zilongwang/ReadingBank huggingface dataset:
College Readiness and Graduation rates still above State average Community Survey Data & Possible Next Steps: Rita Kalaukoa to: Spring 2015 – Kalaheo Community Survey Summary] Discussion: Illegal drug use among students takes top priority Karen Frato-Hildebrant and Parent observer suggest more police patrols in the area on randomized occasions. Dan Preciado suggests the “Empty Cop Car” strategy where staff and/or faculty sit out in spots known for high activity; despite having no jurisdictional power, the mere presence of an adult figure would potentially be enough to ward off illegal activity. Follow up with PTSA to determine if this is a liable option. Announcements: Dan Preciado: Wants to talk with kids about drug use as father, not as a pastor. Received contact information for Jacob Olmstead, teacher of the Peer Education Program. Request to use parking facilities on Nov. 15 (lower lot near office) – contact Paloma Almanza (VP) for use of facilities request. Matthew Darrah: Presents a possible grant for the school that could bring up to $5000 in funds towards a new water fountain. DOE would not install, so an outside party would be needed to aid in installation. Meeting with VP to clarify who currently maintains fountains and possible locations for an additional fountain. Remainder money can be used to resupply filters and upkeep plumbing. Rita Kalaukoa & Susan Hummel: Discussion about the upcoming November School Community Council meeting for the purposes of sharing the school academic plan progress data and gather input on student success priorities. Getting parents to show up has been a challenge in the past Possible solution would be to have the meeting hosted virtually, and/or get the information to parents via Google survey so parents wouldn’t be obligated to attend a physical meeting. A physical meeting would still be hosted however. Set date: November 17, 2015. Actions To Be Taken: Confirm SCC Informational meeting date Nov. 17 & firm up academic plan information to be shared and survey format Rita Kalaukoa & Susan Hummel Arrange for e-mail blast to parents with meeting date, school data & google survey response link; create flier to go home with students Rita Kalaukoa w/ Polly Quigley SCC will convene on Nov. 17 to conduct regular meeting. Agenda to include data sharing and opportunity for parent feedback. Dan Preciado moves to adjourn, Susan Hummel Seconds [Passed Unanimously] Meeting Adjourned 5: 32pm
Section A: Typographical / numerical errors in the report Page No Key Question e.g. Safe Please set out any typographical or numerical errors E.g. Operations Director not Operations Manager If the same error occurs more than once, it is sufficient to identify the first occasion, adding “(throughout the report)”. CQC decision or X or Partial CQC response Section B: Challenges to the accuracy of the existing evidence in the report Page No Key Question e.g. Safe Please set out any other challenges to the accuracy of the evidence in the draft report (providing evidence demonstrating the inaccuracy) and describe any impact on the rating(s). Challenges to the interpretation of evidence/importance attributed to the evidence should be included here. CQC decision or X or Partial CQC response If you to make amendments you must confirm any impact on breaches or the rating. If you choose not to make any amendments you must provide a rationale. Section C: Additional relevant evidence that should be taken into account (“completeness”) Page No Key Question e.g. Safe Please describe (and provide copies of) any additional evidence which you consider should be taken into account in the report. CQC decision or X or Partial CQC response If you agree to make amendments you must confirm any impact on breaches or the rating.
The Practice should consider introducing a Visitors Book and issue Security Badges to visitors, including CQC Inspectors, who enter the non-public areas of the Practice Premises. Question: What are the arrangements for recording the identity of visitors to the Practice? Date Checked: Lead Manager’s Names and Initials: Staffing (Manpower) (Amended) Recommendation: The Practice should have a Staffing Policy setting out how it intends to maintain adequate staffing levels at all particularly where the need to employ locum doctors arises. The CQC needs to be satisfied that the Practice is run safely. Practices should understand the relationship between the number of sessions provided and the number of appointments demanded. It may also look at the financial management of the Practice. Questions: What are the ‘core’ staffing levels needed to maintain a ‘safe’ and ‘quality’ service? How many GP Sessions and how many appointments are required per week to run a ‘safe’ practice? Date Checked: Lead Manager’s Names and Initials: Staff Induction and Training Handbook Recommendation: The Practice provide the following Employee Handbooks: An Induction Handbook for new clinical and practice staff is highly recommended. A Handbook for Salaried and Trainee GPs Registrars is also recommended. An additional Training Handbook setting out basic instructions for staff working at Reception might also be prepared. Question: What training documents, procedures, crib sheets, policies and procedures are given to new staff? Date Checked: Lead Manager’s Names and Initials: INFECTION CONTROL Infection Control Lead Recommendation: The Practice should ensure that it has nominated an Infection Control Lead and that person is available to meet the CQC Inspectors. Date Checked: Lead Manager’s Names and Initials: Cleanliness and Infection Control Inspection Recommendation: Practice Managers should make sure that the most recent Infection Control report carried out independently is available and that evidence of any necessary action arising from the report is apparent. Date Checked: Lead Manager’s Name and Initials:
From: "Docherty, Matthew" <**************************************> Subject: RE: ET finding of unfair dismissal in a PIDA case against a social care provider and regulatory monitoring of ET1 forms Date: 14 September 2018 at 10:44:23 BST To: Minh Alexander < > Dear Dr Alexander, Please find attached a letter from Andrea Sutcliffe CBE, Chief Inspector of Adult Social Care at the Care Quality Commission. Kind regards Matt Matt Docherty Correspondence Secretary Governance & Private Office Care Quality Commission From: Minh Alexander [**********************] Sent: 16 August 2018 08:18 To: Sutcliffe, Andrea <***********************> Cc: Subject: ET finding of unfair dismissal in a PIDA case against a social care provider and regulatory monitoring of ET1 forms BY EMAIL Andrea Sutcliffe
alert the right external agencies to concerns that affect people’s health and wellbeing? EFFECTIVE What evidence do you have? What action or change will you make? What resource will you need? (people or tool) E1 How do people receive effective care, which is based on best practice, from staff who have the knowledge and skills they need to carry out their roles and responsibilities? Are people supported to have their assessed needs, preferences and choices met by staff with the necessary skills and knowledge? Do staff have effective support, induction, supervision, appraisal and training? Does the service have links with organisations that provide
more than one provider, they understand who to contact about each aspect of their care WELL-LED (W4 is not mandatory) What evidence do you have? What action or change will you make? What resource will you need? (people or tool) W1 How does the service promote a positive culture that is person-centred, open, inclusive and empowering? How are people and actively involved in developing the service? Is there an emphasis on support, fairness, transparency and an open culture?
