zilongwang/ReadingBank huggingface dataset:
الاتصال Communication Skills اسم المقرر المعتمدة اللغة الانجليزية اللغة العربية لغة متطلب جامعة نوع لا السابقة الأول أو الثاني من السنة الأولى وصف المقرر طبيعة الاتصال وعناصره وأنواعه وخصائصه وأهدافه وكفاءة الاتصال ومعيقاته وأدواته, العلاقة بين الاتصال اللغوي والاتصال غير اللغوي. الذات, والإفصاح عن الذات. الإقناع, المقابلات الشخصية, القدرات الشخصية التي تسعى إليها القطاعات. كتابة السيرة الذاتية. الإلقاء والعرض الفعال.
Course Code Course Credit Hours Pre-requisites MGT421 Communications Management 3 MGT101 MGT422 Business Ethics and Social Responsibility 3 MGT324 Public Management 3 MGT101 MGT430 Internship 6 Complete 90 Credit Hours COURSE DESCRIPTION Business Administration Department College of Administrative & Financial Sciences College MGT421 Course Code: Communications Management Course Name 3 Contact Hours 3 credit Hours Credit Hours English Arabic Language Concentration Dep. Req. College Req. Track MGT101 Prerequisite Level 8 Level
Concentration Dep. Req. College Req. Track Prerequisite Levels 6,7,8 Level Course Description: This course provides an introduction to several quantitative methods used to facilitate complex decision-making in business, with applications in many different industries, at different levels in the organization, and with different scopes of decisions. The power of the methods covered in this class is further enhanced by implementing them in spreadsheet software, which allows complex problems to be approached and solved in a straightforward and understandable manner. course learning outcomes: To enable the students to find some structured ways of dealing with complex managerial decision problems To introduce students to simple decision models and management science ideas that provide powerful and (often surprising) qualitative insights about a large spectrum of managerial problems To provide students with tools for deciding when and which decision models to use for the specific problems To give the students a feel for the kinds of problems that can be tackled using spreadsheet modeling and decision analysis To provide the students with more powerful ways of spreadsheets which will be a ubiquitous tool in their managerial careers
Accounting Concentration: Course Code Course Name Credit Hours Prerequisites ACCT201 Financial Accounting 3 ACCT101 ACCT422 Tax and Accounting 3 ACCT201 ACCT402 Introduction to Accounting Information Systems 3 ACCT101+ MIS201 Total 9 COURSE DESCRIPTION Accounting Department College of Administrative & Financial Sciences College ACCT201 Course Code: Financial Accounting Course Name 3 Contact Hours 3 credit Hours Credit Hours English Arabic Language
E-Commerce Concentration: Course Code Course Name Credit Hours Prerequisites E-COM401 Web Design 3 E-COM421 e-Business Strategies and Business Models 3 MGT401 E-COM 202 Marketing 3 MGT201 Total 9 COURSE DESCRIPTION E-Commerce Department College of Administrative & Financial Sciences College E-COM401 Course Code: Web Design Course Name 3 Contact Hours 3 Credit Hours Credit Hours
9/8T 9/10Th Outlining a summary response essay Facebook” (Atwan, pp. 92-100) Week 3 First draft of Essay #1 is due 9/14 M 9/16 9/15 T 9/17 Peer reviewing Introduction to APA citation Hacker Week 4 Final draft of Essay #1 is due 9/21M 9/23 9/22T 9/24 Your selected reading for second summary response essay: Sharing and class discussion. Sharing, discussion, outlining APA formatting of papers. Week 5 draft of Essay #2 is due 9/28 9/30W 9/29 10/1T Sharing, discussion, outlining Introduction to research: source evaluation: Is it reliable? Is it scholarly? Hacker (pp.98-102) Week 6 Class meets in the library 10/5M 10/6T Final draft of Essay #2 is due 10/7W 10/8Th Still a good place to find sources: the library Hacker (pp.93-98) Week 7 10/12M 10/14W 10/13T 10?15Th Review of Critical thinking, universal standards The hierarchical outline Modifier issues GR (pp. 11-13) from do read,
Week 8 First draft of Essay #3 is due 10/19M 10/21W 10/20T 10/22Th Clarity and style Avoiding plagiarism “that/which” issues GR Hacker (pp.2-11) Hacker Hacher (pp. 60-61) Week 9 draft of Essay #3 is due 10/16M 10/28W 10/27T 10/29Th Writing the abstract Select topic for your research What do I know? What do I want to know? Hacker (pp. 92-93) Week 10 11/2M 11/4W 11/2T 11/5Th Supporting and forming your thesis Review of persuasion Hacker (pp. 104-107) Week 11 11/9M 11/11W 11/10T 11/12Th Preparation for finals Grammar reviews Week 12 11/16M 11/18W 11/17T 11/19Th Preparation of finals Grammar reviews Week 13 Last week to turn in revised essays First draft of Essay #4 is due 11/23M 11/25W 11/24T 11/26Th Other punctuation, mechanics (colon, dash, hyphen) Hacker (pp. 74-78) Week 14 Final draft of Essay #4 is due Presentation of research Review of writing
STATEMENT FROM THE DIRECTOR GENERAL The financial year 2015/16 annual report presents achievements made by the Council in fulfilling its mandates of coordinating and supervising all matters relating to environment management in the country. The achievements include implementation of activities such as compliance and enforcement actions, the EIA/EA permitting process, assessment of ecologically sensitive ecosystems as well as raising public awareness and conducting research on environmental issues. Our country a number of environmental challenges, and NEMC as a key implementer of the Environmental Law has the responsibility of confronting these challenges. The level of awareness on the constitutional environmental rights among the Tanzanian population is significantly increasing. As the authority responsible for ensuring that every Tanzanian enjoys this right, we remain committed to achieving such rights. The Council has undertaken to educate the public on good environmental practices, coordinate environmental research and provide legal services in an effort to promote compliance with environmental standards. We have also decentralised our services by establishing five zonal offices to improve service delivery to the grassroots and enhance collaboration with key stakeholders, particularly Local Government Authorities (LGAs), key sectors, and lead agencies to ensure the environment is sustainably managed. During the year, the Council registered 1940 projects and among those, 844 projects were issued with EIA/EA Certificates and the rest were at different stages of review. In addition, the Council registered 142 experts and 46 firms which were published in the Government Gazette and other newspapers. A total of 675 facilities were inspected to determine compliance with EMA Cap 191 and its subsequent Regulations. These facilities included industries, mines, buildings, fuel service stations and depots, markets, farm estates, communication towers, abattoirs, and hotels and camps within National Parks. Similarly, a total of 63 facilities were sanctioned appropriate enforcement actions (Orders and Penalties) as stipulated by EMA Cap 191 for non-compliance.
