zilongwang/ReadingBank huggingface dataset:
If the team member is a student or trainee the PI must check with the student’s/trainee’s affiliated academic office to ensure that the research activities are within the student’s/trainee’s competencies and/or the parameters for supervision PERSONNEL WITH DIRECT CONTACT: Research employees who perform procedures, interviews, telephone to research subjects, clinical interventions with patients, etc. during the conduct of a research project. PERSONNEL WITH INDIRECT CONTACT: Research employees who do not interact directly with research subjects, but only manage study data, only have access to medical records, or handle human specimens, for research purposes. Engaged/Engagement in research: An individual is “engaged” in human subject research whenever they intervene or interact with living individuals for research purposes, or they obtain, release, or access individually-identifiable private information (or individually-identifiable specimens) for research purposes. [38 CFR 16.102(f)] Human Subject research activities: The research involves observation, manipulation, or sampling of human subjects or their biological samples or identifiable data for research purposes. A human research subject is defined as a living individual about whom an investigator (whether professional or student) conducting research obtains either: (a) Data through intervention or interaction with the individual; interaction includes communication or interpersonal contract between the researchers and the subject; or (b) Identifiable private information (38 CFR 16.102 (f)). For FDA-regulated research, a human research subject is involved as a recipient of a test article or as a control, or as an individual on whom or on whose specimen an investigational device is used or as a control. Animal research activities: The animal research involves physical contact with living or dead animals or their unfixed tissues or urine or feces regardless of the funding source of that research. Lab/Bench research activities: The research involves laboratory procedures or analysis conducted in laboratories at the VAMHCS or in VAMHCS leased space regardless of the funding source of the research.
Non-verbal Communication – 40 points A. Attention (eye contact) 10 Eye contact constantly used as an effective connection. Constantly looks at the entire audience (90-100% of the time) 10-8 Eye contact is mostly effective and consistent. Mostly looks around the audience (60-80% of the time) 7-4 Eye contact does not always allow connection with the speaker. Occasionally looks at someone or some groups (less than 50% of the time) 3-0 B. Mannerisms 10 Does not have distracting mannerisms that affect effectiveness. No nervous habits 10-8 Sometimes has distracting mannerisms that pull from the presentation. Sometimes exhibits nervous habits or ticks. 7-4 Has mannerisms that pull from the effectiveness of the presentation. Displays some nervous habits-fidgets or anxious 3-0 C. Gestures 10 Gestures are purposeful and effective. Hand motions are expressive and used to emphasize talking points. Great posture (confident) with positive body language. 10-8 Usually uses purposeful gestures. Hands are sometimes used to express or emphasize. Occasionally slumps, sometimes negative body language. 7-4 Occasionally gestures are used effectively. Hands are not used to emphasize talking points, hand motions are sometimes distracting. Lacks positive body language; slumps 3-0 D. 10 Is extremely well-poised Poised and in control at all times 10-8 Usually is well-poised. Poised and in control most of the time, rarely loses composure. 7-4 Isn’t always well-poised. Sometimes seems to lose composure 3-0 General Comments: 1 point per 10 seconds under 4 min or over 6 min 3:50-3:59 = -1 pt 6:01-6:10 = -1 pt 3:40-3:49 = -2 pt 6:11-6:20 = -2 pt 3:30-3:39 = -3 pt 6:21-6:30 = -3 pt 3:20-3:29 = -4 pt 6:31-6:40 = -4 pt 3:10-3:19 = -5 pt 3:00-3:09 = -6 pt Gross Total Points Deductions Net Total Points (100 Points Possible)
Stability Expertise Company Reputation Location Appearance Sales Method Credit Policies Advertising Positioning/Niche After analyzing your industry, product/service, customers and competition, you should be able to clearly state your business’s niche (your unique segment of the market) as well as your positioning (how you present your company to customers). Explain these in a short paragraph. How you market your product/service In this section, explain the marketing and advertising tactics your business uses. Advertising may include: Online Print Radio Cable television Out-of-home Which media do you advertise in, why and how often? How effective has your advertising been? How do you measure its success? Marketing may include: Business website Social media marketing Email marketing Mobile marketing
Cost Plus The costs of making/obtaining your product or providing your service, plus enough to make a profit Value Based Based on your competitive advantage and brand (perceived value) Other: Provide an explanation of your pricing selection. Include strategy info on your major product lines/service offerings. List industry/market practices and any considerations to be discussed with your mentor. Location Do customers visit your physical location? If so, explain how your location affects your customers. (You’ll discuss the physical building itself in the Operations section). Location factors that may benefit your business include: Convenient location for customers Adequate parking for customers Proximity to public transportation or roads Complementary businesses or businesses that draw customers are nearby Consistency with your business
Ex : fish lives near sharks. There is protection and a food source: debris left by the shark. The shark does not benefit and is not injured in this association. ***Remember***** ______________ consist of organisms interacting with all the _________and __________parts of an environment. ________________________ are just some of the ________________between organisms of ecosystems. _____ organisms in an ecosystem exert __________________ when interacting Activity - Read the paragraph at the bottom of page 16 and describe how beavers have an impact on its ecosystem. Other impacts on the ecosystem: England, cars traveling on highways have killed more than 100,000 every year. Special tunnels were built under the road for more than 200 toads so that they can cross the highway. What impact could this have if we did not create tunnels? What impact do the tunnels possibly create? Review of topic 1 pg.17 # 1, 2, 3, 4, 5 DATE: NAME: CLASS: TOPIC 1 Associations BLM 1-2 REINFORCEMENT