How does the service make sure that people, and those that matter to them, have available, as appropriate, the emotional, spiritual/religious and bereavement support they want, before, during and after death? Is practical action taken to relieve people’s distress or discomfort? C2 How does the service support people to express their views and be actively involved in making decisions about their care, treatment and support? How are people, and that matter to them, involved in the planning, decision-making and management of their care? How are people supported to make advance decisions to
people who use the service, those that matter to them and staff? Are accessible, tailored and inclusive ways of communicating with people, staff and other key stakeholders? Is there honesty and transparency, from all levels of staff and management, when mistakes occur? Do staff receive feedback from managers in a constructive and motivating way that means they know what action they need to take? W2 How does the service demonstrate good management and leadership? Is the leadership visible at all levels and does it inspire staff to provide a quality service?
First Instance Judgement 07 Nov 2017 FAMILY LAW – CHILD ABDUCTION – HAGUE CONVENTION – Where an application is made for the return of two children to the United Kingdom – Where the mother opposes the application and claims that the father consented in accordance with regulation 16(3)(a)(ii) of the Family Law (Child Abduction Convention) Regulations – Where the mother bears the onus of proving consent on the balance of probabilities – Where clear and cogent evidence is required to establish consent – Where the Court is not satisfied that the father consented to the removal of the children – Orders made for the mother to return the children to the United Kingdom. 09 Nov 2017 FAMILY LAW – CHILDREN – MEDICAL PROCEDURES – Where the applicants are parents of a child with gender dysphoria – Where the applicant parents seek an order that the child is competent to consent to the administration of Stage 2 treatment for the condition of gender dysphoria – Where the child is aged 16 years 11 months– Consideration of whether the child is Gillick competent – Where the child’s treating medical practitioners and parents support the child commencing Stage 2 treatment – Where each of the child’s treating medical practitioners have expressed the opinion that the child is Gillick competent and can consent to the proposed treatment – Where the Court is of the view that the child is Gillick competent and can consent to the proposed treatment – Order made that the child is competent to consent to the proposed treatment. Resources SNAICC Conference presentations now available! The was held from 12–14 September 2017 at the National Convention Centre, Canberra. through the SNAICC website and YouTube channel. Supporting new mums and mums to be
This service provides support for the victims of crime, and their families who have been directly or indirectly affected by the crime by offering: Free assistance with Victims Assist Financial Applications Personal service Crisis response Individual advocacy Community education Professional education support By appointment – Monday to Friday – 9am to 4pm Contact Information: Ph.one: (07) 4921 0368: Post: Po Box 1393, ROCKHAMPTON QLD 4700: Email – Maudie – Ros :| Web: DV Connect Women’s Line 1800 811 811 Men’s Line 1800 600636 Domestic and Family Violence Assistance Service (DFVCAS) - Located at the Rockhampton Court House Office Hours MON – FRI 8:30am -3:00pm Appointments encouraged but not essential - Attend Yeppoon Court House Thursdays 2pm Can offer assistance with application for DVO’s on Thursday in Yeppoon – by appointment only This program does not provide legal advice however it does provide assistance with applications for protection orders, discuss whether protection orders are an appropriate option, and provide court support throughout the process of getting an order. Also, information and referral for additional and/or ongoing support. Contact Information: Ph.one: 4927 0302 – Rockhampton Court House Office – message & call back service available. **Alternatively – Women’s Health Centre – 4922 6585 Helem Yumba Central Queensland Healing Centre: Works with indigenous families to address issues of family and domestic violence. Provides counselling and support to families and individuals experiencing or at risk of domestic and family violence; group therapy, workshops and legal services. See also in this Directory Contact Information: 10/99 Musgrave St: NORTH ROCKHAMPTON 4701: Ph.: 4921 1744: Rockhampton Shelter
“DO” INTERVENTION – the new or refined actions/steps intended to address problem, must include: What you decided to DO to address the root or focal cause(s) of the problem you identified? Explain how the intervention or actions are relevant to the problem and the root Describe briefly how actions and steps are different from your pre-project practices. Which steps or processes were new to your facility during this project? Briefly identify any resources you referred to, or used to guide your work on this project. POTENTIAL POINTS: 5 “CHECK or STUDY” DATA MEASURES – used to track or measure progress/change over time Identify the primary measure used to track any impact of the project. There should be measure collected/determined “before” and a measure calculated “after” – these are the same measures at two (or more) periods of time. POTENTIAL POINTS: 3
- (Please create action steps for all of the subscales that need improvement) ERS SUBSCALE AREAS OF STRENGTH AREAS FOR POTENTIAL GROWTH ACTION STEP (what, who and when) REFLECTION 1. Space and Furnishings ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 2. Personal Care Routines Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 3. Language & Reasoning/ Listening & Talking ITERS-R Score: Score: (Required) What did we do well? What can we do better? Date Completed:
Health and Safety Self-Assessment (Not required yet) What did we do well? What can we do better? Date Completed: Family Survey (Required for Level 3 and Level 4) What did we do well? What can we do better? Date Completed: Staff Survey (Required for Level 3 and Level 4) What did we do well? What can we do better? Date Completed: CLASS or Arnett (Required) What did we do well? What can we do better? Date Completed:
4. Activities FCCERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 5. Interaction FCCERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 6. Program Structure FCCERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 7. Parents and Provider FCCERS-R Score: (Required) What did we do well? What can we do better? Date Completed:
- (Please create action steps for all of the subscales that need improvement) ERS SUBSCALE AREAS STRENGTH AREAS FOR POTENTIAL GROWTH ACTION STEP (what, who and when) REFLECTION 1. Space and Furnishings SACERS (Required) What did we do well? What can we do better? Date Completed: 2. Health and Safety SACERS Score: (Required) What did we do well? What can we do better? Date Completed: 3. Activities SACERS Score: (Required) What did we do well? What can we do better? Date Completed:
CLASS or Arnett (Required What did we do well? What can we do better? Date Completed: Strengthening Families (Required) What did we do well? What can we do better? Date Completed: Assessment of Afterschool Program Practices Tool (APT-O + APT-Q) (Required) Score: What did we do well? What can we do better? Date Completed: FOCUS AREA AREAS OF STRENGTH AREAS FOR POTENTIAL GROWTH ACTION STEP (what, who and when) REFLECTION
ERS SUBSCALE AREAS STRENGTH AREAS FOR POTENTIAL GROWTH ACTION STEP (what, who and when) REFLECTION 1. Space and Furnishings SACERS Score: (Required) What did we do well? What can we do better? Date Completed: 2. Health and Safety SACERS Score: (Required) What did we do well? What can we do better? Date Completed: 3. Activities SACERS (Required) What did we do well? What can we do better? Date Completed: 4. Interactions SACERS Score: (Required) What did we do well? What can we do better? Date Completed:
Health and Safety Self-Assessment (Not required yet) What did we do well? What can we do better? Date Completed: Family Survey (Required for Level 3 and Level 4) What did we do well? What can we do better? Date Completed: Staff Survey (Required for Level 3 and Level 4) What did we do well? What can we do better? Date Completed: CLASS or Arnett (Required What did we do well? What can we do better? Date Completed:
- - (Please create action for all of the subscales that need improvement) ERS SUBSCALE AREAS OF STRENGTH AREAS FOR POTENTIAL GROWTH ACTION STEP (what, who and when) REFLECTION 1. Space and Furnishings ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 2. Personal Care Routines ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 3. Language & Reasoning/ Listening & Talking ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed:
4. Activities ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 5. Interaction ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 6. Program Structure ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed: 7. Parents and Staff ITERS-R Score: ECERS-R Score: (Required) What did we do well? What can we do better? Date Completed:
- (If all of these requirements are met, please consider documentation and workforce development needs for next QRIS Level) FOCUS AREA AREAS OF STRENGTH FOR POTENTIAL GROWTH ACTION STEP (what, who and when) REFLECTION QRIS Required Documentation What did we do well? What can we do better? Date Completed: Workforce Qualifications and Professional Development What did we do well? What can we do better? Date Completed: Programs may use the Center Based and School Based QRIS Requirements Checklist (Level 2, 3, or 4) to assess required documentation, workforce qualifications, and professional development.
- (Please create action steps for all of the areas that need improvement) FOCUS AREA AREAS OF STRENGTH AREAS FOR POTENTIAL GROWTH ACTION STEP (what, who and when) REFLECTION Health and Safety Self-Assessment (Not required yet) What did we do well? What can we do better? Date Completed: Family Survey (Required for Level 3 and Level 4) What did we do well? What can we do better? Date Completed: Staff Survey (Required for Level 3 and Level 4) What did we do well? What can we do better? Date Completed:
CLASS or Arnett (Required) What did we do well? What can we do better? Date Completed: Strengthening Families (Required) What did we do well? What can we do better? Date Completed: Program Administration Scale (PAS) Score: (Required) What did we do well? What can we do better? Date Completed:
CQI PDSA Report (Due – Quarter 1 and Quarter 3) Program Name, Project Period Period 1 (July – December 2018) Period 2 (January – June 2019) CQI Project Topic Caregiver Depression Screening/Referral Intimate Partner Violence Screening/Referral Child Developmental Screening/Referral Family Engagement SMART Aim Statement (Defined in CQI Charter/Project Plan) Aim Update: Were any changes made to the Aim statement or project plan since submitting the Team Charter & Plan? If so, please describe: Plan-Do-Study-Act (PDSA) Cycle 1 Provide a brief, but detailed update on change tests implemented Description of test: Plan - To be completed prior to implementation of change What question(s) do you want to answer through this test? What changes/improvement do you predict? Who is responsible? Tasks/Tools Needed to Complete Test: Do - How was the test carried out? What did you observe that wasn’t part of the plan?
