zilongwang/ReadingBank huggingface dataset:
Rock Products Committee (RPC) Meeting PM Location: TransLab Auditorium 5900 Folsom Blvd., Sacramento, CA 95819 Meeting called by: RPC Co-Chairs: Tony Limas, Phil Stolarski, Scott Jarvis and Amarjeet Benipal Facilitator: Phil Stolarski Attendees: RPC Members (Caltrans, Industry & FHWA) Purpose: information related to the activities of the RPC Time Topic Who Desired Outcome 1:00 – 1:05 Welcome, Introductions and Review Agenda/ Action Items from XXX XX, 2012 RPC Meeting Phil Stolarski Member introductions, agreement on agenda, and status of action items 1:10 – 1:30 RPC Co-Chairs Update Industry Caltrans Tony Limas, Amarjeet Benipal, Phil Stolarski & Scott Jarvis Caltrans management update, Industry update and any heads up notice 1:30 – 2:50 RPC Task Group Work Plan Status Updates (20 minutes for each Task Group) Asphalt Concrete Pavement Foundations Pavement Preservation Task Group Vacura Joe Peterson Chuck Suszko Jack Van Kirk Jim St. Martin Dan Speer Bill Farnbach Chuck Suszko Charley Rea Ron Stickel Bill Farnbach Dan Speer Chuck Suszko Sara Alzate Don Vivant Peter Vacura Suszko Bill Farnbach Jim Ryan Craig Hennings Accomplishments in the last quarter Planned outcomes for next quarter Any major cross cutting issues as a heads up or lessons learned.
Recognition or Accreditation of Prior Learning CONTENTS 1 Introduction 2 Terminology 2.1 Specific Credit 2.2 General Credit 2.3 Types of RPL 2.4 Recognition of Prior Learning (RPL) Panel 2.5 Scottish Credit and Qualifications Framework (SCQF) 2.6 European Credit Transfer Scheme (ECTS) 2.7 National Academic Recognition Information Centre (NARIC) 3 Advanced Standing How Advanced Standing works… 4 Recognition of Credited Learning (RPCL) How RPCL works… 5 Accreditation of Prior Experiential Learning (APEL) How APEL works…. Appendix 1 - RECOGNITION OF PRIOR LEARNING (RPL) PANEL 1 Purpose 2 Function 3 Frequency of the RPL Panel 4 Membership 5 Process for outcomes of the Appendix 2 – Advanced Standing (RPL-AS) Recognition of Credited Learning (RPL – RPCL) Accreditation of Prior Experiential Learning (RPL-APEL) 1 Introduction - Recognition or Accreditation of Prior Learning The Recognition or Accreditation of Prior Learning encompasses the whole process whereby you can identify, explore and claim credit for previous certificated and/or experiential learning. Whether your learning has been given credit by another academic institution in the UK or overseas or whether it is learning that has not previously accredited but which you have gained through experience, it may be possible to use this toward your qualification at QMU. In order to ensure parity when considering credit for prior learning, QMU follows the policy below. 2 Terminology
Ref No. Name of MODULE OR QUALIFICATION for which you have been previously granted credit SCQF Level of module or qualification SCQF CREDITS gained Where studied Year of completion 1 2 3 Please note you can only gain recognition for up to 50% of the total credits of the QMU award. Reference number of Module previously accredited from table above QMU Module Code OR Indicate that you are seeking ‘general credit’ QMU Module Name if relevant SCQF Level CREDITS 1 2 3 This form should be submitted to your Programme Leader RECOMMEDNATION to RPL Panel from Programme Leader Evidence presented to PL? Happy to agree to recognition of credit for all or some of the above modules, or not? Any further instructions to the student? Outcome
Cluster/Skill Set <insert number> – <insert name> Candidate’s name Units of competency (List units contained in the relevant cluster or skill set) <Insert unit code and title> <insert unit code and title> Units of competency (List units contained in the relevant cluster or skill set) <insert unit code and title> <insert unit code and title> Additional from conversation Assessor’s signature Outcome (Please circle) S (Satisfactory) NYS (Not Yet Satisfactory) Assessor’s name Date
Cluster/Skill Set 1 – <insert title> Task 1 – <insert title of task> The candidate is to <insert description of the task to be performed>. Task 2 – <insert title of task> The candidate is to <insert description of the task to be performed>. Cluster/Skill Set 2 – <insert title> Task 3 – <insert title of task> The candidate is to <insert description of the task to be performed>. Task 4 – <insert of task> The candidate is to <insert description of the task to be performed>.
If ‘yes’, what training did you undertake? Include date training completed year). Is any further information you wish to give in support of your application? Professional referees (relevant to work situation if not already listed on your résumé) Name Position Organisation Address of organisation Phone number Mobile number address Name Position Organisation Address of organisation Phone number Mobile number Email address Candidate’s Employment History Form (You may attach a current résumé in place of completing this section.) Name, address and number of employers Period of employment (DD/MM/YYYY) Position/s held Full-time Part-time Casual Description of major duties From To 1. 2. 3.