The SWYC 24-Month Milestones screen can be given to children aged 23 months, 0 days to 28 months, 31 days. Age Further investigation needed (REFER TO EARLY INTERVENTION) Below Average Range (Further investigation recommended) Average Range Above Average (and +) 23 months <5 6-10 11-17 18+ 24 months <7 8-11 12-17 18+ 25 months <7 8-12 13-18 19+ 26 months <8 9-13 14-18 19+ 27 months <9 10-14 15-18 19+ 28 months <10 11-15 16-18 19+
The SWYC 9-Month Milestones screen can be given to children aged 9 months, 0 days to 11 months, 31 days. Age Further investigation needed (REFER TO HEALTH LEADS) Below Average Range (Use clinical judgment) Average Range (Celebrate with parents!) Above Average (Celebrate with parents!) 9 months <8 9-11 12-15 16+ 10 months <10 11-13 14-17 18+ 11 months <11 12-14 15-17 18+ The SWYC 18-Month Milestones screen can be given to children aged 18 months, 0 days to 22 months, 31 days. Age Further Investigation Needed (REFER TO HEALTH LEADS) Below average range (use clinical judgment) Average range (Celebrate with parents!) Above Average Range (Celebrate with parents!) 18 <4 5-9 9-16 17+ 19 <5 6-10 11-17 18+ 20 <6 7-11 12-17 18+ 21 <7 8-13 14-18 19+ 22 <8 9-14 15-18 19+
The SWYC 24-Month Milestones screen can be given to children aged 23 months, 0 days to 28 months, 31 days. Age Minus Sign (-) (Further investigation needed) Below Average Range (Further investigation recommended) Average Range Above Average (and +) 23 months <5 6-10 11-17 18+ 24 months <7 8-11 12-17 18+ 25 months <7 8-12 13-18 19+ 26 months <8 9-13 14-18 19+ 27 months <9 10-14 15-18 19+ 28 months <10 11-15 16-18 19+
The SWYC 30-Month Milestones screen can be given to children aged 29 months, 0 days to 34 months, 31 days. Age Minus Sign (-) (Further investigation needed) Below Average Range (Further investigation recommended) Average Range Above Average (and +) 29 months <6 7-9 10-17 18+ 30 months <5 6-10 11-17 18+ 31 months <6 7-11 12-18 19+ 32 months <7 8-12 13-18 19+ 33 months <7 8-13 14-18 19+ 34 months <8 9-13 14-19 20+
Procedures 11 pts 3rd Deadline See Project Type Chart Below Results 5 pts Results displayed data that matched research question. Results included descriptive statistics in a chart (averages, percentages, etc.) Results displayed pictorial evidence of research study (photos) Results included charts/graphs that were properly labeled (title, key, x-axis, y-axis) Results including graphs and charts were explained well Data Analysis 3 pts Data analysis included a statistical test used to test the hypothesis Data analysis included an explanation of why that statistical test was used. Data analysis included an explanation of the statistical significance of statistical test Conclusion 5 pts Conclusion included an accurate summary of the project Conclusion interpreted the data to conclude if the data supported/rejected hypothesis Conclusion answered the research question Conclusion discussed limitations Conclusion discussed how student(s) would implement change and/or bring awareness to their community References 3 pts 2nd Deadline Reference slide included 4 or more academic sources Reference slide had ONLY in-text citations that were included as full references. References were in the correct APA format Presentation Skills 6 pts Student(s) spoke clearly during the presentation Student(s) could answer questions with confidence Student(s) didn’t read slides word for word (used presentation and/or note cards for support) Presentation had limited spelling/grammar errors Presentation’s background (color/animation) was not distracting Presentation’s text size/font were consistent Project Type Chart
Au3+ PO43 K+ Na+ Cr2O72 2. Complete the chart. You can use an ion chart to help you find the names and formulas of polyatomic ions. Ions Ions (optional) Formula Name Number of Atoms ammonium NH4+ MnO4 NH4MnO4 ammonium permanganate 10 gold(III) Au3+ HS Au(HS)3 gold(III) hydrogen sulphide 7 sodium calcium uranium(VI) hydroxide lithium
Data Tracking System Frequency of use Usefulness of system List Here [open ended] Evaluation Capacity Objective – Increase staff's ability to collect and analyze data to make effective programmatic decisions. Evaluation Capacity I am able to… Identify Goals Identify Data Sources Plan/Conduct Data Collection Complete Data Analysis Make Data Informed Decisions Professional Development Objective - Identify and deliver professional development opportunities for Instructors to enhance or maintain skills required to deliver program-specific instruction and training. Professional Development Time Period Identify Staff PD Need Identify/Deliver Appropriate Courses %Instructors offered PD %Instructors satisfied with quality of PD
Scored Discussion Expectations for Chapters 1-10 of Maggie: A Girl of the Streets Your mission is to participate in a 10 to 15 minute discussion in which all your group members participate actively. Develop 5 discussion evoking questions from the chapter selection Bring your answers, which include evidence to support, and the text to the discussion. Your mission is NOT to “teach” the material but help “uncover” the material. Elicit participation from even the reluctant group members. Remember, everyone needs active participation to earn his or her maximum score. Be careful you or other participants don’t tend to dominate the discussion. Positive points Stating a position : +1 Providing evidence for a position: +2 Challenging another student’s use of evidence: +1 Linking the discussion to the course material: +2 Inviting others into the discussion: +1 Asking a question: +1 Appearing to listen attentively:+2 Responding to the comments of others: +1 Building on the comments of others: +1 Negative Points disruptive interrupting: -1 monopolizing the discussion: -1 personal criticism: -1 irrelevant or distracting statements: -1 Scored Discussion Expectations for Chapters 1-10 of Maggie: A Girl of the Streets Your mission is to participate in a 10 to 15 minute discussion in which all your group members participate actively. Develop 5 discussion evoking questions from the chapter selection Bring your answers, which include evidence to support, and the text to the discussion. Your mission is NOT to “teach” the material but help “uncover” the material. Elicit participation from even the reluctant group members. Remember, everyone needs active participation to earn his or her maximum score. Be careful you or other participants don’t tend to dominate the discussion. Positive points Stating a position : +1 Providing evidence for a position: +2 Challenging another student’s use of evidence: +1 Linking the discussion to the course material: +2 Inviting others into the discussion: +1 Asking a question: +1 Appearing to listen attentively:+2 Responding to the comments of others: +1 Building on the comments of others: +1 Negative Points disruptive interrupting: -1 monopolizing the discussion: -1 personal criticism: -1 irrelevant or distracting statements: -1
