zilongwang/ReadingBank huggingface dataset:
Table 15C General (continued) Requirements Nonconformity guide 15.19 A contingency plan must be in place to manage unexpected events that threaten to compromise biosecurity integrity of the AA site. Unexpected events include: appearance of pests or symptoms of disease structural damage (for example, due to storms) unauthorised removal of goods subject to biosecurity control spillages of goods subject to biosecurity control sudden unavailability of an Accredited Person 15.20 Ceasing or transferring operations - the department must be informed in writing at least 15 working days prior to intended: closure of a current AA site relocation of the business, including the AA function cessation of operation as an AA site. Major Any goods subject to biosecurity control that remain at the AA site must be treated or destroyed in accordance with a department approved method or transferred to another AA site with prior approval from the department. The BIP will be liable for associated costs. Critical 15.21 If there is any doubt as to whether goods: are subject to biosecurity control remain subject to biosecurity control become subject to biosecurity control then the goods must be handled in accordance with requirements for goods subject to biosecurity control. Major 15.22 The BIP must notify the department in writing as soon as practicable within 15 working days of becoming aware of any change of status, not previously been notified to the department, of the BIP or their associates relevant to the operation of the AA in relation to any of the following matters: conviction of an offence or order to pay a pecuniary penalty under the Biosecurity Act 2015, Quarantine Act 1908, Customs Act 1901, the Criminal Code or the Crimes Act 1914 debt to the to the Commonwealth that is more than 28 days overdue under the Biosecurity Act 2015, Quarantine Act 1908, Customs Act 1901, the Criminal Code or the Crimes Act 1914 refusal, involuntary suspension, involuntary revocation/cancellation or involuntary variation of an Import Permit, quarantine approved premises, compliance agreement or AA under the Quarantine Act 1908 or the Biosecurity Act 2015. Critical 15.23 Biosecurity officers, biosecurity enforcement officers and department-approved auditors must be provided access to the AA site to perform the functions and exercise the powers conferred on them by the Biosecurity Act or another law of the Commonwealth. Critical
Aligning Resources X Activity: Practice aligning resources X Review practice and discuss the results X Activity: For Each Developed Unit of Instruction—Align Resources Assign remaining for homework and identify resources for gaps. X Introduction to Lesson Planning X Activity: Review the SIA lesson plan template or program’s lesson plan or demo online lesson planning tools X Introduce the Lesson Study Eight-step Process and Purpose X Activity: Conduct a Lesson Study by watching the AE Warehouse: ESL video and debrief after the observed lesson. X Activity: revise the day’s lesson X Standards-in-Action Training Plan Institute 1 Day 1 11.29.2012 Institute 1 Day 2 11.30.2012 Institute 2 Day 1 2.28.2013 Institute 2 Day 2 3.1.2013 Institute 3 Day 1 5.2.2013 Institute 3 Day 2 5.3.2013 Cross-program Showcase of Innovation 3 X Introduce Principles of the SIA Observation System X Activity: Practice the Observation Protocol Group Activity X
Activity 2.2.2 Universal Gates: NAND Only Logic Design Introduction The block diagram shown below represents a voting booth monitoring system. For privacy reasons, a voting booth can only be used if the booth on either side is unoccupied. The monitoring system has four inputs and two outputs. Whenever a voting booth is occupied, the corresponding input (A, B, C, & D) is a (1). The first output, Booth, is a (1) whenever a voting booth is available. The second output, Alarm, is a (1) whenever the privacy rule is violated. In this activity you will implement NAND only combinational logic circuits for the two outputs Booth and Alarm. These NAND only designs will be compared with the original AOI implementations in terms of efficiency and gate/IC utilization. In a future activity, these NAND only designs will be compared to the circuits implemented using only NOR gates. Equipment Circuit Design Software (CDS) Breadboard (DMS or DLB) #22 Gauge solid wire Integrated Circuits (74LS00) Procedure For the sake of time, the truth table and K-Maps for the voting booth monitor systems have been completed for you. Note, for the output Booth we took advantage of several don’t care conditions.
Activity 2.2.2: Nutritional Terms Chart Savana Canary Category Definition Importance Serving Size the amount of a food or that is generally served it’s important because without it you might accidentally intake more calories than you intended Calories either of two units of heat energy they’re important because they measure the use of energy and describe the energy contents of food Total Fat body mass index or BMI it’s important because the amount you consume impacts your energy level, calorie intake, and overall health Unsaturated Fat fat that is liquid at room temperature and comes from a plant they’re important because they lower your disease risk Saturated fat a fat in which the carbon atoms are fully hydrogenated, found in animal products they’re important because they are essential for health and longevity Trans Fats a type of unsaturated fats which are uncommon in nature but can be created artificially they’re important to know of because they increase your odds of suffering heart disease Cholesterol a compound of the sterol type found in most body tissues, including the blood and the nerves it’s important because it’s a substance required for the normal function of cells Sodium the chemical element of atomic number 11, a soft silver-white reactive metal of the alkali metal group it’s important for fluid distribution, blood pressure, cellular work and electrical Carbohydrates any of a large group of organic compounds occurring in foods and living tissues and including sugars, starch, and cellulose it’s important because it gets turned into glucose that fuels the body Fiber it’s important because it breaks down plant foods your body is unable to digest
A. May damage skin Q. What is meant by the term metabolism? A. Nitrogen Q. Distinguish between Enzymes and Hormones A. All the chemical reactions in living cells Q. For what is ATP an abbreviation? A. A catalyst and a chemical messenger Q. Give the term for the substance that results from the action of an enzyme on its substrate. A. Adenosine Triphosphate Q. To which group of molecules do enzymes belong? A. Product Q. In relation to an enzyme, explain the term optimum activity. A. Proteins Q. In an experiment that you carried out to investigate the effect of pH on the rate of enzyme action, explain how you varied the pH. A. Working at maximum rate Q. Explain the term bioprocessing. A. Used buffers Q. What is a bioreactor? A. Using micro-organisms or enzymes to make product(s) Q. Name the compound from which the immobilising beads are formed in the laboratory.