Assessor Signature: __________________________________________________________________ CHCCSL501A – Work within a structured counselling framework If you are providing a Statement of Attainment or Certificate as Formal Evidence for this Unit, please tick the box provided and move on to the next Unit, as you are not required to list this as evidence for each individual Element. Element List of Evidence that demonstrates your competency Assessor’s Comments Use a structured approach to counselling Establish the nature of the helping relationship Confirm the appropriateness of the helping relationship Required Knowledge List of Evidence that demonstrates your competency Assessor’s Comments Background knowledge of the counselling process, including: Purpose of counselling How counselling has evolved as a helping profession Place of counselling within the helping services Scope of counselling relationship, including professional limitations Ethical responsibilities in providing counselling Rights of client involved in counselling Counselling context, process and goals
Please include a MAXIMUM of six events Programme/ workshop/event attended Duration Number of hours Level taken if any From To Please describe how you have integrated your learning from this into your workplace (100 minimum): Programme/ workshop/event attended Duration Number of hours Level taken From To Please describe how you have integrated your learning from this into your workplace (100 words minimum): Programme/ workshop/event attended Duration Number of hours Level taken From To Please describe how you have integrated your learning from this into your workplace (100 words minimum): Programme/ workshop/event attended Duration Number of hours Level taken From To Please describe how you have integrated your learning from this into your workplace (100 words minimum):
RPL for Access Candidate may proceed with RPL Insufficient information to make an initial assessment Not recommended RPL for Subject Exemption Candidate may proceed with RPL Insufficient information to make an initial assessment Not recommended RPL for Access & Subject Exemption Candidate may proceed with RPL Insufficient information to make an initial assessment Not recommended
Minimum areas of core knowledge required for RPL assessment Core areas Evidence of meeting core areas (Applicant to complete) Example response: Covered under heading ‘Immunisation: An overview’-pg 3 attached course content Not met core areas (Please tick if this applies) 1 The aims of immunisation programs, including: The public health perspective 2 The immune system and how it works, including: Why we immunise The relationship between the immune system and vaccines Vaccine development, vaccine types and vaccine action 3 Vaccine preventable diseases ad associated vaccines in the National Immunisation Program 4 The legal and ethical aspects of clinical practice in the administration of vaccines, including: immunising within a legal and ethical framework elements of valid consent
Postal Address: Evidence for Application Current CV – Two (2) page maximum which details past work experience, equivalent social work skills and methods used, and includes details of full or part time status and exact dates of employment. Learning Portfolio – 5 page maximum. Refer page 5. Verification by Qualified Social Worker to be complete as per the Application requirements. page 6. Job descriptions / contract of employment (2 page max per employment position) referee report/s (one page max per employment position) Possible further supporting documents – Five (5) page maximum. Examples: Confirmation of professional development/training attendance (certificates dated and signed). Copies of qualifications and/or results statements (not required for ECU obtained qualifications). Examples of specific work docs that show you have met competencies. A letter from the employer/s verifying job roles, skills required and dates of employment. Learning Portfolio Five (5) page maximum. The Portfolio demonstrates and provides evidence of your achievement of the required competencies in relation to the first social work placement. You are required to write a statement under each of the learning outcomes for the first placement unit SWK3116. Each statement should include: Examples of the practice experience which outlines the student’s capabilities A critical reflection on the practice experience with an analysis of the work in relation to the AASW Practice Standards and Code of Ethics Future learning priorities Appropriate in-text references and end text reference list Learning Outcome 1: Apply social work practice skills in the context of the agency setting. Learning Outcome 2: Demonstrate an ability to effectively work in a team and organisational context. Learning Outcome 3: Describe the legislative and policy context of the placement agency's work.