1. Circuit A 2. Circuit B 3. Circuit C 1. Circuit diagram 2. Circuit diagram 3. Circuit diagram 1. (a) Is this circuit open or closed? __________ (b) If this is a closed circuit, what is the source of the potential difference? _________ What is the load? _______________ 2. (a) Is this circuit open or closed? __________ (b) If this is a closed circuit, what is the source of the potential difference? _________ What is the load? _________________ 3. (a) Is this circuit open or closed? __________ (b) If this is a closed circuit, what is the source of the potential difference? _________ What is the load? _________________ Goal • Practise calculating current. What to Do Calculate the current in each of the following circuit diagrams. The current at the source is represented by Is 1. I2 = ______
Storyboard and Plan: May 2018 The storyboard illustrates the video presentation structure with thumbnail sketches of each scene. Notes of proposed transition, special effects, sound and title tracks include: text, background color, placement & size of graphic, fonts - color, size, type for text and headings. Notes about proposed dialogue/narration text are included. The proposal is well written; addresses all necessary components in detail with a clear understanding of the message the student must convey. The storyboard includes thumbnail sketches of each video scene and includes text for each segment of the presentation, descriptions of background audio for each scene, and notes about proposed shots and dialogue. The proposal shows the details of the project, including all requested components. The thumbnail sketches on the storyboard are not in a logical sequence and do not provide complete descriptions of the video scenes, audio background, or notes about the dialogue. The proposal doesn’t explain the project focus or convey an understanding of the direction the student wishes to take with his concept Max 20 pts Media Presentation Part 1: September 2018 Strong message. Covers completely and in depth. Includes complete information. Message is vaguely communicated. Includes some essential information with few facts. Message is unclear. Includes little essential information and one or two facts. Max 50pts Media Presentation Part 2: TBA The content includes a clear statement of purpose or theme and is creative, compelling, and clearly written. A variety of supporting information in the video contributes to understanding Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project's The content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall
82 1 81.81 1 81.76 1 81.71 1 81.69 1 81.68 1 81.67 1 81.66 1 81.62 1 81.52 1 81.51 1 81.45 1 81.44 2 81.36 1 81.18 1 81.12 1 81.1 3 81.01 1 80.98 1 80.97 1 80.96 1 80.9 1 80.74 1 80.72 3 FP Total Score No. of 80.71 1 80.66 1 80.53 1 80.49 1 80.47 1 80.45 1 80.42 1 80.33 1 80.3 1 80.22 1 80.21 1 80.05 1 80.04 1 80 2 79.99 3 79.88 1 79.85 1 79.78 1 79.75 1 79.74 1 79.73 1 79.7 1 79.67 1 79.65 1 79.64 1 79.59 1 79.54 1 79.52 1 79.44 1 79.3 1 79.28 1 79.26 2 79.24 1 79.19 1 79.16 2 79.14 1 79.02 2 78.99 1 78.92 1 78.86 1 78.78 1 78.76 1 78.73 1 78.71 1 78.66 2 78.63 1 73.48 1
Combustion & Acid-Base Neutralization With experiment Catalyst Explanation should included graphs and strong connection to biology (e.g. enzyms; bombardier beetles) Lewis, Bronsted-Lowry & Arrhenius Acid Base Theory pH Measurement and indicators Using household products; different natural indicators Titration of strong acids/strong bases Experiment VSEPR Building models and using them to explain molecule geometry (bonding pairs only) Le Chatelier Boyles Gay Lussac Use Simulations Activity Exemplary Proficient Poor Points Storyboard and Plan: May 2018 The storyboard illustrates the presentation structure with thumbnail sketches of each scene. Notes of proposed transition, special effects, sound and title tracks include: text, background color, placement & size of graphic, fonts - color, size, type for text and headings. Notes about proposed dialogue/narration text are included. The proposal is well written; addresses all necessary components in detail with a clear understanding of the message the The storyboard includes thumbnail sketches of each video scene and includes text for each segment of the presentation, descriptions of background audio for each scene, and notes about proposed shots and dialogue. The proposal shows the details of the project, including all requested components. The thumbnail sketches on the storyboard are not in a logical sequence and do not provide complete descriptions of the video scenes, audio background, or notes about the dialogue. The proposal doesn’t explain the project focus or convey an understanding of the direction the student wishes to take with his concept Max 20 pts
student must convey. Media Presentation Part 1: September 2018 Strong message. Covers topic completely and in depth. Includes complete information. Message is vaguely communicated. Includes some essential information with few facts. Message is unclear. Includes little essential information and one or two facts. Max 50pts Media Presentation Part 2: TBA The content includes a clear statement of purpose or theme and is creative, compelling, and clearly written. A variety of supporting information in the video contributes to understanding the project's main idea. The project includes motivating questions and information that provide the audience with a sense of the presentation's main idea. Events and messages are presented in a logical order. The audience was clearly engaged and clearly understood the information. Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project's main idea. The audience’s perception of the presentation as unclear though they did grasp the underlying primary concept. The content a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Audience was unable to grasp the information and did not understand the direction of the presentation.
