Less than 1 year Divorced none Henry said she had a face like a horse. Catherine Howard 1540 A little more than 1 year Beheaded none She was pretty and full of fun. Catherine Parr 1543 4 years Henry died none She was very kind to Mary, Elizabeth and Edward.
Six Month Goal LOG Based on the things we talked about, what will you do before our next meeting? Today’s Date Task(s) Date Completed Comments Financial C.H.A.N.G.E. Club c/o Financial Education Center, 2300 S. Park Street, Suite 005, Madison, WI 53713 PHONE 608-261-5077 FAX 608-261-9727 http://dane.uwex.edu/flp/FinancialEducation.html
National Stroke Strategy QM14 (2007) People who have had strokes and their carers, either living at home or in care homes, are offered a review from primary care services of their health and social care status and secondary prevention needs, typically within six weeks of discharge home or to a care home and again six months after leaving hospital. This is followed by an annual health and social care check, which facilitates a clear pathway back to further specialist review, advice, information, support and rehabilitation where required Care Quality Commission review on stroke care (2011) Regular reviews after transfer home provide a key opportunity to ensure people get the support they need. Royal College of Physicians (RCP) National Clinical Guidelines for Stroke (2012) Fourth Edition 7.1.1C and 7.4.1A Any patient with residual impairment after the end of initial rehabilitation should be offered a formal review at least every 6 months, to consider whether further interventions are warranted, and should be referred for specialist assessment if: new problems, not present when last seen by the specialist service, are present the patient’s physical state or social environment has changed Patients and their carers should have their individual practical and emotional support needs identified: before they leave hospital when rehabilitation ends or at 6-month review annually thereafter NICE (CG162) Stroke rehabilitation guideline: Long term rehabilitation after stroke (2013) Review the health and social care needs of people after stroke and the needs of their carers at 6 months and annually thereafter. These reviews should cover participation and community roles to ensure that people's goals are addressed. CCG Outcomes Indicator Set 2013/14 and 2014/15 Domain 3 – Helping people to recover from episodes of ill health or following injury Improving recovery from stroke / People who have had a stroke who receive a follow-up assessment between 4-8 months after initial admission Established in 2010, the Accelerating Stroke Improvement (ASI) programme was a national initiative designed to ensure that maximum implementation of the Quality Markers in the
Six-Sigma SIPOC Template Example: SIPOC Diagram for the example process of "Upgrading Laptop Memory" Suppliers Inputs Process Output Customers Mechanic Laptop Upgraded Laptop Owner Of Laptop Memory/Tools vendor. Example: RadioShack Anti-Static Gloves/Tools Old Memory Modules Electricity Utility/Provider Memory Power Supply Toolbox
3 Year Old Classroom (Social and Emotional Development) NY = Not Yet Emotional Development/Feelings Social Personal Development IP = In Process 1 2 3 4 5 5 6 7 8 9 10 11 AA = Almost Always Developing self confidence Expresses feelings in an appropriate manner Accepts constructive feedback Developing may be silly Can revert to toddler behavior of sucking thumb, crying etc., if unhappy Tells name May continue to play alongside others or join in play Shares, takes turns Identifies others Sings Accepts responsibility, demonstrates self-control Begins dramatic play/pretend CHILDREN
3 Year Old Classroom (Language and Communication Development) (Approaches to Learning) NY = Not Yet Listening Speaking Writing Approaches to Learning IP = In Process 1 2 3 4 5 6 7 9 11 13 14 AA = Almost Always Listens attentively Follows simple directions Can express self verbally Knows name, age Talks in sentences Refers to self as "I" or "me" Speech is understandable, using sentences Draws picture, can explain to adult Completes tasks Completes tasks Has attention span CHILDREN
3 Year Old Classroom (Cognition and General Knowledge Development) NY = Not Yet IP = In Process 1 2 3 4 5 6 7 8 9 10 11 12 13 14 AA = Almost Always Solves problems Compares Counts Recognized and matches colors Asks "why" questions Can group objects Begins to understand time concepts CHILDREN