Award Transferred credit / Experiential credit (maximum) University of South Wales taught credit (minimum) Total credits required for award Additional Restrictions CertHE 60 60 at level 4 120 CertHE is not graded when given as an exit award DipHE 120 120 with a minimum of 100 at level 5 240 DipHE is not graded when given as an exit award Bachelors degree 240 60 at level 6 300 Use as an exit award for bachelors degree with honours only, not graded Bachelors degree with honours 240 120 with a minimum of 100 at level 6 360 Students with at least 60 level 5 and 120 level 6 University of South Wales credits obtained on the honours degree will be classified according to the standard regulations otherwise classification is based only on the 120 University of South Wales credits BMus (RWCMD only) 300 180 at level 6 480 Students with at least 90 level 5 and 180 level 6 University of South Wales credits obtained on the honours degree will be classified according to the standard BMus regulations otherwise classification is based only on the 180 University of South Wales credits HNC 60 60 at level 4 120 HND 120 120 with a minimum of 100 at level 5 240 Foundation Degree 120 120 with a minimum of 100 at level 5 240 PcET 60 60 5 120 Integrated masters 240 240 with a minimum of 100 at level 6 and 120 at level 7 480 PgCert 20 40 at level 7 60 60 60 at level 7 120 Masters 120 60 at level 7 180 Taught doctoral awards 180 360 540
Recognized Product Submission Form (cont’d) 5) Has this product been evaluated for environmental impact? Yes No If yes, attach environmental studies. 6) Is this product WHMIS controlled? Yes No if yes, attach/send MSDS (note: MSDS must conform to WHMIS standards). Provide/Attach details: Does this product meet the requirements of a recognized specification agency (i.e., CSA, ASTM, CGSB, AASHTO)? Yes No If so, state agency and specification number(s): Provide independent supporting letter/reports confirming compliance to standards and/or successful testing results. 7) Provide all other information that you is relevant to assist the RPL Committee to appraise this product’s use? Provide/Attach details: 8) Some criteria the RPL Committee uses to evaluate a product submission Provide details that can support the Product’s Function: Safety: Environmental: Durability: Life Cycle: Permanent Installation: A response for the product’s submission will be issued upon receipt of application, initial appraisal, and committee result. Received Initial Response Review Result Committee Result Notification Date: Reply/Discussion: Advise Applicant: AcceptedUse: Advise Applicant: Proven Use: Tran-24100-40/54506A Not Required: Product Name/Description: Rejected for Use: Product Number: 160000 – OPERATIONAL MATERIALS – Recognized Products Ministry Reviewer(s): Date: Comments: MINISTRY OF TRANSPORTATION and INFRASTRUCTURE Geotechnical Materials and Paving Engineering Stn. Prov Govt BC V8W 9T5 fax:250.387.7735 Electronic Submission INTERNET ADDRESS:
Individuals $__________ $___________ Other (specify) $__________ $___________ Committed Pending 2. Earned Income Events $__________ $___________ Publications $__________ $___________ 3. Membership Income $__________ $___________ 4. In-Kind Support $__________ $___________ 5. Other (Specify) $__________ $___________ Total Revenue $__________ $___________ Completed applications can be emailed to Jessica AcMoody () or faxed to 517-485-3043 attn: Jessica AcMoody. The deadline for submission is 5:00pm on February 27, 2015.
and also thereby ensuring efficiency and institutional legislative compliance. Problem solving and initiative Able to identify and analyse relevant changes, trends and challenges in Health & Safety law and other relevant standards, and practice, and to then make coherent in-depth workable robust innovative and effective proposals for implementation across the University. Able to quickly assess, analyse and interpret complex situations and detailed legal, medical, technical and management information and data, and then to clearly and concisely delineate suitable and successful solutions to problems, with credibility within the academic community, and exercising substantive independent judgement and skill. Management and teamwork Able to monitor procedures and arrangements in relevant areas of policy, service and systems and make appropriate timely substantial professional and effective interventions. Articulate, tactful, diplomatic and confident, capable of fostering good working relationships and substantial professional credibility with both academic and other professional staff. Able to manage large-scale, wideranging and multiple stakeholder policy change and implementation, to exacting professional standards and with profession due diligence, complementing and feeding into broader University operational plans, facilitating major change of broad institutional impact, with appreciation of longer term issues. Application & interview Interview Communicating and influencing Must influence managers through rapport, persuasion, negotiation, clarity, conviction, and professional substance and credibility. Able to communicate with staff at all levels across the whole University, senior and middle managers, academic, professional, support, and also students. Maintain an extensive vital external network of high level and influential contacts to ensure benchmarking of University standards and practice within your areas of responsibility Application & interview Other skills and behaviours Willing to supplement existing knowledge and undertake further professional training and development as agreed Special requirements JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below.
