zilongwang/ReadingBank huggingface dataset:
Sarah Turnbull 12.00 - 13.00 Health and Safety talk with Turnbull Room 405, 66-72 GS Break 14.00 – 15.00 Postgraduate Teaching in CS with Sarah Turnbull Room 405, 66-72 GS 15.00 – 16.00 CS Postgraduate Tutor Welcome – Prof. Anthony Hunter Room 405, 66-72 GS 16.00 – 18.00 PhD Welcome party Ground flr, 66-72 GS Friday 28 September 10.30 – 12.30 Doctoral School Welcome - the purpose of this short welcome is to let students know something about the wealth of facilities offered to research students, and to give new students a flavour of the exciting research community at UCL – please register at . Hall, UCL institute of Education, 20 Bedford Way see 14.30 - 16.30 Jeffrey Hall, IoE, 20 Bedford Way Sat 29 and Sun 30 September 2018 10.00 – 16.00 Wilkins Building and Front Quad Wed 3 October 2018 14.00 – 15.00 Briefing re TA’ing and procedures for payment for all students –Jo Pearson, Louise Gaynor, Joe Newbold Hub 2, 66-72 Gower Street Please also note that there will be Inductions on the and the from the Doctoral School. There will be three identical sessions, so students only need attend one. The dates of these sessions are as follows: 17 Oct, 5 Nov 2018 and 31 Jan 2019 tbc – you can register during Induction week, please see: –opens on Mon 24 Sept 2018. Additional online Induction training: Safety at UCL - . Student Diversity training - Green Awareness - Information security - GDPR training - Data protection -
2018/2019 Term 1 Monday 24th September – Friday 14th December (Induction week – no teaching) Reading Week 5th – 9th November 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 1st half> MONDAY 2nd half> PSYC0146 Statistics (Problem Class) For PT students only Room 312, Lab 1, 26 Bedford Way PSYC0156 Brain and Mind (10.30-12pm for 1st 3 weeks only) Room 312, Lab 1, 26 Bedford Way PSYC0085 Principles of Cognition Room 305, 26 Bedford Way 1.00-3.00pm PSYC0146 Statistics Wilkins Building, Gustave Tuck LT 4.00-5.50pm General Dept. Seminar (ICN) B10 Alexander Hse 1st half> TUESDAY 2nd half> 1st half> WEDNESDAY 2nd half> 3–4pm Seminar (Room 4.05, 66 – 72 GS) 1st half> THURSDAY 2nd half> 9.00-10.00am Statistics PSYC0146 Problem Room 312 (Lab 1), 26 Bedford Way M. Speekenbrink 1st half> FRIDAY 2nd half> PSYC0156 Brain and Mind Rm 305, 26 Bedford Way PSYC0157 Computer Programming 2.00 – 5.00pm Room 312, Lab 1, 26 Bedford Way Term 2 Timetable 2018/2019 Monday 7th January - Friday 22rd
Reading Week 11th – 15th February 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 1st half> MONDAY 2nd half> 3.00-5.00pm Computer Programming (Surgery) PSYC0157 Room 312 (Lab 1) Bedford Way Keith Langley 1st half of term only 1st half> TUESDAY 2nd half> Research Methods Seminar B01, Basement, Alexandra House Seminar Convenor: Vince Walsh Research Methods Seminar B01, Basement, Alexandra House Seminar Convenor: Vince Walsh 1st half> WEDNESDAY 2nd half> Qualitative Data Analysis PSYC0158 12.00-1.30pm Lab 1 (Room 312) 26 Bedford Way 3–4pm UCLIC Seminar (Room 4.05, 66 – 72 GS) THURSDAY 1st half> FRIDAY 2nd half> PSYC0156 Brain and Mind 16 Taviton Street, Room 432
Upcoming Events: March 4th-5th - Emergency Conference, Sioux City Mission: Lifeline STEMI Conferences: March 30th – Marina Inn Hotel & Conference Center, S. Sioux City May 4th – The Iowa Event Center, Des Moines May 18th/19th – Conference at the Longbranch Hotel & Conference Center, Cedar Rapids May 17th (6-8 pm) - M:L Iowa Statewide STEMI Task Force In-Person Meeting – The Longbranch Hotel & Conference Center, Cedar Rapids Save The Date & Registration Link: Please share with your contacts. Free to attendees, will include continuing education credits and lunch! 3 conferences to choose from and the option to attend the Task Force Dinner Meeting on May 17th in Cedar Rapids. Resources: Mission: Lifeline Iowa’s homepage: Iowa EMS Association website: Iowa Department of Public Health EMS/Trauma Page: Central Iowa EMS Directors:
ADDRESS How to Send Your Letters: Mail: Assemblymember Freddie Rodriguez California State Capitol P.O. Box 942849 Sacramento, CA 94249-0052 E-mail: [this address sometimes has issues so please cc Kula Koenig] Fax to Capitol Office: (916) 319-2152 Please cc: Questions call: Kula Koenig @ 916-431-2331 or e-mail .
