zilongwang/ReadingBank huggingface dataset:
Emergency Meeting convened among parties identified in 2 and possibly 3(a–c) above to discuss: Risk/threat assessment. Management actions. Containment. Ensure no running out of the housing of the animals Eradicate Bsal sources. For live, captive animals whose samples return a positive Bsal result, eradication may be attempted: For failsafe eradication, we recommend humane culling or euthanasia and disposal of infected individuals using strict biosecurity protocols. See Section 8.6 in Pessier & Mendelson, 2017, or humane methods in accordance with the AVMA Guidelines for the Euthanasia of Animals: 2013 edition (). If there are reasons to maintain the animals, eradication of Bsal may be possible and has been demonstrated in published literature (Blooi et al. 2015a; Blooi et al. 2015b). There may be reasons to maintain and treat animals, e.g., with threatened or endangered species. However, there may also be reasons to maintain infected animals, e.g., for additional diagnostics or research. Consult with the CRT and your Participating Laboratory to determine options. As such, we suggest the following: Treat per guidance in Blooi et al. (2015a, b). As new treatments and research are being investigated, we will update this template. Please note: the methods tested to date only are confirmed in Fire Salamanders (Salamandra salamandra); keep in mind that species differences may come into play with respect to treatment validity and effectiveness. This is why multiple swabs over time are necessary to confirm eradication. Swab treated animals post-treatment (see Appendix I, Section B) and submit samples to a Participating Laboratory to confirm Bsal eradication. Repeat treatment regime(s) and post-treatment swabbing until confirmation of Bsal eradication.
Evaluate the level of exceptions to determine whether the bank is effectively implementing its CIP (making or approving exceptions cannot be allowed by policy, however, isolated, non-systemic errors [such as an insignificant number of data entry errors] may be deemed as not compromising the program’s effectiveness). Obtain a written description of the bank’s rationale for exempting existing customers from its CIP Based on a risk assessment, prior examination reports, and a review of the bank’s audit, select a sample of relationships with third parties upon whom the bank relies or uses to perform its CIP (or portions of the CIP), if applicable. If the bank is using the “reliance provision:” Determine whether the third party is a federally regulated financial institution subject to the BSA/AML program requirements of 31 U.S.C. 5318(h). Review the contract between the parties, annual certifications, and other information, such as the third party’s CIP. Determine whether reliance is reasonable. The contract and certification will provide a standard for a bank to demonstrate that it has satisfied the “reliance provision,” unless the examiner has reason to believe that the bank’s reliance is not reasonable (e.g., the third party has been subject to an enforcement action for AML or BSA deficiencies or violations).
EDUCATION Dates (dd/mm/yyyy) From To University/College/School etc Main subjects Qualifications Grade/Class Certificates to degree qualifications should be brought to interview. OTHER QUALIFICATIONS AND COURSES ATTENDED (in last four years) Dates (dd/mm/yyyy) From To Education Centre or Institution Course and qualification LANGUAGES (for proficiency level, please indicate Basic, Intermediate, Fluent or Mother tongue) Language Proficiency Understanding Speaking Writing COMPUTER SKILLS AND COMPETENCES Skill Proficiency NAMES OF PEOPLE YOU KNOW AT BSB Names Relationship NAMES OF REFEREES Name Name
Introduction 6 25 8 0 79% Thesis Statement 6 27 6 0 85% Connection to Audience 6 21 12 0 69% Subject Knowledge 2 26 11 0 72% Organization 7 27 5 0 87% BUS 406 Delivery Rubric Results Number of students achieving target Categories: Exceeds Expectations Meets Expectations Below Expectations Novice
Course learning outcome was assessed: BUS 201 s1, Principles of Financial Accounting Evaluator(s): Dr. Tatiana Fedyk 2: Results Assessment and Planned Action Results: EMBA 201 Results Each question is graded by one of the 3 rubrics. The following table shows the percentage of responses falling in each of the 3 rubric categories for each rubric. Responses meeting rubric standard Exceeds Expectations Meets Expectations Unprepared % Responses Meeting or Exceeding Expectations Main Account Equation 59% 11% 30% 70% Double Entry Accounting 83% 15% 2% 98% Main Financial Statements 64% 16% 21% 79%
Bookcases We can provide office storage, including bookcases for any office size. Many of our models offer adjustable shelf sizes to comfortably fit in any book or folder. Brands include Soho, Espirit and Omega. Bookcases are available in traditional closed-in styles and modern styles. We also stock a large range of bookends. Computers and accessories We have computing packages and components to do the job. We supply a range of desktop and laptop machines and our experienced IT technicians can even supply and configure a server for your office. We stock a full range of popular brands, including HP, Toshiba and Acer. Upgrades are available on all machines on offer and this is a great way to increase your RAM and processing speed. See our website for our full range of specials. Software We are authorised resellers of Microsoft products, including the award-winning MS Office and FrontPage. We also supply the range of Symantec products, including Norton’s Security and Antivirus. We have your accounting needs covered with our range of MYOB and QuickBooks software. Academic pricing is available with student or teacher ID card. Printers We have a large range of printers on display, including inkjet and laser models. Whether you need a low-volume inkjet printer, a multi-centre or high-quality, high-volume laser printer we can find the perfect printer for your needs. Brands stocked include Canon, HP, Lexmark, Brother and Panasonic. We also stock ink and toner cartridges to meet your needs.