geotechnical works. Specifically explain the post-construction performance of similar proposed solutions on similar past projects. MnDOT will evaluate the following subfactors: The effectiveness of the approach and commitments to geotechnical site characterization and the design, analysis, and construction implementation of the geotechnical works to achieve the project goals. The reliability and effectiveness of the geotechnical design and construction means and methods to meet or exceed required stability and performance criteria for structures, abutments, and embankments.
8. Number of Students Expected to Receive the Certificate Each Semester: N/A 9. Number of Hours Required for Completion: N/A 10. List Faculty on the Certificate Program Faculty Committee. n/a Name of Faculty Member College/Department Title at UT Austin Highest Degree and Awarding Institution 11. Academic Course Requirements: Use this table to identify the courses that qualify for this certificate program. n/a Course Abbreviation and Number Course Title SCH 12. Certificate Requirements: n/a 13. Give a Detailed Rationale for Change(s): The Department of Statistics and Data Sciences faculty to change the title of the certificate. “Data Sciences” is added so that the name of the certificate aligns with the new departmental name and clarifies the scope of the certificate. 14. College/School Approval Process: Departmental Approver: Dr. Michael Daniels, Department of Statistics and Data Sciences Chair Date: April 8, 2015 College Approver: Title: Date: Certificate in Scientific Computation and Data Sciences The Certificate in Scientific Computation and Data Sciences helps undergraduates equip themselves with the mathematical, statistical, and computer-based tools necessary to investigate complex systems in a variety of applications. It is designed to appeal to students across the University in science, engineering, economics, premedicine, sociology, and many other disciplines. The program is administered by the Department of Statistics and Data Sciences. To be admitted, a student must be in good standing in an approved undergraduate degree program and must have earned a grade of at least C- in each certificate course he or she has completed. Students may apply for admission to the program at any point in their undergraduate study; they are encouraged to apply as early as possible so that they can be advised throughout the program. The following coursework is required. Students must also complete or as a prerequisite. No single course or topic may be used to meet more than one of these requirements.
Scoring Rubric for Climate Science Arguments 0 1 2 3 4 1. Skeptics’ Argument (Claim, Evidence, and Justification) Does not present the skeptics’ argument. Presents the skeptics’ claim. Presents the skeptics’ claim and evidence. Presents the skeptics’ claim, evidence, and justification. Presents the skeptic s’ evidence, justification, and reference(s). 2. Scientists’ Counter-Argument The scientists’ counter-claim is the opposite of the skeptics’ claim. a. Evidence Does not provide evidence or provides inappropriate or irrelevant evidence. Provides 1 type of appropriate and relevant scientific evidence (including one graph) Provides 2 types of appropriate and relevant scientific evidence, (including one graph) Provides 3 types of appropriate and relevant scientific evidence, (including one graph) Provides more than 3 types appropriate and relevant scientific evidence, (including one graph). Also includes references for source(s) of evidence. b. Justification (Reasoning) Does not provide justification or only provides justification that does not justify how the evidence supports the claim. Provides justification of why the 1 type of scientific evidence supports the claim. Provides justification of why each of 2 types of scientific evidence supports the claim. Explains the science a short video or visualization or animation of trends. Provides justification of why each of 3 types of scientific evidence supports the claim. Explains the science using a short video or visualization or animation of trends. Provides justification of why each of the more than 3 types of scientific evidence supports the claim. Explains the science using visualization or animation of trends. Also includes references for source(s) of visualization or animation. 3. Rebuttal of Skeptics’ Argument Does not present the “rebuttal” of the skeptics’ argument. Provides 1 type of scientific evidence to rebut the skeptics’ evidence. Provides 2 types of scientific evidence to rebut the skeptics’ evidence. Provides 2 types of scientific evidence to rebut the skeptics’ evidence and justifies why the skeptics’ evidence is not appropriate. Provides 2 types of scientific evidence to rebut the skeptics’ evidence and justifies why the skeptics’ evidence is not appropriate. Also includes references for source(s) of evidence and justification. References should be in formatted in American Psychological Association (APA) Style. (See http://www.apastyle.org/).
