zilongwang/ReadingBank huggingface dataset:
11: Alternative Licensure Program in Secondary Education (7-12) – 18 total credit hours Fall cr Spring cr ED 401 Foundations of Education 3 cr ED 401 Foundations of Education 3 cr ED 452 Pedagogy and Human Learning 3 cr ED 452 Pedagogy and Human Learning 3 cr ED 462 Reading and Writing Across the Curriculum (Sec) 3 cr ED 474 Methods and Materials in Secondary Education 3 cr ED 495 Assessment and Evaluation of Student Learning 3 cr ED 496 Supervised Field Experience (Elem/Sec) 1 cr ED 496 Supervised Field Experience (Elem/Sec) 1 cr ED 496L Supervised Field Experience Lab (Elem/Sec) 2 cr ED 496L Supervised Field Experience Lab (Elem/Sec) 2 cr Table 8: Alternative Licensure Program in Special Education (K-12) – 20 total credit hours Fall cr Spring cr SPED 401 Foundations of Special Education 3 cr SPED 475 Curriculum Methods and Materials for Special Learners 3 cr SPED 465 Reading for Special Learners 3 cr SPED 497 Supervised Field Experience 1 cr SPED 485 Teaching Reading in Special Education 3 cr SPED 497L Supervised Field Experience Lab 3 cr SPED 497 Supervised Field Experience 1 cr SPED 455 The Special Education Program: IEP’s and Assessments SPED 497L Supervised Field Experience Lab 3 cr
Table 9: TESOL Bilingual Endorsement Course Paradigm - 24 total credit hours Six credits of a language elective are required. Fall Spring Summer EDTE 403 (3cr) Foundations of BIL/ESL Multicultural ED EDTE 406 (3cr) Methods of Teaching BIL/ESL EDTE 406 (3cr) Methods of Teaching BIL/ESL EDTE 408 (3cr) Approaches to Teaching English Writing Skills to ESL/Bil EDTE 416 (3cr) Second Language Acquisition EDTE 412 (3 cr) Formal/Informal Assessment EDTE 414 (3cr) Introduction to Linguistics Language elective (3cr) Language elective (3cr) Total 12 cr Total 9 cr 3 or 6 cr 10: Bilingual Endorsement Course Paradigm - 24 total credit hours Six credits of Spanish are a prerequisite. Fall Spring Summer EDBE 403 (3cr) Foundations of BIL/ESL Multicultural ED EDBE 406 (3cr) Methods of Teaching BIL/ESL EDBE 406 (3cr) Methods of Teaching BIL/ESL EDBE 305 (3cr) Spanish Literacy for Bilingual Education EDBE 416 (3cr) Second Language Acquisition EDBE 412 (3) Formal/Informal Assessment EDBE 306 (3cr) Spanish for the Bilingual Classroom EDBE 481 (3cr) Linguistics and Phonetics for the Bilingual Teacher EDBE 482 (3cr) Spanish Language and Folklore of NM for the Bilingual Teacher Total 9 cr 9 or 12 cr Total 3 or 6 cr Table 11: Reading Endorsement Course Paradigm - 25 total credit hours
Month XX, XXXX Dubs 1234 Memorial Way Seattle, Washington 98195 Dear Dubs Husky, This is the College’s alternate letterhead. You will need two fonts, Uni Sans and Open Sans. If you do not currently have these fonts on your computer, you can download them at uw.edu/brand. Double (left) click on the footer below (INSERT YOUR SPECIFIC CONTACT INFO HERE IF DESIRED; Box XXXXXX 1234 YourStreet). Replace the text with your department name and information. Delete or add any information to suit your needs while keeping the same order of information, font, size and layout style. (NOTE: the preferred are Uni Sans Book for your department name and Open Sans for your department information. Download them at uw.edu/brand) Exit from the footer by double (left) clicking outside the footer area. Delete this text and "Save As" a Template (.dot) for your department to use. This document is currently set up with a Section Break at the bottom that specifies that the next page will not have a header or footer. Refer to Word's Help menu for more information about headers and footers and other layout topics. Sincerely, Cherry Blossom
Third Year Review for Tenure Seeking Faculty Tenure-track faculty members will complete the following steps in the spring of the third year of their probationary period. Step Date Person Responsible Submission of electronic dossier1 Within a week of the receipt of the third year annual review letter provided by the annual review committee Faculty member Dossier review and rating2 by tenured** faculty in the department The third week in March Department Chair Dossier review, rating2, and third year letter by department chair The week in March Department Chair Dossier review and rating2 by P&T Committee*** The fourth week in March P&T Chair P&T recommendation is provided to the dean The first business day in April P&T Chair Dean provides recommendation to the Provost One week following the first business day in April Dean Third year dossiers should include: A cover letter that specifies the COE Operating Procedure for Promotion & Tenure that was followed as well as self-analysis and rating of the faculty member's progress toward tenure. Hiring contract Curriculum vitae Summaries for the faculty member's teaching, scholarship, and service. Each summary should not exceed 1-2 pages. Evidence supporting the faculty member's progress toward excellence in teaching, scholarship, and service. Evidence must include 3 peer reviews for teaching and no more than 3 copies/reprints of publications representative of the faculty member's work. Annual reviews provided by the faculty annual review committee and department chair for each year at Texas Tech.