Adjustment for Previous year Fee and Chargers 1,121,043,523 1,121,043,523 Deficit for the year 147,604,067 0 0 147,604,067 Balance as at 30th June 2016 5,004,155,885 16,063,617 0 5,020,219,502 NOTES 1 TO 28 FORM PART OF THESE FINANCIAL STATEMENTS. AUDITORS REPORT ON PAGES 13 TO 14. ......................... ......................... CHAIRPERSON MEMBER DATE: ................... STATEMENT OF CASH FLOWS FOR THE YEAR ENDED 30TH JUNE, 2016 NOTE 2015/2016 2014/2015 TZS '000 TZS '000 Cash from operating activities Receipts Cash Received from Customers (1,808,105,958) (168,252,741) Cash Received in Advance-prior year 1,121,043,523 874,151,362 Subvention 13 2,838,356,154 3,344,013,739 Fees and Charges 14 1,647,080,500 1,020,238,473 EIA Income 15 3,770,616,982 3,579,230,292 Miscellaneous income 16 589,716,352 198,150,429 Gain on Disposal 16 0 2,047,700 Deferred income 1,534,877,853 0 REA Income 16 0 43,293,437 9,693,585,406 8,892,872,691 Payments Cash Paid to Suppliers 8 (54,166,577) 186,826,429
Graduate School of Global Environmental Studies Kyoto University Admission for Master’s Program 2019 Photo sheet *GSGES admission office use. (Form 5) NOTE: Print this form on A4 paper. DO NOT CUT HERE Graduate School of Global Environmental Studies Kyoto University Admission for Master’s Program 2019 Admission ticket *GSGES admission office use.
EMSC ADVISORY COMMITTEE January 19, 2017 1:00 p.m. – 4:00 p.m. Daytona Beach, FL GENERAL Welcome & Sign-In Updates REPORTS State Update S McCoy EMS State Plan C Richter Education M Rushing Medical/EMS Lou Romig State Medical Director J Nelson National Performance Measures Planning PROJECTS 2017 Federal QI Collaborative 2017 EMS Week/EMSC Day NEXT MEETING Conference Call - February 15, 2017 10:00 a.m. – 11:00 a.m.
Lillywhite, B, London Coffee Houses (1963). Livesey, Ruth. ‘Reading for Character: Women Social Reformers and Narratives of the Urban Poor in Late Victorian and Edwardian London.’ Journal of Victorian Culture 9 (2004): 45-57. Livesey, Ruth. Socialism, Sex, and the Culture of Aestheticism in Britain, 1880-1914. Oxford: Oxford University 2007. Maltz, Diana. British Aestheticism and the Urban Working Classes, 1870-1900: Beauty for the People. New York: Palgrave, 2005. Marcus, Steven, The Victorians (1974). Mayhew, Henry, London Labour and the London Poor (4 vols, 1861-2) [Available online at ] McCalman, Iain. Radical Underworld: Prophets, Revolutionaries, and Pornographers in London, 1795-1840 (1988) McLeod, Hugh, Class and Religion in Late-Victorian London (1974). Nead, Lynda. Victorian Babylon: People, Streets and Images in Nineteenth-Century London (2000) Nord, Deborah. Walking the Victorian Streets: Women, Representations, and the City. Ithaca: Cornell University Press, 1995. Olsen, Donald J, The Growth of Victorian London (1976) Owen, D. The Government of Victorian London (1982). Phillipps, Evelyn March, ‘The Working Lady in London’ Fortnightly Review 52 (August 1892). Porter, Roy, London: a Social History (1994) Schaefer, William David, Beyond ‘The City’ (Berkeley: University of California Press, 1965) Schaefer, William, ‘The Two Cities of Dreadful Night’, PMLA 77:5 (1962), 609-612 Schlicke, Paul, Dickens and Popular Entertainment (1985) Schneer, Jonathan, London 1900: Imperial Metropolis (Yale UP, 1999)
Ambulance Provider Name Location (City) # Transport # Annual Emergency Responses EHR Vendor Proposed Participant (Yes/No) 1 2 3 4 5 6 Summary % of Emergency Ambulance Providers Proposed to participate (Participants/ total ambulance providers) % of Emergency Responses (Volume of Participating Providers/Total Emergency Responses) CHART B SAMPLE EMS Receiving Hospitals (List all in LEMSA Area) EMS Receiving Hospital Name Location (City) Base Hospital (Yes/No) # Annual Ambulance Transports Received EHR Vendor Proposed Grant Participant (Yes/No) 1 2 3 4 5 6
Attachment 1 – Schedule TO-1 SCHEDULE TO-1 GUARANTEED COST SAVINGS AND CONTRACTOR PAYMENTS Task Order No.: Contractor Name: Project Site: (a) Estimated Cost Savings ($) (b) Guaranteed Cost Savings ($) (c) Contractor Payment ($) Implementation Period Post-Acceptance Performance Period Year (d) Estimated Annual Cost Savings ($) (e) Guaranteed Annual Cost Savings ($) (f) Annual Contractor Payments ($) One Two Four Five Six Seven Eight
Attachment 4 – Schedule TO-4 SCHEDULE TO-4 Task Performance Period First Year Estimated Annual Cost Savings, by Energy Conservation Measure 6) This schedule is not to be altered or adapted in any way. Please note any clarifications in the comments/explanations area Project Site: Task Order#: Contractor Name: Project Square Footage (KSF): a. ECM energy baseline (MBtu/yr) b1. Electric energy savings (kWh/yr) b2. Electric energy savings ($/yr) c1. Electric demand savings (kW/yr) c2. Electric demand savings ($/yr) d1. Natural gas savings (MBtu/yr) d2. Natural gas savings ($/yr) e1. Other savings (MBtu/yr) e2. Other savings ($/yr) f. b1+d1+e1 Total energy savings (MBtu/yr) g.=b2+c2+d2 +e2 energy cost savings ($/yr) h. Other and O&M cost savings ($/yr) i. Water savings (1000 gal/yr) j. Water savings ($/yr) k=g+h+-j Estimated annual cost savings ($yr) l. Implementation price ($) m=l/k Simple Payback (yrs.) TOTALS Explanations/Comments:
S.NO CHAPTER NAME PG.NO 1 MEASURING INSTRUMENTS 8 – 47 2 MEASUREMENT OF POWER AND ENERGY 48 – 71 3 POTENTIOMETERS 72 – 82 4 MEASUREMENTS OF PARAMETERS 83 – 115 5 MAGNETIC MEASUREMENTS 116 – 127 6 DIGITAL METERS 128 – 144 III Year B. Tech. Electrical and Electronics Engineering - I SEM
is used in the lab, so that any value of resistance between minimum and maximum specified can be used. It eliminates the possibility of having the meter in the circuit without a shunt. 1.16 Multi range D.C. voltmeter: We can obtain different Voltage ranges by connecting different value of multiplier resistor in series with the meter. The number of these resistors is equal to the number of ranges required. Problems: A moving coil instrument gives a full scale deflection of 10mA, when the potential difference across its terminal is 100mV. Calculate The shunt resistance for a full scale deflection corresponding to 100A The resistance for full scale reading with 1000V. Calculate the power dissipation in each case? Solution: The inductance of a moving iron instrument is given by ‘θ’ is the deflection in radian from zero position the spring constant is Estimate the deflection for a current of 5A Instrument Transformers: The d.c circuits when large currents are to be measured, it is usual to use low-range ammeters with suitable shunts. For measuring high voltages, low-range voltmeters are used with high resistances connected in series with them. But it is neither convenient nor practical to use this method with alternating current and voltage instruments. For this purpose, specially
Total energy use (MMBtu/yr) Electric energy use (kWh/yr) Electric energy cost, Year 1 ($/yr) Electric demand* (kW/yr) Electric demand cost, Year 1 ($/yr) Natural gas use (MMBtu/yr)** Natural gas cost, Year 1 ($/yr) energy use (MMBtu/yr)** energy cost, Year 1 ($/yr) Other O&M costs, Year 1 ($/yr) Total costs, Year 1 ($/yr) Baseline use use Savings Notes *Annual electric demand savings (kW/yr) is the sum of the monthly demand savings. MMBtu = 106 Btu. **If energy is reported in units other than MMBtu, provide a conversion factor to MMBtu (e.g., 0.003413 MMBtu/kWh).
Enable Works Supported Employment Specialist Support for: Jobless residents in Dundee who have a long term health condition/learning/physical disability What are we doing and how are we doing it? Enable Scotland in Dundee offer a Supported Employment Programme that is all delivered through a person centred 1 to 1 approach that will be completely unique to the individual. As part of the Dundee Employability Pipeline we have access to many other services from partner organisations and are used if they are of benefit to the individual. These can be Employability Academies, health in the work place opportunities or simply Benefit/Financial advice. We look to work through the individuals barriers to employment – whether that be Disability or lack of experience and qualifications…at a pace and in a manner that is suitable to them. Through Supported Employment we look to engage closely with employers and support them - as well as the client to ensure that any opportunity for employment is not only obtained but sustained. Who’s Eligible? Due to the nature of this intervention the project aims to work with people who are facing multiple and complex barriers. Target Audience: This is a supported employment project that works with people who have a disability or long term physical condition that prevents them from accessing employment. When can we apply? Anytime (Office hours) Where will it be held? Due to the nature of both the clients involved and the objective of supporting them into employment this is both an outreach service as well as one operated within our office. It will greatly depend on the needs of the client and to suit them over which venue is appropriate. How do we refer? Use the form at the end of this guide or Click on the link for a copy of the referral form and send it to the contact below. Contact Details Name: Scott Ferguson Tel: 0788 945 6282 Email: Stages Covered 1,2,3,4,5 Additional Information: This project is part funded by the European Structural & Investment Funds – namely the European Social Fund (ESF)
SYSTEM REQUIREMENTS: HARDWARE REQUIREMENTS: System : Pentium IV 2.4 GHz. Hard Disk : 40 GB. Floppy Drive : 1.44 Mb. Monitor : 15 VGA Colour. Mouse : Logitech. Ram : 512 Mb. SOFTWARE REQUIREMENTS: Operating system : Windows XP/7. Coding Language : JAVA/J2EE IDE : Netbeans 7.4 Database : MYSQL REFERENCE: Jia Yu, Kui Ren, Senior Member, IEEE, Cong Wang, Member, IEEE, and Vijay Varadharajan, Senior Member, IEEE, “Enabling Cloud Storage Auditing With Key-Exposure Resistance”, IEEE TRANSACTIONS ON INFORMATION FORENSICS AND SECURITY, VOL. 10, NO. 6, JUNE 2015.