Table: 3 – Performance evidence mapped to assessment items Performance evidence Learner resource book section number & name Questions Demonstration Project Access and analyse information to achieve planned outcomes 1.1 and groups in workplaces 1 1, 2 1.2 Group dynamics 1.3 Operational frameworks for work teams 1.5 Analyse information Apply techniques for resolving problems and conflicts and dealing with poor performance within organisational and legislative requirements 5.4 Manage poor work performance 24 Review and improve workplace outcomes in consultation with relevant personnel 5.3 Manage and review work performance 23 Adjust interpersonal style and communications to respond to cultural and social diversity 2.3 Personal communication and engagement 17 Apply relationship management and communication skills with a range of people that demonstrate integrity, respect, empathy and cultural sensitivity and promote trust 2.3 Personal communication and engagement 15 1 Apply relationship management and communication skills with a range of people that forge effective relationships 4.1 Develop networks 19 4.2 Maintain networks
Get the work done: Systematically gathers and analyses all relevant information to formulate and evaluate possible solutions to difficulties 5.2 Workplace relationship management 12 20 Table: 5 - Dimensions of competency mapped to assessment items (most pertinent items) Dimensions of competency Questions Demonstration Project Task skills 2 1, 2 5 Task management skills 8 9, 16 4 Contingency management skills 9 10, 24, 25 2 Job role/environment skills 5, 6 3, 4, 15, 16 1, 3
3.6 Undertake risk management as required to ensure project outcomes are met 3.7 Achieve project deliverables Finalise project 4.1 Complete financial record keeping associated with project and check for accuracy 4.2 Ensure transition of staff involved in project to new roles or reassignment to previous roles 4.3 Complete project documentation and obtain necessary sign-offs for concluding project Review project 5.1 Review project outcomes and processes against the project scope and plan 5.2 Involve team members in the project review 5.3 Document lessons learned from the project and report within the organisation For more information refer to the website. Resources The following resources are required for this unit: Resource Additional Information Learner Guide BSBPMG522A Learning Guide produced by TAFE NSI School of Business and Finance Chapter 13: Management Strategies and Skills (OPTIONAL) Judith Dwyer and Nicole Hopwood, Management Strategies and Skills, 2nd Edition, 2013 Assessment Task Overview Due Date Weighting Unit of Competency Elements Define the Project Your Course end date Satisfactory/Not Yet Satisfactory 1 Develop a project plan Your Course end date Satisfactory/Not Yet Satisfactory 2, 1.6
Risk No Risk Description Risk Priority Risk Mitigation Strategy <Unique Identifier> <A description of the uncertain event, this may include a work health and safety risk> <Rating of likelihood and impact as well as overall rating – use table provided above> <Transfer, accept or mitigate – negative risks. Exploit enhance, share, accept – positive risks. Provide a description of the strategy> Project Budget Category Item Quantity/ number of hours Cost per item or per hour Total cost <e.g.: Labour, Materials, Equipment etc> <Budgeted item>
Status Report Template Project Title: <Title> Date and reporting period: <DD/MM/YYYY> reporting for <Month/Week etc> Author: <Author> Traffic light: <Red/orange/green> Accomplishments the last report (Deliverables completed, milestones attained, decisions made, issues resolved) Date Due Date Completed Deliverable, milestones, decision or issue <DD/MM/YYYY> <DD/MM/YYYY> <Description of what was achieved – as per project plan> Upcoming activities (What the team must focus on achieving throughout the next reporting period) Date Due Tasks <DD/MM/YYYY> <What is due to be completed in the upcoming period> Costs Budgeted to date Actuals to date Comments $<9999999> $<9999999> <Reason for any variances> Summary of issues and variations No: Description <Number> <Summary description of any issues or change requests> Other Comments <Any other information that should be reported to stakeholders>
2018-20 Organizing Chair Schools Baseball: Conference 3A and 4A 3A Dimmitt Shallowater Crane San Angelo Grape Creek Clyde Eula Peaster Childress Pilot Point Van Alstyne Dallas Madison Edgewood Winnsboro Hooks Hughes Springs New London West Rusk West Eustace Little River Academy Groesbeck Newton Winnie East Chambers New Waverly East Bernard Blanco Universal City Randolph Poth Hallettsville Goliad Jourdanton Bishop Lyford 4A San Elizario Andrews Canyon Dumas Sweetwater Graham Stephenville Krum River Oaks Castleberry Carrollton Ranchview Melissa Dallas ISD Caddo Mills Wills Point Paris North Lamar Bullard Alvarado China Spring Palestine Huntington Huffman Hargrave Orange Little Cypress Mauriceville Houston ISD West Columbia Columbia Sealy Giddings Liberty Hill Fredericksburg Crystal City Pleasanton Sinton Port Isabel
Consultation Paper on Changes to the Guidance on Returning Instructions Deadline for responses: 25 April 2014 Introduction The new Bar Standards Board (BSB) Handbook came into force on 6 January 2014. A new development in the regulation of barristers, the Handbook is built around the principle of outcomes focused regulation. Less prescriptive than the Code of Conduct that preceded it, the Handbook places more focus on the required outcome of the BSB’s regulatory arrangements, rather than attempting to define how a barrister should act in every possible situation. The rules and associated guidance are not only therefore a key tool for barristers, but also ensure that clients and members of the public are aware of what they can expect when instructing a barrister and can understand what action can be taken in the event of improper behaviour by that barrister. Shortly before the introduction of the Handbook, the BSB considered the issue of returning instructions where there were substantive changes to the basis of a barrister’s remuneration. Responding in particular to the Legal Aid Agency’s Very High Cost Cases (VHCCs) contract changes the BSB issued a policy statement, dated 25 November 2013, clarifying the rules and guidance applicable to barristers considering returning instructions following a change in their remuneration. This drew on the BSB’s existing guidance that a change in remuneration would amount to a withdrawal of instructions by the client, meaning that a barrister was entitled to withdraw from the case without regard to the potential detriment to the client. Whilst issuing that guidance, a commitment was made to consult fully on future changes to the guidance on this topic following the Handbook’s launch. This was because the issues raised highlighted some wider risks to the regulatory objectives that may not have been adequately addressed by existing guidance. In particular, the Board felt that there was a risk of undue detriment to clients, who through no fault of their own found themselves without legal representation, for example because a third party such as the Legal Aid Agency had changed the rate of remuneration for the barrister. In such cases, the previous guidance was perhaps too a blunt instrument that may not have taken into account all of the relevant regulatory issues. This consultation invites views on updated guidance on returning instructions.