Sample County Office of Education Budget Assumptions – Interim Reports GENERAL FUND REVENUES Federal Revenues • Explain any significant difference from the budget or first interim. Lottery Revenues • Identify projected lottery amounts per ADA. Categorical Program Revenues • Explain any significant difference from the Budget or First Interim. New tax and revenue anticipation (TRANS) • For any new TRANS, identify the issue amount, costs, repayment schedule, and arbitrage. Other significant changes in revenues • Explain any significant changes in other local revenues such as leases, rentals, etc. One-time Revenues • Explain any significant changes from the budget or first interim in one-time revenues.
Reset Block (Functional Specification): Monitor external signal. When external reset is asserted, generate three auxiliary reset signals for use inside local digital systems. The three auxiliary signals must each stay asserted for a specific amount of time from the assertion of the external reset. Once all auxiliary resets are de-asserted, the reset block must be ready to repeat the process. Block (Technical Specification): The Reset Block is synchronized to the rest of the system via a clock with a frequency of 50 MHz. The external signal stays asserted for 4 clock cycles. Auxiliary reset signal rstAux1 must stay asserted for 30 clock cycles after the external reset is first asserted. Auxiliary reset signal rstAux2 must stay asserted for 24 clock cycles after the external reset is first asserted. Auxiliary reset signal rstAux3 must stay asserted for 16 clock cycles after the external reset is first asserted. Symbol Creation A component symbol gives a “black box” top-level view of the component being designed. The symbol diagram consists of a rectangle representing the component proper, with arrows representing all top level ports. Input ports are represented by arrows pointing towards the rectangle from the left, while output ports are represented as arrows pointing away from the rectangle, towards the right. The component symbol is the first part of the design which is created; it is important that the symbol is as complete as possible before proceeding to other design steps. While an iterative process may be used in certain situations, it is best to try to clarify the majority of top-level ports before any other steps are taken. Once the component symbol is complete, it corresponds with the top-level Entity declaration for your designed component. EXAMPLE: The Reset Block receives one input: the external reset signal. It generates three outputs: the three internal reset signals. The Reset Block must be synchronized with the rest of the systems surrounding it, and receives a clock signals as an input as well. The external reset signal and the clock are single-bit signals. The three internal reset signals generated by the Reset Block are also single-bit signals. Based on this, the symbol for the Reset Block is shown below in Figure 1, with the component entity declaration listed after it.
Questions/Main Ideas ELL Math NOTES Name _______________________ Topic: Components of an Expression Period _______ Date_________ Vocabulary: phrase: whole: it doesn’t include: separated: actually: in disguise: vary: consist: CLO: Identify and label each of the components of an algebraic expression. Expressions An algebraic expression is one or more algebraic terms in a phrase. It can include , , and symbols, such as plus and minus signs. It's only a phrase, not the whole sentence, so it doesn't include an equal sign. Algebraic expression: 3x2 + 2y + 7xy + 5 In an algebraic , terms are the elements separated by the plus or minus signs. This example has four terms, 3x2, 2y, 7xy, and 5. Terms may consist of and coefficients, or constants. Variables In algebraic expressions, letters represent variables. These letters are actually numbers in disguise. In this expression, the variables are x and y. We call these letters "variables" because the numbers they represent can is, we can substitute one or more numbers for the letters in the expression. Coefficients Coefficients are the number part of the terms with variables. In 3x2 + 2y + 7xy + 5, the coefficient of the term is 3. The coefficient of the second term is 2, and the coefficient of the third term is 7. If a term consists of only variables, its coefficient is 1. Constants that
Lab Procedure, static (x2) Procedure steps are unclear, missing or poorly organized. Procedure are provided, but missing relevant information or some minor steps. Procedure steps are clearly provided with details of what to do, how and what measurements to take. Lab Procedure, kinetic (x2) Procedure steps are unclear, missing or poorly organized. Procedure steps are provided, but missing relevant information or some minor steps. Procedure steps are clearly provided with details of what to do, how and what measurements to take. Lab Calculations (x1) Calculations are missing or done incorrectly. Calculations are provided and correct, but are missing key steps or parts such as equations or units. Calculations are provided and correct with equations and units that could easily be followed. Coefficient of Friction Presentation and Discussion Category Developing (1) Meets (2) Proficient (3) Presentation (x1) Presentation provides little visual interest, is hard to follow or does not present all required information. Presentation presents all required information and includes a few helpful visuals. Presentation presents all required information and is clear to follow with the help of visuals and instructions. Group Discussion, acceptable values (x1) Group discussion shows little or no sign of discussion of coefficients and its relationships to grip. Group discussion shows signs of moderate discussion of coefficients and its relationships to grip, but not their connection to the lab. Group discussions shows clear signs of discussion of coefficients and its connection to grip and the purpose of the lab. Group Discussion, purpose versus value (x1) Group discussion shows little or no sign of discussion of properties of shoes versus coefficients. Group discussion shows signs of moderate discussion of properties of shoes versus coefficients and a comparison amongst different shoes. Group discussion shows clear signs of discussion of specific properties of shoes and their relation to coefficients. Feedback (x1) There is no feedback or generic feedback. Specific feedback is provided, but only positive or negative. Specific positive and negative feedback is provided.