Section 1 – Details of person / agency making referral NB: If you are referring yourself, you do not need to complete this section. Please go to Section 2. Referrer’s name: Agency: Address: Phone: Email: Please confirm that the applicant is aware of and agrees to this referral being made: □ Yes □ No If ‘No’, please obtain consent before continuing. Section 2 – Applicant Details Is this your first referral to Floating Support? □ Yes □ No Name: Address: Postcode: Home phone: Mobile: Email: Date of birth: Gender: □ Male □ Female □ Transgender National Insurance number: How you prefer to be contacted? Please tick all that apply: □ Email □ Home phone □ Mobile □ Text □ Letter □ Other: Can we contact you safely at this address / on this number? □ Yes □ No If ‘No’, please give details: Are there any pets at this address? Please specify: Second Applicant / Other people living with you Second Applicant Name: Are there other people over 16 living and/or staying with you? □ Yes □ No Please list names & relationship to applicant: Are there children under 16 living and/or staying with you? □ Yes □ No Please list and dates of birth: Section 3 - Support Needs
Do you have any disabilities? If Yes, please detail below □ Mobility □ Visual Impairment □ Hearing Impairment □ Autistic Spectrum Condition □ Mental Learning Disability □ Progressive disability/Chronic illness (e.g. MS, cancer) □ Other – please state: □ I do not wish to disclose 6c. How would you describe your ethnic origin? White: □ British □ Irish □Other Mixed: □ White & Black Caribbean □ White & Black African □ White & Asian □ Other Asian or Asian British: □ Indian □ Pakistani □ Bangladeshi □ Chinese □ Other Black or Black British: □ Caribbean □ African □ Other Other ethnic group: □ Arab □ Other ethnic group Gypsy, Romany, Irish Traveller □ I do not wish to answer □ 6d. How would you describe your sexual orientation? Please tick as appropriate. (optional – you do not have to answer this question) □ Heterosexual / straight □ Gay man □ Lesbian □ Bisexual □ Other □ I do not wish to answer 6e. Culture / Religion Do you have any cultural or faith/religious requirements? □ Yes □ No If Yes, please give details: Section 7 – Information
Activity 2.2.3: The Biochemistry of Food Name of Macromolecule: Composed of: Building Block(s): Function: Examples: Carbohydrates 1 carbon: 2 hydrogen: 1 oxygen Simple sugars (called monosaccharides – glucose, fructose, galactose, deoxyribose, and ribose) Provide the body with energy and are easily broken down by the body. Disaccharides – maltose, sucrose, and lactose. Polysaccharides, also called complex carbohydrates – starch, glycogen. Proteins Each amino acid is composed of an amine group (NH2), carboxyl group (COOH), and a variable group (referred to as a R group) Amino acids Build, maintain, and repair the tissues in the body. The proteins you eat are broken down by the digestive system into their component parts and these components are re-assembled into new protein molecules that the body can use. Enzymes – such as lactase Hormones – such as insulin Lipids Hydrogen, carbon, and oxygen Fatty acids, Glycerol Make up the cell membrane, provide cell structure, provide insulation, and store energy for the body. Triglycerides, phospholipids, steroids, and fat-soluble vitamins such as A, E, D and K Nucleic Acids Carbon, oxygen, hydrogen, nitrogen, phosphorus Nucleotides Stores and carries genetic information. DNA and RNA
Activity 2.2.4 Design Tool: Logic Converter Introduction Now that you are all experts at simplification using Boolean algebra and K-Mapping and can implement virtually any combinational design using AOI, NAND, and NOR gates, it’s time to let you in on a little secret. A tool located within the Multisim Circuit Design Software, called the Logic Converter, can do much of this work for you. You might be asking yourself why you weren’t given this tool sooner. As an engineer you need to know how to design these types of circuits with and without the aid of such tools. Besides, who do you think designs tools like the Logic Converter? That’s right, an engineer. In this activity you will complete a brief tutorial and use the Logic Converter to create and simulate both an AOI and NAND circuit design. Equipment Circuit Design Software (CDS) Procedure Multisim’s Logic Converter is not a real-world component but is a virtual tool that can be used to produce a logic circuit from an entered truth table or logic expression. Though you will not be using it in this activity, the Logic Converter can also be attached to a circuit to derive its equivalent truth table and logic expression. The layout of the Logic Converter’s interface panel is shown below (next page). Complete the following steps to learn the capabilities of the Logic Converter. Start Multisim and click on the Logic Converter button in the instrument toolbar. Place the icon in the workspace and double-click the icon to open the instrument interface panel. In the Inputs section of the Logic Converter, select input A, B, and C. In the Truth Table area of Logic Converter, enter the truth table as shown below.