Study What did the data tell you? What results did you see? What did you learn? Act Did you adapt, or abandon this change? Looking ahead – Based on what you learned, what will you test next? PDSA Cycle 2 (if more than one PDSA completed) PDSA - Provide a brief, but detailed update on change tests implemented Change to test: Plan What question(s) do you want to answer? What changes do you predict as a result of this test? Who is responsible? Tasks/Tools Needed to Complete Test Do How was the test carried out? What did you observe that wasn’t part of the plan?
CQI Project Summary and Reflection (Due - Quarter 2 and Quarter 4) Program Name, Model Project Period Period 1 (July – December) Period 2 (January – June) CQI Project Topic Caregiver Depression Screening/Referral Intimate Partner Violence Screening/Referral Child Developmental Screening/Referral Family Engagement SMART Aim Statement (Defined CQI Charter/Project Plan) Aim Update: Were any changes made to the Aim statement or project plan since submitting the Team Charter & Plan? If so, please describe: Project Summary – Reflect on the changes you’ve observed and lessons learned What changes did you see? How did changes compare to your expectations? Which strategies resulted in improvement or learning? How will you sustain these changes? What did you learn? Did anything surprise you? How will you use what you’ve learned moving forward?
Cases also cited: Kyriakopoulos v James Hardie & Company Pty Ltd (1970) 37 SAIR 91 Finch v Sayers [1976] 2 NSWLR 540 Undercliffe Nursing Home v Federated Miscellaneous Workers’ Union of Australia, Hospital Service and Miscellaneous, WA Branch (1985) 65 WAIG 385 City of Wanneroo v Holmes (1989) 30 IR 362 Transport Workers Union of Australia Industrial Union of Workers, WA Branch v Top Top Bakeries (1994) 58 IR 22 Australian Liquor Hospitality and Miscellaneous Workers Union WA Branch v Silver Chain Nursing Association [1995] WAIRC 11511 Durham v Western Australian Government Railways t/a Westrail (1995) 75 WAIG 1787 WA Access Pty Ltd v Vaughan (2000) 81 WAIG 373 Thomas William Wigham v SFM Engineering Pty Ltd [2001] WAIRC 02520 Civil Service Association of Western Australia Incorporated v Director General, Education Department of WA (2002) 82 WAIG 2982 Maria Letizia Jones v Commissioner of Police (2007) 87 WAIG 1101 Diana Mary Dorothea Ridge v Director General, Department of Culture and the Arts (2008) 88 WAIG 2184 Geoffrey S. Holt v Director General, Department of Education and Training [2009] WAIRC 00664 The State School Teachers’ Union of WA (Incorporated) v The Director General, Department of Education and Training [2010] WAIRC 00904 Liquor, Hospitality and Miscellaneous Workers’ Union, Western Australian Branch v Registry Officer, WA Health Industrial Relations Service, Department of Health (2011) 91 WAIG Health Services Union of Western Australia (Union of Workers) v The Director General of Health [2012] WAIRC 01117; (2012) 93 WAIG 1 The Australian Rail, Tram and Bus Industry Union of Employees, West Australian Branch v Public Transport Authority of Western Australia [2017] WAIRC 00830; (2017) 97 WAIG 1689 Reasons for Decision
Granite Falls School District Crossroads High School Breakfast Menu May 2017 Served Bagel & Cream Cheese, Yogurt & Whole Wheat Cracker, Cereal & Whole Wheat Cracker, Cereal Bar & Whole Wheat Cracker, Whole Wheat Fruit Pie, Assorted Whole Wheat Muffins & Cracker, Powdered Donut Monday Tuesday Wednesday Thursday Friday 1 Blueberry Parfait 2 Pancake on a Stick 3 Sausage Roll Up 4 Breakfast Pizza 5 Cinnamon Roll 8 Breakfast Wrap 9 Pancake on a Stick 10 Sausage Roll Up 11 Breakfast 12 French Toast & Sausage 15 Blueberry Parfait 16 Pancake on a Stick 17 Sausage Roll Up 18 Breakfast Pizza 19 Cook’s Choice 22 Breakfast Wrap 23 Pancake on a Stick 24 Sausage Roll Up 25 Breakfast 26 Pancake & Sausage 29 NO SCHOOL 30 Pancake on a Stick 31 Sausage Roll Up Breakfast is served with a Choice of 1% White or Non Fat Chocolate milk. Choice of Fresh/Canned Fruit or Juice. Student Breakfast $1.75, Adult Breakfast $2.75, Reduced Breakfast $0.00 This Institution is an Equal Opportunity Provider
Learning, assessment and constructive alignment The alignment of course learning outcomes, assessment, and teaching and learning activities is a critical aspect of course, major and program design and a key indicator of the quality of a program. Assessment is both integral to the learning process and the way that students provide evidence that they have achieved the stated and intended learning outcomes or exceeded those expectations. … assessment reinforces learning. Assessment is the senior partner in learning and teaching. Get it wrong and the rest collapses. (Biggs & Tang 2001, p221) … assessment is a way of teaching more effectively through understanding exactly what students know and do not know… It is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively. It concerns the quality of teaching as well as the quality of learning… (Ramsden, 2003 p 177) These ideas are encapsulated in the term Assessment FOR Learning, as opposed to Assessment OF Learning. Students must know what is expected of them in terms of both process and product, before they begin. Assessment Rubrics are one common and useful way to provide these details. Feedback must provide students with timely and useful detail on what they did well, what they did well, what they did not do and how they can improve, all in relation to explicit, clear and relevant expectations that are directly related to the