Sir William Ramsay School Sixth Form Application for Admission - September 2019 Please complete the following information (where applicable) in BLOCK capitals using a black pen: First name: ………………………………………. Surname: ………….………………………….. Home address: …………………………………. Date of birth: ………………………………… …………………………………………………… Post code: …………………………………….. Home number: ……………..……….…………………………………………………… Mobile number: …………..………………………………………………………………………………… Name of parent(s)/carer(s): …………………………..………………………………………………. Parent’s email address: …………………………………………………………………………………… SWR Year 11 Tutor Group: ………………………………………………………………….. External applicants- current school’s details, telephone number and contact: ………………………………………………………………………………………………………... Year 11 Courses (and any other current courses/qualifications) Subject Level (i.e. GCSE, GNVQ, NVQ, BTEC) Predicted grade Grade achieved (if applicable) Over the page please indicate the course(s) that you would like to start in September 2019 Please indicate the course(s) and enrichment that you are applying for:
Day 2 Proofreading workbook page 83 Suffix able and ible workbook page 81 Write sentences to go with vocabulary cards/read sentences from cards. Read Bat Loves the Night in large group and answer secant set of questions. Sequence story using graphic organizer. Being verbs workbook page 73 Writing Workbook Oral questioning Teacher observation Day 3 ABC order Long and short vowel sounds workbook page 80 Use pictures to sequence events. Review action verbs and being verb workbook page 79 Reading test Vocabulary test Oral questioning Oral reading Teacher observation Workbook pages Writing Day 4 Draw pictures to match sentences for vocabulary Read leveled reader Life in a Cave and compare two text Spelling test Grammar test Phonics test Oral questioning Teacher observation Workbook Writing Day 5 No school Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching. Small groups, individualized tutoring, peer tutoring, and alternate assessments will be used as needed. Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson. The Elmo will be used during instruction to keep students on task. The computer will be used to supplement learning where applicable.
SIXTH FORM Surname: Forename: DoB: Address: Secondary School/College attended up to age 16: Post Code: Student contact details: Parent contact details: Home Phone No. Home Phone No. Mobile Phone No. Mobile Phone No. E-mail Address: E-mail Address: Subject Level [GCSE, Btec, etc] Predicted Grade Actual Grade Subject Level [GCSE, Btec, etc] Grade Actual Grade English Mathematics Science RE ICT I wish to enrol at Bodmin College Sixth Form in order to study [please enter details below]: Please provide some detail regarding your future intention/s with regard to career choice and/or any future plans relating to further education: INTERESTS/EXPERIENCE
APPLICATION FORM FOR EXTERNAL CANDIDATES Name: Date of birth: Gender: M / F Current School: School contact at current school (e.g. Head of Year): Home address and postcode: Home telephone number: Student’s mobile number: Student’s e-mail address: Parents’ / Guardians’ names: Parents’ / Guardians’ e-mail address: Parents’ / Guardians’ mobile number: Subject Mock Grade Grade expected Grade already achieved English Language Mathematics English Literature THE YOU
Year 1 Year 2 Examination Assignment Paper number and Unit 1: The world of travel and tourism Unit 3: Managing the customer experience Time 1 hour 30 minutes Marks 75 Weighting 32% 21% Assessment External examination Internally marked and externally moderated Types of question Three structured questions, short and extended answers based on stimulus material and knowledge n/a Pre-release material with task Assignment number and title Unit 2: Global destinations Unit 4: Choice from list of options to be decided Marks 60 Time 3 hr Weighting 26% 21% Assessment Externally set task Internally marked and externally moderated Types of question 3 activities set by the exam board n/a In the assignment units clear objective criteria are used to assess competency in all the key areas and you will be able to see how your achievements build up as the course proceeds. There will be plenty of opportunity to show progress. Are there any specific entry requirements? There are no special GCSE requirements for this course.