An example of the accumulator pattern is given in the following code. Read the docstring aloud. 1 2 3 4 5 6 7 8 9 10 def sum_area(room_widths): ''' room_widths is a list of numeric values The shape of each room is square. Returns the area of the rooms. ''' total_area = 0 for width in room_widths: total_area = total_area + width**2 return total_area Enter the code for the function in the code editor and execute it. Then call the function from the IPython session and verify that your result matches the result shown here. In []: In []: Out[]: rooms = [10, 20, 16, 30] sum_area(rooms) 1656 Lines 7, 9, and 10 each refer to the variable total_area. Describe how these lines of code relate to the accumulator pattern. Some of the code needed to define a function number_of_eggs() is shown below. The way to call the function and the output you want are shown further below. Complete the function number_of_eggs() in the code editor and execute it. Call the function from the IPython session. Revise until your output matches the required result. 1 2 3 4 5 6 7 8 9 def number_of_eggs(dozens): '''dozens is a list of numeric values Returns the total number of eggs for the dozens in the list. ''' # What code runs before the loop starts? for number in dozens: # What code runs each time through the loop? # What code runs after the loop is finished? In []: In []: Out[]: egg_dozens = [3, 5, 2, 10] number_of_eggs(egg_dozens) 240 Read the docstring aloud. Why is the accumulator pattern needed to create this function? What would be a good name for the variable playing the accumulator role? Enter the code in the code editor. Replace the comments on lines 6, 8, and 9 with your own comments written in pseudocode.
Algorithm Function returns the correct result Function achieves progress toward the correct result Function does not achieve progress toward the correct result Part IV: The best-so-far pattern When you want to find the best or worst of items in a list, use the best-so-far variable role. Best and worst can be the most or least of some quality that be compared. An example of the best-so-far pattern is given in the following code. Note the docstring. 1 2 3 4 5 6 7 8 9 10 def longest_word(words): '''words is a list of strings Returns the length of the longest word. ''' most_letters = 0 for word in words: if len(word) > most_letters: most_letters = len(word) return most_letters Execute the code above. Then call the function from the IPython session as shown below. In []: In []: Out[]: phrase = ['This', 'sentence', 'is', 'short.'] longest_word(phrase) 8 As a class, work together to explain how the code produces the output shown. Describe the longest_word function using human language. The variable most_letters is playing the best-so-far-role. Lines 6, 8, 9, and 10 each use this variable. The following four comments match the four lines, but the comments are not in order. Place each comment with the correct line in the table below. # Test whether the record has been broken. # Initialize to a value that is definitely less than the record. # Set the new record. # Use the best-of-all result. Code Comment Line 6: most_letters = 0
And Now that you have the simplified Expressions (as seen in figure 1) you can go to the Circuit Design Software and prepare the circuit to test out. These are the Circuits that I got from those truth tables and k-maps. Once you have this get your breadboard ready and place your circuit there according to the schematic you made on cds. And the working end result should be:
Project 2.2.5 Rocket Design and Build Introduction Rockets are designed for a variety of missions and performance requirements. The payload of a rocket is that crucial component that often provides the constraints for the engine thrust and flight control. In this projectyou will design and build a rocket to perform a mission specified by your teacher. The thrust available is limited to the engine you tested in the last activity. Equipment Engineering notebook Computer with access to NASARocketModeler software Rocket tubes (Inner and outer diameters) Nose cone Parachute Rocket engine Clay String (10 ft masonry line) Weighing scale Procedure Form three person teams under the direction of your teacher. Your teacher will provide you with the design objective and constraints. Record the information below. Rocket engine: _________________. Maximum rocket weight at launch: _________________. Rocket tube minimum and maximum diameter: _________ and ________. Parachute: ______________ Payload description: _________________. Maximum payload weight: _________________. Weigh each component that will be included in your rocket. Record the weights below. Nose Cone: _____________ Launch lug: _____________
1. Vulnerabilities cannot be eliminated because natural selection is too weak and random (false) . Vulnerabilities are present for at least six evolutionary reasons. (true) 2. Selection shapes traits that benefit the species (false) Selection shapes traits that benefit genes (true) 3. Pathogens evolve to co-exist with hosts (false) Pathogens evolve to maximize replication (true) 4. Natural selection shapes health and longevity (false) Natural selection shapes the body to maximize reproduction (true) 5. Common genetic disease results from mutations that natural selection cannot eliminate (false) Common genetic disease often result from mutations interacting with novel environments (true) 6. Ageing results because body parts wear out (false) Ageing is often a result of pleiotropy (true) 7. Natural selection cannot influence anything after reproduction ends. (false) Natural selection continues after reproduction, because of inclusive fitness (true) In evolution one thing leads to another: Natural selection is a very powerful opportunistic process: even a slight variation will be selected if it aids survival and reproduction. Traits selected for one purpose can form the basis for the subsequent development of quite different traits. The classical example is the “Self-Operating Napkin” The New Answer: There are at least six EVOLUTIONARY reasons why natural selection leaves body vulnerable to disease: Mismatch with novel environments
Special Education Advisory Committee, (SEAC) February 22, 2018 Notes Topics Discussion Follow-Up Welcome Agenda Introductions Philip A. Lynch, director, Department of Special Education Services, opened the meeting with introductions and reviewed the agenda. Kevin E. Lowndes, Associate Superintendent SEAC Co-chairs introduced themselves Public Testimony Public testimony: Harvey Mazer- initiative to establish a project team on Emotional Disabilities Cluster Project team celebrations: Parent Communication Accountability Professional Learning Parent communication: The first video in the series is on the website. The first parent meeting was a success. The second one was being advertised. SEAC members discussed ways to get more parents in attendance at the meetings. Accountability: A parent survey was piloted in the Seneca Valley cluster, a future goal will be to offer it county wide Professional Learning: Modules were created to support communication during IEP meetings. The committee discussed ways to get the information to staff.