learning outcomes. Assessment is part of the learning process, but it can only be effective when: students receive timely and appropriate feedback, and the expectations of what they will do are made explicit and directly relate to the learning outcomes, and the teaching and learning activities are designed to students to develop the necessary knowledge and skills. The University of Technology Sydney Assessment Futures website, based on work by David Boud and others, has many useful resources on designing and reviewing assessment, and on the role assessment plays in learning. The Faculty of Professions Pedagogical Possibilities site also has useful discussion and resources concerning assessment. Effective assessment: is described in that are measurable uses a taxonomy to describe increasing complexity and of knowledge, skills and application across the duration of a program shows a direct correlation to the stated learning outcomes at both course and program levels, and applies contemporary and appropriate educational theory. Learning outcomes describe what students will know and be able to do upon successful completion of a Program or Course. Course Learning Outcomes are part of the University’s contract with students with respect to their achievement in a course. They are the basis for all learning activity in a course and they construct very specific
Control Icons At the top corner of each page, you will find control icon that provide additional navigation, setting, and content features. The icon creates a favorites link to list pages This control will navigate the user to the landing page containing a list of save favorites This icon will take the user back to the home site map This button will log the user off the system Clicking on this icon, will expose a list of user preferences including notification options This control will clear all previous sessions This button will navigate the user to the ‘System tramstop Clicking on this button, will display the Rate Table report. Side Bar Menu The ‘Side Bar’ menu offers additional control and navigation features. Adding a Facility User – Linking Facility User to a PI (STEP 1 of Linking Process) Access CoreResearch@Duke From the ‘Account Management’ Tramline, click ‘Manage PI’ Tramstop. The ‘Manage Principal Investigator’ page will be displayed. Click ‘OK’ and a list of PIs will be displayed who share your fund code. To select a PI to manage, on the ‘Duke Unique ID’. NOTE: You will only be able to manage one PI at a time.
5. Select the Project or Projects ‘On Hold’ and click the ‘Activate’ button. 6. Projects are activated. Request Queries Access CoreResearch@Duke. From the ‘Request for Service’ Tramline, click on the ‘Manage Service Requests’ Tramstop. Manage Service Requests Once on the ‘Manage Service Requests’ list page, there are a number of activities that can be executed to display desired Service Requests. Historical Service Requests The ‘Historical Service Requests’ tab displays completed, rejected, and cancelled services. Historical Projects This page contains all the closed projects or projects with inactive fund that can be accessed by the user. Invoice Queries Access CoreResearch@Duke. From the ‘Manage Invoice’ Tramline, click on the ‘Manage Invoices’ tramstop.
University of Adelaide DSLO Template University of Adelaide Graduate Attribute Generic Indicators Discipline Specific Learning Outcomes for ………….. 1. Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. understanding of a broad and coherent body of knowledge including concepts, theories and methodologies. in-depth knowledge in one or more disciplines including major scholars, concepts, techniques, theories, relevant approaches to research, key resources, current debates and research issues. understanding of the interdisciplinary nature of scholarship 2. The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. capacity to determine the need for particular information, the skills to identify its source and to access it. demonstrate a rigorous approach to enquiry including the ability to analyse, synthesise and evaluate information on the basis of merit, relevance, currency and significance within identified timeframes 3. An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems ability to analyse, synthesise, evaluate and generate ideas in the discipline capacity to recognise the nature of problems and questions including dimensions, boundaries and assumptions ability to work both independently and cooperatively to conceptualise discipline-based problems and questions, to identify appropriate methodologies to explore them, and to determine effective responses to them capacity to apply and adapt knowledge and skills in various real world contexts Skills of a high order in interpersonal understanding, appreciation of social, cultural and linguistic diversity and how this impacts on interpersonal transactions including communication styles