Module Starting Dates Venue September 2013 Module 1 11th September 2013 12th September 2013 15th October 2013 3rd December 2013 11th February 2014 1st April 2014 (Portfolio Day) Brunel University Rooms to be confirmed October 2013 Module 2 8th October 2013 9th October 2013 12th November 2013 14th January 2014 25th 2014 12th May 2014 (Portfolio Day) Brunel University Rooms to be confirmed December 2014 Module 3 10th December 2013 11th December 2013 7th January 2014 4th March 2014 19th May 2014 19th June 2014 (Portfolio Day) Brunel University Rooms to be confirmed Module Assessment: The module is assessed by the completion of a portfolio, which will directly relate to candidates working with a current social work student. The portfolio will include: A reflective commentary the role of Practice Educator (up to 3000 words)
been much more effective in getting what I want when I've been clear about what I've wanted to say and who I've wanted to say it to." Paul Clasby Ceredigion Disability Forum are you now? This bit can be tough. This is where you may need to talk to different people or work with members of a group to try and understand what other people are thinking about a particular issue, campaign, rule of law or group. Try and think of this in terms of what is being said about a particular topic and what that looks like in the news, newspapers or social media. It's really important to be honest with yourself at this point. As you go through the next few steps you may need to come back to check if some of your basic assumptions are right or wrong. Where do you want to go? So what do you want to change? What is the difference you want? How do you want people to think about the issue that interests you? What do you want them to be saying or thinking? What should they be feeling compared to how they feel now? This is really exciting - the start of something big. And what would it look like if you made it happen? Refresh your mind about your mission statement and your values at this point (see Section 5 - Thinking Big). Build an audience Activity 1 - Building an Audience of supporters To start with, think of everyone who supports what you do and make a note of his or her contact details. Your supporters are key - it’s a group of people you can build on and get energy and ideas from. Get as many details as you can about each one of these individuals - postal addresses and telephone numbers for a start.
Required Attendees Name Present Apology Optional Attendees Name Present Apology Student □ □ Learning Mentor □ □ Parent/Carer/Guardian □ □ Designated Teacher □ □ Principal or Delegate □ □ SEIL □ □ DHHS/CSO Case Manager □ □ LOOKOUT □ □ Teacher □ □ Other: □ □ SSS KESO (if relevant) Details Actions Person responsible By when Strengths and interests Resources required to access education (transport, uniform, books, ICT) Current support needs Social Emotional Behavioural Educational Environmental
(all sectors) ENA & EHA Reference Materials on Key Practices - Community Workers (all sectors) ENA State of the Art Training for Managers (English & French, 2006) Includes nine modules on rational for the essential nutrition actions and large scale implementation Technical Capacity Assessment tools (JSI, 2013) These tools are designed to help an organization assess its ability to implement various nutrition programs, looking holistically at personnel, documents, and systems in place at the organizational and implementing partner levels. Essential Nutrition Actions Framework within the Health system Community-based Management of Acute Malnutrition Essential Nutrition Actions Framework within the context of HIV & AIDS Quality Assessment of Nutrition Services-A How-To Guide (HKI. ) Surveying Nutrition-Related Services Offered to Pregnant Women, Postpartum Women, and Caregivers of Children Under Five in Health Facilities Supportive Supervision Tools Integrated MNCH Supportive Supervision (JSI) Supportive Supervision at key health contact points (JSI) Care Guidance for Community Formative Research Tools ProPAN 2.0 (PAHO, CDC, 2013)/Optifoods Focused Ethnographic Study Guide (GAIN, 2012) Designing for Behavior Change (CORE Group & Food Security & Nutrition Network, 2013)
Ask one group to explain their entries for age 6 up to 12 months (6 up to 9 and 9 up to 12 months) providing additional information from the Document #33 Ask 2nd group to explain their entries for age 12 up to 24 months providing additional information from the Document #33 Ask participants in plenary what is active feeding and its relation with Early Childhood development and review Document#34 Discuss and summarize Activity 15.2: Describe How Health Workers Can Support Complementary Feeding Practices (30 minutes) Methodology Group Work Divide participants into five groups with each in front of a flip chart bearing one of these sets of questions: Which questions on nutrition should be asked of mothers whose babies will soon be six months old? Why encourage mothers, fathers, or caregivers to use iodized salt for the whole family, including children who have begun complementary feeding? What are the supplementation, immunization, treatment or medicines that a child 6-59 months needs to receive and with what frequency? How can health workers help mothers, fathers, or caregivers make sure that their children are properly fed and that they obtain the nourishment they need? What do you advise to mothers and family members so that mothers and children (birth up to 24 months) stay healthy? How can health workers maintain the supply of nutrition related drugs and materials? List them and explain how to maintain supply. Each group briefly presents their assigned flipchart groups to add any additional points Facilitator gaps reviewing together Document #35 Activity 15.3: Compare and Nutrition Managers with ENA & EHA Training Guide - Community Workers (all sectors) (15 minutes) Methodology Working Groups