Title of CPD activity Date CPD provider CPD type Learning objective(s) to which this activity relates Did this activity help meet the learning objective? Y/N Do you consider this learning objective is now complete? Y/N/Partially Can this activity be evidenced if you are spot checked? Y/N Hours spent on this activity* *NB There is no minimum number of hours. However this is useful indicative information for the BSB. Reflection
Part C: Dilutions Part C1: Basic Dilutions During scientific experiments, it is often necessary to dilute the solution provided (the stock solution). For example, such a dilution might be made to reduce chemical concentrations so the rate and intensity of reactions can be controlled. A stock (100%) dye solution and distilled water will be used in this lab. How would you go about preparing 10 ml each of 75%, 25%, and 10% solution from an available stock solution of 100%? The algebraic equation C1V1 = C2V2 provides our tool to answer this question, where C1 = concentration (%) of solution V1 = volume (ml) or stock required to prepare the solution (you typically are solving for this variable) C2 = concentration (%) of dilution you wish to prepare V2 = volume (ml) of dilution you wish to prepare Procedure Use the algebraic equation to determine volumes of 100% stock (ml) and distilled water (ml) required to create 10 ml each of 0%, 10%, 25% and 75% dilution. Record your answers in Table 2.4. 2.4 Volumes Needed to Prepare Dilutions Concentrations – C2 10% 25% 75% Volume of stock solution (ml) - V1 Volume of water (ml) Total volume of dilution (ml) - V2 Obtain 3 test and a test tube rack Prepare the three dilutions from Table 2.4 by pipetting the correct amount of stock in the test tube first and then diluting the stock with the correct amount of distilled water. There should be the same amount of liquid in each test tube when you are finished Obtain 5 cuvettes on a cuvette rack Transfer distilled (0% dye solution) to the first cuvette up to about ¾ full. Distilled water is used as a blank solution to calibrate the spectrophotometer One at a time and in order of increasing concentration, transfer enough of the other 4 solutions so that each cuvette is approximately ¾ full Set the spectrophotometer to a wavelength of 450nm Read the % light transmittance for each dye solution you prepared and record your results in Table 2.5
STR: “AAGCTA” DNA fragment length: 72 bp # of repeats: _____ STR: “TTAT” DNA fragment length: 52 bp # of repeats: _____ STR: DNA fragment length: 105 bp # of repeats: _____ STR: DNA fragment length: 60 bp # of repeats: _____ STR: “GAGGCT” DNA fragment length: 144 bp # of repeats: _____
Building(Access(Control(and(Security!!!Update" ! Overview! #  New#security#installation#was#to#be#Unit/project#funded#(historically#the#case)#  Exterior#door#recurring#was#to#be#Common#Good#funded#(new#ITS#Core#Charge#FY#15F16)#  Other#security#recurring#was#to#be#Unit#funded#  Removal#of#security#Units#no#longer#desire#was#to#be#centrally#funded# # Status! 1) Billing(Survey(  155#of#169#buildings#have#responded#to#the#survey;#some#are#still#working#on#responses#    Requested#removals#are#higher#than#initial#task#force#projections:# Security(Type( %(Removed( Card(Readers( 42%# 31%# Alarm(Points( 60%# Panic(Buttons( 45%# # 2) Survey/Removal(of(Unwanted(Security(  #New#survey#and#removal#estimate#is#$3M# o Increase#due#to#more#removals#and#addition#of#abatement# o  RFP#process#for#contractor#expected#to#take#6#months#once#funds#are#identified#  Survey/Removal#projected#to#take#12#months,#sans#contractor#feedback,#for#completion# # 3) Security(System(Replacement(Strategy (
Readiness Coordinators Financial Data Approach to Campus Engagement Human Capital Mgmt/Payroll Technology Architecture FDM Operational Sponsors FDM HCM/Payroll Operational Sponsors HCM Advisory Make policy decisions & provide guidance Provide input on AIC Tech Arch UBOC Advisory Group Group policy, and key decisions Customer Steering Committee Project Team SME Project Team SME Groups
BSC 2093C ANATOMY & PHYSIOLOGY I COURSE SCHEDULE (TENTATIVE) DR. GALLOWAY DATE LECTURES AND EXAMS LAB EXERCISES January 9 11 16 18 23 25 30 February 1 6 8 13 15 20 22 27 March 1 6 8 20 22 27 29 April 3 5 10 12 17 19 24 Introduction; Chapter 1 Chapter 2 Chapter 3 Chapter 4 EXAM 1 – (Chapters 1-2-3); Chapter 4-5 Chapters 5-6 Chapters 6-7 EXAM 2 - (Chapters 4-5); Chapter 7 Chapters 7 – 8 Chapter 8 Chapter 9 - 10 --------- EXAM 3 (Chapters 6 -7 -8); Chapter 10 Chapter 11 Chapters 11 – 12 Chapter 13 EXAM 4 - Chapters 9-10-11): Chapter 13` Chapters 13-14 Chapters 14-15 Chapter 15 EXAM 5 – (Chapters 12-13-14); Chapter 16 Chapter 16 Chapter 17 --------- EXAM 6 (Chapters 15-16-17) – Chapter 18 ---------- Chapter 18 Course Review FINAL EXAM ---- Exercises 1-2 ---- Exercises 5-6-7 ---- Exercise 8-9 ---- Exercises 9 - 10 ---- Exercises 11 - 12 ---- Lab Review ---- LAB PRACTICAL 1 ---- Exercises 14 - 15 ---- Exercises 16-20-21 ---- Exercises 17-18-19 ---- Exercise 24 ---- Lab Review ---- LAB PRACTICAL 2