5. Project Presented in the Divisional/Institutional Seminar? Yes / No 6. Have suggested modifications incorporated? Yes / No 7. Status Report enclosed Yes / No 8. Details of work load of investigators in approved ongoing projects: Project Leader Co-PI – I Co-PI – II… Proj. Code. % Time spent Date of start Date of Proj. Code. % Time spent Date of start Date of completion ……… 9. Work Plan/Activity enclosed Yes / No 10. Included in Institute Plan Activity Yes / No 11. Any previous aided projects on similar lines? Yes / No 12. New equipment required for the project Yes / No 13. Funds available for new equipment Yes / No 14. Signatures Project Leader Co-PI-I Co-PI-II Co-PI–n HOD/PD/I/c ANNEXURE - IV INDIAN COUNCIL OF AGRICULTURAL RESEARCH APPRAISAL BY THE OF -I for Guidelines ANNEXURE-XI (D)) Institute Name Project Title On scale 1-10 give score to (a) to (j) Relevance of research questions Addressing priority of the institute and/or National priority New innovativeness expected in the study Appropriateness of design/techniques for the questions to be answered
31.12.19 BH 07.01.19 14.01.19 21.01.19 28.01.19 04.02.19 11.02.19 18.02.19 25.02.19 Half term – Independent study week 04.03.19 11.03.19 18.03.19 25.03.19 01.04.19 08.04.19 15.04.19 BH Easter holiday – please note dates may change due to variation in school/LEA holidays 22.04.19 BH 29.04.19 06.05.19 BH 13.05.19 20.05.19 27.05.19 BH Half term – Independent study week 03.06.19 10.06.19 17.06.19 24.06.19 Transition weeks Two weeks to be use in your transition to your NQT school 01.07.19 Additional Notes Personal Details COURSE: Post Graduate Certificate in Education School Direct DATE OF September 2018
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Store Behavioural Atoms P4 & P5 Hold any Consumer’s directly identifying personal information (DIPI) P5 MAY Request Data Engine support to deliver insights for public information and the purposes of marketing the specification P6 Make a query on Data Engines to ensure a specific ConsumerID has been forgotten P7 This allows the Identity Authority to audit the forgetting process. Provide Consumers with information about their status within the i.e. ‘known’ or ‘forgotten’ and only by ConsumerID and not DIPI. P5 & P7 Provide audit services to Data Engine, Service Provider, Operator and regulators P6 Data Engine Technical requirement Guiding principles & notes SHALL Provide secure storage of Behavioural Atoms for a period to be agreed with the Service Provider in line with the Consumer consent P2 & P3 Provide minimal interface services for Service Providers to process joiners, movers, and leavers (e.g. Operator & Consumer trees, registration, ID forgetting) P4 Provide minimal interface services for querying Behavioural Atoms by registered Service Providers P1 Maintain an always-on, single entry point for uploading Behavioural Atoms to the Data Engine P4 Receive Behavioural Atoms from Consumers or Devices registered with their Operators that conform to the specification free of charge Receiving data is a minimal requirement for a Data Engine; commercial services apply to the use and processing of data. Provide information to the Service Provider the location and security of the infrastructure used in the delivery of services P7
SHALL NOT Store Behavioural Atoms other than for the purposes of transmission to the Data Engine. P1 Send DIPI to a Data Engine P1 Share DIPI with another Operator or Service Provider without additional consent from the Consumer P3 Utilise IDA unique Pseudonymous Keys outside of the ecosystem P1 MAY Host multiple Consumers Consumer Technical requirement Guiding principles & notes MAY Request to be ‘forgotten’ in the Basic tenet of EU data protection. Request the Identity Authority to audit their status in the eco-system P5 & P7 Request the Service Provider to supply their DIPI, demographic information and all Behavioural Atoms Basic tenet of EU data protection.
21 Not elsewhere specified (please give details if you grade yourself in this area) 22 Other service activities (please give details if you grade yourself in this area) 23 Paper, pulp and print 24 Professional, scientific and technical services 25 Public administration and defence 26 Real estate activities 27 Textile and leather 28 Transport equipment 29 Transportation and storage 30 supply; sewerage, waste management and remediation activities 31 Wholesale and retail trade 32 Wood and wood products Technology Experience
Grading at 3 is intended to reflect a Consultant’s specialism in routine applications of this technology/ process, which will include design and implementation of solutions from first principles and drawing on best practice. detailed technical analysis (using first principle calculations as necessary) to audit performance and identify problem areas development of design specifications for energy efficiency improvements through modification of existing applications or replacement with new plant and equipment; and hands-on experience, i.e. involvement with tender evaluation, project implementation and commissioning of the new plant and equipment would provide significant confirmation of Level 3 capability Consultants with Level 3 capability should be capable of working with this technology without direct supervision and are likely to have had responsibility for supervising the work of other Consultants. In addition to this, a Consultant with Level 3 capability may have trained others in the design and operation of this technology. Level 4: Expert Capability Indications of capability (the examples below should be used as guidance only. Exceptions and variations may be acceptable) Consultant can demonstrate capability at Level 4, plus ability to develop and specify the design and implementation requirements for solutions to increase energy efficiency of complex applications relevant to this technology/ process, which will include calculations from first principles and the adoption of best practice in plant operation, maintenance, refurbishment or equipment upgrade. Grading at Level 4 is intended to reflect a Consultant’s specialism in A Consultant with capability at 4 will also be able to demonstrate capability at Level 1, 2 and 3. It is expected that Consultants with technical capability at Level 4 will be recognised as a specialist in certain technologies/ processes and would be suitable to develop and specify solution requirements for work at sites with the most complex applications of this technology/ process. In addition to demonstrating capability at Level 1, 2 and 3, the Consultant will be considered a UK expert in this technology/ process, and have a track record of successful project implementation and the evaluation of the resulting energy and cost savings and other benefits. Indications of Level 4 capability may include: having published articles on the subject matter; presenting at UK and international conferences on the subject matter;
Excellent IT skills including MS Office. Proven ability to plan and lead the delivery of teaching/training programmes and develop techniques. High analytical ability to facilitate conceptual thinking, innovation and creativity. Understanding of the current pharmacy education and training environment including postgraduate and professional development. Ability to travel within the UK and overseas. Skills in the use of IT to support and enhance the delivery of teaching/training. Experience Substantive, recent experience of working at a senior level in the community pharmacy sector to deliver clinical pharmacy services. Substantive, recent experience of developing and delivering training for pre-registration pharmacists including acting as a Pre-registration Tutor. Substantive, recent experience of developing and delivering continuing professional development training for qualified pharmacists. Extensive experience of undergraduate teaching; evidence of innovation in curriculum development, course design and course delivery; commitment to delivery of quality services to students. Experience of the supervision and pastoral care of students. Engagement with developments in pharmacy education and training at a national Previous experience in the development of policy and administrative matters within an organisation. An understanding of the international pharmacy education environment. Experience of the recruitment and successful supervision of PhD students. Statutory/Legal Qualified UK Pharmacist registered with the General Pharmaceutical Council. Member of the Royal Pharmaceutical Society. Decision Making i) independently by the role holder; Decisions surrounding the management, administrative and professional development of the team.