NAME_______________________________________Scoring for Eclipse Presentation STEM 10th Literature Excellent, discussion of culture’s beliefs/myths about solar eclipses 9-10 Solid discussion of of culture’s beliefs/myths about solar eclipses 8.5 Some discussion of culture’s beliefs/myths about solar eclipses 7-7.5 Inadequate discussion of culture’s beliefs/myths about solar eclipses <7 Poster is artfully designed and clearly shows main aspects of the culture and connections with the eclipse/No language errors 9-10 Poster is attractive and neat/ clearly shows main aspects of the culture and connections with the eclipse/ a few language errors 8.5 Poster is neat/ some main aspects of the culture and connections with the eclipse/issues with language 7-7.5 Poster is messy/ does not show enough aspects of the culture and connections with the eclipse/issues with language <7 Performance is creative and clearly relates to the culture and eclipse/ smoothly executed 9-10 Performance is solid and mostly developed/ clearly relates to the culture and eclipse/good execution 8.5 Performance relates to the culture and eclipse- could be better developed and executed 7-7.5 Performance lacks sufficient development/ relates to the culture and eclipse/ inadequate execution <7 Use of Language: Delivery of presentation shows excellent use of language- clear and correct/smooth transitions between speakers- 9-10 Use of Language: Delivery of presentation shows good use of language- mostly clear and correct/ good organization overall 8.5 Use of Language: Delivery of presentation shows mostly adequate use of language/an attempt to organize is evident 7-7.5 Use of Language: Delivery of presentation shows unclear use of language- lacks organization <7 Superior Effort- On task at all times; clearly contributed to the group presentation 9-10 Good Effort- made a good contribution to the project and engaged all or most of the time 8.5 Fair Effort- made a fair contribution to the project and engaged most of the time 7-7.5 Needs Improvement- did not contribute as needed; often focus was not engaged on presentation <7 MAJOR GRADE: Score _________/50 X2 = __________/100
Area Year 7 Year 8 Year 9 Year 10 Biology Living things and Classification Cells, Growth and Reproduction in plants and animals Coordination in animals Genetics Ecology & Sustainability Human Body – circulatory, digestive, respiratory and excretory systems Ecology – including photosynthesis and respiration Evolution Infectious Diseases Chemistry Science and the Laboratory Elements and Compounds; Physical and Chemical changes Chemistry – atomic structures & types of Chemical Reactions (acid/base) The periodic table and Chemical reactions State of Matter & Separating Mixtures Forensic Science Physics Forces and Magnetism (including electrostatics) Energy – types (electricity) transformation and uses; Transfer of heat and light; Electromagnetic Radiation Motion and Forces Machines Electricity – Ohm’s Law Electricity (Adv) parallel resistor combination Earth and Space The Earth in space Study of rocks and Exploration and Mining Plate tectonics and earthquakes Sustainability ISC Science Curriculum – based on Australian (National) Curriculum 2013
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Surface Process Hazards—Unit 3, 3: Summative Assessment Example Rubric (10 point question) Component Exemplary Basic Nonperformance Presentation elements (2 points) 2 points Student includes all required elements in presentation (location map, date/location/time of event, casualties, monetary damages, specific types of damages, slide characteristics, type of event, schematic diagram, climate-data graph, scientific study, description of contributing factors) 1 point Student includes half or more of the required presentation elements (see list of elements in exemplary section) 0 points Student includes fewer than half of required presentation elements (see list of elements in exemplary section) Visuals (2 points) 2 points Student correctly depicts average precipitation and temperature for study area AND Student correctly identifies type of mass-wasting event by providing schematic diagram. 1 point Student includes one of the two visuals described in exemplary section OR Student includes both visuals described in exemplary section with minor content errors 0 points Student includes 1–2 visuals described in exemplary section with major content errors OR No visuals provided Scientific accuracy and robustness (2 points) 2 points Student provides and accurate summary of a scientific study of the mass-wasting event, including study objectives, methods, results, and conclusion. 1 point Summary is complete with minor content errors OR Summary is missing 1–2 of required elements. 0 points Summary is complete with major content errors OR Summary is largely incomplete OR No summary provided Environmental and built factors (6 points) 6 points Student accurately describes several specific characteristics (must include geologic, climatic, and built factors) that contributed to the mass-wasting event. 3–5 points Student accurately describes characteristics from 2 of the 3 types listed in the exemplary description OR Student describes characteristics from each category with minor content errors. 0–2 points Student accurately describe characteristics from 1 of the 3 types listed in the exemplary description OR Student describes characteristics from 2–3 categories with major content errors.