Induction Week Timetable – Students need to attend every day during this week Below is a schedule of your first week with us. In your free time you can get involved in some of the activities on the following page. There’s lots to do! Time MONDAY 18th September TUESDAY 19th September WEDNESDAY 20th September THURSDAY 21st September FRIDAY 22nd September 10:00 – 10:30 Free Time Free Time FRESHERS FAYRE (CYNCOED) Student Services - Monopoly Board Game Estates & Facilities - Drop-in, Waste Management, Cardiff Digs, Get it out for Cardiff (sale of equipment) Centre for Entrepreneurship, Welsh Unit Site Visit & Induction Task Opportunity for students to drop into professional Units Personal tutors 121 meetings 10:30 – 11:30 Programme welcome & introduction to the team 11:30 – 12:00 Student Services Takeover with bingo 12:00 – 13:00 Student ID Card Collection Lunch University Social event 13:00 – 14:00 Student Support & Personal Tutors & Group Tutorials Lunch Site Visit & Induction Task cont… 14:00 – 15:00 Understanding your learning 15:00 – 16:00 Free Time Getting to know your fellow students Free Time Free Time
BSC NURSING PENDING APPLICATION LIST FOR WANT OF DOCUMENTS SL NO APPLICATION NO CANDIDATE NAME FATHER NAME REMARKS 1 62 MANITHA S SHIVAPPA REQUIRED ORIGINAL DD 2 65 MOHAN RAMULU REQUIRED ORIGINAL DD 3 98 LANKESH MK GAVIRANGAIAH REQUIRED ORIGINAL DD 4 107 SATISH RATHOD KHEMU REQUIRED ORIGINAL DD 5 139 YAMINI DEVAJI ARJUN DEVAJI 1.REQUIRED ELIGIBILITY CERTIFICATE FROM RGUHS 2.REQUIRED DOMICILE OR STUDY CERTIFICATE FOR 10 YRS 6 157 PRIYANKA V VARADARAJU REQUIRED DOMICILE OR STUDY CERTIFICATE FOR 10 YRS 7 204 NANDINI D RAVINDRA SHERUGAR REQUIRED ORIGINAL DD 8 347 REUMAH JANET RAYAPURI HUBERT IMMANUEL RAYAPURI REQUIRED DD FOR RUPEES 100/- 9 480 BASAVARAJ S APPOJI SIDRAMAPPA APPOJI 1.REQUIRED DOMICILE OR STUDY CERTIFICATE FOR 10 YRS 2.DD NOT ENCLOSED 10 520 RAMAREDDY ASHIREDDY REQUIRED CAT IIIA CERTIFICATE REQUIRED 371J CERTIFICATE 11 591 KALPANA ERAPPA VHANGER ERAPPA B BHANGER REQUIRED ORIGINAL DD 12 601 MAHESH B BASAVANNA M REQUIRED ORIGINAL DD 13 612 KUCHIPUDI SWATHI PARIMALA KUCHIPUDI BHASKAR KUMAR CANDIDATE STUDIED IN AP NO DOMICILE OR STUDY CERTIFICATE 14 652 ABHILASH TD DEVARAJU TB REQUIRED DOMICILE OR CERTIFICATE FOR 10 YRS 15 669 POOJA RAMESH REQUIRED ORIGINAL DD 16 672 SOUNDARYA N SHRINIVAS REDDY REQUIRED DOCUMENTS NOT ENCLOSED 17 762 KUMBAR SHANTESH SIDHALING KUMBHAR SIDHALING ATMARAM 1.GADINADU KANNADIGA CERTIFICATE 2.ELIGIBILITY CERTIFICATE FROM 3.CATEGORY CERTIFICATE IN FORM F 18 765 ANJALI VENKATBANAVALIKAR VENKAT BANAVALIKAR 1.REQUIRED DOMICILE OR STUDY CERTIFICATE FOR 10 YRS 2.DD NOT ENCLOSED 19 893 SENKRAMMA B ASHTAGI BHAVAKANNA REQUIRED ORIGINAL DD 20 894 AMRUTESHA R RANGASWAMY T REQUIRED ORIGINAL DD 21 898 PRIYANKA G K KRISHNAPPA N V 1.REQUIRED SSLC, PUC MARKS CARD. 2.REQUIRED DOMICILE OR STUDY CERTIFICATE FOR 10YEARS
22 1042 PUNDALEEK CHAVAN HARISH CHANDRA REQUIRED ORIGINAL DD 23 1050 SUNILKUMAR SUBHASCHANDRA NOT DONE PUC 24 1062 KARNOL ASHWINI VENKATESH P KARNOL CANDIDATE STUDIED IN AP REQUIRED 10YEARS DOMICILE OR STUDY CERTIFICATE 25 1073 MALAVVA SANSHI TIPPANNA REQUIRED DOMICILE OR STUDY CERTIFICATE FOR 10 YRS 26 1077 JARRESH BULLARD M BENJAMIN M REQUIRED ORIGINAL DD 27 1090 POOJA RAMESH REQUIRED ORIGINAL DD 28 1093 KHOT RAVICHANDRAPPASAB APPASAB CANDIDATE NOT STUDIED IN KARNATAKA REQUIRED 10 YEARS STUDY CERTIFICATE 29 1107 TANUJA PARASHURAM BHANDARI PARASHURAM YASHVANTH BHANDARI REQUIRED ORIGINAL DD 30 1160 CHAVAN KRISHNA PRABHAKAR PRABHAKAR S CHAVAN CANDIDATE NOT STUDIED IN KARNATAKA 31 1173 SHILPASURAJ KAYAST SURAJSINGHKAYAST REQUIRED ORIGINAL DD 32 1174 SHRINIVASA Y J JAGADEESHA REQUIRED ALL DOCUMENTS 33 1182 SUDARSHAN C P PUTTARAJU 1.SSLC CARD 2. STUDY CERTIFICATE FOR 10YRS OR DOMICILE CERTIFICATE 34 1190 MANJULA SHIVANAPPA HOLI SHIVANAPPA ADIVEPPA HOLI REQUIRED ORIGINAL DD 35 1219 DINESHKUMAR D N NAGARAJU REQUIRED ALL DOCUMENTS 36 1221 ASHOK NAGANNANAVAR ASHOK REQUIRED ORIGINAL DD 37 1223 MANJUNATH SEEDI SHIVAPPA REQUIRED ORIGINAL DD 38 1229 AJUR NAVANATH KALLAPPA AJUR KALLAPPA RAMU 1.CANDIDATE STUDIED IN PUNE NOT A DOMICILE OF KARNATAKA 2.REQUIRED DD FOR RS 500 IN THE NAME OF REGISTAR 39 VARSHA TALADAMANI BALACHANDRA NO APPLICATION
Comments: Strengths: Development needs: Learning outcome 15 Unable to describe the need to establish and maintain a safe practice environment. Able to describe the need to establish and maintain a safe practice environment. This Comments: Strengths: Development needs: Learning outcome 16 Unable to understand the importance of participation in supervision and mentoring. Able to understand the importance of participation in supervision and mentoring