MRF1 (PARTs) ZA CTD (MODULES) Submission P+A Names Scheduling & Clinical generic Register Medicine Scheduling NCE Clinical AMRP Clinical & Biological BA BE or Other Covering letter 1.0 Full dossier, sample and payment (refer 2.2) X X X X X X X Fees (or 1.2.2.1 X X Sample 1.7.10.1 X X CoAs sample 1.7.10.3 X X 3.2.R.7 X X MRF2 - X 1.7 X 1.9 X X X Details of compliance with screening outcomes 1.8 X X X X X X 1A 1.2.1 X X X X X X X 1.2.2 X X 3.2.A X 1B 1.1 X X X X 1C 1.3 X X X X X 1.3.1.1, 1.3.2, 1.3.3, 1.5.3 X X X X 1D 1.10 X X X X 1.4 X X X X 2A 2.1 X X 2.2 X X X X X 2A (without Biostudy) 1.5.1 X 3.2.R.1.4.2 X 2A (with Biostudy, comparative dissolution) 1.11 X 3.2.R Complete X X 3.2.R (except 3.2.R.1) X 2B - X 2C (if applicable) 2.3 X X 2D 2.4 X X X 2E 2.5 X X X [X]1
Amendment of PART B – Module: 1.0, 1.2.1, 1.2.2, 1.2.2.2, 1.2.2.4, 1.2.2.6, 1.2.2.7, 1.2.2.8; 1.3 –1.3.1, 1.3.2; 1.4; 1.5 – 1.5.2, 1.5.5; 1.7 – 1.7.1, 1.7.2, 1.7.3, 1.7.5, 1.7.6, 1.7.7, 1.7.8, 1.7.9, 1.7.10, 1.7.11 (deleted), 1.7.13 now 1.7.12; 1.7.13 added; 1.10 – 1.10.1, 1.10.2, 1.10.3; 1.10.5/6 to 1.10.1; 1.11 – 1.11.3, 1.11.5 1 June 2011 Date of implementation August 2011 Amendment of Module 1.7.7-9 to include registration with Registrar of Companies and other documents relating to the HCR; corrections under 1.3 and 1.10.1 Version 4, August 2011 With immediate effect Date of implementation July 2012 Part A: 1, 2.2, 2.2.1, 2.2.2, 5, 7 Part B: 1.0, 1.3.1.1, 1.5.2, 1.5.3, 1.5.5, 1.8 Version 5 August 2012 With immediate effect Date of implementation
PROGRAMME STRUCTURE Every Module will be offered every year The Masters Dissertation Option requires 8 Modules and a Dissertation to be passed. Module Title Level Unit Value Compulsory or Option Venue Assessment 1. Foundations, Standardisation and Disruption 7 15 Compulsory Buckingham 2500 word report (70%). Learning portfolio (30%) 2. Complexity, Design Thinking and Systems Thinking 7 15 Compulsory Company venue 2500 word report (70%). Learning portfolio (30%) 3. Structured Innovation Methods and Tools 7 15 Compulsory Company venue 2500 word report (70%). Learning portfolio (30%) 4. Psychology and Change 7 15 Compulsory Company venue 2500 word report (70%). Learning portfolio (30%) 5. Innovation Capability and ‘Buy-In’ 7 15 Option Company venue 2500 word report (70%). Learning portfolio (30%) 6. Innovation Strategy and Execution 7 15 Option Company venue 2500 word report (70%). Learning portfolio (30%) 7. Service Systems 1 - Fundamentals 7 15 Option Company venue 2500 word report (70%). Learning portfolio (30%) 8. Service Systems 2 – Advanced Methods 7 15 Option Company 2500 word report (70%). Learning portfolio (30%) 9. Lean Product Development 7 15 Option Company venue 2500 word report (70%). Learning portfolio (30%) 10. Lean IT and Software Development 7 15 Option Company venue 2500 word report (70%). Learning portfolio (30%) 11. Digital Supply Chain 7 15 Option Company venue 2500 word report (70%). Learning portfolio (30%) 12. Dissertation 7 60 Compulsory 2 Day Preparation Session at Buckingham Oral presentation (20%), and 15,000 word Dissertation (80%) Note: Modules are all 5 days. (8:30 am to 5:00 pm; Friday to 3 pm) Modules are held, where possible, at the university or an appropriate company/organisation. If a venue is not available, a module may have to be held at a hotel. (For example, Whittlebury.) Optional Modules will run subject to minimum student numbers.