students’ own experiences. You are encouraged to monitor Moodle and your email for all course updates. The teaching method is based on seminar format and the active learning model. This approach requires that students prepare by reading the substantive course readings and cases and come ready to engage in lively conversation about the materials and their own experiences. I will disseminate an email at the end of each week, providing context for the readings and questions to guide your reading for the following week. I will assume you’ve done the readings, taken time to reflect on the issues they raise, and arrived at class with some thoughtful opinions. After some conversation, I will review major points and add comments designed to elaborate on key concepts, fill in historical background, raise alternative perspectives, or draw connections to contemporary events. For this format to work, you will need to read with a critical eye and think about how the readings fit together and relate to your experiences. As you read, think broadly about issues you want to raise for discussion. Class Structure will be organized with one topic a week. We will generally spend one session discussing the readings, seminar-style, and the other with a guest speaker, doing a simulation, or some other engaged exercise. However, given the small and intimate nature of a seminar class, I want to reserve the right to adapt what we cover based upon the group’s interests. This will be an evolving course shaped by all of you. Food in We have a small seminar that meets at 1pm. If you feel comfortable, I encourage you to bring your lunch or snacks, for yourself or to share. The goal is to create a comfortable environment to dig down into some meaty issues. Technology in Class Unless you have an emergency situation, please turn off cell phones during Laptops and similar devices are allowed. But please note that a growing body of research suggests that computer-assisted note-taking (and especially open browsers) can increase distractions, encourage rote transcription, and inhibit learning. Accommodations I am eager to hear from anyone who may require accommodations in this class for reasons related to ability or life situation. Please let me know if I can help by modifying seating arrangements, deadlines, or other features of the class. Grade Distribution Preparation & Participation (40%) Class Participation 20% Seminar Facilitation (5%, three times) 15%
Domains of Involvement Curricular Examples Cocurricular Examples Global Study abroad, study away, embedded course, language proficiency Attendance at cultural events or programs, cultural immersion experience, conversation partner, alternative spring break University Academic committees, faculty senate, campus lectures, communications media Student government, journalism, student clubs, Science Lion Pride Community Service learning, tutoring, Collegiate 4-H, community-based research Volunteerism, philanthropy, political involvement Creative Expression Performing arts field trips, elective courses in performing and visual arts; developing museum exhibits; engineering and architectural design Attendance at theatre, recital, etc.; participation in a performing arts club; directing a performance; spoken word Experiential Learning Internship, co-op, practicum, research, entrepreneurship RA, peer mentor, orientation leader, related work experience Requirements Society Membership To become a member of the engagement society at Penn State, the student must satisfy each of the areas of achievement described below (Activities, Reflection, and Transcript). 1. ACTIVITIES The student must complete a minimum of eight unique, post-high school activities that show a balance across the five engagement domains (i.e., at least 1 activity from each domain): global, University, community, creative expression, and experiential learning. 2. REFLECTION The student must produce an ePortfolio that contains evidence of reflection across the activities that have participated in, describing the personal how these activities demonstrate IMPACT on other stakeholders (e.g., human health and happiness, environmental quality, economic well-being for current and future generations), , INNOVATION in engaging in the activity so that it optimizes impact on all stakeholders, and PERSONAL TRANSFORMATION (e.g., going out of one’s comfort zone, gaining a
Appendix 1 Intergovernmental conference on The language dimension in all subjects: equity and quality in education Strasbourg, 14 – 15 October 2015 Council of Europe, Strasbourg Agora building - Room G02 Wednesday 14 October 2015 08.30 – 09.00 Registration 09.00 – 10.00 Chair: Villano Qiriazi official opening - Council of Europe ·Snežana Samardžić-Marković - Director General of Democracy · Jindřic Fryč – Chair of Steering Committee for Educational Policy and Practice Chair: Johanna Panthier Introduction to the conference: objectives, main themes and working methods – Eike Thürmann, General Rapporteur 10.00 – 11.00 Chair: Eike Thürmann Mary Schleppegrell – Teaching the languages of schooling for equity and quality in education 11.00 – 11.30 Coffee break 11.30 – 12.30 Chair: Mike Fleming Handbook on The language dimension in all subjects Helmut Vollmer : Schools and the language challenge • Eike Thürmann: Classroom implementation and teacher education 12.30 – 14.30 (provided) 14.30 – 16.00 Group work - The language dimension in all subjects: approaches to implementation The following questions will be addressed: · How is the language dimension in teaching and learning subjects taken into account in your context and how far does it affect curriculum development, textbooks and teacher education? · What are the main challenges for implementation in your system considering: curriculum, classroom practice, teacher education, textbook development? 16.00 – 16.30 Coffee 16.30 – 17.30 Chair: Eike Thürmann Reports of work on the language dimension in all subjects - with comments from Mary Schleppegrell