M 10/26 Study for Grammar Quiz 6 Groups Assigned Quiz 6: Adjectives and Adverbs Groups meet and discuss topics W 10/28 Discussion of Commas Group Time – develop thesis M 11/2 Library Orientation – Go directly to the library (Rm. 4-203) W 11/4 Study for Grammar Quiz 7 Bring library articles to class Quiz 7: Commas Group Time – develop works cited list M 11/9 Discussion of Apostrophes Group Time – develop outline and assign each group member a point/reason W 11/11 for Grammar Quiz 8 Bring your paragraph(s) to class for Writing Workshop 6 (in groups) Quiz 8: Apostrophes Group Time – develop introduction and conclusion M 11/16 Bring your group’s introduction and outline to class for Writing Workshop 7 Discussion of Colons and Semicolons WA 5 Draft of Introduction and Outline (bring draft to class) W 11/18 Study for Grammar Quiz 9 Quiz 9: Colons and Semicolons (online) Discussion of Capitalization Discussion of Writing M 11/23 Prepare for writing (purchase a Blue Book at the Bookstore) In Class Writing Assignment (WA 4) W 11/25 Happy Thanksgiving! No Class
SCHEDULE (continued) Wed, Oct 16 ESSAY #1 DUE Homework: Read “Living Like Weasels” in your reader. Mon, Oct 21 Homework: Read “Extreme Reading” in your reader. response paragraph. Wed, Oct 23 Topic for Essay #2 Due Homework: Read “The Myth of the Cave” in your reader. Mon, Oct 28 Homework: Finalize Essay #2. Wed, Oct 30 ESSAY #2 DUE Mon, Nov 4 IN-CLASS ESSAY #2 Homework: Read Sections R-1 and R-2 in your Seagull Handbook Wed, Nov 6 Homework: Read “A Modest Proposal” in your reader. Write response paragraph. Read Sections R-3 and R-4 in your Seagull Handbook. Mon, Nov 11 Topic for Essay #3 Due Homework: Read “I Have a Dream” in your reader. Wed, Nov 13 Works Cited Page Due Homework: Finish up a good second draft of your essay and bring to class on Monday. Mon, Nov 18 Essay Workshop Wed, Nov 20 ESSAY #3 DUE Homework: Read “Mother Tongue” in your reader. Write response paragraph. Mon, Nov 25 Topic for Essay #4 Due Homework: Read “Only Daughter” in your reader. Finish a good second draft of your essay and bring to class on Monday. Wed, Nov 27 THANKSGIVING HOLIDAY —NO CLASS Mon, Dec 2 Essay Workshop Wed, Dec 4 #4 DUE FINAL EXAM TBA
Type Presentation Day Time Conference Line/Web Link Call-In Number Webinar Remote Area Medical Monday August 20, 2018 2:30 PM – 3:30 PM Please join my meeting from your computer, tablet or smartphone. You can also dial in using your phone. United States (Toll Free): 1 866 899 4679 United States: +1 (571) 317-3117 Access Code: 782-070-205 Joining from a room or system? Dial: 67.217.95.2##782070205 Cisco devices: Webinar Fisdap and Jones & Bartlet Monday September 17, 2018 2:30 PM – 3:30 PM Please join my meeting from your computer, tablet or smartphone. You can also dial in using your phone. United States (Toll Free): 1 866 899 4679 United States: +1 (669) 224-3319 Access Code: 671-114-157 Joining from a video-conferencing room or system? Dial: 67.217.95.2##671114157 Cisco devices: Webinar CoAEMSP and Accreditation Monday October 15, 2018 2:30 PM – 3:30 PM Please join my meeting from your computer, tablet or smartphone. You can also dial in using your phone. United States (Toll Free): 1 866 899 4679 United States: +1 (571) 317-3117 Access Code: 157-642-557 Joining from a video-conferencing room or system? Dial: 67.217.95.2##157642557 Cisco devices:
Webinar The Council on Licensure, Enforcement and Regulation Monday November 19, 2018 2:30 PM – 3:30 PM Please join my meeting from your computer, tablet or smartphone. You can also dial in using your phone. United States (Toll Free): 1 877 309 2073 United States: +1 (646) 749-3129 Access Code: 827-387-013 Joining from a video-conferencing room or system? Dial: 67.217.95.2##827387013 Cisco devices: Webinar CeBroker and Continuing Education Units Monday December 17, 2018 2:30 PM – 3:30 PM Please join my meeting from your computer, tablet or smartphone. You can also dial in using your phone. United States (Toll Free): 1 866 899 4679 United States: +1 (312) 757-3119 Access Code: 424-121-333 Joining from a video-conferencing room or system? Dial: 67.217.95.2##424121333 Cisco devices: Webinar Sepsis Monday January 21, 2019 2:30 PM – 3:30 PM Please join my meeting from your computer, tablet or smartphone. You can also dial in using your phone. United States (Toll Free): 1 866 899 4679 United States: +1 (786) 535-3119 Access Code: 870-682-669 Joining from a video-conferencing room or system? Dial: 67.217.95.2##870682669 Cisco devices: Webinar Department of Monday February 18, 2019 2:30 PM – 3:30 PM Please join my meeting from your computer, tablet or smartphone. You can also dial in using your phone. United States (Toll Free): 1 877 568 4106 United States: +1 (571) 317-3129
grade on an assignment, yet this disagreement does not constitute sufficient evidence to warrant a change of grade. However, if an instructor made a mathematical error or based your grade on something other than his/her assessment of your performance in a course, then a grade change could be warranted. A student interested in disputing a needs to carefully review the student Academic Grievance Procedure outlined under First Year Composition Student Resources (Links to an external site.). He/she should first meet with his/her instructor, as mentioned in the grievance procedure. Should a student wish to proceed with a grade grievance after the teacher meeting, he/she should contact Dr. Erin Trauth, Associate Director of First-Year Composition, for a grade grievance conference. Students may then file a notification letter within three weeks of the triggering incident to Dr. Trauth, Department of English, CPR 107, 4202 E. Fowler Avenue, Tampa, FL 33620. Be sure to specify precisely why you believe the grade needs to be changed based on USF’s Academic Grievance Procedure. Emergency In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include, but are not limited to: Canvas, Elluminate, Skype, e-mail messaging and/or an alternate schedule. It’s the responsibility of the student to check for communication from their instructor and/or the university. Additional Resources: Plagiarism Information (Links to an external site.) Students with Disabilities Responsibilities (Links to an external site.) USF Counseling Center (Links to an external site.) USF Advocacy Program (Links to an external site.) Student Resources at the FYC Website (Links to an external site.) Purdue OWL (Links to an external site.) (Links to an external site.)USF Writing Studio (Links to an external site.) USF INTO Program (Links to an external site.) USF INTO Pathways Program (Links to an external site.)