edition topic area 2.1 Stakeholder and communications management How did you try to reconcile conflicting stakeholder interests, and how successful were you in doing so? What options are available to you when stakeholder interests are irreconcilable, and how can the use of these options impact on the project, programme and/or portfolio? 2.2 Stakeholder and communications management What schedules and methods of communication did you choose to use with different stakeholder groups, and would you choose these same methods again? What do you consider to be the main methods generally available to communicate with stakeholders, and what do you consider the main advantages and limitations of each method? Managing the project, programme, portfolio or key control function Competence Framework 2nd edition topic area Practical competence (1,000 words for total question set) Breadth of knowledge (1,000 words for total question set) 3.1 Reviews What factors did you monitor to assess progress against time, resource use, and budget, and which of these factors were most and least informative? What other factors might you have chosen to monitor, and what would have been the advantages and disadvantages of these alternatives? 3.2 Quality management; Benefits management What arrangements did you put in place to manage the quality of outputs, outcomes and/or benefits, and were these arrangements effective? What alternative arrangements you have made to manage the quality of outputs, outcomes and/or benefits, and what would have been the advantages and disadvantages of these alternatives? 3.3 Change control What action did you take when a variation was identified that would not affect the scope? When you act to address variations, what measures can you take to ensure that the project, programme or portfolio’s implementation and documentation reflect its new configuration? Inspiring and motivating others through effective leadership Competence Framework 2nd edition topic area Practical competence (500 words for total question set) Breadth of knowledge (500 words for total question set) 4.1 Leadership How did you go about gaining and maintaining the trust and commitment of stakeholders and team members? What other leadership styles could you have adopted, and what would have been the possible advantages and
N/A 1 2 3 Practical competence No evidence Performed the function with significant guidance and support; performed basic routine and predictable tasks; exercised little or no individual responsibility Performed the function with support required only in specially demanding circumstances; exercised individual responsibility and autonomy Performed the function without support; exercised significant responsibility and autonomy; led the work of others Breadth of knowledge No evidence Aware of the purposes of the function and of associated difficulties Aware of basic principles and the main methods that are applied in the area of work Possessing in-depth knowledge of principles and methods sufficient to assume responsibility in widely differing circumstances
Regulator Performance Framework 2016–17 Department of Agriculture and Water Resources self-assessment © Commonwealth of Australia 2018 Ownership of intellectual property rights Unless otherwise noted, copyright (and any other intellectual property rights, if any) in this publication is owned by the Commonwealth of Australia (referred to as the Commonwealth). Creative Commons licence All material in this publication is licensed under a Creative except content supplied by third parties, logos and the Commonwealth Coat of Arms. Inquiries about the licence and any use of this document should be emailed to . Cataloguing data This publication (and any material sourced from it) should be attributed as: Department of Agriculture and Water Resources 2018, Regulator Performance Framework 2016–17: Department of Agriculture and Water Resources Canberra. CC BY 4.0. ISBN 978-1-760031-48-0 This publication is available at . Department of Agriculture and Water Resources Postal address GPO Box 858 Canberra ACT 2601 Telephone 1800 900 090 Web The Australian Government acting through the Department of Agriculture and Water Resources has exercised due care and skill in preparing and compiling the information and data in this publication. Notwithstanding, the Department of Agriculture and Water Resources, its employees and advisers disclaim all liability, including liability for negligence and for any loss, damage, injury, expense or cost incurred by any person as a result of accessing, using or relying on any of the information or data in this publication to the maximum extent permitted by law.