2 (G) FAILURE TO AFFILIATE £100.00 2 (I) FAILURE TO COMPLY WITH FA INITIATIVES £100.00 2 (K) UNAUTHORISED ENTRY OF TEAMS INTO COMPETITIONS £100.00 3 FAILURE TO OBTAIN CONSENT FOR A CHANGE OF CLUB NAME £30.00 4 (C) FAILURE TO PAY A DEPOSIT £100.00 4(E) FAILURE TO PROVIDE AFFILIATION NUMBER/DETAILS FORM £100.00 5 (E) COMMUNICATIONS CONDUCTED BY PERSONS THAN NOMINATED OFFICERS £25.00 6 (H) FAILURE TO COMPLY WITH AN INSTRUCTION OF THE MANAGEMENT COMMITTEE £100.00 6 (I) FAILURE TO PAY A FINE WITHIN REQUIRED TIMEFRAME DOUBLE THE ORIGINAL FINE UP TO £100.00 8 (H) FAILURE TO BE REPRESENTED AT AGM £100.00 9 FAILURE TO BE REPRESENTED AT SGM £100.00 10 FAILURE TO SUBMIT THE REQUIRED WRITTEN AGREEMENT OR TO NOTIFY CHANGES TO SIGNATORIES £25.00 11 (A) FAILURE TO PROVIDE NOTICE OF WITHDRAWAL BEFORE DEADLINE £100.00 11 (B) FAILURE TO COMMENCE/COMPLETE FIXTURES £100.00 13 (A) FAILURE TO SUBMIT THE REQUIRED WRITTEN AGREEMENT REGARDING THE TROPHY £25.00 16(A) FAILURE TO HAVE THE REQUIRED INSURANCE £100.00 16(B) FAILURE TO HAVE THE REQUIRED INSURANCE £100.00 18 (A) FAILURE TO CORRECTLY REGISTER A PLAYER £40.00 18 (B)(iii) FAILURE TO HAVE THE REQUIRED NUMBER OF REGISTERED PLAYERS TO THE PLAYING SEASON COMMENCING £25.00 18 (F) REGISTERING OR PLAYING FOR MULTIPLE CLUBS OR INACCURATE COMPLETION OF A REGISTRATION FORM £25.00 18 (G)(ii) REGISTRATION IRREGULARITIES £100.00
Example of data collection (1) presentation. Criterion Number of MI patients (n) Number Number of patients on aspirin Standard (%) Patients with a previous MI should be prescribed aspirin, unless contraindicated 53 3 30/50 60% 80% Example of data collection (2) presentation: Criterion: Patients with a previous MI should be prescribed aspirin, unless contraindicated Audit Number of MI patients (n) Number Number of patients on aspirin Standard (%) Data collection (1) - March 2001 53 3 30/50 60% 80% Data collection (2) - June 2001 56 3 48/53 94% 80%
Geography SL Paper 1 Geography HL Paper 1 Language and Literature French SL Paper 1 (Scotch only) 1h 30m 1h 30m 1h 30m Tues 2/10 Physics SL Paper 1 Physics HL Paper 1 Physics SL Paper 2 Physics HL Paper 2 45m 1h 1h 15m 2h 15m History HL Paper 3 Geography SL Paper 2 Geography HL Paper 2 Geography HL Paper 3 2h 30m 1h 20m 2h 1h Wed 3/10 Maths Studies SL Paper 1 Maths SL Paper 1 Maths HL Paper 1 1h 30m 1h 30m 2h Business Management SL Paper 1 Business Management HL Paper 1 1h 15m 2h 15m Thurs 4/10 Biology SL Paper 1 Biology HL Paper 1 Biology SL Paper 2 Biology HL Paper 2 Maths HL Paper 2 45m 1h 1h 15m 2h 15m 2h Maths Studies SL Paper 2 Maths SL Paper 2 Maths HL Paper 3 1h 30m 1h 30m 1h Fri 5/10 Business Management SL Paper 2 Business Management HL 2 1h 45m 2h 15m Biology SL Paper 3 Biology HL Paper 3 Physics SL Paper 3 Physics HL Paper 3 1h 1h 15m 1h 1h 15m
Battalion Company Name Number of Youths Number of Adults ……..………………………………………………………. Captain ……….……………..………………………………………. Company TO BE RETURNED TO POLLOCK PAVILION BY 27th APRIL 2018
29, 2018 TIME 1:30 PM Barbara Warfel Home 619 Haldeman Blvd, New Cumberland, PA RSVP (717)774-5559 American Assoc. of University Women- Harrisburg 619 Haldeman Blvd New Cumberland, Pennsylvania, 17070
Scottish Gymnastics Coach Personal Development Plan Name Sport Contact details: Phone: Email: Current Coaching: Date Long term coaching goal Short term goal: Areas identified in the TNA Actions to achieve the term goal What support you need Timescale for achieving this? How will you know you have achieved it?