7b ability to provide leadership through fostering relationships within complex and changeable social and cultural settings Ability to communicate both orally and through the written word in the first language (TC 3) will have communication skills to present a clear, coherent and independent exposition of knowledge and ideas will demonstrate the application of knowledge and skills to adapt knowledge and skills in diverse contexts will demonstrate the application of knowledge and skills with initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship will demonstrate the application of knowledge and skills with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters d. Organise & Manage Organise information and data to reveal patterns and themes, and manage teams and research processes. Working in 8a recognition of social and cultural issues and their ethical implications within a global context, in relation to one or more disciplines Ability to communicate in a second language (TC 1 will have cognitive skills to review critically, analyse, consolidate and synthesise knowledge will have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence Peer assessment 8b capacity to operate with professional integrity in a range of social, cultural and linguistic contexts Ability to communicate in a second language (TC 1) will have communication skills to present a clear, coherent and independent exposition of knowledge and ideas will have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence will demonstrate the application of knowledge and skills to knowledge and skills in diverse contexts will demonstrate the application of knowledge and skills with responsibility and accountability for own learning and professional practice and in collaboration with others within broad parameters a. Embark & Clarify Respond to or initiate research and clarify or determine what knowledge is required, heeding ethical/ cultural and social/ team considerations. f. Communicate & Ethically Write, present and perform the processes, understandings and applications of the research, and respond to feedback, accounting for ethical, social and cultural issues (ESC) issues
Granite Falls School District Crossroads High School 2017 Offered Daily: Pepperoni & Cheese Pizza w/Whole Wheat Crust, Hamburger & Chicken Burger on Whole Wheat Bun Monday Tuesday Wednesday Thursday Friday 1 Chicken Nuggets Goldfish Cracker Hot Pocket French Fries 2 Salisbury Steak w/Mashed Potatoes & Gravy Roll Pulled Pork San Corn 3 Chicken Fajita Meat w/Whole Wheat Pasta & Alfredo Sauce Breadstick BBQ Rib Burger Veggie Bean Veggie Beans 6 Nachos w/Meat & Cheese Taco w/Tortilla Chips Refried Beans 7 Cheese Ravioli Breadstick Pulled BBQ Turkey San Carrots 8 Chicken Nuggets Gold Fish Cracker Whole Wheat Corn Dog French Fries 9 Calzone Baked Potato w/Taco Meat & Cheese Roll Green Beans 10 Meatballs w/Whole Wheat Pasta & Spaghetti Sauce Bread Stick Meatball Sub Veggie Bean 13 Nachos w/Meat & Cheese Bean & Cheese Burrito Refried Beans 14 Mac n Cheese Breadstick BBQ Rib Burger Carrots 15 Chicken Nuggets Goldfish Cracker Whole Wheat Corn Dog French Fries 16 Turkey Gravy w/Mashed Potatoes Roll Pulled BBQ Turkey San Corn 17 Chicken Fajita Meat w/Whole Wheat Pasta & Alfredo Sauce Breadstick Mini Burgers Veggie 20 Nachos w/Meat & Cheese Chicken & Cheese Quesadilla Refried Beans 21 Brunch For French Toast Sausage Egg Patty Ham & Cheese Bagel Carrots 22 Chicken Nuggets Goldfish Cracker Bean & Cheese Burrito French Fries 23 Chicken Fried Steak w/Mashed Potatoes & Country Gravy BBQ Rib Burger Green Beans 24 Meatballs w/Whole Wheat Pasta & Spaghetti Sauce Meatball Sub Veggie Beans 27 Nachos w/ Meat & Cheese Bean & Cheese Burrito Refried Beans 28 Teriyaki Dipper Rice Bowl Stir Fry Veggies Mini Burger Carrots 29 Chicken Nuggets Goldfish Cracker Whole Wheat Corn Dog Fries 30 Chicken San Hamburger Corn 31 Pizza Chicken San Hamburger Veggie bean Assorted Fresh Vegetables, Fruits, and Canned Fruits are offered daily as a side. All Meals include 1% White or Non Fat Chocolate Milk. Student Breakfast $1.75, Student Lunch $3.25 Adult Breakfast $2.75, Adult Lunch $4.00
Ferry? (2 reasons besides to capture weapons) full length B _ _ _ _ so he would not be recognized from the fighting in K _ _ _ _ _ . C _ _ _ _ _ _ _ _ _ _ _ , which will help guide the new government he is seeking to create. 7. What weapon does John Brown order for slaves (not used to firearms)? 3. What state is Harpers Ferry located? 8. Why were slaves not able to handle firearms? 5. Who was John Cook? 9. Why does John Brown bring his daughter and daughter in-law to the Kennedy farmhouse? 10. How many followers does John Brown have? (How many are African-American?) 11. Shortly before midnight on October 16, John Brown decides … 12. Draw the picture Mr. George-Reichley pauses on, showing the Kennedy farmhouse’s location. 13. Who is Haywood Sheppard? 15. The first part of John Brown’s plan is executed successfully; what happens next, which Brown did not anticipate? 14. One of the Brown’s hostages has a famous relative – who is it? 16. his plan takes a turn for the worse, where do Brown & his men retreat to? 17. Who is the 1st of Brown’s men to die? (What of his body?) 18. President Buchanan, calls in the M _ _ _ _ _ lead by R _ _ _ _ _ E. L _ _ . 19. Brown’s sons are dying, & he is completely surrounded; what does Brown do next? 20. When Brown is brought to trial, he is laying down – WHY? 21. How does the South react to Brown’s trial & fierce words? 22. “I believe to interfere as I have done on behalf of God’s despised poor is not but right. Now, if it is deemed necessary that I should mingle my blood further with the blood of my children and the blood of millions in this slave country whose rights are disregarded by wicked, cruel and unjust enactments, I say let it be done.” 23. “John Brown has loosed the roots of the slave system. It does not live, it only breathes hereafter.” - Wendell Phillips 24. “Brown is a new saint awaiting his martyrdom, who if he shall suffer will make the gallows glorious like the cross.” - Ralph Waldo Emerson 25. How did John Brown predict the Civil War?
Confidential Administrative Records Clinical Quality Review Team Authorization/Return Log 29. A R A R 30. A R A R 31. A R A R 32. A R A R 33. A R A R 34. A R A R 35. A R A R 36. A R A R 37. A R A R 38. A R A R 39. A R A R 40. A R A R 41. A R A R 42. A R A R 43. A R A R 44. A R A R 45. A R A R 46. A R A R 47. A R A R 48. A R A R 49. A R A R 50. A R A R 51. A R A R 52. A R A R 53. A R A R 54. A R A R 55. A R A R 56. A R A R 57. A R A R 58. A R A R 59. A R A R 60. A R A R
Notification to R&D End of report 2.7 NHS Lothian R&D Documents Documents and correspondence specific to R&D procedures 3. Contracts and Funding 3.1 Sponsorship and Insurance Co-sponsorship agreement Co-sponsorship letter Facilitation checklist Insurance letter/statement Agreements Technical agreements Site agreements Other (list) Funding Funding application letter Correspondence 4. Participant Documents 4.1 Subject log 4.2 Consent 5. Safety 5.1 Unblinding Unblinding procedure Broken Blinds 5.2 Safety reporting SAE/SADE/USADE and device deficiency reports PhV SOPs/WPDs Line listings Blank safety reporting forms Correspondence 5.3 DSUR DSUR Covering letter Acknowledgement 5.4 Protocol Violations Violation reports Correspondence 5.5 Protocol Deviations Deviations logs Correspondence 6. Research Team 6.1 Delegation log 6.2 Investigator CV Investigator GCP certificate 6.3 Other relevant training 6.4 Site contact list 7. Monitoring and Audit 7.1 Risk Assessments ACCORD combined RA Superseded combined RAs Other risk assessment (list) Correspondence 7.2 Monitoring Plan Monitoring plan Superseded monitoring plans Correspondence 7.3 Monitoring Reports SIV (report and letter) Monitoring visit report Monitoring visit follow up letter Close out visit report Close out visit follow up letter Action logs Documentation of recruitment checks Correspondence Contact reports 7.4 Audit Observations Certificate Correspondence 7.5 Vendors Vendor assessment Correspondence 8.1 Medical Device Current IB Superseded IBs
8. Medical Device and Labs Labels or data allowing identification of device Statement of device conformity General description of product (if not in CIP) Results of design calculations, inspections and technical tests Correspondence 8.2 Labs Lab accreditations Reference ranges Sample storage logs Correspondence 9. Data management 9.1 CRFs Completed CRFs copy of CRF Superseded versions of CRF CRF Tracker Correspondence 9.2 Computer Systems Validation checklist Validation documents Correspondence 9.3 Statistics Master randomisation list Statistical Analysis Plan Correspondence 10. Meeting Minutes 10.1 DMC DMC charter DMC minutes Correspondence 10.2 TSC TSC charter TSC minutes Correspondence 10.3 TMG TMG minutes Correspondence 10.4 (list) Minutes Correspondence Full file review Review of Sponsor File TMF ISF Review completed by Date of review DD MMM YYYY List of documents required
CIRCUIT ANALYSIS DC CIRCUITS Matlab scripts CR001.m CR002.m CWR.m CWBT.m DC circuits can be analysed in more detail and without doing lots of algebra using Matlab as a tool. This is done by using mesh grid equation method (Maxwell’s method). Mesh Equation Method or Maxwell’s Method Pick closed loops called mesh (or loop) currents. Apply Kirchhoff’s Voltage Law to each loop, being careful with your sign convention to derive a set of simultaneous equations. Use Matlab to solve the simultaneous equations to find the find loop currents and then the current through each component, the potential difference across each component and the power dissipated by each component.
Voltage divider circuit: Maximum power delivered to load Consider a voltage divider circuit with a variable load resistance. An important thing to know is the value of the load resistance for maximum energy to be transferred from the source to the load. Achieving this goal of maximum energy transferred to as impedance matching. We will model the voltage divider circuit shown in figure 3 to find the value of the load resistance to achieve maximum energy transfer from source to load. Fig. 3. Voltage divider circuit with a variable load. The script CR002.m can be used to model a voltage divider circuit to find the maximum load. The input parameters are changed within the script. % INPUTS =============================================== % source emf emf = 10; % Resistance values R1 R2 R3 R4 R = [0 100 200 400]; % Load resistance R4 = Rload RLmin = 10; RLmax = 1000;
REPORT DETAILS Study Name: Sponsor Number: AC Centre Name: Centre ID: Participant ID: Date of onset: INFORMATION SOURCE FOR FOLLOW-UP no. __ Name / job title of person completing report: / Email: Telephone: PI Name PI Signature: Date: ALL Reports must be signed and dated by the Principal Investigator (or suitably qualified clinician listed on the delegation log) If signatory is unavailable, the unsigned form must still be sent within 24 h reporting period INFORMATION SOURCE FOR FOLLOW-UP no. __ Name / job title of person completing report: / Telephone: PI Name PI Signature: Date: ALL Reports must be signed and dated by the Principal Investigator (or suitably qualified clinician listed on the delegation log) If signatory is unavailable, the unsigned form must be sent within 24 h reporting period INFORMATION SOURCE FOR FOLLOW-UP no. __ (if required, continue on an additional CR006-T04 form) Name / job title of person completing report: / Email: Telephone: PI Name PI Signature: Date: ALL Reports must be signed and dated by the Principal Investigator (or suitably qualified clinician listed on the delegation log) If signatory is unavailable, the unsigned form must still be sent within 24 h reporting period Original wet signature sheets must be filed in the Investigator Site File (ISF). ACCORD will retain a copy on file.