Market Data “The fact that [Doral Bank has] already found an acquirer, that’s fast. It suggests that the FDIC has contemplated taking action for a while.” James Barth Chief Economist Office of Thrift Supervision “While the US earnings picture has softened in recent months — possibly due to the impact of the stronger dollar — the underlying drivers suggest that the equity market can hold its own even as the Fed tiptoes towards [interest rate] lift off.” Gustavo Reis Global Economist BofA – Merrill Lynch
59: Section 188 panel: question 6 One of the major new areas of emphasis for WIOA is building career pathways for job seekers. In what ways does Section 188 provide protections of equal opportunity in accessing career services and career pathways for job seekers with disabilities? Slide 60: Section 188 panel: question 7 are concerns in the disability community that still too often a job seeker with disabilities when visiting an AJC for the first time is immediately being directed to VR. How can Section 188 promote more inclusive opportunities for the job seeker with a disability? Slide 61: Section 188 panel: question 8 Most people today have found physical barriers of access have been removed at AJCs. There is less understanding about the meaning of program accessibility. What is the difference between “program accessibility” and “programmatic accessibility”? Side 62: Connect with the LEAD Center Website: www.leadcenter.org Employment First: http://employmentfirst.leadcenter.org/ Sign up for LEAD Center News: http://eepurl.com/sQiHr Follow the LEAD Center on… Facebook: www.facebook.com/LEADCtr Twitter: @LEADCtr LinkedIn: linkedin.com/groups/LEAD-Center-4828089 YouTube: https://www.youtube.com/user/LEADCtr Contact us: Rebecca Salon, Project Director, rsalon@ndi-inc.org Elizabeth Jennings, Asst. Project Director, ejennings@ndi-inc.org Aramide Awosika, Project Coordinator, aawosika@ndi-inc.org
Key Descriptors – Classroom Composition, Developmental Education, Student Success, Regression Discontinuity Design, Remediation Pagan, R. and Edwards-Wilson, R. (2003). A Mentoring Program for Remedial Students. Journal of College Student Retention. 4(3), 207-226. Summary – A study of 53 students in jeopardy who were mentored through the semester following a semester that put them at-risk for academic failure. Key Descriptors – At-Risk, Mentoring, Remediation, Developmental, Attrition, Motivation Proctor, C., Daley, S., Louick, R., Leider, C., & Gardner, G. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83. Summary – Using student self-reports to study efficacy and engagement among those assigned to a remedial English program. Key Desciptors -- Motivation; Disability; English language learner; Engagement; Reading comprehension Shaw, D. (2014). Rethinking remediation for college students: Using preservice education students in connection with high school AP classes. New England Reading Association Journal 50(1), 38-43.
department etc). performed once a year; quality: competency registers exist in each unit; job descriptions exist for all staff and they include skills required for the respective job; - existence of approvals for identified staffing needs; Review of the existing HR strategy and assessment whether it is in line with the organization’s strategy. Review of the existing written recruitment procedure and assessment whether it is in line with the organization’s procedures and whether it contains all necessary elements to guide its users through an effective recruitment process. Review of the criteria used to identify staffing needs (e.g. benchmarking) and assessment for reasonableness compared to the request made by the hiring unit and assess both the requests made and the recruitment efforts); - for a sample of selected recruitment requests that the appropriate approval was in place (i.e., the proposal to the Senior Management);
2 Contract with doctors Hospital compensation package is not competitive High High - benchmark with other hospitals are performed once a year; - a strategy on services rendered by contracted doctors outside our hospital; HR strategy and taking into account the unit’s specific needs; Review of the criteria used to determine staff compensation schemes (e.g. benchmarking) and assessment for reasonableness compared to the HR strategy and the specific qualifications of the unit concerned. - assess whether the compensation benchmark has been performed on a regular basis; assess whether senior management was informed about significant variances; assess whether management has taken action on the variances identified; - assess for a sample of closed but unsuccessful recruitment transactions whether compensation has been a major issue to decline the job offer;
Doctors may direct the patients to their private practice. Doctors also work for other (competing) hospitals. High - a proper and open communication with the contracted doctors on the implementation of the strategy; - a yearly declaration of ‘no conflict of interest’ by the contracted doctors; - a yearly collection of the tax declarations of the contracted doctors; Review of the hospital strategy on services rendered by contracted doctors outside the hospital. Assess whether the restrictions are clearly communicated to and acknowledged by the doctors. Review of the periodical declaration (conflict of interest, tax) process. - assess for a sample of doctors the acknowledgment of the rules with regard to services rendered outside the hospital; - assess how management is following up on missing declarations; - assess management actions on perceived irregularities in the declarations; - review on the various websites of other hospitals whether our doctors’ names appear; search on Google for a sample of specialist doctors;
2.3 Water erosion Key messages Condition and trend • Water erosion hazard across the south-west of WA – during the growing season – has diminished because of declining winter rains, increased stubble retention and adoption of reduced tillage practices. • Water erosion events are mainly caused by intense, localised summer storms. • There appears to be a trend towards more frequent, potentially erosive summer storms in the eastern wheatbelt and south-eastern coastal areas, and relatively little change in other areas. Management implications • The average annual opportunity cost of lost agricultural production in the south-west of WA from water erosion is estimated at $10.1 million. This loss is cumulative because of the irreversible nature of soil erosion. • The requirement to retain a cover of 70% or greater of plant material anchored by intact roots, means that total prevention of water erosion is difficult, particularly with livestock grazing systems. Figure 2.3.1 Resource hazard summary for water erosion.