Comments: Learning outcome 8 Able to describe appropriate assessment techniques Pass Comments: Learning outcome 9 Able to define the underpinning theories and reasoning which impact on treatment decisions. Pass Refer Comments: Learning outcome 10 Able to describe appropriate interventions that they have seen during their placement. Pass Refer
Date Shifts Total Hours Worked/ Sick Code Clinician / Mentor Sign to Verify Shift worked with mentor / supervisor? () (for Nursing, Midwifery, Dental Cert HE only) Code Time Started Time Finished 1 ND – Duty DO – Day Off AL – Annual Leave S – Sick A – Absent U – University / Theory P – Placement Relate to placements only and should include the time started and finished. Please note that you must subtract your meal break from the total hours worked column. Hours per week Nursing 37.5 Midwifery 3yr 35 Midwifery 78wk 37.5 Radiography 28 Physiotherapy 36 Occ Therapy 37.5 MSc Rehab 37.5 Dental 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Student Signature ……………………………………………………………………………………. Date ……………………………………………………. Practice Mentor / Educator / Supervisor’s Signature ……………………………………..................................................…………………............... Date ……………………………………………………. The form should be signed by the student and countersigned by the Practice Mentor / Educator / Site Co-ordinator each month. In addition they will be checked by the Academic Mentor at the end of the tripartite meeting (nursing / midwifery) / at the end of the placement (OT) / at the final bipartite meeting (DR).
public. Comments: Strengths: Development needs: Learning outcome 7 Unable to demonstrate the ability to gather appropriate information Able to demonstrate the ability to gather appropriate information Comments: Strengths: Development needs: Learning outcome 8 Unable to demonstrate the ability to select and use appropriate assessment techniques Able to demonstrate the ability to select and use appropriate assessment techniques
Comments: Strengths: Development needs: Learning outcome 15 Unable to describe the need to establish and maintain a safe practice environment. Able to describe the need to establish and maintain a safe practice environment. This Comments: Strengths: Development needs: Learning outcome 16 Unable to understand the importance of participation in supervision and mentoring. Able to understand the importance of participation in supervision and mentoring
Date Shifts Total Hours Worked/ Sick Code Clinician / Mentor Sign to Verify Shift worked with mentor / supervisor? () (for Nursing, Midwifery, Dental Cert HE only) Code Time Started Time Finished 1 ND – Duty DO – Day Off AL – Annual Leave S – Sick A – Absent U – University / Theory P – Placement Hours Relate to placements only and should include the time started and finished. Please note that you must subtract your meal break from the total hours worked column. Hours per week Nursing 37.5 Midwifery 3yr 35 Midwifery 78wk 37.5 Radiography 28 Physiotherapy 36 Occ Therapy 37.5 MSc Rehab 37.5 Dental 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Student Signature ……………………………………………………………………………………. Date ……………………………………………………. Practice Mentor / Educator / Supervisor’s Signature ……………………………………..................................................…………………............... Date ……………………………………………………. The form should be signed by the student and countersigned by the Practice Mentor / Educator / Site Co-ordinator each month. In addition they will be checked by the Academic Mentor at the end of the tripartite meeting (nursing / midwifery) / at the end of the placement (OT) / at the final bipartite meeting (DR).
BSc. (Hons) Occupational Therapy WEEKLY OBJECTIVES AND SUPERVISION FORM (Practice placement educator and student should each retain a copy of this form) Date: Session / Week No. Name of Student: Name of Educator: Placement Area: Learning outcome number Objective Resources Achieved/Not achieved BSc. (Hons) Occupational Therapy WEEKLY OBJECTIVES AND SUPERVISION FORM (Practice placement educator and student should each retain a copy of this form) Date: Session / Week No. Name of Student: Name of Educator:
Comments: Strengths: Development needs: Learning outcome 8 Unable to apply the underpinning theories and reasoning which impact on treatment decisions. Able to the underpinning theories and reasoning which impact on treatment decisions. Comments: Strengths: Development Learning outcome 9 Unable to formulate and demonstrate appropriate interventions the supervision of the educator. Able to formulate and demonstrate appropriate interventions under the supervision of the educator.