Sample Agenda for ACLS Course 12 Students, 2 ACLS Instructors Approximately 15 hours 20 minutes with breaks Day 1 8:30 Welcome, Introductions, and Course Administration 8:45 Lesson 1: ACLS Course Overview and Organization 8:55 Lesson 2: The Science of Resuscitation 9:10 Lesson 3: Systematic Approach Divide class into 2 groups Lesson 4 Practice/Testing Station: High-Quality BLS Lesson 4 Practice/Testing Station: High-Quality BLS 9:25 Group 1 Group 2 10:10 Break Divide class into 2 groups Lesson 5 Learning/Testing Station: Airway Management Lesson 5 Learning/Testing Station: Airway Management 10:25 2 Group 1 One large group (or 2 small groups) 11:10 Lesson 6: Technology Review Divide class into 2 groups Lesson 7 Learning Station: Acute Coronary Syndromes Lesson 8 Learning Station: Acute Stroke 11:25 Group 1 Group 2 11:55 Group 2 Group 1 12:25 Lunch One large group (or 2 small groups) 1:25 Lesson 9: Team Dynamics and Megacode 1:55 Break Divide class into 2 groups Lesson 10 Learning Station: Cardiac Arrest Lesson 10 Learning Station: Cardiac Arrest 2:10 Group 1 Group 2 3:50 End of Day 1 Day 2 Divide class into 2 groups Lesson 13 Learning Station: Bradycardia Lesson 14 Learning Station: Tachycardia, Stable and Unstable 8:30 Group 2 Group 1 9:30 1 2 10:30 Break
Divide class into 2 groups Lesson 15 Learning Station: Immediate Post–Cardiac Arrest Care Lesson 15 Learning Station: Immediate Post–Cardiac Arrest Care 10:45 Group 1 Group 2 Divide class into 2 groups Lesson 16 Learning Station: Megacode Practice Lesson 16 Learning Station: Megacode Practice 11:25 Group 2 Group 1 1:05 Lunch Divide into 2 groups Megacode Test Megacode Test 2:05 Group 1 2 3:20 Break One large group (as students finish Megacode Test) 3:35 Exam 4:20 Ends/Remediation
Sample Agenda for ACLS Course 24 Students, 4 ACLS Instructors Approximately 15 hours 45 minutes with breaks Day 1 8:30 Welcome, Introductions, and Course Administration 8:45 Lesson 1: ACLS Course Overview and Organization 8:55 Lesson 2: The Science of Resuscitation 9:10 Lesson 3: Systematic Approach Divide into 4 groups Lesson 4 Practice/ Testing Station: High-Quality BLS Lesson 4 Practice/ Testing Station: High-Quality BLS Lesson 4 Practice/ Testing Station: High-Quality BLS Lesson 4 Practice/ Testing Station: High-Quality BLS 9:25 1 Group 2 Group 3 Group 4 10:10 Break Divide class into 4 groups Lesson 5 Learning/ Testing Station: Airway Management Lesson 5 Learning/ Testing Station: Airway Management Lesson 5 Learning/ Testing Station: Airway Management Lesson 5 Learning/ Testing Station: Airway Management 10:25 Group 2 Group 3 Group 4 Group 1 One large group 11:10 Lesson 6: Technology Review Divide class into 4 groups Lesson 7 Learning Station: Acute Coronary Syndromes Lesson 8 Learning Station: Acute Stroke Lesson 7 Learning Station: Acute Coronary Syndromes Lesson 8 Learning Station: Acute Stroke 11:35 Group 3 Group 4 1 Group 2 12:05 Group 4 Group 1 Group 2 Group 3 One large group 12:35 Lunch 1:35 Lesson 9: Team Dynamics and Megacode 2:05 Divide class into 4 groups Lesson 10 Learning Station: Cardiac Arrest Lesson 10 Learning Station: Cardiac Arrest Lesson 10 Learning Station: Cardiac Arrest Lesson 10 Learning Station: Cardiac Arrest 2:20 Group 1 Group 2 Group 3 Group 4 4:10 End of Day 1 Day 2
Divide class into 4 groups Lesson 13 Learning Station: Bradycardia Lesson 14 Learning Station: Tachycardia, Stable and Unstable Lesson 13 Learning Station: Bradycardia Lesson 14 Learning Station: Tachycardia, Stable and Unstable 8:30 Group 1 Group 2 Group 3 Group 4 9:30 Group 2 Group 3 Group 4 1 10:30 Divide class into 4 groups Lesson 15 Learning Station: Immediate Post–Cardiac Arrest Care Lesson 15 Learning Station: Immediate Post–Cardiac Arrest Care Lesson 15 Learning Station: Immediate Post–Cardiac Arrest Care Lesson 15 Learning Station: Immediate Post–Cardiac Arrest Care 10:45 Group 3 Group 4 Group 1 Group 2 Divide class into 4 groups Lesson 16 Learning Station: Megacode Practice Lesson 16 Learning Station: Megacode Practice Lesson 16 Learning Station: Megacode Practice Lesson 16 Learning Station: Megacode Practice 11:25 Group 4 Group 1 Group 2 Group 3 1:05 Lunch Divide class into 4 groups Megacode Test Megacode Test Megacode Test Megacode Test 2:05 Group 1 Group 2 Group 3 Group 4 One large group (as students finish Megacode Test) 3:20 Break 3:35 Exam 4:20 Class Ends/Remediation
demonstrate the ability to conduct the proposed research. The research must be performed within the eight states of the Founders Affiliate region which includes Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island and Vermont. Citizenship At time of application, must have one of the following designations: U.S. citizen Permanent resident Pending permanent resident. Applicants must have applied for permanent residency and have filed from form I-485 with the U.S. Citizenship and Immigration Services and have received authorization to legally remain in the United States (having filed an Application for Employment Form I-765) J-1 Visa – exchange visitor E3 Visa – specialty occupation worker H1-B Visa – temporary worker in a specialty occupation TN Visa – professional 0-1 Visa – temporary worker with extraordinary abilities in the sciences F1 – student visa G-4 Visa – family member of employee of international organizations and NATO Awardee must meet American Heart Association citizenship criteria throughout the duration of the award. Applicants are not required to reside in the United States for any period before applying for American Heart Association funding. Method of Payment: Payment will be made to the institution in one lump sum upon signature of a letter of agreement between the Founders Affiliate and the host institution. Changes of Department or Institution Awards may not be transferred. Malpractice Liability It should be understood that the Association is not responsible for malpractice or claims of malpractice arising out of or resulting from the performance of the investigations carried out under any grant. Scientific Publications Publications should carry the acknowledgment “This work was supported by a Medical Student Research Grant from the American Heart Association Founders Affiliate.” See application on next FORM A THIS FORM MUST BE TYPED. Due Date: Tuesday, December 6, 2016