RPR Reader’s Report – Structured Feedback Name of HDR student: __________ Name of reader: ____________ This feedback sheet is to be used by the Expert Reader or Panel Members. It is also recommended that the student and the main supervisor use this form to evaluate the progress at the confirmation stage. Criteria and ratings for evidence of quality 1= unsatisfactory progress: well below expectation 2= marginal progress: somewhat below expectation 3= satisfactory progress: meeting expectation 4= very good progress: exceeding expectation 5= excellent progress: strongly exceeding expectation The following are to be ascertained relative to stage of candidature: Criteria Ratings Demonstrated understanding and application of research principles and methods appropriate to the field Ability to critically evaluate existing theoretical knowledge, ideas and practice within the relevant field to generate original knowledge. Ability to design (and implement) an original and viable* investigation that addresses a significant problem Ability to communicate in a style appropriate to the discipline * Viability assessed in relation to 4 years FTE for length of candidature (or 2 years FTE for a Masters candidate) Constructive feedback and recommendations: Please provide specific constructive and critical feedback regarding the above criteria
Safety requirements for disposal and discharge of radioactive waste by the user General Requirements Disposal of radioactive material to landfill A person must not dispose of radioactive material to landfill unless that person does so in accordance with: requirements of S1.1 of Schedule 1, or an authorisation from the relevant regulatory authority. Discharge of radioactive material to the A person must not discharge radioactive material to the sewer unless that person does so in accordance with: requirements of S1.2 of Schedule 1, or an authorisation from the relevant regulatory authority. Discharge of radioactive material to the atmosphere A person must not discharge radioactive material to the atmosphere unless that person does so in accordance with: requirements of S1.3 of Schedule 1, or an authorisation from the relevant regulatory authority. Schedule 1: Requirements and limits for the disposal and discharge of radioactive by the user S1.1: Disposal of radioactive material via landfill No authorisation is required from the relevant regulatory authority to dispose of radioactive material for placement into landfill if the material: 1. is in solid form 2. is contained within packaging designed so that: (a) the smallest overall external dimension of each package is not less than 10 cm (b) the package can be easily handled (c) there are at least two complete layers of packaging between the radioactive material and the exterior of the package, one layer of which is waterproof;
Learning Outcome Cluster Competence Rarely (0 – 24%) Very rarely meets the standard expected. No logical thought process appears to apply. Sometimes (25 – 50%) Demonstrates expected standard practice less than half of the time observed. Much more haphazard than “usually” Usually (51 – 84%) Demonstrates expected standard practice with occasional lapses. Consistently (85 – 100%) Consistently demonstrates the expected standard practice, with very rare lapses. 1. Patient and Pharmaceutical Care 1.1 Patient Consultation Patient consent Satisfactorily obtains patient consent if appropriate Patient assessment Uses appropriate questioning to obtain all relevant information from the patient Consultation or referral Appropriately refer pharmaceutical or health problems Recording consultations Documents consultations appropriate in the patient’s records Comment 1.2 Need for the medicine Relevant patient background Retrieves relevant or available information Medicine history Documents an accurate and comprehensive medicines history when required Comment 1.3 Provision of Medicine The prescription is clear Ensures the prescriber’s intentions are clear for any patient Ensure the prescription is legal Ensure the correct medicine is dispensed Ensure the medicine is dispensed in a timely manner Comment Learning Outcome Cluster Competence Rarely (0 – 24%) Very rarely the standard expected. No logical thought process appears to apply. Sometimes (25 – 50%) Demonstrates expected standard practice less than half of the time observed. Much more haphazard than “usually” Usually (51 – 84%) Demonstrates expected standard practice with occasional lapses. Consistently (85 – 100%) Consistently demonstrates the expected standard practice, with very rare lapses. 1. Patient and Pharmaceutical Care 1.4 Medicine-medicine interactions
Learning Outcome Cluster Competence Rarely (0 – 24%) Very rarely meets the standard expected. No logical thought process appears to apply. Sometimes (25 – 50%) Demonstrates expected standard practice less than half of the time observed. Much more haphazard than “usually” Usually (51 – 84%) Demonstrates expected standard practice with occasional lapses. Consistently (85 – 100%) Consistently demonstrates the expected standard practice, with very rare lapses. 4. Management and Organisation 4.4 Budget Setting & Reimbursement Service reimbursement Uses relevant reference sources to ensure appropriate and accurate reimbursement Uses claims reimbursement appropriately for services provided Prescribing budgets Interprets how prescribing affects prescribing budgets Comment 4.5 Procurement Pharmaceutical Describes how pharmaceuticals can be sourced Sources pharmaceuticals in a timely manner Resolves supply problems promptly Ensures stock is managed Cost effectiveness Ensures stock purchased maximises cost effectiveness Comment 4.6 Management Performance management Carries out staff appraisals on a regular basis Staff development Supports staff in their development Employment issues Correctly applies employment issues Comment RPS Foundation Pharmacy Framework Self-Assessment Summary & Action Plan Foundation Pharmacist Date Educational Supervisor Stage Month