Table status and trends summary for water erosion Ag Soil Zone number Ag Soil Zone Summary Hazard Trend Confidence in condition Confidence in trend 1 Mid West High intrinsic risk and long history of erosion. Nangetty district and Moresby Ranges remain at risk. Moderate Deteriorating Limited evidence or limited consensus Limited evidence or limited consensus 2 Mullewa to Morawa Largely stable, due to good stubble retention and minimum tillage. Emerging problem is increased erosion on poorly productive, acidic sandplain soils. Low Stable Limited evidence or limited consensus Limited evidence or limited consensus 3 West Midlands Largely stable; erosion limited to localised summer storms coinciding with poor ground cover. Low Stable Limited evidence or limited consensus Limited evidence or limited consensus 4 Central Northern Wheatbelt Erosion isolated to irregular summer storms that are increasing in eastern parts of the zone. Less reliable growing season rain further increases future risk. Low Stable Limited evidence or limited consensus Limited evidence or limited consensus 5 Swan to Scott Coastal Plains Largely stable. Enterprises in the are exposed to erosion from flooding of major rivers. Low Stable Limited evidence or limited consensus Limited evidence or limited consensus 6 Darling Range to South Coast Stock enterprises present erosion risk from summer storms. Irrigated farms are managing erosion risk. Low Stable Limited evidence or limited consensus Limited evidence or limited consensus 7 Zone of Rejuvenated Drainage Excessive grazing pressure on sloping land in some parts perpetuates risk of erosion. Cropping land is largely stable. Moderate Stable Limited evidence or limited consensus Limited evidence or limited consensus 8 Southern Wheatbelt Good condition but increasing intensity and frequency of summer storms in the east remains a concern. Low Deteriorating Limited evidence or limited consensus Limited evidence or limited consensus
Programme Director(s) Name(s): Deba Bardhan Correia Date of Production: 29 August 2017 Date approved by School Learning and Teaching Committee --- Date approved by School of Study 01.02.2017 Date approved by University Learning and Teaching Committee 22.02.2017 Date of Annual Review: September 2018
January entry from 2018 All modules are 15 units, except where specified Term 1 Winter Understanding Business and Management with embedded academic skills [4] (30 units) Information-based Decision Making [4] Personal Effectiveness -1 [4] (5 units) 2 Spring Accounting for Business [4] Economics for Business [4] Marketing Fundamentals [4] Personal Effectiveness -2 [4] (5 EXAMINATION 3 Summer Accounting for Decision-Making [5] Behaviour in Organisations [5] Marketing Management [5] Interpersonal & Skills- 1 [5] (5 units) 4 Autumn Cross-cultural Management [5] Globalisation and International Business [5] Process and Operations Management [5] EXAMINATION 5 Winter Managing People and Change [6] Creativity, Innovation and Entrepreneurship [6] ONE of: Consumer Behaviour [6] Finance for Managers [6] Psychology of Work [6] Supply Management [6] Game Theory in Business [6] Interpersonal & Communication Skills -2 [5] (5 units) 6 Spring Corporate Strategy and Strategic Management [6] TWO of: Business Success through Service Excellence [6] Corporate Social Responsibility and Ethical Behaviour [6] Digital Economy & E-business [6] Legal Aspects of Business [6] Operations Strategy [6] EXAMINATION 7 Summer Business Simulation[6] Research Skills for Business [6] Managing your Career [5] (10 units) 8 Autumn Project [6] (30 units) Critical Perspectives in Business and Management
September entry from 2017 All modules are 15 units, except where specified Term 1 Autumn Understanding Business and management with Embedded Academic Skills [4] (30 units) Personal Effectiveness - 1 [4] (5 units) EXAMINATION 2 Winter Contemporary Issues in Business and Management [4] Information-based Decision Making [4] 3 Spring Accounting for Business [4] Economics for Business [4] Marketing Fundamentals [4] Personal Effectiveness - 2 [4] (5 EXAMINATION 4 Summer Accounting for Decision- Making [5] Behaviour in Organisations [5] Marketing Management [5] Interpersonal & Skills- 1 [5] (5 units) 5 Autumn Cross-cultural Management [5] Globalisation and International Business [5] Process and Operations Management [5] EXAMINATION 6 Winter Managing People and Change [6] Creativity, Innovation and Entrepreneurship [6] ONE of: Game Theory in Business [6] Consumer Behaviour [6] Finance for managers [6] Psychology of Work [6] Supply Chain Management [6] Interpersonal & Communication Skills -2 [5] (5 units) 7 Spring Corporate Strategy and Strategic Management [6] Research Skills for Business [6] TWO of: Business Success through Service Excellence [6] Corporate Social Responsibility and Ethical Behaviour [6] Digital Economy and E-business [6] Legal Aspects of Business [6] Operations Strategy [6] EXAMINATION 8 Summer Business Simulation[6] Project [6] (30 units) Managing your Career [5] (10 units) EXAMINATION
take reasonable care to avoid injury to yourself and to others by your work/activities, and that you co-operate with the Trust and others in meeting statutory requirements. Loss/Damage of Personal Effects: You will appreciate and understand that should you incur loss or damage to any personal property during the period of your Honorary Contract with the Trust, either by burglary, fire, and theft or otherwise, the Trust cannot accept liability. You are, therefore, advised to provide your own insurance cover. Intellectual Property As a contract holder, you must comply with all intellectual property expectations, reporting requirements, systems and duties of action put in place by the Trust. Policies & Procedures During the term of your Honorary Contract you must abide by the Trust Policies and Procedures including Disciplinary, Grievance and any relevant Codes of Conduct. These policies are available on the Trust Intranet and hard copies are available in your department or from Human Resources. It is your responsibility to familiarise yourself with these and any other relevant Trust's Policies and Procedures. If you agree to accept this Honorary Contract on the terms specified, please sign the form of acceptance below (please do not detach from this letter) and return it to Human Resources as soon as possible, in the envelope provided. Yours sincerely Signature XXX On behalf of XX Mental Health NHS Trust _________________________________________________________________ ACCEPTANCE: I hereby accept this Honorary Contract on the terms and conditions stated above. Full name:……… ………………………………………………………………………… Signature:……… ……………………………………………….. Date:… ………… Please return one signed copy of this letter to XX Workforce Directorate, (address) and retain one copy for your own personal reference