BUDGET Included below is an example of a simple budget template that can be used for your application. The more comprehensive the detail in your application the better. Please also feel free to use your own existing budget template, but ensure that you consider and include all of the following information. OTHER INCOME The City actively encourages you to include potential other funding sources in your budget. If these funding sources are not yet confirmed, please include a ‘TBC’ note in the notes column. IN KIND INCOME You may be receiving support from other organisations or individuals, who are offering goods or services free of charge to your organisation. Please include this in both your income and expenditure columns, with an ‘in kind’ note in the notes column. THE CITY’S CONTRIBUTION Please indicate in the notes section, what costs you would like the City to cover as part of your application. Please read the General Eligibility Criteria document and note expenses that City contributions are unable to cover. YOU MAY LIKE TO INCLUDE Examples of costs and expenses you may like to include in your budget if relevant: Income Ticket Sales Sponsorship Philanthropic support Expenses Marketing Graphic design Staffing fees Administration costs Venue Hire Equipment Documentation Auspicing fees Insurance
Income Item description Item detail Amount In kind/TBC/CoF Ticket sales @ $20 150 (expected) 3000 Sponsorship Beer company 500 In kind Donations Private donor 1000 TBC Printing company X Invitations 100 In kind City of Fremantle Community Development 2000 6600 Total Expenditure Item description Item detail Amount In kind/TBC/CoF Administration Postage 50 invites @ 50c 25 Printing Invitations 125 In kind Advertising Newspaper Ad ABC Newspaper 20 x 10cm 300 Social media Facebook 50 Posters 100 @ $1 100 fees ABC Theatre 1000 City of Fremantle Contractor fees Venue tech Sound/lighting person 200 Ar tist fee 1 Musician V 1000 City of Fremantle Ar tist fee 2 Musician X 1000 Ar tist fee 3 Musician Y 1000 Ar tist fee 4 Musician Z 1000 Insurance Public Liability 500 Catering Catering Company A 700 6600 Total
9. Using a test tube holder, lift the test tube containing the heated metal shot from the boiling water bath and quickly, yet carefully, pour the metal shot into the calorimeter. Make sure no hot water from the outside of the test tube drips into the calorimeter. 10. Gently stir the water and metal shot in the calorimeter. Measure and record the highest temperature the mixture reaches. Record this temperature in the data as the final temperature of mixture. 11. Drain the water out of the calorimeter and pour the metal shots onto paper towels. Pat the metal dry thoroughly. Dry the calorimeter. 12. Clean, dry, and return all equipment. OBSERVATIONS AND DATA: 1. Mass of the metal ________________g 2. Volume of water in the calorimeter ________________mL 3. Initial temperature of water in calorimeter ________________°C 4. Initial temperature of the metal ________________°C 5. Final (highest) temperature of the water in the calorimeter ________________°C CALCULATIONS: Show your work and include a short explanation with each calculation. 1. Calculate the temperature change of the water. 2. Calculate the temperature change of the metal. 3. Calculate the amount of energy absorbed by the The specific heat (cp) of pure 4.18 J/g°C, and the density of the water is 1.00 g/mL. 4. We assume that the energy absorbed by the water is equal to the energy lost by the metal. Calculate the specific heat of the metal. Identify the metal. 5. Use the value of the specific heat of the metal, given by your teacher, calculate your % error. (% error = ((real value – experimental value)/ real value)*100, make the % a positive number if it is negative) Conclusion In your conclusion describe three sources of experimental error, and the effect that each have on the magnitude of the specific heat calculated from your experimental results. What you need to turn in - EVERYONE Pre Lab Summarized Procedure Answers to the 4 pre lab questions Data Calculations Answers/Calculations for the 5 questions. Conclusion
Support farmers to access to finance that enable them undertaking coffee rejuvenation with sustainable practices and offset for income disruption during rejuvenation period. In summary, for both Indonesia, Uganda and other countries, with Robusta coffee nematode problems have had to use nematode resistant clonal rootstocks to ensure replanting success. Therefore, support to research, multiplication, and dissemination of coffee lines resistant to CWD, the control of pests and diseases capacity building is necessary. SECTION C. COFFEE REJUVENATION PRACTICES IN VIETNAM 1. Agronomic Practices Grafting Coffee grafting is agronomically viable for healthy old trees usually not more than 20 years old - if termites not a problem and trees are in good health and vigorous. The purpose of grafting is to replace the old varieties that have low yields, leaf rust affected and small bean size. Shoot grafting was undertaken to replace the old parent variety with new varieties with high yield, large bean size (Bean type R1 > 65 %), high resistance to leaf rust to increase productivity and economic efficiency by about 15-20 %. The old variety becomes the rootstock which we say is top worked to a new high performance TR clonal or hybrid variety. There are two grafting options that commonly applied in practice: Full grafting: farmers apply full grafting of their coffee farm with 1 year (100% model) Partial or rolling grafting: farmers grafting 50% of their coffee garden in the first year and the rest in the second year (50% model). According to coffee farmers survey’s result, in Lam Dong, 59.7% of successful households had conducted grafting of coffee gardens under 20 year-old. The time for cutting the trees for grafting is mainly from November to May next year and the time for grafting begins mainly from February to July. The highest ratio of successful grafting is from Feb-Apr (account for 59.7% of the successful households). The grafting time in the dry season and beginning rainy season using the close grafting method has the highest survival rate, reduced costs and ease of care during and after grafting. The coffee farmers survey data shows that