USA Patriot Act “The USA Patriot Act: Surprising Implications for Real Estate Lawyers” Shepherd, Kevin L. Vol. 25, #2 2004 Utilities “Utilities May Acquire of Ways from Various Private and Public Sources” Robinson, Russ Vol. 21, #2 Feb. 2000 Vacation Rental Act “‘There’s No Place Like Home’ – Required Beach Reading: The New Vacation Rental Act” Burnham, Margaret Shea [reprinted from “Legal Directions”] Vol. 20, #4 Sep. 1999 Warranty Water “Water,[Waste]water Not Quite Everywhere – and how they affect real estate decisions” Styers, Jr., M. Gray and Kemerait, Karen M. Vol. 30, #3 Feb. 2009 Year 2000 Zoning and Land Use Regulation “From Typo to Complete Statutory Revision: Modernizing the Zoning Process in North Carolina” Terrell, Jr., Thomas E. Vol. 36, #2 2015 “What Counts as ‘Substantial Evidence’ in Zoning Decisions?” Ekstrand, Robert C. and Styers, Jr., M. Gray Vol. 22, #3 June 2001 “Local Governments Raise Constitutional Issues – Land Use Rules Must Apply to All” Cooke, John C. and Odom, Christine Carlisle Vol. 21, #3 May 2000
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS Listening 1.1 Recognise and reproduce target language sounds COMPLEMENTARY CONTENT STANDARD Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Listening 1.1.1 Recognise and reproduce with support a limited range of high frequency target language phonemes COMPLEMENTARY LEARNING STANDARD Reading 3.1.2 Recognise and sound out with support beginning, medial and final sounds in a word 3.1.3 Blend phonemes (CVC, CCVC) 3.1.4 Segment phonemes Pre-lesson 1.Listen to the rhyme Lesson delivery 1.Do the action Post lesson 1.Circle / Match the words with the relevant sounds Language Skills: L1.1.1 R3.1.1 R3.1.2 R3.1.3 R3.1.4 *Choose any suitable activities in the learning outline for your lesson. LINUS Module Book 2 Relevant pages Page 80-97 More materials here: Language Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK (2011) Page 85-90 ( for the actions ) Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 2 by BPK Teachers may choose any suitable materials for their pupils from the suggested pages.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S NOTES / REMARKS Reading 3.1 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters COMPLEMENTARY CONTENT STANDARD Writing 4.1 Form letters and words in neat legible using cursive writing 3.1.3 Recognise and out with some support beginning, medial and final sounds in a word COMPLEMENTARY LEARNING STANDARD Writing 4.1.2 Form upper and lower case letters of regular size and shape letters and words in a straight line from left to right with regular spaces between words and spaces copy letters and familiar high frequency words and phrases correctly Pre-lesson 1..Sing a song Lesson delivery and segment the words Post lesson 1.List out words with ea sound Language Skills: R3.1.1 R3.1.2 R3.1.3 R3.1.4 W4.1.2 *Choose any suitable activities in the learning outline for your lesson. LINUS Module Book 2 Relevant pages Page 80-97 More materials here: Language Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 1 by BPK (2011) Page 85-90 ( for the actions ) Use any appropriate strategies in the KSSR Teacher’s Guidebook English Language Year 2 by BPK Teachers may choose any suitable materials for their pupils from the suggested pages.
5 amendment to next meeting of WGW. #17-9 Secretary to amend Doc 9776 to reflect the changes given in WP-16. OPEN Secretary to forward WP-19 to WG-F with a request to development amendments to Annex 10 Volume V. OPEN Items for Follow-Up at WG-M/17 Item Description Status #1 WG-W or a select group of ACP members to closely monitor the activities taking place under Action Plan 30 OPEN #2: WG-M to monitor progress on SESAR Work Package 16 and SC-214/WG-78. OPEN
All speakers will be measured at 1 meter on-axis with identical input power level – the “composite chart” will be posted on the course web site for everyone to use. Appendix B: Measured Drawings and Construction Details Include measured drawings and other construction details here.
Working members identified poor class attendance as a major contributor to poor student success. Of major concern was the lack of interest and poor class attendance by repeating students. This trend was also observed in terms of attendance of extra classes and other student support programmes. In addition, academics identified monitoring of class attendance as a challenge especially for large classes. There is a need to emphasise the importance of class attendance during orientation week. The university has put several structures such as excellence offices in faculties, mentors, tutors, and extra classes in place to support students who are struggling academically. However, as noted already, the students who need these interventions do not make optimal use of these structures, whether in faculties or in support environments. There is an urgent need for a change in attitude and culture among students and staff as many of these interventions happens in isolation, and without thorough planning with the subject lecturers. Work Group members recommended that TUT should conduct focus group interviews, which could be facilitated by mentors, to uncover the reasons for the negativity by students regarding their own studies and poor class attendance. The university should endeavour to understand the of the 21st century student. This generation of students are technologically inclined, and the university has to consider how it aligns teaching, learning and student support strategies to meet their needs. The university should also consider the profile of the students that it enrols for study. in the concerns listed above. Academics reported that they did not have control over the deregistration of students from the system, which was a challenge for the calculation of student success rates. Students who cancelled, dropped out or disappeared from the system are included when success rates are calculated. Various social factors that had a severe impact on student performance were identified, such as teaching hungry students, absenteeism due to lack of transport fees, parents divorcing, death of a breadwinner, etc.
Prof Sue Kidson Faculty of Health Sciences Judy Favish Director: Institutional Planning Department 2) Student support and development Career and curriculum advising, life and academic skills development, counselling, student performance monitoring and referral A/Prof E Van Pletzen Dr Ian MacKintosh Department of Student Affairs: Student Wellness Dr Fontaine Director: First Year Experience Project Mr Roger Adams Student Development Cluster Mr David Casey Director, Careers Service Mrs Alison Meadows Faculty of Commerce, Senior Lecturer Dr Jessica Tiffin Faculty of Humanities: Academic Administration Edwina Brooks Director: Student Development Ms Louise Bestbier Student Representative 3) Learning environment Teaching and learning spaces, ICT infrastructure and access, and resources and library facilities Ms Kira Chernotsky Mr Stephen Marquard Centre for Innovation in Learning and Teaching Dr Cheryl Brown Centre for Innovation in Learning and Teaching Ms Gwenda Thomas Executive Director: University Libraries Mr Nigel Haupt Physical Planning Unit
4) Course and programme enrolment Admissions, selection, placement, readmission refusal, pass rates in gateway courses, throughput rates and management information systems Dr Karen Van Heerden A/Prof June Pym Academic Development Programme: Faculty of Commerce, Education Development Unit A/Prof Brandon Deputy Dean, Engineering and the Built Environment Ms Jane Hendry Institutional Information Officer, Institutional Planning Department. Mr Robert Prince Academic Development Programme (ADP) Mrs Karen Wienand Faculty of Science, Faculty Manager A/Prof Perez Faculty of Health Sciences, Deputy Dean Ms Louise Bestbier Student Representatives Ms Lauren Gildenhuys Mr Tumelo Maja Ms Ntshediseng
Ch. 27 Part 1 RQ’s - from my notes… VISUALS ARE FOUND IN TEXTBOOK CH. 27… Visuals 1 626 – OPENING QUOTE – -Similar to quote from past president…? Who/when? - Which political party – when? - Imperialist or anti-imperialist perspective? 2 627 pc – 627 brown box (pc) – title? - in the map on the pc…what 4 places are shown (as offered in the menu)? - Who is eating? Who is serving? -Imperialist or anti-imperialist perspective? (bbox) - Newspaper? When? - What new consciousness? - What 5 new sensations/motivations? - What task is in the of the people?” - What change does it mean for the U.S. Republic? 3 628 bbox – 628 pc Contextual Note: Secretary of State, Richard Olney, is serving under President Grover Cleveland from 1893 until 1897…in the midst of the worst financial depression of the 19th century…remember by 1890, the census bureau announced that the “frontier” was gone/closed…We began to look beyond the contiguous territory to expand…or explode…What would be the new “safety valve?” (rhetorical question to consider….as we make decisions about expansion) (bb) – What Foreign Policy “doctrine” from the 1820’s is Sec. Olney proclaiming that the USA, now, can demand be respected and enforced? (pc) – Olney and Cleveland almost come to blows with _______________________? Over a boundary dispute __________________________ ? - The “Great Rapprochement-Reconciliation” that comes at the conclusion of the above conflict…means that the USA and ________________________ become BFF’s Forever from this point in time…and still are today? 4 629 Painting – 630 Map -Who is the last native of Hawaii….who is overthrown by the white planters in 1893, grandchildren of the original missionaries from New England who came to Hawaii in the 1820’s during the 2nd Great Awakening? - In what year is Hawaii annexed by the USA?
her/his relevant on the Teachers’ Common Basic Scale, plus an honours primary degree allowance an honours Higher Diploma in Education allowance the standard Category 4 secondment allowance, which is pensionable (see table below) Seconded Category PDST Position Teachers’ Common Basic Scale Honours Degree Allowance Honours H.D.E Allowance Standard Secondment Allowance 4 Advisor As Applicable €4,918 pa @1/1/2010 €1,236 pa @ 1/1/2010 €10,130 pa @ 1/1/2010 Note: Circular 004/2011 refers For teachers newly appointed to their teaching post since 01/01/2011 a 10% reduction applies to these allowances as per circular 004/2011. Seconded Category PDST Position Teachers’ Common Basic Scale Honours Degree Allowance Honours H.D.E Allowance Standard Secondment Allowance 4 Advisor As Applicable €4,426 pa @1/1/2011 €1,112 pa @ 1/1/2011 €9,117 pa @ 1/1/2011 Note: Circular 004/2011 refers Post of responsibility allowances will not be payable to seconded personnel who are in receipt of the above secondment allowances.