reference (EudraCT number) Trial subject number Country in which case occurred Subject age Subject sex IMP dose IMP route of admin of treatment (if not known, best estimate of duration of treatment) Date of onset of SAR (If not known, best estimate of time to onset from therapy initiation Body System SAR details (medDRA should be used) Outcome of SAR Comments Unblinding Example 001 UK 46 F 0.5mg Oral 15/06/10 to 28/11/10 14/07/2010 CNS Dizziness and numbness right arm Resolved None NA Appendix 5 Line Listings of Serious Adverse Reactions TO BE COMPLETED BY ACCORD IF RELEVENT Total number of SARs reported during this DSUR reporting period:
Appendix 8 Summary of Important Risks New or updated risks are denoted with an asterisk. Risk Non-clinical data Clinical data Actions Hepatotoxicity* Rat study KR-102: 2 of 8 rats in the highest dose group (60 mg/kg/d) developed centrilobular necrosis. At lower doses, no rats had evidence of hepatotoxicity. No hepatotoxicity seen in rabbits at doses < 60 mg/kg/d. With frequent monitoring of ALT, AST, alkaline phosphatase, and bilirubin in the Phase I and II trials, no consistent pattern of laboratory abnormalities emerged suggestive of liver injury. Routine monitoring in ongoing Phase III study (301): ALT, AST, alkaline phosphatase, and bilirubin monitored at baseline, Weeks 1, 4, 12, and 48.
extends the response firm time until the parties sign a contract or determine not to sign a contract. If negotiations do not result in an acceptable agreement, the University shall reject the response and may begin negotiations with another vendor. 2.2.2 Awarded Vendors must, at all times, including during any resulting contract, have financial resources sufficient, in the opinion of the University, to ensure performance of the contract. Vendor must provide proof upon request. The University may require a performance bond if, in the opinion of the University, it will ensure performance of the contract. The University may terminate the contract if the Vendor lacks the financial resources to perform under the contract. End of Instructions
credited on the creditor’s account (after possible deducts) ‘Status Reason Information’ 1‘Interbank Settlement Amount’ in the Original Transaction Reference cannot be used for the following reasons: a. ‘Interbank Settlement Amount’ reflects the amount exchanged in the pacs.008 with the Creditor Agent. The amount that needs to be reflected here in ‘Confirmed Amount’ is the credited amount, confirmed to the tracking system by the Creditor Agent, after possible deducts. b. ‘Confirmed Amount’ is also provided by the Tracker to inform about the amount that is transferred through the transaction chain. This amount could be equal to the ‘Interbank Settlement Amount’ but not in all cases. CHANGE 3: Inclusion of new element ‘Interbank Transaction Information’. Element Name Element Definition Multiplicity DataType Proposed Location Interbank Transaction Information Tag: IntrBkTxnInf Provides chronological interbank transaction information per involved in the transaction chain. [0..1] Includes further element (see below) Level 3, in ‘Transaction Information and Status’ after ‘Status Reason Information’ Element included in ‘Interbank Transaction Information’ Element Name Element Definition Multiplicity DataType Proposed Location TrackedAgent Tag: TrckdAgt Provides transaction information for specific agent involved in the transaction chain. [1..n] Includes other elements (see below) Level 4, in ‘Interbank Transaction Information’ Elements included in ‘TrackedAgent’
Element Name Element Definition Multiplicity DataType Proposed Location Agent Tag: Agt Identification of a financial institution. [1..1] Level 5, in ‘TrackedAgent’ Charge Bearer Tag: ChrgBr Specifies which party/parties bears the charges associated with the processing of the payment transaction. [0..1] ChargeBearerType1Code (DEBT, CRED, SHAR) Level 5, in ‘TrackedAgent’ Tag: ChrgsInf Provides information on the charges to be paid by the charge bearer(s) related to the payment transaction. [0..1] Charges2 without the ‘Agent’ part. Level 5, in ‘TrackedAgent’ Tag: FXDtls Specifies the exchange rate details between two currencies. [0..1] Structure including: Source Currency, Target Currency, Exchange Rate and Unit Currency. Level 5, in ‘TrackedAgent’ 1The existing element ‘Charges Information’ cannot be used as the definition clearly indicates that it is exclusively used in ‘reject use cases’. The ‘Charges Information’ inside the new ‘Interbank Transaction Information/Tracked Agent’ reflects the ‘deduct’ that a particular agent has performed on its leg of the payment transaction. Schema (just provided for clarity and as such xml tags have not been used) Purpose of the change: Enhance the pain.002 to allow (multi-banked) corporates to benefit from “standardization” of ISO bank-to-corporate flows for tracking and confirmation of payments in corporate back-office systems. These flows should be automated and fully integrated in ERP and TMS systems.