Sample Agenda for PEARS© Course 18 Students, 3 PEARS Instructors Approximately 9 with breaks 8:00-8:10 Course Introduction 8:10-8:15 Lesson 1: Life Is Why Activity (Optional) 8:15-8:20 Lesson 2: Course Overview 8:20-8:30 Lesson 3: Science of Pediatric Resuscitation Divide class into 2 groups* Lesson 4A Learning/Testing Station: Child High-Quality BLS Practice Lesson 4B Learning/Testing Station: Child High-Quality BLS Testing: Testing Details Lesson 5A Learning/Testing Station: Infant High-Quality BLS Practice Lesson 5B Learning/Testing Station: Infant High-Quality BLS Testing: Testing Details Lesson 5C Learning Station: Child and Infant Choking (Optional) Lesson 6A Overview of the Systematic Approach and Initial Assessment Lesson 6B Initial Assessment Case Discussions Lesson 7A Primary Assessment Lesson 7B Primary Assessment Case Discussions 8:30-9:45 Group 1 Group 2 (Break: 9:35-9:45) 9:45-9:50 Group 2 Group 1 (Break: 9:45-9:55) Divide class into 2 groups Lesson 8A Management of Respiratory Emergencies Lesson 8B Respiratory Case Discussions and Skills Practice: Airway Management Lesson 9A Management of Shock Emergencies Lesson 9B Shock Video Case Discussions and Skills Practice: Shock Management Lesson 9C Management of Shock Emergencies: Cardiogenic (Optional) 11:00-12:00 Group 1 Group 2 12:00-12:45 Lunch 12:45-1:45 Group 1 Group 2
The purpose of this Award is to identify and honor medical/science volunteers who have made contributions to further the AHA’s strategic goals in non-science areas. The award consists of a citation and an honorarium of $1,000. Past Recipients Michael R. Rosen, MD Thomas J. Ryan, MD Douglas D. Schocken, MD USF, Bayonet Point Cardiology Larry Goldstein, MD, FAHA Vincent J. Bufalino, MD, FAHA Heart Specialists F. Hiratzka, MD, FAHA Cardiovascular & Thoracic Surgeon, Inc. Ralph L. Sacco, MD, MS, FAHA of – of Medicine Lance B. Becker, MD, FAHA Ctr for Resuscitation Science Philadelphia, PA A. , FAHA Pittsfield, MA Donald MD, ScM Northwestern University Feinberg School of Medicine Chicago, IL Stephen Daniels, MD, PhD, FAHA University Of Colorado SOM The Children’s Hospital Aurora, CO Kenneth H. Cooper, MD, MPH Cooper Aerobics Center Dallas, TX Ileana L. Pina, MD, MPH, FAHA Montefiore Medical Center NY Jennifer Mieres, MD, FACC, FAHA,FASNC Shore-LIJ School of Medicine Lake Success, NY Timothy Gardner, MD Christiana Care Health System Newark, DE Sidney C. Smith, Jr., MD, FAHA University of North Carolina Chapel Hill, NC Gregg Fonarow, MD, FAHA University of California at Los Angeles Los Angeles, CA
WORLD STROKE DAY COUNTDOWN: 4 WEEKS TO GO OCTOBER WEEK 1 October 29th is World Stroke Day, but there’s lots you can do before then. Learn the ways to spot a stroke, and get involved with stroke awareness events in your community. Find out more at: *campaign URL – final to be decided by end of week Animated & Static
Page 2 - Temporary Food Event Application List additional food items here: FOOD ITEM WILL ITEM BE INDIVIDUALLY PACKAGED? WHERE IS FOOD PREPARED? kitchen) COOKING PROCEDURE (i.e. grill/deep fry) HOW IS FOOD BEING KEPT HOT/COLD? For additional information contact either: 1. Office of Student Life at (209) 228-5433 2. Office of Environmental Health & Safety at (209) 228-2255 This form was prepared by the UC Merced Office of Student Life and Office of Environmental Health and Safety
Initial Assessment Re-recognition AO Request NC escalation/Other Recognition Re-recognition Extension of Scope Maintenance of recognition Refusal Cease Recognition Restriction of Scope Cease Recognition Re-recognition with Extension of Scope Refusal to change the Scope Restriction of Scope Re-recognition with Restriction of Scope Recommended Statement of Decision: Conditions included/removed in the Recognition: Timeline for the AO to provide the Conditions: Comments included in the Recognition (to be followed in the next assessment): Recommended Decision Rationale: Additional Comments: xxx Assessment Program Manager Signature: Individual recommendation by the TRRC members TGA Rationale/ Comments:
Disability / Special Medical Needs Do you have a disability or medical condition including a chronic health condition, mental health condition or specific learning difficulty such as dyslexia? (If no, please go directly to Section D). Yes No Please provide details and include copies of medical evidence with your application: Have you applied for Disabled Students’ Allowance (DSA)? Yes No If you answered ‘no’, please explain why not: Were you awarded any DSA Funding? Yes No If you answered ‘yes’ please provide details of what you are entitled to as well as a copy of your needs assessment and DSA funding confirmation letter. If you answered ‘no’ please provide details as to why you are not eligible: If you require access to support or equipment not funded by the DSA please provide details below of what you need funding support for. Include details of cost and why you need this for your course. (Please speak with the Student Support Manager if you need help filling out this section or sourcing quotes for equipment or other support).