W – Writing a Summary HW – Write discovery draft of summary F – Discovery Draft of Summary Due; peer review HW –Revise Summary Week 3 M – Labor Day—No Class W – Professional Summary due; peer review F - Assign Summary/Analysis Week 4 M – Analyzing Texts—Rhetorically and Critically W –Drafting the analysis HW-Write discovery draft of Analysis F- Discovery Draft Summary/Analysis Due; peer review HW: Revise Summary/Analysis Week 5 M – Mandatory Conferences W- Professional Summary/Analysis Due: How to Synthesize F - Assign Synthesis essay—Choosing Essays Week 6 M- Group work on synthesis essay; Synthesis essay examples; W – Making Connections F- Discovery draft of synthesis due; peer review HW-Revise Synthesis Week 7 M – Lesson in Style (Clarity, Coherence, Unity) W – What to Research—How to find a topic F- Synthesis due; Research Activity—bring topic and questions about topic to class HW – Research Prospectus Week 8
Enc 3 Open access and the next REF From 1st April 2016 research outputs must be deposited in a repository (at Birmingham, Pure) at the point of acceptance in order to be eligible for submission to the next REF. The record of the publication and document must be discoverable online. Key points of the policy The policy applies to all Journal articles or conference proceedings with an ISSN (as an illustration, these made up 100% of the MDS REF14 return , and approximately 40% of the CAL return) Chapters, monographs, and non-textual outputs are not covered by the requirements The document can be embargoed for up to 12 months (Main Panels A and B) and 24 months (Main Panels C and D). If we are unable to meet the guidelines, but can prove that we have made every effort, we still able to submit the output for REF and specify an exception. It is expected that the number of exceptions will be monitored and kept to a minimum. This policy complements the existing structure of Green and Gold open access routes, allowing either method (although favours the green route). HEFCE’s guide to their policy can be found at What researchers need to know As decisions about submission to REF may be taken significantly after publication, all journal articles and conference proceedings must be deposited in line with the REF rules to avoid later problems. The nature of the relationship between an author and their publisher means the University is unaware of when articles are accepted. It is therefore the academic’s responsibility to ensure their accepted article is deposited in Pure within the 3 months. If this is not done it is likely that it will not be possible to submit the article to the REF. Guidance Guidance notes, roadshows and open drop in sessions have been running in the 12 months running up to April 16. General guidance can be found at: and Download on REF guidelines: Download on making your work open access in Pure: Drop-in clinics: A range of communications promoting the HEFCE rules for open access will be released in the lead up to, and beyond, the April 2016 start date.
Assignment Point Value Words Due Date for Writing Assmts Time: 11:59 pm unless otherwise noted Candidate for Revision? Synthesis Series Bullet Analysis #2 Bullet Analysis #3 Synthesis Paper 20 20 75 N/A N/A 600 Mon Jan 22 Mon Jan 29 Mon Feb 5 No No Yes, for better of two grades Medical Comm. Project AB 1 ABs 2, 3, 4, & 5 ABs 6, 7, & 8 Informative Speech Self Review Peer Evaluation Review Paper 10 40 30 125 5 5 150 200 800 600 N/A N/A N/A 1500 Wed Feb 7 Wed Feb 14 Wed Feb 21 Mon Feb 19, Wed Feb 21, and Mon Feb 26 Wed Feb 28 Wed Feb 28 Thu Mar 1 No rewrites for ABs N/A No rewrite for Peer/Self Reviews Yes, for average of two grades Medical School Application Résumé Pers Stmt Info on med school Interview Thank you note Peer-Eval Self-Review 50 65 0 125 5 5 5 500 5300 characters n/a n/a 25 n/a n/a Mon Mar 26 due at 8:30 am Mon Mar 26 due at 8:30 am Mon Mar 26 due at 8:30 am Wed Mar 28, Mon Apr 2, Wed Apr 4 Wed Apr 11 Wed Apr 11 Wed Apr 11 Yes for better of two grades Yes for better of two grades n/a No rewrite for Thank you notes/ Peer/Self Reviews Continuing Med. Education Writing: Proposal Memo Team CME Paper and aud survey Speaking: Team Pres 100 points Group Shared 25 points] Peer-Eval of Another Team 25 100 125 5 5 300 2100 n/a n/a n/a Wed Apr 18 Wed Apr 25 Mon Apr 23 and Wed Apr 25 Mon Apr 30 Mon Apr 30 No rewrite No rewrite n/a No rewrite for Peer/Self Reviews
Standard Form: CPRA 24-102 (Rev. 8/2016) Professional Services Contracts 1. Advertisement Title 2a. Announcement date 2b. RSIQ number 3a. Name and mailing address of the firm’s office performing the work 3b. Name, title, telephone number and email address of the official with signing authority for this contract. 3c. Name, telephone number and email address of the point of contact for this contract (if different from 3b.) 3d. Firm’s Louisiana License number 4. Full-time personnel on firm’s payroll: All Personnel Project Specific Personnel Domiciled in LA NOT Domiciled in LA a. Engineers, with current Louisiana P.E. registration _______ b. Environmental Engineers, with current Louisiana P.E. registration (not included in 4a) _______ c. Engineer Interns _______ d. Technical Support Personnel (non-engineers) _______ e. Environmental personnel (non-engineers) _______ f. Planning personnel (non-engineers) _______ g. Other personnel not included in above categories (If project specific, list titles _______ and total numbers for each below) _______________________________________________________________ Total personnel (sum of a – g) _______ _______ _______ _______ _______ _______ _______ _______ _______ 5a. If one or more sub-consultants will be used, provide the information requested below for each.
8. Firm’s most relevant project experience (List no more than 10 projects and include no more than one page per project). a. Project name & location b. Project description c. Nature of firm’s responsibility & firm members involved d. Owner’s name, address, and telephone number e. Completion date & cost in thousands
The Home and Community-Based Services (HCBS) rules ensure that people with disabilities have full access to and enjoy the benefits of community living through services and supports in the most integrated settings of their choosing. In order to assist in determining eligibility for compliance funding, providers must complete this evaluation. Both “Yes” and “No” answers require an explanation. A “No” response could mean a service setting is out of compliance with the HCBS rules and is potentially eligible for funding to make necessary modifications. Once this evaluation is completed, it should act as a guide for filling out the Provider Compliance Funding Concept Proposal, which is required for any provider to be eligible for compliance funding. Completion of this evaluation is for the sole purpose of applying for compliance funding and does not take the place of future provider assessments that DDS may require to determine provider compliance with the HCBS settings rules. Only providers requesting compliance funding need to complete this evaluation. Federal Requirements #1-5 apply to providers of all services, including residential and non-residential settings. Federal Requirements #6-10 are additional requirements that apply only to provider-owned or controlled residential settings. The column labeled “Guidance” contain a series of questions intended to help identify compliance or non-compliance with each requirement as it relates to the HCBS rules. While responses to these questions can help in the determination of whether or not a particular requirement is met, these responses may not be the sole factor in this determination. More information on the HCBS rules and this form can be found at: . Questions may be directed to HCBSregs@dds.ca.gov. Date(s) of Evaluation: Completed by: Vendor Name, address, contact: Service Type and Code: Federal Requirement #1: The setting is integrated in and supports full access of individuals receiving Medicaid HCB Services to the greater community, including opportunities to seek employment and work in competitive integrated settings, engage in community life, control personal resources, and receive services in the community, to the same degree of access as individuals not receiving Medicaid HCB Services. Guidance: Do individuals have options for community integration and utilization of community services in lieu of onsite services? Are individuals able to regularly access the greater community and are they able to describe how they access the community, who assists in facilitating the activity, and where he or she goes? Do individuals get support to access the community?
and to mitigate transport impacts. The submission of a TIS with a planning application does not necessarily mean the development is acceptable. Various best practice guidance on travel plans can be used to inform TIS production. Tree Survey A tree survey is required for any building or engineering works where there are trees within or adjoining the application site. The survey and report should be produced in line with the guidelines set out in BS5837:2012 ‘Trees in Relation to Design, Demolition and Construction’. The British Standard requires a suitably trained and experienced arboriculturalist to record information about trees on the site independently of and prior to any specific design for development.
are a number of statistically significant differences in views depending on the profile of residents. For example, a greater proportion of those aged 65 and over cite ‘Retirement’ and ‘Feeling of local community’ compared to other residents, while a ‘Better quality of life’ sees more residents aged 64 and under indicating this as a reason for living in the area. Figure 2: Reasons for living within the Brecon Beacons National Park area by age group Age group Better environment Better quality of life Feeling of community Closer to family/friends I was born here Employment / set up a business Retirement Access to school(s) Base: 16 to 44 63% 55% 28% 36% 26% 34% 1% 15% 471 45 to 54 66% 55% 32% 29% 25% 30% 2% 14% 516 55 to 64 69% 57% 36% 24% 23% 27% 17% 4% 753 65+ 60% 48% 34% 28% 24% 18% 48% 4% 1231 Statistically significant differences shown shaded in green (comparison of highest value (%) to lowest value) Perhaps not surprisingly, a greater proportion of those aged 44 and under cite being ‘Closer to family and friends’, ‘Employment/set up a business’ and ‘Access to schools’ as reasons for living in the area. Perhaps not surprisingly, a greater proportion of those households with children indicate being ‘Closer to family and friends’, ‘Employment/start a business’ and ‘Access to schools’ compared to those without children in their household, as highlighted in the table below. Proportionally more of those with three or more children in their household indicate that a ‘Better environment’ and ‘Better quality of life’ as a reason for living in the area compared to those with fewer children. Figure 3: Reasons for living within the Brecon Beacons National Park area by number of children in household Children in household Better environment Better quality of life Feeling of local community Closer to family/friends I was born here Employment / set up a business Retirement Access to school(s) Base None (inc. not specified) 63% 52% 32% 27% 24% 23% 29% 4% 2528 Children in household 65% 55% 34% 34% 26% 32% 5% 21% 646 One 62% 52% 33% 33% 29% 31% 5% 19% 274 Two 64% 54% 34% 38% 23% 33% 5% 22% 276
assignment as a minimum penalty. Examples include cheating on a quiz or citing phony sources or quotations. Assessment Rubric SATISFACTORY (Y) UNSATISFACTORY (N) CONTENT Papers exhibit evidence of ideas that respond to the topic with complexity, critically evaluating and synthesizing sources, and provide an adequate discussion with basic understanding of sources. Papers either include a central idea(s) that is unclear or off- topic or provide only minimal or inadequate discussion of ideas. Papers may also lack sufficient or appropriate sources. ORGANIZATION AND COHERENCE Documents and paragraphs exhibit identifiable structure for topics, including a clear thesis statement and topic sentences. Documents and paragraphs lack clearly identifiable organization, may lack any coherent sense of logic in associating and organizing ideas, and may also lack transitions and coherence to guide the reader. ARGUMENT AND SUPPORT Documents use persuasive and confident presentation of ideas, strongly supported with evidence. At the weak end of the satisfactory range, documents may provide only generalized discussion of ideas or may provide adequate discussion but rely on weak support for arguments. Documents make only weak generalizations, providing little or no support, as in summaries or narratives that fail to provide critical analysis. Documents use a writing style with word choice appropriate to the context, genre, and discipline. Sentences should display complexity and logical structure. Documents rely on word usage that is inappropriate for the context, genre, or discipline. Sentences may be overly long or short with awkward construction. Documents may also use words incorrectly. MECHANICS Papers will feature correct or error-free presentation of ideas. At the weak end of the satisfactory range, papers may contain a few spelling, punctuation, or grammatical errors that remain unobtrusive and do not obscure the paper’s argument or points. Papers contain so many mechanical or grammatical errors that they impede the reader’s understanding or severely undermine the writer’s credibility. Classroom Conduct Much of this class is discussion-based, so it is vital that we show respect for each other's views. Students are required to set cell phones to vibrate during class. Ringing phones and text messaging is an unprofessional disruption, which may result in your being asked to leave the classroom and being counted absent. Due Dates, Make-up Policy, and In-Class Work Papers and drafts are due at the beginning of or online at the assigned deadline. Late papers will not be accepted without a valid excuse as outlined above. In these cases, students
Complaint/Abuse Investigation and Facility Monitoring: To participate in activities related to receiving, verifying, investigating, and resolving a complaint. Includes all hours spent in facilities by staff or volunteers, traveling to or from facilities, and completing required records. Unit of Service: One (1) hour (reported in increments of fifteen (15) minutes) Abuse Prevention Educational Materials: Educational materials and guidance kits distributed for the prevention, detection, assessment, and treatment of, intervention in, investigation of, and response to elder abuse, neglect, and exploitation (including financial exploitation). Unit of Service: One product Volunteer Recruitment: To engage in activities directed towards the recruitment and training of volunteer workers (need not be over 60 years of age). Unit of Service: One (1) hour (reported in increments of fifteen (15) minutes) Suggested Minimum Objectives (2016-17) 1,200 Units of Volunteer Recruitment and Volunteer Training 10 Volunteers 90% Complaint Resolution Rate 30 Meetings with Resident and Family Councils 150 Consultations to Facilities 350 of Information & Consultation to Individuals 30 Sessions of Community Education 100% Regular Nursing Facility Visitation to Facilities 100% Regular Visitation to 100% of Residential Care Facilities for the Elderly 7.5 Full-Time Equivalents (FTEs) Paid Ombudsmen 45 Certified Volunteer Ombudsmen 2 Sessions of National Ombudsman Reporting System Part I, II or III training. Suggested Minimum Objectives for the Under sixty (60) Program (2016-17) 983 hours Case Monitoring and Investigation 109 hours Community Education and In-service Training 100 Unduplicated Cases in Adult Residential Facilities Program Service Requirements 1. Contractor agrees to provide ombudsman services in accordance with the CDA and the AAA requirements. 2. Contractor agrees to submit monthly reports that specify the number of individual referrals received and monthly reports that include multiple referrals. 3. Contractor, in accordance with policies and procedures established by the State Ombudsman, will:
This schedule is subject to change. Readings, activities, and assignments are also listed and will be updated on the course website. The online version of the schedule and due dates supersedes any paper copies. All homework and readings are due the class period after they are assigned unless otherwise noted on schedule. All assignments are DUE on the day they are listed. Evidence-Based Medical Literacy Week 1 Monday – Introduction to Course Wednesday – create a professional profile In Blog entry #1 – The “Writing Diagnostic” – answer the following question: What personal experience best illustrates why you want to become a medical practitioner? blog posts should have an appropriate title blog posts should be relatively short – 3 paragraphs MAXIMUM Read: “Doctor-Patient Communication: A Review” Read “Sounder Thinking Through Clearer Writing” Friday – Scientific Communication in Medicine: The EBM Approach Read “” (from class web site) Read (from class web site) Week 2 Monday – Evidence Based Practice + Time Crunch = Pre-processed Literature Read Synthesis Series Article #1 Wednesday – Analysis #1 in class Read Synthesis Series Article 2 Bring completed draft of Editor’s summary #1 to class on Friday Friday – Peer Review: ES 1 → submit by end of class Read Synthesis Series Article #2 DUE: Editor’s Summary #1 Week 3 Monday – Discuss BA Analysis #1 Wednesday – Analysis #2 in class Read Synthesis Series Article #3 Friday – Peer Review ES #2 /Analysis #3 DUE: Editor’s Summary #2 Read “Writing the Synthesis Paper,” on Articles/Instructions page (on class web site) Week 4 Monday – Peer Review ES #3/ The Synthesis Paper DUE: Editor’s Summary #3 Wednesday – The Synthesis Paper / Synthesizing Sources – in-class exercise Friday – Synthesis Paper / The Medical Communications Project /Choosing Topics for Review Read “How and Why Biologists Write” Read page (on class web site) The Medical Communication Project Week 5 Monday – Library Workshop w/ Denise Bennett DUE: The Synthesis Paper
The Continuing Medical Education Project Week 12 Monday – CME: Meet Your Group / Choose Topic DUE: Medical School Application Materials choices emailed to instructor – 1 message per group – include ALL group members on email (use CC function) Wednesday – CME Proposal Workshop Friday – Addressing the Audience DUE: CME Proposal Week 13 Monday – Structure of Final Paper / Creating a Case Study Wednesday – Discuss Example Case Studies Friday – Poster Presentations Week 14 Monday – CME Workshop Wednesday – CME Peer Review Friday – CME Presentations Draft CME DUE on Sakai Week 15 Monday – CME Presentations Wednesday – CME Presentations