BSc(Hons) OCCUPATIONAL THERAPY PRACTICE PLACEMENT HALF-WAY RECORD FORM Student name……………………………………. …………………..Date: ……………………….. Placement Area: ………………………………… ………Speciality: ……………………………… Supervision taking place and recorded: Learning Outcomes in place and evidence of progression: Study Time: Student Signature: …………………………………………………………………. Educator Signature: ……………………….. Name……………………………… Tutor Signature: ……………………………. Name……………………………....
Feedback Tool Student Initials: SERVICE USER ASSESSMENT OF THE STUDENT’S COMMUNICATION AND INTERPERSONAL SKILLS The aim of this form is to help the student occupational therapist develop skills in talking to you, listening to you, and explaining things to you during your occupational therapy intervention. This form helps you to give your opinion on what the student did well and where the student needs to improve. The placement educator will guide you through the form. You do not have to complete this form if you choose not to. How well did the student do at: Poor Adequate Good Excellent Introducing themselves? Making you feel at ease? Explaining what is going to happen to you? Listening to you and giving you the time to talk about your concerns and opinions? Making you feel that your views, decisions, and choices were respected? Giving you the information you need about your care? Giving you the time to ask questions and make sense of things? Explaining things in a way that you could understand?
Comments: Strengths: Development needs: Learning outcome 5 Unable to demonstrate knowledge of when it is appropriate to information to safeguard service users or the wider public. Able to demonstrate knowledge of when it is appropriate to share information to safeguard service users or the wider public. Comments: Strengths: Development needs: Learning outcome 6 Unable to demonstrate the ability to gather appropriate information. Able to demonstrate the ability to gather appropriate information.
Comments: Strengths: Development needs: Learning outcome 11 Unable to formulate specific and appropriate including the setting of timescales. Able to formulate specific and appropriate plans including the setting of timescales. Comments: Strengths: Development Learning outcome 12 Unable to demonstrate appropriate interventions or other actions safely and skilfully. Able to demonstrate appropriate interventions or other actions safely and skilfully.
Date Shifts Total Hours Worked/ Sick Code Clinician / Mentor Sign to Verify Shift worked with mentor / supervisor? () (for Nursing, Midwifery, Dental Cert HE only) Code Time Started Time Finished 1 ND – Night Duty DO – Day Off AL – Annual Leave S – Sick A – Absent U – University / Theory P – Placement Hours Relate to placements only and should include the time started and finished. Please note that you must subtract your meal from the total hours worked column. Hours per week Nursing 37.5 Midwifery 3yr 35 Midwifery 78wk 37.5 Radiography 28 Physiotherapy 36 Occ Therapy 37.5 MSc 37.5 Dental 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Student Signature ……………………………………………………………………………………. Date ……………………………………………………. Practice Mentor / Educator / Supervisor’s Signature ……………………………………..................................................…………………............... Date ……………………………………………………. The form should be signed by the student and countersigned by the Practice Mentor / Educator / Site Co-ordinator each In addition they will be checked by the Academic Mentor at the end of the tripartite meeting (nursing / midwifery) / at the end of the placement (OT) / at the final bipartite meeting (DR).
Comments: Strengths: Development Learning outcome 5 Unable to demonstrate knowledge of when it is appropriate to share information to safeguard service users or the wider public. Able to demonstrate knowledge of when it is appropriate to share information to safeguard service users or the wider public. Comments: Strengths: Development needs: Learning outcome 6 Unable to demonstrate the ability to gather appropriate information. Able to demonstrate the ability to gather appropriate information.
Comments: Strengths: Development needs: Learning outcome 11 Unable to formulate specific and appropriate management plans including the setting of timescales. Able to formulate specific and appropriate management plans including the setting of timescales. Comments: Strengths: Development needs: Learning outcome 12 Unable to demonstrate appropriate interventions or other actions safely and skilfully. Able to demonstrate appropriate interventions or other actions safely and skilfully.
Please tick the appropriate box below to indicate whether the student has demonstrated consistent high standards of professional and personal conduct (HCPC 3.1). PASS REFER Please tick the appropriate box below to indicate whether the student has successfully met the learning outcomes. PASS REFER Practice placement educator’s comments/advice to the student re. his/her overall performance Student’s comments: Signature of practice placement educator ……………………………………Date……………….. Signature of student……………………………………………………………...Date………………. Signature of academic practice placement organiser ATTENDANCE SHEET PRE-REG NURSING, MIDWIFERY, RADIOGRAPHY, PHYSIOTHERAPY, OCCUPATIONAL THERAPY & DENTAL CERT HE Surname ……………………………………………………………………………………… Forename …………….………………………………………….. Cohort ……………. Month ……………… Year ……….………
Comments: Strengths: Development needs: Learning outcome 11 Unable to formulate specific and appropriate including the setting of timescales. Able to formulate specific and appropriate plans including the setting of timescales. Comments: Strengths: Development Learning outcome 12 Unable to demonstrate appropriate interventions or other actions safely and skilfully. Able to conduct appropriate interventions or other actions safely and skilfully.
Comments: Strengths: Development needs: Learning outcome 15 Unable to demonstrate the ability to reflect on and review practice. Able to reflect on and review practice. This Comments: Strengths: Development Learning outcome 16 Unable to the theoretical concepts underpinning occupational therapy. Able to the theoretical concepts underpinning occupational therapy.