Expenditure Composite Living Costs (CLC), please detail the amount for each of the following: Expenditure Cost Monthly: Cost Annually: Food/household/laundry Electricity Telephone Contents insurance Gas Water TV License Variable Living Costs (VLC), please detail the amount for each of the following: Expenditure Cost Monthly: Cost Annually: Rent/Mortgage Council tax Fees Childcare costs CSA maintenance Travel costs-specify mode of transport (term time only) Books/course costs such as equipment and photocopying (please specify individual costs) What is your total monthly expenditure (excluding fees if you have SFE funding)? £ What is your total yearly expenditure (excluding fees if you have SFE funding)? £
2018. Personal data will be used solely for processing applications, statistical and electronic record keeping. The data will not be passed to any other third party without your consent, except when the School is required to do so by law. Student Declaration I declare that the information given is complete and accurate to the best of my knowledge. I understand that the information I supply may be verified by the UCO and that my application cannot be processed without supporting evidence. I understand that giving false information and/or withholding information could automatically disqualify my application and may also lead to disciplinary action such as Fitness to Practise, resulting in possible expulsion from the UCO and action being taken to recover any awards received. I acknowledge that further evidence may be requested to substantiate my application. I will inform the UCO of any changes in my financial circumstances which may affect my application. I understand that any awards are subject to funding available. I acknowledge that an electronic application and evidence will only be accepted if it is sent from my UCO email address. Your Name (CAPITALS) Your Signature Date
Table 4. Body Composition Results, expressed as an Average Percentage Improvement, between the results at Baseline and completion of their 12 week programme (n = 349; Males = 199, Females = 150). Baseline Assessment Final Assessment Category Mean (± STDEV) Average % Change 12 weeks Body Weight Male Female 99.30 (±27.25) 90.68 (±25.23) 42.2-235.8 41.6-181.0 -2.0% -0.7% Body Mass Index Male Female 32.6 (±8.1) 34.9 (±9.0) 16.9-67.3 18.6-63.7 -1.8% -0.6% Waist Circumference Male Female 110.7 (±19.3) 105.9 (±21.3) 60.4-180.6 65.5-162.5 -2.2% -1.9% Hip Circumference Male Female 111.5 (±15.9) 119.6 (±17.6) 75.1-187.7 82.5-166.0 -1.8% -0.9% % Body Fat Male Female 22.9 (±13.5) 36.6 (11.3) 5.5-73.4 12.0-63.4 -8.1% -4.3%
& Table 2.1. Mission Essential Functions Comprehensive Mission Essential Functions in Order of Priority Personnel Roster (by Title) Resources needed Continuance strategy Primary Alternate Data, equipment, plans, manuals, procedures, SOPs, In place vs. in progress Add rows if needed Table 2.2. Time Sensitive Mission Essential Functions “Time-Sensitive” functions in of Priority Full-time Personnel Part-time Personnel 2.3. Regulatory, Legal and Affected Base Mission Essential Function or Service in Order of Priority List any legal actions if disrupted Group(s) of internal customers affected by extended disruption? Group(s) of external customers affected by extended disruption?
Table 2.6 Delegation of Authority Delegated Authorities Position Authority Delegation Circumstances Effective: Unit Leader or key position holder out of contact, or authority delegated by Unit Leader or key position holder Termination: Authorities in contact and can assumes duties Assigned Authority Authority Primary (Title) Secondary Tertiary (Title) Limitations Address financial, decision making limitations and authority to re-delegate functions or activities to initial authority holder or other holders. (Address each of the title holders mentioned in the assigned authority sub-section.) 2.7 Orders of Succession Conditions for Succession Unit Leader or key position holder unable or unavailable to execute their duties (extended period of time). Method of Notification Succession by Position Key Postion Title Primary Succession Title Secondary Succession Title Tertiary Succession Title Time, Geographical, and Organizational Limitations Succession Revision Procedures
Table 2.11. Vital Records and Databases – Documentation, Forms and Procedures Vital Record or Database (from Table 2.8.A) Location Name and location of forms required Name and location of written procedures to document execution of day-to-day function Location of storage of documentation or forms 2.12 Vital Records and Databases – Regulatory, Legal and Needs Vital Record or Database (from Table 2.8.A) Unique/highly modified equipment, specific databases or computer applications needed Regulatory requirements that influence how the business, data or records are managed Completely manual process applicable to continue this Critical Operation during a computer or network outage? If so, name and location of directives, etc. Table 2.13 Vital Records and Databases – Mutual Aid and External Issues Mission Essential Function or Service and location of cooperative arrangements and memoranda of understanding for purposes of mutual aid, as alternate operating sites (address internal and external) Title and location of alternate vendor agreements and/or contracts executed that define vendor’s service during disaster events
Content UCOPIA Advance training 1 Installation, Configuration and Administration 1 1 Content 2 2 Objectives 3 3 The Training Program 3 4 Requirements 3 5 Target Audiences 3 6 Training Contents 4 7 Workshop Description 4 7.1 Workshop 1 : Corporate directory and strong authentication 4 7.2 Workshop 2 : Redundancy and load-balancing 4 7.3 Workshop 3 : Layer 3 centralized architecture 5 8 Certification 5 Objectives The goal of the UCOPIA Advance training is to be able to deploy UCOPIA in a typical « big account » architecture. Management of population that need strong authentication (Corporate directory, RADIUS) Multi sites centralized architecture Complex network configuration (VLANs, proxy, …) High Availability (redundancy and load-balancing) At the end of this training, participants will be able to: Implement the UCOPIA Advance solution in the target network's architecture. Install and configure the UCOPIA Advance solution in accordance with the characteristics of the target environment (addressing policy, VLAN organization, portal modification and customization, etc.). Configure authentication based on RADIUS/802.1x. Configure a High Availability cluster (redundancy and load-balancing). Deploy a layer 3 architecture. Transfer knowledge and related skills to the people who will be responsible for managing and operating the UCOPIA Express solution.