At para 2.94 it is said: “It should be noted that there are no powers for a licensing authority to refuse a licence on the grounds of limiting competition or protecting any other types of business, or to attach any conditions to the grant of a licence for such purposes.” A further circular, 28/1985, dated 27 September 1985 deals solely with the licensing of street traders. Therein at para 2 the Secretary of State’s view is repeated that licensing of the optional activities should be introduced only where it is shown to be necessary to prevent crime, to preserve public order or safety or protect the environment. A circular dealing with planning matters, 6/2011, stated: “Circulars contain the Government’s policy on the implementation of legislation or procedures”. From these it may be concluded that Parliament had in mind nothing other than the above when enacting the legislation and clearly did not seek to allow local authorities the power to interfere with contractual relations between parties. While the main purpose of the condition may not be aimed at limiting competition or protecting other businesses this is a consequence since, as counsel for the pursuer pointed out, schools are competing against snack vans for custom. Food in schools is not free with certain exceptions (sec 53(2) and (3) 1980 Act). It is clear from what is said that Parliament did not contemplate that the licensing system would be used by local authorities to involve itself in the running of businesses once a licence had been granted to carry out a particular activity whether in setting standards or regulating contracts. At para [35] Lord Hope stated: “The absence of any mention in this material of a wish to provide for the protection of consumers to the licensing system is not surprising, in view of the ways that this need can be and is being met through primary legislation enacted by Parliament”. In the current case the quality of the food that consumers buy from the pursuer is covered by legislation to be found elsewhere. If Parliament had intended to provide for the protection of consumers by means of conditions under the licensing system
Introduction This submission has been produced by the Scottish Human Rights Commission (SHRC) and the Equality and Human Rights Commission (EHRC). Both organisations are part of the UK Independent Mechanism and are tasked under Article 33 of the UN Convention on the Rights of Persons with Disabilities (CRPD) to jointly promote, protect and monitor implementation of CRPD in Scotland. The SHRC and EHRC are accredited as A-status National Human Rights Institutions by the Global Alliance of National Human Rights Institutions. UK constitutional arrangements – devolution of powers to Scotland The UK Parliament has devolved various powers to the Scottish Parliament in such as education, health, housing, policing and justice. The UK Parliament maintains responsibility for areas that have not been devolved. The Scotland Act 1998 provides that Scottish Ministers have no power to make subordinate legislation, or do any other act that is incompatible with the European Convention on
The Scottish Government should ensure psychiatric facilities provide an appropriate therapeutic environment. The Scottish Government should ensure timely access to psychological therapies across all Health Boards. The Scottish Government should ensure there are adequate community services for those with learning disabilities or autism. The Scottish Government should carry out an audit of specialist services for individuals with highly complex needs to ensure their needs are appropriately met. The Scottish Government should implement the Mental Welfare Commission (MWC) recommendation to ensure that mental health services facilitate patients having physical health checks at every 15 months and access to relevant screening programmes. The Scottish Government should implement the recommendations of the Committee on the Rights of the Child and ensure that children and adolescents have timely access to mental health and community-based services. The Scottish Government should: carry out a review into the investigation of deaths of detained patients and inpatients ensure that deaths in mental health settings are investigated and implement any recommendations resulting from these investigations. Autonomy and integrity (Articles 12, 14, 15, 17) The Scottish Government should take action to ensure mental health treatment is provided in line with legislative requirements. The Scottish Government should ensure sufficient Mental Health Officer (MHO) resource to safeguard those at risk of detention. The Scottish Government should address the gaps in advocacy provision. The Scottish Government should ensure patients are routinely involved in about their treatment and care planning. The Scottish Government should:
Friday 1st September 1300h – 1400h Lunch (arrival, registration at conference foyer, coffee and sponsors’ exhibition) 1400h – 1420h Prof Robert Jones Welcome/Announcements 1430h – 1600h Parallel sessions: Lung Dr. J Hicks Breast Prof D Cameron Lower GI Dr. L Samuel Gynae Prof C Gourley Urology Prof R Jones Nursing Dr. S Cruickshank 1600h – 1630h Break (coffee and sponsors’ exhibition) 1630h – 1715h Dr. Catherine Calderwood, Chief Medical Officer for Scotland: ‘Realistic Cancer Medicine’ 1715h – 1800h Prof Ian Tannock: Emeritus Professor of Medical Oncology, Princess Margaret Cancer Centre, Toronto – 1900h Poster Session 1930h Dinner Saturday 2nd September 0730h – 0930h Breakfast
Ladies S 10 M 12 L 14 Junior M 7/8 L 9/10 XL 11/12 2XL 13/14 Polo Shirt – Scottish Tetrathlon round logo on left breast, Option to personalise Mens S 34/36” M 38/40” L 42/44” Ladies S 8 M 10 L 12/14 Junior M 7/8(17”) L 9/10(18”) XL 12/13(19”) Running Vest – St Andrews Cross printed across chest Mens S 32” M 38” L 41” Ladies XS 8 S 10 L 12 Gilet – Scottish Tetrathlon round logo on left breast, Option to personalise ADULTS XS 34” S 37” M 40” L 43” XL 47” CHILDRENS M 7/8 L 9/10 XL 11/12 KIT BAG – Navy or Royal Blue (Juniors and above). Personalised on one end
March Update – MM has circulated document for comment 14/04/16 – NO UPDATE 1508/02 4 Nations hosted in Scotland in 2016, proposal to be produced GL \ KE October 2015 Feb 10/09 – GE advised monthly update will be provided. Dates and pool for next call 11/02/16 – this is still work in progress. Agenda Item 14/04/16 – Agreed to hold meeting, GL to organise. New Actions 1604/01 Nationality considerations between the Home Countries & GBR representation AA June 14/04/16 – AA to continue discussion and advise committee Actions Closed at meeting 1506/01 Prepare Role Description for National Team Managers Co-ordinator role AA 10/7/15 10/09 – role description prepared, will be circulated to committee before being advertised. 17/0/16 – Still outstanding 11/2/16 – Position advertised, closing date 12/2/16 March Update – No applicants April Update – action to be removed from minutes, Chair to progress where possible. 1601/01 ADVERTISE FOR DOMESTIC CO-ORDINATOR AA Feb 11/2/16 – Position advertised, closing date 12/2/16 March Update – new approach proposed 14/04/16 – update as minutes – action closed 1508/07 Athlete Insurance – AA to discuss with Scottish Office, Elaine MacKenzie. AA AA spoke with Elaine Mackenzie and has copy of insurance. EM to investigate options for enhanced insurance and how other sports deal with situation. Players need to be made clear of the limitations off the insurance. Travel aspect getting home – repatriation. 11/02/16 – Information from Ally Whike circulated. Update requested from Elaine MacKenzie 14/04/16 – this has been widely circulated and TM are aware of situation. Action to be closed Summary of Decisions # Decision Update 1602/01 Award Pennants to teams winning SNL AA to contact Charlene to make arrangements
1704/02 Appointment of officials All requests for referees to be appointed for National team \ squads events should be directed to RE. JH to remind all the National squads. JH May Meeting 1704/03 Funding for Scottish athletes into GBR squads This year there were 3 athletes: Lauren Dundee; Ben Scott: Dominique Zahra. They would be offered £200 support. JH to advise the athletes. JH May Meeting Actions Closed at meeting Summary of Decisions # Decision Update Summary of Information # Decision Update AGM1 Clubs are requested to identify an individual who will lead on technical officials. This will include the recruitment, training and support of table officials. Clubs to Action.