This document applies to all laboratory personnel who use BSCs within the [Insert Laboratory Name] laboratories and is used when determined necessary by risk assessment to provide personnel, product and environmental protection from potentially infectious aerosols (refer to Biorisk Management Manual and Primary Containment for Biohazards: Selection, Installation and Use of Biological Safety Cabinets). Responsibilities Process Leader ensures that: This SOP is established and implemented effectively BSCs are properly selected, located, operated and maintained BSC users are trained on this procedure and competent prior to independent use Laboratory personnel who use BSCs: Follow the procedures outlined in this SOP Report any problems to the Process Leader Facilities Management Office ensures that: All BSCs are installed, serviced and certified properly Preparation Materials Disinfectant (such as 5.25% sodium hypochlorite solution based on agent-specific risk assessment) Rinse (such as 70% Isopropyl alcohol or water, based on selected disinfectant) Spray or squirt bottles Paper towels “Out of Service” sign Biohazard waste bags and container Liquid waste container Sharps container Equipment Biological Safety Cabinet (BSC), size, class and type Laboratory chair Records and Forms Biological Safety Cabinet Test Report Equipment Use Log Procedure (refer to Attachment A, BSC: Operation and Maintenance SOP Template Flow Chart) BSC Selection, Procurement, Installation
Learning outcomes level 4: Programme Learning Outcomes Stage Module LO1.1 LO1.2 LO1.3 LO1.4 LO2.1 LO2.2 LO2.3 LO2.4 LO3.1 LO3.2 LO3.3 4 Occupational wellbeing, people and occupations A A A A A Professional knowledge, Values & Beliefs A A A A A A A Collaborative professional practice A A A A A Occupational beings in context A A A A A A A Placement one A A A A A A A A A Programme Learning Outcomes
Stage 4 Methods of assessment Service User marking Exam Practical viva/ placement competence Assignment Presentation Practical Poster Portfolio Technology enhanced assessment Occupational Well-being, People and Populations (50%) 2,000 (50%) Professional Knowledge, Values and Beliefs (40%) 2,000 (60%) (individual) Occupational Beings in Context 60% (40%) Professional Practice Placement 1 (100%) Collaborative Professional Practice Assessment map Stage 5 Service User marking Exam Practical competence Assignment Practical Poster Portfolio Technology enhanced assessment Evidencing professional practice Therapy in Action 1 (40%) 1500 words (60%) Professional Practice (100%)
Placement 2 Therapy in Action 2 (60%) group with peer and service user (40%) E portfolio reflection issues in Therapy (100%) 3,000 words Professional Practice Placement 3 (100%) formative Stage 6 Service User marking Exam Practical competence Assignment Presentation Practical Poster/ Guideline Portfolio Technology enhanced assessment Evidenced guidelines (40% individual (60%) group Professional Practice Placement 4 (100%) Competent Practitioner (40%) (60%) Research for Advancing Professional Practice Role Emerging Placement (50%) (50%)
Section 1 – Your group or organisation Q 1 Name Q 2 Address Q 3 Postcode Q 4 Telephone Number Q 5 Email Address Q 6 Website address Q 7 Twitter name Q 8 Facebook name Q 9 When did your group/organisation begin? Q10 What type of group or organisation are you?  Community Group _______________  Charity – No. ___________________  Not for profit Company – No. ______________________________  CIC - No. _______________________  Other (Please specify) Q11 Is your group part of a larger regional or national organisation?  Yes No Q12 Has your group received funding in the last year?  No  Yes If yes, please give details below of any funding received in the last financial year. Funder Amount £ £ £ £ £ Q13 What does your organisation do?
If the information in this application changes in any way I will inform East Sussex County Council I give permission for East Sussex County Council to record the details of my community/group electronically and to contact the named person in Q14 by phone, mail or email with information about its activities and funding opportunities Signed: Date: Referee Please give the name and contact details of someone outside of your community/group who has agreed to be an independent referee for your application. Note: Your referee must sign this form Name: Link to community/group: Address: Postcode Telephone: Email: Signed: Date:
Stage 1 Stage 2 Stage 3/GDip TZ325 Approaches TZ324 Policy, Legislation and Human Services TZ326 Introduction to Autism Spectrum Conditions TZ322 Effective Support TZ5x1 Assessment of Quality of Life TZ5x2 Theories, Diagnosis & Assessment of Autism TZ5x4 Intervention in Autism TZ5x6 Case Study TZ602 Research Methods TZ604 Student Research Project TZ600 Autism Culture TZ601 Current Research, Practice and Policy Developments A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 B1 B2 B3 B4
Category Element Component Name Component weighting Comments Include links to learning objectives Exam Test LO1, LO2, LO4 3000 words(+/- 10%) Oral LO3, LO4 Updated by: I. Grafton Date: Jan 17 Approved by: N. McCusker Date: Jan 17 SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: CITY3009 MODULE TITLE: Ethical Decision Making CREDITS: 20 FHEQ LEVEL: 6 JACS CODE: L231 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes SHORT MODULE DESCRIPTOR: This module introduces students to the notion of ethical decision making and provides an analysis of how those principles are applied to a variety of decision making contexts. It will look at the theoretical basis of ethical decisions and consider their application in modern government, community and public service settings. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions} E1 (Examination) C1 100% P1 E2 (Clinical Examination) A1 (Generic assessment) T1 (Test) SUBJECT ASSESSMENT PANEL Group to which module should be linked: Public Services Professional body minimum pass mark requirement: N/A