Entrepreneurial Discovery – 2.01 Quiz/Review Questions Question Answer Choices Entrepreneurial discovery is an important proves in a system because an entrepreneur or business owner can Satisfy unmet demand Form a technological monopoly Improve economic sanctions Change legal requirements of the following statements is true about entrepreneurial discovery? It ensures that start-up businesses have continuous funding It’s an ongoing process that facilitates a business’s success rate It provides entrepreneurs with professional development training It’s a way to determine the long-term profit that a start-up company can generate The entrepreneurial discovery process requires knowledge and the recognition of a(n) Economic crisis Preventable accident Market need Creative observation Which of the following is an example of a demographic trend that has encouraged entrepreneurial discovery? Interest rate fluctuations Increased cultural diversity Industry deregulation Technological advancements
What is the main difference between an endocrine gland and an exocrine gland? Provide an example of each type of gland and discuss what this gland secretes. Think about how your body responds when you ingest a huge amount of sugar. Is your body’s response an example of positive or negative feedback? Explain your reasoning. Describe two problems in the loop you have created that can produce an imbalance of sugar in the blood and lead to diabetes. We have already talked another class of chemicals that help send signals in the body – neurotransmitters. How are neurotransmitters and hormones similar and how are they different?
Locate the Yield Point on the test graph. Solve for the Yield Point stress: = F/A Ultimate/Tensile Stress The point at which a maximum load for a sample is achieved. Beyond this point elongation of the sample continues, but the force exerted decreases. Tensile test results (Insert test graph)
Configure an IP address on PC-A. Assign the IP address and subnet mask to the PC, as shown in the Addressing Table on page 1. The procedure for assigning an IP address on a PC running Windows 7 is described below: Click the Windows Start icon > Control Panel. Click View By: > Category. Choose View network status and tasks > Change adapter settings. Right-click Local Area Network Connection and select Properties. Choose Internet Protocol Version 4 (TCP/IPv4), click Properties > OK. Click the Use the following IP address radio button and enter the IP address and subnet mask. Verify and Test Network Connectivity You will now verify and document the switch configuration, test end-to-end connectivity between PC-A and S1, and test the remote management capability of the switch. Display the S1 device configuration. Return to your console connection using Tera Term on PC-A to display and verify your switch configuration by issuing the show run command. A sample configuration is shown below. The settings you configured are highlighted in yellow. The other configuration settings are IOS defaults. S1# show run Building configuration... Current configuration : 1508 bytes ! ! Last configuration change at 00:06:11 UTC Mon Mar 1 1993 ! version 15.0 no service pad service timestamps debug datetime msec service timestamps log datetime msec no service password-encryption ! hostname S1 ! boot-start-marker boot-end-marker ! enable secret 4 06YFDUHH61wAE/kLkDq9BGho1QM5EnRtoyr8cHAUg.2 ! no aaa new-model system mtu routing 1500 ! ! no ip domain-lookup ! spanning-tree mode pvst
Project 2.3.4b Automation Through Programming Task Name: __________________________________ Problem Mechanical Engineer: Model built and sketch complete (student initials) Electrical Engineer: Model wired and schematic complete (student initials) Computer Engineer: Program completed using PLTW template (student initials) Conclusion Questions complete in engineering notebook (student initials) Project Completion (teacher signature) BONUS? (teacher initials) 1. Robot Drag Race 2. Spinning Sign 3. Terry the Traffic Tamer 4. Toll Booth 5. Grandma’s Chair 6. Tekrocks Bridge
C. D. Correct Response: B Physical Science - Forms of Energy GLE 25—Use the words high/low to compare the pitch of sound and the words loud/soft to compare the volume (amplitude) of sound Which of these makes the loudest sound? A. B. C. D. Correct Response: A
Physical Science - Motions and Forces GLE 5—Describe the properties and behavior of water in its solid, liquid, and gaseous phases (states) What happens when the temperature of changes from 10° Celsius to −10° Celsius? A. The water changes from a solid into a gas. B. The water changes from a liquid into a gas. C. The water changes from a liquid into a solid. D. The changes from a solid into a liquid. Correct Response: C Physical Science - Motions and Forces GLE 7—Compare, calculate, and graph the average speeds of objects in motion using both metric system and U.S. system units Use the data table to answer the question. 100-Meter Dash Results Friend Distance (meters) Time (seconds) Tori 100 19 Miguel 100 21 Jason 100 23 Howard 100 24 Four friends raced in the 100-meter dash. How many of the friends ran faster than 5 meters per second? A. one B. two C. three D. four Correct Response: A
Life Science - Structure and Function in Living Systems GLE 16—Observe, identify, and describe the basic components of cells and their functions (e.g., cell wall, cell membrane, cytoplasm, nucleus) Use the diagram to answer the question . Cell Diagram arrow indicates the location of the cell membrane?