Core Item Description Implementation Strategy Measure Orientation C1.0 Instructor contact information is present using HTML template: telephone number email address office location office hours communication response +/- C2.0 Instructor information is present using HTML template: educational background professional experience +/- C3.0 Course information is present using HTML template: name number description prerequisites objectives schedule conditional releases if applicable textbook information brief description of assignments and assessments grade breakdown and scale grading response time late policy (if applicable) +/- C4.0 Technology information sheets (if applicable and to be provided by CeCE) are present: ProctorU YouSeeU All additional new tools +/- C5.0 A syllabus is provided within the course orientation. +/- Functions C6.0 The UCO student resources block is present on the course homepage. +/- C7.0 All weblinks function properly. +/-
Engagement Item Description Measure EN1.0 Course structure promotes regular interaction between instructor and learners. 0 - 10 EN2.0 Course structure promotes regular interactions between learners. 0 - 10 EN3.0 Course structure promotes regular interactions between learners and content. 0 - 10 Assessment and Feedback Item Description Measure AF1.0 Assignments and activities are present and support course content. 0 - 10 AF2.0 Learners are presented with direction and grading criteria for completing course activities and assignments. If provided in multiple areas, instructions are the same. 0 - 10 AF3.0 Feedback opportunities are incorporated throughout the course (e.g. peer feedback, and/or faculty-provided feedback). 0 - 10 AF4.0 Formative assessments are included that allow the learners to make adjustment based on feedback. 0 - 10 Innovation (scored as additional points) Item Description Measure
Sample Williams Complaint Policies and Procedures Provided by the California Department of Education Categorical Programs Complaints Management Office 1430 N Street, Suite 6308, Sacramento, CA 95814-5901 916-319-0929 June 2018 [Name of your Local Education Agency (LEA)] [Street Address] [City, Zip] [Phone number] adopted by our Governing on [Month day, year] Williams Complaint Policies and Procedures This document contains and instructions about the filing, investigation and resolution of a Williams complaint regarding alleged deficiencies related to instructional materials, the condition of a facility that is not maintained in a clean or safe manner or in good repair, and teacher vacancy or misassignment. The [name of your educational agency (LEA)] adopted the Uniform Complaint Procedures (UCP) process in accordance with Chapter 5.1 (commencing with Section 4680) of the California Code of Regulations, Title 5, to resolve Williams complaints. This document presents information about how we process complaints concerning Williams Settlement issues. A UCP complaint is a written and signed statement by a complainant alleging a violation of state laws or regulations. A complainant is any individual, including a person's duly authorized representative or an interested third party, public agency, or organization who files a written complaint alleging violation of state laws or regulations, regarding alleged deficiencies related to instructional materials, the condition of a facility that is not maintained in a clean or safe manner or in good repair, and teacher vacancy or misassignment. If a complainant is unable to put the complaint in writing, due to a disability or illiteracy, we shall assist the complainant in the filing of the complaint. The Responsibility of the [name of your LEA] The [name of your LEA] is required to have local policies and procedures that enable Williams Complaints to be handled through our UCP process, to post a classroom notice informing parents, guardians, pupils, and teachers of their rights to file a Williams complaint in each classroom in each school, and to provide a complaint form for Williams complaints regarding alleged deficiencies related to instructional materials, conditions of facilities that are not maintained in a clean or safe manner or in good repair, and teacher vacancy or misassignment.
NAMES OF DSL & CHANGES TO POLICY AT USWORTH COLLIERY PRIMARY SCHOOL Academic Year LADO Designated Safeguarding Lead Named cover Nominated Governor 2014/2015 2015/2016 2016/2017 Carol Glasper Gary Wright Stacy Nicholson Paula Thomson Alison Forster Margaret Brabban Review Date Changes made Ratification Date by Governing Body October 2013 Names changed for Safeguarding Leads October 2013 June 2014 Updated due to new legislation July 2014 November 2015 Updated due to new legislation November 2015 September 2016 Updated due to new legislation September 2016
3D Printer RISK ASSESSMENT FORM UCR EHS CHECKLIST Item Hazard description How exposed to hazard Risk Rating – before controls (High/Medium/ Low) Recommended risk control measures – (when implemented controls are designed to reduce risk to as low as reasonably achievable) Select controls to be incorporated 1 Fumes/Ultrafine Particles Potential Health effects on respiratory system from long term exposure M In built HEPA filters and enclosed system Adequate ventilation or Local air exhaust system Safety Data Sheet (SDS) 2 Chemicals Contact with caustic bath chemicals Contact with post processing chemicals and solvents L Enclosed system Training, SOP & SDS PPE: Gloves & Chemical Spill Clean-up Kit 3 Fire Contact with post processing chemicals Fire in unit due to electrical component failure L Repairs and modifications by competent person only Regular Maintenance & Electrical Inspection Test & Tag 4 Heat Contact with hot extrusion head or finished model could cause burns L Enclosed system Training & SOP 5 Electric Shock Contact of persons with live parts. Contact of persons with parts which have become live under faulty conditions. L Restricted Access to Students Repairs and modifications by competent person only Regular Maintenance & Electrical Inspection Test & Tag Training & Standard Operating Procedure (SOP) 6 Entrapment/ Entanglement Contact with Moving Parts L Enclosed system around moving parts, guarding Training prior to operation of printer NOTE: Implementation of risk controls should be reviewed regularly to ensure they remain effective in minimizing injury/illness.