MaryKay's Retirement: February 26th, 1-3pm! Example A: PDF of CollegeNet application. Example B: ETD page now unnecessary. APPROVAL of a [thesis/dissertation] submitted by [your full name, first, middle, last] This [thesis/dissertation] has been read by each member of the [thesis/dissertation] committee and has been found to be satisfactory regarding content, English usage, format, citation, bibliographic style, and consistency and is ready for submission to The Graduate School. [type name of of committee] Signature Date Approved for the Department [type department name] [type name of department head] Signature Date Approved for The Graduate School Dean of The Graduate School Signature Date
Echinacea spp. Phytolacca americana Ceanothus spp. Lantana camara & urticoides External applications Direct contact (plaster, packing) Infusion (poultice) Tissue perfusion and angiogenesis, Nitric Oxide (NO), Endothelial Nitric Oxide Synthase (eNOS) and Vascular Endothelial Growth Factor (VEGF), angiogenesis, Centella asiatica (angiogenesis) Prunella vulgaris (NO/eNOS balance) Astragalus membranaceous (NO/eNOS balance) Larrea spp. Lantana camara & urticoides Angelica sinensis (VEGF) Other internal strategies Lymph & immune (metabolism, elimination) Kidney, urinary tract (elimination) Nutrition (necessity of collagen) Sleep
Substitute Custodian To comply with the American Disabilities Act of 1990 (ADA), which prohibits discrimination against qualified individuals on the basis of disability, it is necessary to specify the physical and mental conditions of the essential job functions. Use these codes to complete this questionnaire: F - Frequently O - Occasionally N - Not at all PHYSICAL REQUIREMENTS: F,O,N PHYSICAL REQUIREMENT DESCRIPTION O Balancing: Maintaining body equilibrium to prevent falling when walking, standing, or crouching on narrow, slippery, or erratically moving surfaces O Bending and Stooping: Bending body downward and forward by bending at the waist. (1 hours per day) F Climbing: Ascending or descending ladders, scaffolding, ramps, poles, and other devises using feet and legs and/or hands and arms. Body agility is emphasized O Climbing Stairs: Ascending or descending stairs to gain access to a building or to move from one floor to another O Crawling: Moving about on hands and knees or hands and feet (__1/4_ hours per day) F Light Carrying: Physically transporting items weighing less than 15 pounds from one location to another F Moderate Carrying: Items weighing 15 to 44 pounds O Carrying: Items weighing 45 pounds and over O Fingering: Picking, pinching, typing, or otherwise working primarily with fingers rather than with the hand or arm F Grasping: Applying pressure to an object with fingers (including thumb) and palm F Kneeling: Bending legs at knees to come to rest on one or both knees (1 hours per day) O Light Lifting: Raising objects under 15 pounds from a lower to a higher position or moving objects horizontally from one position to another O Moderate Lifting: Objects 15 – 44 pounds O Heavy Lifting: Objects 45 pounds and over F Mobility Requirement: Enough to perform building cleaning and maintenance O Pulling Hand over Hand: Using upper extremities to exert force to draw, drag, haul, or tug objects in a sustained motion (___1-4__ hours per day) O Pushing: Using upper extremities to press against something with steady force to thrust forward, downward, or upward (1-4 hours per day)
DCC McCormick explained the request received from Cheshire West and Chester, which is to assist them to continue to fund airwave communication at a one off cost. Mr Bryan asked what the money was required to fund. It was confirmed that it would be used to cover the cost of the licence. DECISION COG/D/025/2016 – The one off good will gesture payment was approved. It is within the Constabulary’s Scheme of Financial Delegation and will maintain operational business for the next 38 months or until the Emergency Services Network goes live which is expected in September 2017. Items for Discussion 9. Cyber Crime Vision A discussion took place about the proposal, but further work is required to understand staffing levels, capability, how support is provided to LPUs and the training costs. ACTION COG/A/017/2016 – Mr Roberts to take the report to FLT on 12 September to discuss with the Chief Constable and include further information about capability and staffing levels. Revised report to come back to COG in September. 10. Control Strategy Quarterly Review To be taken to Force Leadership Team in 2 weeks then to come back to COG in September. ACTION COG/A/018/2016 – Control Strategy quarterly report to be taken to FLT in 2 weeks to update the Chief Constable and then to come back to COG on 20 September. 11. Windows 10 roll out Supt Welsted presented the Windows 10 project roll out, which was discussed. DECISION COG/D/026/2016 - The Officer Group considered an assurance statement for the Digital Programme and Information Technology Solution regarding the imminent roll out of 1700 personal issue surface three tablets running windows 10 to all operational officers and staff as part of the go / no go gateway check. Based on the following the go live was agreed by the COG. Extensive activities undertaken to this point with particular focus on improving connectivity, device choice, Windows 10, security and maximising the user experience. User experience - very positive feedback from super users who have been using the devices since March 2016. Full service readiness agreed at the service meeting in relation to the devices and associated technology Initial feedback – that the governance process has been complied with, which is based on an independent review, that has been