Glass 4 2.0 68 2 Glass 5 2.5 68 2 Glass 6 3.0 68 2 B. Effect of Ice on the Temperature of Juice Glass Amount of Juice (cups) Beginning Temperature (°F) Number of Ice Cubes Temperature after 20 Minutes Glass 1 0.5 38 0 Glass 2 1.0 38 2 Glass 3 2.0 38 4 Glass 4 0.5 68 0 Glass 5 1.0 68 2 Glass 6 2.0 68 4 C. Effect of Ice on the Temperature of Juice Glass Amount of Juice (cups) Beginning Temperature (°F) Number of Ice Cubes Temperature after 20 Minutes Glass 1 0.5 68 0.5 Glass 2 1 68 1 Glass 3 1.5 68 1.5
A. only one wavelength that we see as yellow. B. a narrow band of wavelengths that is entirely visible C. mostly long wavelengths that become heat energy. D. a range of many wavelengths from long to very short. Correct response: D Physical Science Benchmark PS-M-C3: understanding that the Sun is a source of energy and that energy arrives at Earth’s surface as light with a range of wavelengths Denise was driving east over a hill in the afternoon, shortly after a rain shower. Suddenly the sun broke through the clouds, and she saw a rainbow ahead of her. Which of the following made the rainbow possible? A. Sunlight can be separated into all the colors of the rainbow. B. Water reflects sunlight like a mirror to make it look colored. C. Overhead black clouds reflect in puddles to cause a mirage. D. Air pollution causes the sky to look colored under these conditions. Correct response: A Life Science Benchmark LS-M-A2: comparing and contrasting the basic structures and functions of different plant and animal cells Which statement about plant and animal cells is true? A. Both have a cell wall to give them support. B. Both have a large vacuole to store water. C. Both use mitochondria to produce energy. D. Both use chloroplasts to store energy.
Pierre A. MacKay, American Journal of Archaeology, 73 (1969), 468-69. For the tradition of “mirrors of the world” and their identification of star maps, see F. N. Estey, “Charlemagne’s Silver Celestial Table,” Speculum, 18 (1943), 112-17.
For France, there is Maurice Daumas, Les Instruments Scientifiques aux XVIP et XVIIP Siecles (Paris, 1953). For Germany and several other countries around it, Ernst Zinner, Astronomische Instrumente des ii. bis 18. Jahrhunderts (Munich, 1956). For the Low Countries, Maria Roose- boom, Bijdrage tot de Geschiedenis der Instrumentmakerskunst in de noordelijke Nederlanden (Leiden, 1950).
“The effect was one which could only be produced, in ordinary parlance, by the passage of light. No light could come from the tube because the shield which covered it was impervious to any light known, even that of the electric arc.” “And what did you think?” “I did not I investigated. I assumed that the effect must have come from the tube, since its character indicated that it could come from nowhere else. I tested it. In a few minutes there was no doubt about
(Includes assessment) Example 5 In this example, the allocated time for the depth study is distributed across all the Modules allowing time for the knowledge and understanding and skills outcomes to be programmed in context and/or in greater depth. This also provides means for the development of a portfolio of learning that may culminate in a submitted article of work or project. As Depth Study 4 is indicated as the formal school-based assessment, the task must be designed to assess at least five outcomes including the mandated outcomes as required by the syllabus. Academic Year (not to scale) Module 1 27 hrs Depth Study1 3 hrs Module 2 27 hrs Depth Study2 3 hrs Module 3 27 hrs Depth Study3 3 hrs Module 4 24 hrs Depth Study4 6 hrs (Includes assessment) Example 6 In this example, the study is run concurrently with all the modules across the academic year. Teachers may set time per fortnight specifically for the development of students’ scientific knowledge or application of the Working Scientifically skills. A formal school-based assessment task for the depth study can occur at an appropriate time throughout the academic year. Academic Year (not to scale) Module 1 27 hrs Module 2 26 hrs Module 3 26 hrs Module 4 26 hrs Depth Study 15 hrs (Includes assessment) Assessment of a depth study The requirements for a depth study are described in the syllabuses for the Stage 6 Science courses. The requirements for the assessment of depth studies are found in the subject-specific Assessment and Reporting in Science Stage 6 document. It is important to understand that undertaking depth studies and assessing a depth study, or an aspect of it, are distinct. The assessment of depth studies should focus only on the five outcomes required by the syllabus. Assessment need not assess every outcome addressed throughout the depth study.