Analyse data and knowledge to the solution of familiar and unfamiliar business problems X X X X X X The ability to make strategic and creative decisions and solve dynamic problems in collaborative environments X X X X X X Demonstrate critical awareness of the multi-cultural, national and international contexts and differing business organisations X X X X X X Subject Specific Skills Possess the skills to analyse, write and communicate business proposals, plans and other media to recognise and meet the needs of specific stakeholders X X X X X Critically appraise and apply models, theories and frameworks to improve performance in applied business and management situations X X X X X X Optimise and manage resources, including human, financial and technical resources X X X Conduct research into business and management issues X X X X X X Act entrepreneurially to generate creative ideas/concepts, proposals, solutions to meet the needs of stakeholders X X X X Transferable Skills Demonstrate numeracy and quantitative skills including modelling business situations X X Work effectively independently and with others X X X X X X Demonstrate effective communication and presentation skills X X X X X X Take and demonstrate responsibility for their own learning and continuing personal and professional development X X X X X X Demonstrate Information literacy and Digital literacy skills X X X X X X
Knowledge and understanding The history, concepts, values and skills of health and social care. TSL, IP The diversity of contexts of people using services, their families and carers. TSL, WWVP, WPDD, PH, PC, AB The health care and social care policies shaping the delivery of integrated health and social care services and practice. IP, TSL, DIF, ELI, SCDC The range of professional roles available in the delivery, management and development of integrated health and social care services. IP, LMHC, PH, PC, AB, PDC The contemporary issues at the forefront of the subject. All modules Intellectual skills Students will have the intellectual skills to be able to: Develop a critical integration of theory, policy, research and practice to make informed professional and ethical decisions. IP, ELI, WWVP, WPDD Use critical analysis, academic explanation and reasoning to articulate theoretical arguments within a variety of health and social care contexts to degree level. IP, PREP, REP Adopt problem solving and solution focused approaches to health and social care problems within a framework of equality, person centred practice whist recognising the need for flexibility and adaptability in meeting the changing social demands. IP, PREP, REP, ELI, DIF, LMHC, WWVP Reflect on and evaluate personal and professional development needs within the conceptual and value bases of health and social care. IP, TSL, PREP, REP
School of Computing & Digital Technologies (CDT) GUIDE TO COMPLETION OF APPLICATION BSc (Hons) INTELLIGENCE AND SECURITY Contact Details: If you have any problems or queries at any time while making your application, please contact the HM forces Team – Paul Stonier – 353772 Lesley Allen – 01785 353572 Or the course administrator Anne Roberts – 01785 353439 Please do not attempt to complete the application form until you have attended the Course Briefing Day (CBD) Part 1 – Completion of the Module Option & APEL Application Form Before you start the online application process you need to complete the module option and APEL application form. (You will need to attach this as a transcript under the document tab during the online application process). You need to review the award structures set out in the tables below and identify the modules that are core and therefore compulsory. You should then review all of the optional (negotiated) modules for each level and read the module descriptors (easy access to the descriptor is by going to the university website going to the A-Z index and selecting M and then Module Descriptors or use this link - Each Level is made up of 120 credits of study and is organised as seen below. The exact pattern of study can be tailored to your situation. Typically, 15 or 30 credits are studied in each teaching block, with 3 teaching blocks running throughout the year. A module is a unit of study with defined learning outcomes, curriculum and assessment. The module definition is found in the module specification for the module. A single module is worth 15 Credits and requires approximately 150 hours of independent study time in order to complete this learning activity. For distance learning modules there is a small amount of contact with the module tutor. BSc (Hons) in Intelligence and Security Semester 1 Semester 2 Semester 3 Semester 4
LESSON PLAN Date Topics 18-01-2018 continues 19-01-2018 Topic continues 20-01-2018 Discussion on “Our civilization” 21-01-2018 SUNDAY 25-01-2018 Quiz on “Our civilization” 26-01-2018 REPUBLIC DAY 27-01-2018 Paper reading on our civilization by students 28-01-2018 SUNDAY LESSON PLAN Date Topics 01-02-2018 Introduction to B.R. Ambedker 02-02-2018 Intro. Continues 03-02-2018 Background of “Untouchably and system “ 04-02-2018 SUNDAY 08-02-2018 Study of the essay 09-02-2018 Topic continues 10-02-2018 MAHARSHI DAYANAND SARASWATI JAYANTI
SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Interpret scientific models such as formulas, graphs and tables. Program Written reports of lab experiments and/or written tests demonstrate student competency in the application of scientific knowledge. Demonstrate problem solving methods in situations that are encountered outside of the classroom. Course Students use discussions, written tests, and/or research projects to illustrate competence in evaluating various scientific processes. Demonstrate proper laboratory technique including safety in the use and care of laboratory equipment and materials. Course Results from laboratory work and experiments demonstrate student competency. SECTION 7 Faculty name(s): Cate Hurlbut, Joseph Husband, and Byran Spohn Date: 3/31/15 CS20150615
LECTURE OUTLINE BSC 1084 SUMMER 2017 Sections Class Meeting/ Week Lecture Topics Chapter Section I May 10/11 An Introduction to Anatomy and Physiology The Chemical Level of Organization Chapter 1 Quiz Online 1 2 May 17/18 Finish Chemistry Cell Structure and Function Chapter 2 Quiz Online 2 3 May 24/25 Finish Cell Structure and Function The Tissue Level of Organization Integumentary System Chapter 3 Quiz Online 3 4 5 June 1 – June 7 EXAM 1 (Chapters 1-5) Placed in Testing Center from Thursday, June 1 – Wednesday, June 7 May 31 and June 1 Review session for exam # 1. Not mandatory. or before the regular class meeting Section II May 31/June 1 Fundamentals of the Nervous System The Central Nervous System Ch. 6 & Ch. 7 Quiz Online 6 7 June 7/8 Peripheral Nervous System – Part 2 Only Autonomic Nervous System Ch. 8 & 9 Online 8 9 June 14/15 Endocrine System Ch. 10 Quiz Online Sign up for Exam #2 time slot 10 June 22 – June 28 EXAM 2 (Chapters 6-10) Placed in Testing Center from Thursday, June 22 – Wednesday, June 28 June 21 and 22 Review session for exam # 2. Not mandatory. After or before the regular class meeting.