Name Status: Partner/ Salaried/ Retainer Year joined the practice Weekly sessional commitment within the practice Regular professional roles/commitments in addition to weekly sessions within the practice The following pages contain a request for information for two areas which have been defined by GMC. Typewritten entries only please. The boxes expand as you write in them. 1.Support and development of trainees within the practice This section is about the support offered to trainees to acquire the necessary skills and experience through
nursing students, FY2s, GP trainees, GP retainers and career start doctors and include the names of those who have responsibility for the supervision of the various groups of learners Include in the following table Please describe how other learning and teaching within the practice impacts, both positively and negatively, on the educational
Day One – PROGRAMME 10.30 – 11.10 Registration, Refreshments 11.10 – 11.15 Welcome - Phillip Whitfield 11.15 – 11.25 Introduction to Scottish Metabolomics Network – Karl Burgess 11.25 – 13.00 Scientific Session 1 - Pipelines and Workflows CHAIR: Douglas Morrison 11.25 – 11.45 Dave Watson (University of Strathclyde) Derivatisation strategies for enhanced and detection and separation in metabolomics studies 11.50 – 12.10 Karl Burgess (University of Glasgow) Metabolomics in space and time 12.15 – 12.35 Gillian Mackay (Beatson Institute) An untargeted approach to metabolomics with Progenesis QI software 12.40 – 13.00 Sponsor Talk – Thermo Fisher Scientific Anas Kamleh Orbitrap Tribrid: A Trinity of Mass Analyzers for Successful Metabolomics Discovery 13.00 – 14.00 Lunch, Poster Viewing and Networking 14.00 – 15.35 Scientific Session 2 – Metabolomics in Biology I CHAIRS: Ruth Andrew and Natalie 14.00 – 14.20 Russell (Rowett Institute, University of Aberdeen) Diet and the human gut metabolome 14.25 – 14.45 Oliver Maddocks (University of Glasgow) Cancer specific amino acid metabolism 14.50 – 15.10 Simon Young (University of St Andrews) Characterising the essential trypanosomatid lysosome using various mass spectrometric techniques 15.15 – 15.35 Sponsor Talk - Waters Lidia Jackson Utilizing an IMS-DIA-MS Workflow to Characterize and Quantify the Obesity and Diabetes Lipidome 15.35 – 16.05 Coffee, Poster Viewing and Networking
discuss and share learning (with consideration for becoming a community of practice) The Forum will produce a logic model that will identify the individual activities that the it will undertake over the next 3 years. Research Methodologies The Forum is committed to sound research practices and principles, according to common quality standards such at the standards for National Statistics. The Forum is composed primarily of sector members and policy experts, and will therefore need to take professional research advice as appropriate. Membership The forum will review membership on a regular basis and invite new members as discussed and agreed by the Forum. The forum will consider developing core and peripheral membership statuses to widen involvement whilst maintaining a manageable size. The community of practice virtual space (discussed below) will provide an opportunity for discussions with a wider membership. A Virtual Community of Practice The forum will develop into a Community of Practice. The forum will identify an appropriate site to setup a blog where members can build on their work outside of the Forum’s face to face meetings and share information, in a politically neutral forum. The virtual community of practice consist of all research forum members who currently form the “core” membership of the forum, plus other appropriate “associate” members that wish to share knowledge and contribute to debate. Membership would be moderated but appropriate stakeholders expressing an interest would be permitted to participate in blog or interactive forum. Through this, the Forum will develop a group that is wider than the current research forum membership. A link to the blog will be included on the Research Forum web page, which will be hosted on the ESS website. The page will also include all co-produced research papers, evidence papers, think pieces and other outputs (forum minutes, “newsletters”, our remit etc). Knowledge Translation Network ESS are facilitating the development of a Knowledge Translation Network (KTN) with a small team of stakeholders which aims to facilitate and share learning about effective knowledge translation and dissemination activities and to improve the practice of knowledge dissemination. The KTN will run parallel to the Sector Research Forum, convened by an interim arrangement made of ESS, The Robertson Trust, Volunteer Development