Mr Bryan asked for the removal of the legal comments as he had not seen this report prior to the agenda. 10. Alcohol Intervention Scheme Mr Roberts provided an overview of the scheme, which will be utilised in line with conditional cautioning, Restorative Justice and Local Outcomes for Cheshire offenders. A number of options were reviewed based on local and national learning and a provider will be commissioned through procurement. DECISION COG/D/006/2016- The recommendation was agreed with a one off set up fee of up to £30k to come from the underspend 2015/16. The establishment of the Alcohol Diversion Scheme be approved. Items for Discussion 11. Performance update from Collaborations Firearms Alliance – Mrs Boycott provided an update. Body worn cameras – a possible regional pilot was raised at the regional meeting today. ACTION COG/A/003/2016 – Ms Gill to speak to C/Supt Smethurst and Supt Welsted about the potential pilot on body worn cameras and to include in the Op Comms / Digital Policing Programme Board. To review and produce a timeline and bring back to COG. Chronicle –A discussion followed about potential expansion at national level, DCC McCormick asked that this is raised at the NPCC. ACTION COG/A/004/2016 – Ms Gill to speak to ACO colleagues and raise at regional /national level due to high cost implications. Dog Alliance – Mrs Boycott advised that the Dog Alliance will be managed on the same terms as the Firearms Alliance. Pilot started 2 weeks ago; potential savings will be known in more detail in 6 months and will link into PBB 3. Underwater Search – Mrs Boycott provided an overview of callout costs and an update. North West Motorway Policing Group – The extension of the motorway network now includes some A roads and a brief update was provided on future plans for the M6, which has been escalated to the Highways agency. TITAN – Mr Roberts provided a brief update on performance and counter corruption. CT – Mr Roberts provided an update on the model, due in May and IT in July. 12. DRR Process - Ports Mr Roberts provided an update. Items for Information 13. North West Motorway Police Group Collaboration
COUNCIL OF GOVERNORS MEETING The programme for the next meeting of the Council of Governors will take place: On: Wednesday 14 December 2016 In: The Board Room, 2nd Floor Murray Building, James Cook University Hospital TIME MEETING LOCATION ATTENDEES 10.30 – 11.30am Discussion with Governors with Paula Atkin and Margaret McGloin Room, 2nd Floor Murray Building, JCUH Council of Governors 11.30 – 11.40am Short Break 11.40 – 12.55pm Walkabout Spinal Injuries LRI Teaching Wing Council of Governors 1.00 – 1.30pm Lunch Board Room, 2nd Floor Murray Building, JCUH Council of Governors 1.30 – 2.00pm Council of Governors meeting held in private Board Room, 2nd Floor Murray Building, JCUH Council of Governors, Chairman, Non-Executive Directors 2.05 – 4.00pm Council of Governors meeting held in public Room, 2nd Floor Murray Building, JCUH Council of Governors, Chairman, Non-Executive Directors, Executive Directors
References Baddeley, A.D. (1992). Working memory. Science, 255, 556-559. Boechler, P. M. (2006). Supporting Navigation and Learning in Educational Hypermedia. In C. Ghaoui (Ed.), Encyclopedia of Human Computer Interaction (pp. 574–578). Hershey, PA: Idea Group Reference. Retrieved from J.M., & Paivio, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3, 149-177. Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.). Boston, MA: Allyn and [chapters 4] Domagk, S., Schwartz, R. N., & Plass, J. L. (2010). Interactivity in multimedia learning: An integrated model. Advancing Educational Research on Computer-supported Collaborative Learning (CSCL) through the Use of gStudy CSCL Tools, 26(5), doi:10.1016/j.chb.2010.03.003 Fletcher, J.D., & Tobias, S. (2005). The Multimedia Principle. In R.E. (Ed.) (2005). Cambridge Handbook of Multimedia Learning (pp. 117 - 133). New York: Cambridge. Low, R., & Sweller, J. (2005). The Modality Principle in Multimedia Learning. In Mayer, R.E. (Ed.) (2005). Cambridge Handbook of Multimedia Learning (pp. 147 - 158). New York: Cambridge.
We are looking for individuals who have done more than the minimum of one activity per year and who have had a real impact on young people and teachers, and/or on their colleagues or companies. Please give evidence how you have shown outstanding commitment as a Nuclear STEM Ambassador. 2. Types of activities Use this section to give us an overview of the types of activities you have done, whether they were in one school or a range of schools (or other locations), what age groups were worked with. Working with one school in a sustained way is just as valid as working with a wide range of schools. If relevant, include additional activities, for example additional training, sharing with others, supporting networking events, supporting other Nuclear STEM Ambassadors, developing a team of STEM Ambassadors in a company. 3. Impact on others We’re keen to know what impact you have had on young people and/or teachers. 4. Additional supporting information To ensure that we are able to judge your nomination against the others we receive, you are welcome to include feedback and testimonials from teachers, young people and colleagues. Application Form Name Contact details T. E. Organisation name