collected at the pier in the southern portion of the lake (also referred to as the “Target”). Each sampling site was located using a Garmin eTrex global positioning system (GPS) and the WGS84 datum. 2-1 4-1 4-3 6-2 8-1 8-3 10-2 12-2 12-4 14-3 N Target 16-1 16-3 Figure 1. Locations of sampling sites 1. GPS location and depth of the sampling stations. Site Mean (m) Latitude (degrees) Longitude (degrees) 2-1 3 33.50008 -116.0500 4-1 11.5 33.45850 -116.0000 4-3 13 33.45950 -115.9000 6-2 (North Basin) 15 33.41670 -115.9520 8-1 5.5 -116.000 8-3 15 33.37095 -115.9005 10-2 (Mid-Lake) 12 33.33352 -115.8500 12-2 12 33.29168 -115.7998 12-4 12 33.29170 -115.7002 14-3 (South Basin) 15 33.25000 -115.750 16-1 11.5 33.20842 -115.8000 16-3 11.5 -115.7001
| Summary of Implemented & On-going Stormwater Management Goals (1) (FTE)1 43 FTE* 8 FTE 96 27 FTE 8 FTE 96 80 FTE 27 FTE 324 60 FTE 32 FTE 40 FTE 32 FTE 40 FTE 32 FTE 40 FTE 32 FTE 16 FTE 80 FTE* 8 FTE 96 Table | Summary of Implemented & On-going Stormwater Management Goals (2) (FTE)1 80 FTE* 8 FTE 96 80 FTE* 8 FTE 96 20 FTE A A A STORMWATER A
Ethernet 1000BASE-SX Channel attenuation (dB) 2.6 - 3.6 - 4.5 - Supportable distance m (ft) 275 (900) - 550 (1804) - 800 (2625) - Ethernet 1000BASE-LX Channel attenuation (dB) - 2.3 - 2.3 - 2.3 Supportable distance m (ft) - 550 (1804) - 550 (1804) - 550 (1804) Ethernet 10GBASE-S Channel attenuation (dB) 2.4 - 2.3 - 2.6 - Supportable distance m (ft) 33 (108) - 82 (269) - 300 (984) - Ethernet Channel attenuation (dB) - 2.5 - 2.0 - 2.0 Supportable distance m (ft) - 300 (984) - 300 (984) - 300 (984) Ethernet Channel attenuation (dB) - 1.9 - 1.9 - 1.9 Supportable distance m (ft) - 220 (720) - 220 (720) - 220 (720) Fibre Channel 100-MX-SN-I (1062 Mbaud) Channel attenuation (dB) 3.0 - 3.9 - 4.6 - Supportable distance m (ft) 300 (984) - 500 (1640) - 860 (2822) - Fibre Channel 200-MX-SN-I (2125 Channel attenuation (dB) 2.1 - 2.6 - 3.3 -
Supportable distance m (ft) 150 (492) - 300 (984) - 500 (1640) - Fibre Channel 400-MX-SN-I (4250 Mbaud) Channel attenuation (dB) 1.8 - 2.1 - 2.5 - Supportable distance m (ft) 70 (230) - 150 (492) - 270 (886) - Fibre Channel 1200-MX-SN-I (10512 Mbaud) Channel attenuation (dB) 2.4 - 2.2 2.6 - Supportable distance m (ft) 33 (108) - 82 (269) - 300 (984) - FDDI PMD ANSI X3.166 Channel attenuation (dB) - 11.0 - 6.0 - 6.0 Supportable distance m (ft) - 2000 (6560) - 2000 (6560) - 2000 (6560) Figure 4-5 Multimode Fiber Optic Cable Performance Criteria Connectors & Couplers There are two general groups of fiber optic connectors on the market today: traditional-sized and small form factor (SFF) connectors. Some traditional fiber optic connectors include the SC, ST, FC, Biconic and SMA. Of these, SC and ST connectors are most commonly found on the UCSB campus. There are few reasons to change an existing connector that is functioning correctly. Jumper cables can be fabricated with different connectors on each end to allow linking dissimilar components.
College/Career Enrichment Our Summer Academies will aim to fulfill the same objectives as our Spring/Intersession Academies, as outlined above. Reminders: Upcoming collaborative PD between MPUSD/UCSC GEAR UP: California Association for Bilingual Education (CABE) - 3/29/17 AVID Summer Institutes – Summer 2017 AP Institutes – Summer 2017 CSU/UC Counselor Conferences - Aug/Sept 2017 Upcoming Meetings: Partner Summit April 20th 9:00am-10:30am, Seaside High School Can’t wait to see everyone at the Partner Summit! As always, thank you for your continued collaboration/partnership! Please do not hesitate to contact me with questions and/or concerns. Snapshot of Services at a Glance: Mar. 17 Transitional Conference (CF) Spring Intersession Academy (CF) Academic Interventions (CF) Parent Academy (FIC) A-G Art Club/Campus Beautification (CF) (CF) College Night w/ AVID (CF/FIC) CSU (FIC) Parent Academy (FIC) Spring Intersession Academy (CF) Academic Interventions (CF) Class Presentations - SMART Goals (CF) Spring Intersession Academy (CF) Parent Academy (FIC) College Fair (FIC) Science Lab Workshop (CF)
CHOICES (CF) Apr. 17 CHOICES (CF) Parent Academy (FIC) Sacramento Fieldtrip (CF) A-G Art Club/Campus Beautification (CF) Academic (CF) GPA Academic BayFed Workshop (FIC) Parent Academy (FIC) CSUMB RISE STEM Presentations (CF) BayFed Workshop (FIC) Intervention Night (CF/FIC) Virtual Tours (FIC) In Class Presentations (CF) College Week (CF) May. 17 Classroom Presentations (CF) Academic Interventions (CF/FIC) de Mayo Activity (CF/FIC) A-G Art Club/Campus Beautification (CF) Cinco de Mayo Activity (CF/FIC) Academic (CF/FIC) End of the Year 8th Grade Field Trip (CF) College Fieldtrip (FIC) Classroom Presentations (CF) Academic Interventions (CF/FIC) Cinco de Mayo Activity (CF/FIC) Raza Day (CF) Cinco de Mayo Activity (CF/FIC) Parent Leader training (FIC) Raza Day (CF) Career Expo (CF) BCGMC Career Expo (CF) Jun. 17 Summer Academy (CF) Credit Recovery Academy (CF) Parent Enrichment Workshop (FIC) Credit Recovery Academy (CF) IC Math Academy (CF) Summer Bridge (CF) Parent Enrichment Workshop (FIC) Jul. 17 Summer Academy (CF) Credit Recovery Academy (CF) Parent Enrichment Workshop (FIC) Credit Recovery Academy (CF) IC Math Academy (CF) Summer Bridge (CF) Parent Enrichment Workshop (FIC)
Upcoming collaborative PD between MPUSD/UCSC GEAR UP: YouCubed: Teaching Mindset Mathematics Stanford University, Palo Alto, CA - 11/6/17-11/7/17 California Mathematics Council (CMC) North Conference: The Mathematical Practices: A Reality in Every Classroom – Asilomar, CA – 12/1/17-12/3/17 AVID Strands – 11/10/17-11/11/17 California Association for Bilingual Education (CABE)* Sacramento, CA – 3/28/18-3/31/18 Preparate: Educating Latinos for the Future of America Conference Los Angeles, CA – AP Institutes, CSU Monterey Bay – Spring/Summer 2018 CSU/UC Counselor Conferences, September 2018 Upcoming Meetings: - Quarterly Principal & GU/EAOP Program Coordinator Mtgs (SHS & MaHS) - Partner Summit, December 12th, 2017 – 1:30pm-4:30pm - Focus Groups, May 2018 Please do not hesitate to contact me with questions and/or concerns. Thank you, as always, for your continued partnership!
What agenda format will we use? Will there be any fixed agenda items to be discussed at every meeting? How will we exchange feedback? How will we measure success? Partnership Agreement Review partnership agreement, modify if desired, sign and exchange Review goals for the mentoring relationship Confirm Next Steps Schedule date, time and place of future meetings Mentor-Mentee(s) Meeting Yearly Timeline Checklist The mentor and mentee(s) should commit to a structured meeting schedule for the next twelve months and following years. Mentors and mentee(s) work together to schedule meetings that include at least two “check-points” during Year 1 and Year 2. may modify the schedule as needed. Year 1 – Mentor-mentee(s) meetings (recommend 3-4 meetings) October – November Mentor/Mentee matching and CDP orientation January – February 1st mentoring meeting and May 2nd mentoring meeting July- August End of Year 1 mentoring meeting, discussion of continuing mentoring relationship or matching with new mentor Year 2 – Mentor-mentee(s) meeting (recommend 2-3 meetings) October – November 1st mentoring meeting March and April 2ndmentoring meeting July- August End of Year 2 mentoring meeting, discuss continuing mentoring relationship or matching with new mentor • • • • •
Include Inventors from institutions – note their affiliation in Department & Group/Unit field. Please add additional tables if necessary. FULL names [as per ID document] Ensure your FULL names are included here, e.g. your middle name, as they appear on your ID document / birth certificate. Delete this text when this field is completed. [Mr/Ms/Prof/Dr] Gender Race Department & Unit/Group Faculty Staff or Student Number Position (e.g. lecturer, HOD, postdoc, etc.) Tel no. Cell no. Email address Residential Address Postal address & code if external, or UCT internal mail delivery address. Nationality FULL names [as per ID document] Ensure your FULL names are included here, e.g. your middle name, as they appear on your ID document / birth certificate. Delete this text when this field is completed. Title [Mr/Ms/Prof/Dr] Gender Race Department & Unit/Group Faculty Staff or Student Number Position (e.g. lecturer, HOD, postdoc, etc.) Tel no. Cell no. Email address Residential Address
Products and further treatments recommended Client comments I confirm that I have received aftercare advice Clients signature: Self-evaluation What went well today? What could have gone better? Learner comments Learner signature: Assessor(s) comments Assessor(s) signature: Date:
one book per square! Use strategy to get a BINGO—5 boxes in a row vertically, horizontally, or diagonally. You can get a prize for each Bingo up to 5 bingos, then a “grand” prize for blackout! KEEP THIS CARD IN YOUR HOMEWORK FOLDER. B I N G O Book in a Series Title: Biography Title: Favorite Author Title: Fantasy Title: Main Character is a Girl Title: Humorous Title: Mystery Title: Book I Read with a Partner or Group Title: Non-Fiction Title: Newberry Award Book Title: Book about friends Title: Fantasy Title: FREE CHOICE Title: Main Character is a Boy Title: Historical Fiction Title: Adventure Book Title: Picture Book Title: Nonfiction Title: Realistic Fiction Title: Animal Book Title: Book Your Teacher Recommends Title: Fiction Historical Fiction Title: Book published before1990 Title: Book my Parent Read Title:
Filter Column - Choose the column (or “field”) on which the filter will be applied. Filter Operator - Choose the type of filter operation (see Filter Operators below) Filter Expression - Enter the specific criteria for the filter. Page The page section allows you to specify how many records you want to display at a time in the results grid. For example, if you enter 15, then the results grid will only show the first 15 matching records of your report. However, you can view the additional records by clicking the Next link under the grid, which will then display the next 15 matching records. View Now that you have specified all of your desired criteria in the sections click the View link to view the results of your report. The results display in a grid, similar to other grids in the applications. You can download the results of the grid to a spreadsheet by clicking the Download link at the bottom of the grid. You can print the results to a PDF (requires Adobe PDF Viewer) by clicking the "Print to PDF" button. Total In order to determine the total number of records that are in your report, click the Total link. This is useful if you want to know the number of assets with a particular criteria (e.g., number of assets in a particular department), but don't want to view the individual attributes about each asset. Filter Operators The following filter operators are available: Equal This will match assets where the field value is exactly equal to the value you specify in the Filter Expression field. For example, you choose the Status field and enter Active in the filter expression, then only active assets will be included. Does Not Equal This will match assets where the field value is not equal to the value you specify in the Filter Expression field. For example, you choose the Status field and enter Active in the filter expression, then active assets will be excluded from your report. Is Blank This will match assets where the field value is has no value. For example, you choose the Serial Number
We’ve produced detailed guidance for branches in negotiating on casualisation. And finally, we’ve produced this campaign pack. this campaign pack In this document you will find: Model campaign plan timetable Actions Target Support and resources available 1 Call meeting of casualised members/non-members to issues and pass enabling motion Week 1 National speaker (HEC, ACC, Bargaining and Negotiations Team) Model motion included in this pack 2 Launch survey of casualised staff/members Week 2 Model postgraduate survey and model hourly paid staff survey included in this pack 3 to develop local claim using national materials and local issues Week 6 Model claim Brief supporting negotiating guidance
Unpaid Department meetings Included in hourly rate Extra allowance of time paid at my hourly rate Paid at a different rate Unpaid Training Included in hourly rate allowance of time paid at my hourly rate Paid at a different rate Unpaid Academic professional development Included in hourly rate Extra allowance of time paid at my hourly rate Paid at a different rate Unpaid Have you ever had any of the problems with your pay: Working more hours than you are paid for all the time, frequently, occasionally, rarely, never Late or irregular payment for work you have done all the time, frequently, occasionally, rarely, never Failure to pay you for work you have done all the time, frequently, occasionally, rarely, never Being expected to teach without payment (eg as a condition of a bursary) all the time, frequently, occasionally, rarely, never Do you have access to annual increments? Y/N Your contract To the best of your knowledge, does your contract say that you are: An employee: (ie you are employed by the university and have comparable employment rights to university employees) Y/N A worker: (usually paid only by ‘assignments’ or ‘engagements’, with the university making clear it has no obligation to offer you work) Y/N Were your contract and your employment status ever explained to you when you started work?
HIGHER EDUCATION GOVERNANCE COMMITTEE Ref. Achieved By Frequency 5.5; 6.2; 6.7 Learning and Teaching report (update on developments, effectiveness, technology enhanced learning and analysis of actions/impact). March meeting 5.3; 5.8; 6.5 5.3; 7.7; 6.5 Applications update Enrolment / student numbers reports and June meeting November meeting 5.1; 7.1 5.3; 6.3; 6.5 5.4; 7.4; 6.5 5.3; 6.5 5.3; 6.3; 6.5; 7.4; 6.7 Review and analysis of data Risk Register Previous year student achievement, continuation and destination report NSS report “In-year” retention data Key external data Each meeting November meeting November meeting March and June meeting Each relevant meeting 5.2; 5.7; 6.1; 6.7 5.8; 7.3; 6.7 5.6; 5.8 Reporting and review of key strategy and other documents including: Higher Education Strategy Consideration and approval of HE Academic Standards and Quality Report Consideration and approval of the Annual Quality Assessment Return meeting November meeting November meeting 6.4; 6.6; 7.5; 7.8 7.6; 7.10 Student engagement effectiveness and impact on the student experience. Student Engagement Report HE Complaints and Appeals Report Each meeting December meeting 7.6 Information on compliance activities with external bodies, including due diligence reports. Each appropriate meeting 7.1; 7.2 Items arising from the Chair and Vice-chair’s scrutiny of the risk register. Each appropriate meeting
Join Mark Meaney, Ph.D., UC Director of Ethics and Compliance May 4 12:15 to 1pm Room 5320 Franklin Building Here are just a few of the subjects Meaney will cover in his talk about the origins of business ethics and the compliance program at UC: Enron The HP Way U.S. Sentencing Commission Operation Ill Wind WorldCom Meaney facilitates and supports campuses, academic medical centers, national laboratories and other UC departments in assuring compliance with applicable ethical standards, UC policies, and state and federal regulations. His talk is part of a public information campaign sponsored by the Office of Ethics, Compliance and Audit Services May 2–6 in celebration of National Compliance and Ethics Week.
X Understands labour’s interest in society Learning Criteria Learning Statements Origin of Learning Supporting Documentation XI Has practical experience in labour union work Learning Criteria Learning Statements Origin of Learning Supporting Documentation XII Has practical experience in community development &/or environmental, ecological or other related consciousness raising & solidarity organizations Learning Criteria Learning Statements Origin of Learning Supporting Documentation
END RESULTS: This bill died in committee and did not pass Budget Update Department of Community Health (Section 17) •Tobacco Settlement Medicaid) $109,968,257 •Rural Hospital Stabilization Committee $0 Utilizing current funds Grants to critical access hospitals and other rural healthcare providers for demonstration pilot projects •Medicaid – low-income Medicaid $ 3,933,283,365 •Hospital Provider Payment $ 272,255,461 Department of Human Services (Section 27) •Tobacco Settlement (community living services) $6,191,806 Department of Public Health (Section 37) •Tobacco Settlement Funds (general) $13,717,860 Contact Information David Francis Community Government Relations Director American Heart Association, Greater Southeast Affiliate 2851 Remington Green Circle, Suite C Tallahassee, FL 32308 (850)567-0598
Know the risk factors of heart disease High pressure. High blood pressure usually has no symptoms, so talk to your healthcare professional about your risk. To prevent or manage high blood pressure, eat a healthy diet low in sodium, saturated fat, trans fat and cholesterol. YOUR GOAL: Blood pressure under 120/80. Smoking. Smoking increases your risk two to four times that of nonsmokers. It’s never too late to quit! High cholesterol. The higher your blood cholesterol, the greater your risk of coronary heart disease. Take steps to lower your cholesterol levels by losing unnecessary weight and limiting the saturated fats, trans fats and cholesterol you eat. YOUR GOAL: Total cholesterol of 200 mg/dL or less, LDL or “bad” cholesterol of 160 mg/dL or less and HDL or “good” cholesterol of 50 mg/dL or higher. Physical inactivity. Lack of physical activity increases your risk of coronary heart disease. YOUR GOAL: 30 minutes of moderate physical activity most days of the week that add up to 150 minutes or more per week. Being obese or overweight. If you have excess body fat – especially at the waist – you’re more likely to develop heart disease and stroke. Work with your doctor to determine your healthy weight and develop a plan to achieve or maintain a healthy weight. YOUR GOAL: Waist measurement of 35 inches or less. Diabetes. Women with diabetes have from two to four times higher death rates from heart disease. To prevent or manage diabetes, watch your weight and diet, be active and talk to your healthcare professional about your family history of diabetes. YOUR GOAL: Fasting blood glucose of 100 mg/dL or less. ### Is it a heart attack?
Terminal Description Line Group No. Function Color Terminal Name Description Line Group A A1 Power Input Red +12V 12V DC Supply A2 Black GND GND Line Group B B1 Alarm Input Yellow/Blue IN1 Alarm Input 1 B2 Yellow/Black GND GND B3 Alarm Output Yellow/Purple NC Alarm Output Wiring B4 Yellow/Brown COM B5 Yellow/Red NO Line Group C C1 RS-485 Communication Port Yellow 485 + RS-485 Wiring C2 Blue 485 - C3 Wiegand W0 Wiegand Wiring 0 C4 White W1 Wiegand Wiring 1 C5 Orange WG_OK Wiegand Authenticated C6 Purple WG_ERR Wiegand Authentication Failed C7 Brown WG_ BEEP Tampering Alarm Wiring C8 Grey Buzzer Wiring C9 Black GND GND Line D D1 Lock White/Purple NC Lock Wiring D2 White/Yellow COM D3 White/Red NO D4 Yellow/Green SENSOR Door Contact Signal Input D5 White/Black GND GND D6 Yellow/Grey BUTTON Exit Door Wiring Line Group E E1 Door Bell White/Brown BELL+ Door Bell Wiring E2 White/Blue BELL-
no of Date of candidate selection Date on which list sent for verification Date on which completed Date on which offers made Date on training commenced Date of of training Date on which job offers made No of No of candidates sent for No of offers made No accepted No completed training No of job offers made no of Date of candidate selection Date on which list sent for verification Date on which completed Date on which offers made Date on which training commenced Date of of training Date on which job offers made No of No of candidates sent for No of offers made No accepted No completed training No of job offers made