Inhalation: Striking firelighters will release gaseous compounds that are irritating to the respiratory tract. Skin Contact: These firelighters contain compounds which may cause skin sensitization. Irritation may occur causing a rash. Skin contact with a burning match will cause significant burns. Strike firelighters away from face to prevent sparks form touching skin or entering eyes. Skin rash may occur in persons predisposed to skin problems. Wash hands after handling firelighters. Eye Contact: Smoke or vapours from the burning firelighters may cause transient eye discomfort. Accidental entry of sparks into the eye may cause permanent eye damage. Ingestion: Accidental ingestion is unlikely due to form of product. If firelighters are ingested, compounds in the striking material are toxic. Immediately contact a POISON CONTROL CENTER, doctor or nearest hospital for treatment advice. Effects of Long-Term (Chronic) Exposure: No adverse health effects are indicated. health effects are more serious. Medical Conditions Aggravated By Exposure: None known Indication of any immediate medical attention and special treatment needed In the case of accidental ingestion, it is important to get treatment immediately. Fire Fighting Measures Extinguishing Media Suitable extinguishing media: Product is flammable. When ignited, blow out and immerse in water if safe to do without burning the skin. Cover with sand and then wet the sand. For larger quantities, use water or water spray or carbon dioxide. 5.2 Special hazards arising from mixture: None Advice for firefighters: In any fire situation, firefighters should wear full protective clothing including self contained breathing apparatus. Firefighters must use standard protective equipment including flame retardant coat, helmet with face shield, gloves, rubber boots, and in enclosed spaces, SCBA. Further Information: Sensitivity to Impact: Yes (Striker) Sensitivity to Static Discharge: Yes (Striker) HAZARDOUS MATERIALS INFORMATION SYSTEM (HMIS) HAZARD INDEX: HEALTH: 1 FLAMMABILITY: 2 REACTIVITY: 0 PERSONAL PROTECTION: None Accidental Release Measures Personal precautions, protective equipment and emergency procedures
Edetic Acid (EDTA) CAS No 60-00-4 4500 mg/kg (oral/rat) N/d Sodium Chloride CAS No 7647-14-5 3550 mg/kg (oral/rat) >10000 mg/kg (dermal/rabbit) >42000 mg/m3 (inh, rat/ 1hr) Citric Acid CAS No 0077-92-9 5400 mg/kg (oral/ rat) >2000 mg/kg (dermal/rabbit) N/d ABBREVIATION KEY: N/p: not published, N/d: not determined, N/ap: not applicable, N/av: not available Ecological Information 12.1 Toxicity Aquatic, Aquatic Toxicity Citric Acid: LC50 – Leuciscus idus melanotus 440 mg/l, 48 hr Edetic Acid: Static Test, LC50 Lepomis macrochirus (Bluegill Sunfish) 41 mg/l 96 hr Sodium Chloride: LC50 Lepomis macrochirus (Bluegill Sunfish) 5840 mg/l, 96 hr Aquatic, Toxicity to daphnia and other aquatic invertebrates: Citric Acid: Static Test: Daphnia Magna (Water Flea) 1535 mg/l, 24 hr Edetic Acid: Static Test, EC50 Daphnia Magna (Water Flea) 625 mg/l, 48 hr Sodium Chloride: LC50 Daphnia Magna (Water Flea) 1661 mg/l, 48 hr 12.2 Persistence and degradability No data available 12.3 Bioaccumulative potential No data available 12.4 Mobility in soil No data available 12.5 Results of PBT and vPvB assessment Not conducted 12.6 Other adverse effects Edetic Acid may be harmful to aquatic organisms. Avoid large releases into the environment. Disposal Considerations 13.1 Waste treatment methods Product: Dispose of product according to all applicable local, state (provincial), and federal regulations. Offer to a licensed disposal company, properly contained and labelled. Contaminated Packaging:
Small Spills: Scoop up spilled contents and place in appropriate containers for disposal. Label appropriately for disposal. Wash spill area with water. Reference to other sections For disposal, see Section 13. Handling and Storage 7.1 Precautions for safe handling Handling Procedures: Avoid contact with eyes. Do not ingest. Do not smoke when using these towelettes. 7.2 Conditions for safe storage, including incompatibilities Storage: Keep out of reach of children and animals. Keep container tightly closed and in a cool, well-ventilated place. Keep away from foodstuffs. 7.3 Specific end use(s) No other uses except those mentioned in Section 1.3 8. Exposure Controls, Personal Protection 8.1 Control parameters Components with workplace control parameters Isopropyl Alcohol, CAS No 57-55-6: 200 ppm, ACGIH TLV-TWA 400 ppm, ACGIH TLV-STEL 400 ppm, OSHA TWA (980 mg/m3) * ACGIH: American Conference of Governmental Industrial Hygienists. Exposure limits may vary from time to time and from one jurisdiction to another. Check with local regulatory agency for the exposure limits in your area. OSHA, Occupational Safety and Health Administration. 8.2 Exposure Controls Respiratory Protection: Normal room ventilation is usually adequate under recommended use conditions. When levels exceed OSHA PEL, use appropriate respiratory protection. Do not inhale vapours. Skin protection: For large spills, wear gloves . Eye and Face Protection: For large spills, wear safety glasses. For small spills, no face or eye protection needed. Be very careful to keep towelettes aways from eyes if cleaning the face. Footwear: No specific recommendation. Other: None Control of environmental exposure Prevent from entering the environment through natural waterways, sewers or drains. 9. Physical and Chemical Properties
Ozone Formed in the welding arc during open arc welding processes including Manual Arc Welding (MMAW), Flux Cored Arc Welding (FCAW), especially during plasma-arc, Metal Inert Gas (MIG) and Tungsten Inert Gas (TIG) processes. Acute effects include fluid in the lungs. Very low concentrations (for example one part per million) cause headaches and dryness of the eyes. Chronic effects include significant changes in lung function. Phosphine Metal coated with rust inhibitors. Phosphine is formed by reaction of the rust inhibitor with welding radiation. Irritant to eyes and respiratory system, can damage kidneys and other organs. Table 4 Source and health effects of organic vapours as a result of welding Organic vapour type Source Health effect Aldehydes (such as formaldehyde) Metal coating with binders and pigments. Degreasing solvents Irritant to eyes and respiratory tract Diisocyanates with polyurethane paint Eye, nose and throat irritation. High possibility of sensitisation, producing asthmatic or other allergic symptoms, even at very low exposures. Phosgene Metal with residual degreasing solvents. Phosgene is formed by reaction of the solvent and welding radiation. Severe irritant to eyes, nose and respiratory system. Symptoms may be delayed.
Acute toxicity No GHS classification Skin corrosion/irritation No GHS classification Serious eye damage/eye irritation Eye Irritation, Category 2B, H320: Causes eye irritation. Respiratory or skin sensitization No GHS classification Germ Cell Mutagenicity No GHS classification Carcinogenicity No GHS classification. Not listed by IARC, ACGIH, NTP or OSHA. Reproductive toxicity No GHS classification Specific Target Toxicity – Single exposure No GHS classification Specific Target Organ Toxicity – Repeated exposure No GHS classification Aspiration Hazard No GHS classification Aquatic Toxicity No GHS classification Additional information Component LD50 LC50 2-Pyrrolidinone, homopolymer compound with iodine CAS No 25655-41-8 8100 mg/kg (oral/mouse) Not available Sodium Hydroxide CAS No 1310-73-2 Not available Not available Ecological Information 12.1 Toxicity
Prepared by: Technical Department, Coghlan’s Ltd. Disclaimer: This Safety Data Sheet (SDS) was prepared using information provided by CCINFO, ingredient supplier SDS and other relevant sources. This product has been classified using weight of evidence, expert judgment and previous testing as per Part 1.3 of the Seventh Edition of The Globally Harmonized System of Classification and Labelling of Chemicals (GHS). The information in this SDS is offered for your consideration and guidance when exposed to this product. Coghlan’s Ltd expressly disclaims all expressed or implied warranties and assumes no responsibilities for the accuracy or completeness of the data contained herein. The data in this SDS does not apply to use with any other product or in any other process. This Safety Data Sheet may not be changed, or altered in any way without the expressed knowledge and permission of Coghlan’s Ltd. Revisions: None
Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or salary and reason for leaving Position held and description of typical duties From dd/mm/yy): To (dd/mm/yy): Name and full address of employer Nature of role (Teaching or non-Teaching) Current or salary and reason for leaving Position held and description of typical duties
Educational and Academic Qualifications: Starting with the most recent, please give details of secondary schools, colleges and universities attended with examination dates, results and qualifications obtained. Evidence of qualifications may be requested. Please continue on a separate sheet if necessary. Name and address of school/college/university or professional body Dates of attendance Full time or part time? Examinations taken or to be taken (with dates) Qualifications obtained and name of awarding body From dd/mm/yy To dd/mm/yy Gaps in your employment AND Education History If necessary, please provide details of any gaps in your employment and/or education history of three months or longer, e.g. travelling or raising children. If you were not based in the UK during this time, please provide details of your location. Continue on a separate sheet if necessary. From (dd/mm/yy) To (dd/mm/yy) Reason Location, including residential addresses
Nov 27 – 29 How does the brain create emotions? Chapter 13 Dec 4 – 6 Why are some things rewarding? Chapter 14 Dec 11 - 13 Social Cognition Chapter 15 Final Exam Cumulative (1,2,3,5-15) * SUBJECT TO CHANGES * Any changes will be announced in lecture and posted as an announcement on CourseWorks (Canvas).
Purpose/Goal: This program is designed to promote normalization. Encourages positive emotion by engaging in in familiar activity. Promotes sensory stimulation. Promotes relaxation. Provide an activity that will be flexible to meet the various needs of the residents. Supplies Needed: Dependent on topic for reminiscence. May choose supplies to support theme like music, fragrances, movies, reading materials, pictures, objects, ect… Set up: Gather residents in a circle around reader. Area must be and have minimal interruptions. Intervention Description: Gather residents who would benefit from the activity. Seat residents near enough to hear. Speak slowly and steadily, allowing all to process words. Describe topic in simple sentences, varied according to level of residents. Engage residents in talking about related memories. Special Consideration or Risks: Know your residents. Avoid topics which are upsetting. Activity: Matching Category: Cognitive Objective: Increase cognition. Socialization. Group Size 6 or more Materials Matching Cards Poster Puddy How to make matching cards: Get two of the same calendars. Calendars with pictures of animals, nature scenes work the best. Don’t use more than a total of 10 matches. Cut the pictures out of the calendars and clue to card stock paper. Number the back of the card stock pictures 1-20. Make sure you have mixed up the pictures. Description the pictures on the wall with numbers facing up with poster puddy. Position residents in a semi circle facing a wall. Have the residents take turns picking numbers two at a time to try and get matches. Once a number is called turn the picture over to show everyone then turn back over to show number. Once a match is made give praise to resident and leave match facing up.
The Prompt values will reflect your choice(s) – shown below: 12. IMPORTANT - Click OK on the Schedule page Your recurring report has been scheduled! You may come back to the Schedule page to modify or disable the report’s schedule as needed. My Area My Activities and Schedules – Use this feature to view your current and past activity as well as your scheduled recurring reports. View or change your scheduled recurring reports: My Preferences – Use this feature to set personal settings and defaults General tab: Personal tab: