zilongwang/ReadingBank huggingface dataset:
Office and Appointments Office Hours are [insert times available] I will meet with any student(s) during office hours to discuss assignments, issues, or concerns. I will also make adjustments to my schedule (to meet with you) beyond office hours, if necessary. NOTE: THESE ARE SAMPLE TIMES ONLY MSL 101 (AM) INSTRUCTOR OFFICE HOURS MSL 101 (PM) INSTRUCTOR OFFICE HOURS ADDITIONAL APPOINTMENT HOURS WEEK DAY From – To From – To Special Instructions: MONDAY 0700 – 0750 1600 – 1650 Must coordinate time(s) after 1700 TUESDAY 1000 – 1050 1400 – 1450 Must coordinate time(s) after 1700 WEDNESDAY 0700 – 0750 1600 – 1650 Must coordinate time(s) after 1700 THURSDAY 1000 – 1050 1400 – 1450 Must coordinate time(s) after 1700 FRIDAY 0700 – 0750 1600 – 1650 Must coordinate time(s) after 1700 Course References Course Syllabus (see ) MSL 201 Course Map “Pony Blanket” (see MSL II) See YouTube Channel for MSL Videos () Fort Knox Map Sheet & Protractor Publications (Provide a list of required publications/references for students) [insert publication/reference list] Web Sites (Have Cadets establish accounts)
Rubric Assignment: What is Important? (30 points) Criterion Exemplary (27-30 points) Proficient (23-26 points) Emerging (18-22 points) Not Evident (below 18 points) Score and Comments PURPOSE: Examine theme and author’s purpose in a literary work. Points Possible: 8 Student identifies author's purpose and theme accurately, and gives accurate, detailed evidence to explain how they are similar/different. Student identifies author's purpose and theme, and gives some evidence to explain how they are similar/different. Student identifies author's purpose and/or theme and gives little evidence to explain how they are similar/different. Student to identify author's purpose and/or theme, and does not explain how they are similar/different. Comments: DRAW CONCLUSIONS Draw conclusions and make inferences of implied information using textual support as evidence. Points Possible: 8 Student draws clear conclusions and makes astute inferences of implied information using appropriate textual support as evidence. Student draws adequate conclusions and makes informed inferences of implied information using textual support as evidence. Student draws conclusions and makes inferences of implied information using textual support as evidence. Student fails to draw conclusions or make inferences of implied information using textual support as evidence. Score: Comments: THEME Analyze recurring theme. Points Possible: 8 Student identifies an accurate shared theme and gives detailed textual evidence to explain how each piece demonstrates that theme. Student identifies an accurate shared theme and gives some textual evidence to explain how each piece demonstrates that theme. Student identifies a shared theme and gives little textual evidence to explain how each piece demonstrates that theme. Student fails to identify an accurate shared theme or give textual evidence to explain how each piece demonstrates that theme. Score: Comments:
Mechanics/Conventions Points Possible: 6 Student presents writing that is free of grammatical or spelling errors. Student presents writing that has or 3 or fewer errors in grammar or spelling. Errors do not interfere with understanding. Student presents writing that has 4-8 grammar/spelling errors. Errors interfere with understanding. Student presents writing that has more than 8 grammar/spelling errors. Errors interfere with understanding. Score: Comments: Student Name: Total Score:
Rubric Assignment: Blood is Thicker Than Water (30 points) Criterion Exemplary Grades (27-30 points) Proficient Grades (23-26 points) Emerging Grades (18-22 points) Not Evident (below 18 points) Score and Comments Compare/Contrast Use textual evidence to compare and contrast similar themes or topics of texts in different forms or genres. Points Possible: 12 Student uses specific examples from the text to provide an insightful and accurate explanation that compares and contrasts what each of the characters learned. Student uses some specific examples from the text to provide a generally accurate explanation that compares and contrasts what each of the three characters learned. Student presents points that are not fully supported by examples or that are not thoroughly explained. Student makes vague references to the text that do not support student’s claims about the similarities and differences between the three texts. Or, student fails to provide claims that are logical and coherent. Score: Comments: Compare/Contrast Compare and contrast literary characters and selections Points Possible: 12 Student uses specific examples from the text to provide a explanation of how the texts and their characters develop and progress. Response shows clear ability to differentiate between development of characters and plot in multiple texts. Student uses some specific examples from the text to provide a generally sound explanation of how the texts and their characters develop and progress. Response shows some ability to differentiate between development of characters and plot in multiple texts. Student uses few specific examples from the text in an attempt to provide an explanation of how the texts and their characters develop and progress. Response shows a clear attempt to differentiate between development of characters and plot in multiple texts, although points may be weak and underdeveloped. Student makes vague references to the text that do not support an explanation of the character or plot development in any of the texts. The explanation, if present, is unclear, inaccurate, or does not venture beyond surface-level observations. Score: Comments:
Mechanics/Conventions Points Possible: 6 Student presents writing that is free of grammatical or spelling errors. Student presents writing that has or 3 or errors in grammar or spelling. Errors do not interfere with understanding. Student presents writing that has 4-8 grammar/spelling errors. Errors interfere with understanding. Student presents writing that has more than 8 grammar/spelling errors. Errors interfere with understanding. Score: Comments: Student Name: Total Score:
Writing Checklist DRAFTING Item Details or Self Peer Follow prewriting document when drafting. an effective introductory paragraph that previews the subtopics and includes the thesis statement, explaining what you are comparing and contrasting. Draft body paragraphs that contain topic sentences and supporting sentences. Draft body paragraphs that compare and contrast the two diaries. Use quotations and evidence to support your claims. Analyze ideas, concepts, and information so that the reader can make connections and understand the topic. Clearly explain analysis of information, connections, research findings, and relevant conclusions in the body paragraphs. Write a concluding paragraph that restates the thesis statement, summarizes and revisits the analysis of the information, and makes connections beyond the topic. Evaluate and reflect on process so far and make necessary adjustments. DRAFTING-Use of language Item Details or Steps Self Peer Create a draft with a word-processing program. Use precise language to clarify and explain the topic. Write clear and varied sentences that clarify ideas with precise and relevant evidence. Use vocabulary that is appropriate for the topic, audience, and purpose. Use relevant vocabulary correctly. in a formal tone. Use transitions to guide the reader through complex ideas and link sections of the text. Use appropriate conventions.
Andover Place Apartments, 600 Bullfinch Drive, Andover MA 01810 Rental Range: $1175 - $2643 Contact Information: (866) 292-0504 *This complex is within walking distance to North Andover Royal Crest Estates, 50 Royal Crest Drive, North Andover 01845 Rental Range: $1299 - $3135 Contact Information: (978) 965-4413 Lawrence Monarch Lofts, 210 Merrimack Street, Lawrence MA 01843 Rental $1000 - $1655 Contact Information: (978) 237-5661 Saunders Crossing, 11 Diamond Street, Lawrence MA 01843 Rental Range: $840 - $1250 Contact Information: (855) 221-9668 Princeton at Mount Vernon, 479 South Broadway, Lawrence MA 01843 Rental Range: $980 - $1195 Contact Information: (888) 220-6452 Washington Mills, 270 Canal Street, Lawrence MA 01843 Rental Range: $980 - $1700 Contact Information: (978) 208-2315 Methuen Appleton Square, 171 East Street, Methuen MA 01844 Rental Range: $1250 - $1495 Contact Information: (978) 975-1001 Summit Place, 142 Pleasant Valley Street, Methuen MA 01845 Rental Range: $1545 - $3211 Contact Information: (978) 688-6300 Note: The above list is to serve as a guide; MSLAW does not necessarily endorse these apartments. Tewksbury Shawsheen Place at Tewksbury, 7 Archstone Avenue, Tewksbury MA 01876
Leadership is a journey of personal discovery. It’s a combination of skills, personality and behavior that motivates people to create extraordinary change. For me, leadership is a way of life and an everyday lifestyle as to which you adapt or you don’t. Leadership is all about vision, goals, and the want to inspire others toward a common purpose. Some people believe leaders are born, however leaders can be developed through following. Barbara Kellerman declared, “We are followers first in infancy and childhood of the adults on whom we depend, and then later in life we follow leaders before we lead follower.” (intro, xxii) Throughout my entire life, people have always defined me as a leader. I understood how this conclusion came about from my social environment, but I just went along with it. It was sometime after high school when I tapped into what others saw that I didn’t. I began to notice how my behavior and personality changed as I grew older (as any other person), but one thing I noticed was how often people complimented me my level of maturity, leadership capabilities and how proud they were of me. I began to think about myself as a leader and how effective I would be. I’ve noticed of all my close friends, I was more extroverted and brought that characteristic out in anybody. Before I realized, I was looked at as a cultivator, a leader. Honestly, I have to give credit to my parents for instilling in me the values of leadership, which was being a servant first. According to Robert Greenleaf author of The Servant as Leader (1977), “a leader must be a servant first. It begins with the natural feeling that one wants to serve, to serve first.”(p.6). My parents showed me the meaning of being respectful to my elders and if asked to serve, then do so willingly in
Declaration by MSME unit (On latter Head of MSME Unit) (Note: May send Scanned copy or hard copy separately) I declare that: (i) We are going to take services from ____________________________________Design Student Of ____________________________________ (Institute Name), for_______________________(Project title). (ii) The company has not applied, obtained or will be obtaining any other tax/financial incentives for the proposed consultancy project. (iii) The company is free from any litigation to the proposed project. (iv)The facts stated in this application and the accompanying information are true and correct to the best of my knowledge and that I have not withheld/distorted any material facts; and (v) The company falls under the definition of MSME as Micro enterprises Small enterprises Medium enterprises
Counseling Psychology 0 1 2 3+ NU Statement of Purpose Please respond to the following question in your NU Statement of Purpose within 5000 characters or less. The Admissions Committee is most interested in you, the person, who seeks to be a marriage and family therapist. Your Statement of Purpose should be written so that we may better know you. Please respond to the following questions. What personal and family experience have influenced you interest in a career as a marriage and family therapist? What academic and professional experiences have influenced your interest in a career as a marriage and family therapist? What attracts you to the field of marriage and family therapy (as opposed to social work, counseling, or clinical psychology)? What attracts you to the MSMFT Program here at Northwestern University? Describe a time in your life when things didn’t go well for you. Describe the circumstances of this time and how you handled the challenges associated with it. References Applicants for degree programs are required to submit two (2) letters of reference. References should include, if possible, at least one addressing the applicant's academic background. Reference Letters must be submitted through The Graduate School’s CollegeNet Application system. First Name Last Name Position Mailing Address City State Postal Code Name Last Name Position Mailing Address City Postal Code First Name Last Name Position Mailing Address City State Postal Code Should you have any questions please contact: Yadira Wardlow, Education Coordinator The Family Institute 618 Library Place Evanston, IL 60201
Please check the appropriate categories. I give my daughter _________________________ permission to ride to and from a practice or game in the following situations: a. With a or parent in the school van Yes No b. With another parent driver Yes No c. With another student driver Yes No In addition, I give my daughter ___________________________ permission to other team members to and from a game or practice in her car: Yes No Please print student’s name Parent/Guardian Signature
Leadership Communication Rubric MSM 6633 Adapted from Leadership Communication Rubric Exceeds Expectations Meets expectations Does not meet expectations Assess the Environment Selects and uses appropriate model to identify communication strengths and areas for development prior to making recommendations Selects and uses model before making mostly addresses strengths and areas for improvement Does not use a model and/or recommends before analyzing; may use model incorrectly; may be mostly incomplete Situational Analysis Fully addresses all aspects of the model to correctly and fully address communication strengths and areas for development Conducts an analysis that partially identifies most strengths and weaknesses, a model that is mostly complete Does not use a model to address communication strengths and weaknesses and/or may be mostly incomplete or Approach Fully addresses all evidence aligned with the situational analysis; identifies the need for employee participation as part of the communication process Evidence-based, arising from the situational analysis; mostly Identifies the need for employee participation Poorly linked/to the situational analysis; does not include employee participation Application Fully addresses specific Mostly identify all key May identify no communication
Mid Hudson White 1 1 4 1 7 Black 3 1 1 0 5 Hispanic 2 0 1 0 3 All Others 2 1 0 0 3 Region Total 8 3 6 1 18 Nassau Suffolk 4 8 20 7 39 Black 5 4 5 5 19 Hispanic 4 2 23 1 30 All Others 2 1 4 0 7 Region Total 15 15 52 13 95 Rochester White 4 3 7 10 24 Black 7 2 2 1 12 Hispanic 2 2 2 0 6 All Others 1 2 2 0 5 Region Total 14 9 13 11 47 Syracuse 5 8 10 4 27 4 3 2 1 10 Hispanic 1 2 0 0 3 All Others 2 0 0 0 2 Region Total 12 13 12 5 42 Section 2A – Newly Diagnosed HIV Cases, 2003-2012 New York State, New York City, New York State excluding New York City (Figures and Tables) by Year of Diagnosis and Sex at Concurrent and Late HIV Diagnoses as a Percent of Newly Diagnosed Cases by Year of Diagnosis by Transmission Risk and Year of Diagnosis by Transmission Risk and Year of Diagnosis
NURS 334: Professional Nurse as Emerging Leader RN’s must complete course equivalent Original Approval: 12/15/2009 Revised by GCET: 2/18/2015; 4/22/2015; 10/7/2015 Approved; NFO: 10/16/2015
O N E *NRSG 718 2 cr Conceptual and Theoretical Foundations of Nursing NRSG 701 4 cr Nursing Research: Methods NRSG 719 (Adult-Gero) 4 cr Human Responses in Health and Illness: Adults & Older Adults OR NRSG 722 (Family Health) 4 cr Individual, Family and Community Responses NRSG 709 Advanced Physiology and Pathophysiology 3 cr OR Cognate/Electives 3cr (for nurse administrator) NRSG 702 2 cr Nursing Research: Application NRSG 715 3 cr Leadership & Health Policy in Nursing NRSG 720 4 cr Advanced Theory & Practice of Adults & Older Adults I OR NRSG 725 4 cr Advanced Theory and Practice of Family Health Nursing I **NRSG 703 Advanced Clinical Concepts for Educator 3cr OR Cognate/Electives 3cr (for nurse administrator) T W O Please note: This is only a SAMPLE plan. Please discuss your program sequencing with your academic adviser. ***NRSG 730 Nursing Education I 6(3,3) cr OR ****NRSG 750 Nursing Administration I 6(3,3) cr NRSG 794 Scholarly Project OR NRSG 799 Thesis 1-2 cr ***NRSG 731 Nursing Education II 7(3,4) cr OR ****NRSG 751 Nursing Administration II 7(3,4) cr NRSG 794 Scholarly Project OR NRSG 799 Thesis 1-2 cr Year 1 courses are on Monday, Year 2 courses are on Tuesday Total Credits: 40 – 41 Total clinical hours 525 hours Part time plan of study is also an option and may be required based on the year of admission, please consult with the graduate program director or your advisor for developing a part time plan. *taught alternate summers, e.g., 2017, 2019,2021 ** taught alternate spring semesters (for educator role prep) e.g. 2018, 2020,2022 *** Nurse educator role preparation courses taught alternate academic years, e.g. 2018-2019, 2020-2021 ****Nurse administrator courses are taught on alternate academic years, e.g. 2017-2018, 2019-2020 Revised/Approved 5. 13; updated 6.13, Updated 11.14
S # PARAMETER REQUIRED ACTUAL / OBSERVED 1 Working Capital Minimum Rupees 10 million (For private Institution) COMMON FACILITIES “INFRASTRUCTURE” PARAMETER CAPACITY ACTUAL / OBSERVED AREA PER PERSON MIN. AREA ACTUAL / OBSERVED Auditorium (1) 300 capacity 10 sqft/person 1000 sqft Lecturer Hall (1) 50 capacity 10 sqft/person 600 sqft Library (1) 50 capacity 20 sqft/person 1000 sqft Common Room for girls Lump sum 1000 sqft Cafeteria Lump sum 1000 s qft Two Laboratories with working area Optimum space for equipment and researchers Lump sum 2000 sqft each Offices (x5) 200 sqft/each 1000 sqft TOTAL 10,000 sqft OTHERS
Laminectomy set 02 Microvascular Surgery Set 01 Spinal fixation set 01 VP shunt set 01 Pneumatic drill 01 Operating microscope 01 Diathermy(Bipolar, unipolar) 02 Thoracotomy set 01 Surgical loupe 01 Craniotomy set 02 Transphenoidal set 01 Most Frequent Diseases Managed in the Ward/Procedures Done Sr. No. Name of Disease/Procedure Number of Cases per Month Outcome
In the Unit Yes/No In the Hospital Yes/No Blood Bank Yes/No (F) RECORD MAINTENANCE Method of Maintenance Manual /Computerized Annual Reporting Done Yes/No Signature of the Inspector: -------------------------------- Dated-----------------------------------
Caring Learning how to Learn Foundational Knowledge Application Integration Dimension Foundations of Occupation Value the role of an occupational therapist in contemporary practice Know and apply own learning style Comprehend theoretical frameworks and professional reasoning process foundational knowledge to clinical cases Connect previous knowledge of OT practice to new knowledge base Embrace human occupation as foundation of OT practice Critical Thinking for Service Management Demonstrate interest in managing and directing OT services Direct own learning to find information needed in clinical problem solving Use theoretical base and professional reasoning process to direct OT practice Manage OT process for individuals, groups and populations Connect ideas, people and new aspects of OT to effectively carry out service management Facilitate therapeutic intervention that centers around human occupation Leadership Skills for Service Development Demonstrate confidence in decision making in the OT role Refine leadership abilities through of leadership skills Demonstrate comprehensive knowledge of OT profession and possible future directions Use leadership skills to manage a team providing OT services Create connections between people and new ideas to advance the profession Develop new opportunities for people to engage in occupation Content, Scope and Sequence of Courses The three threads woven throughout the curriculum include the foundations of occupation, critical thinking for service management and leadership skills for service development. A sequence of courses fits into one of the threads identified in the curriculum. The curriculum is designed to provide opportunities to integrate previous learning with new material to build more advanced skills and competencies. Therefore, students are required to successfully complete the courses in the sequence as outlined below. The sequence of courses requires mastery of progressively more complex and in depth information. For example, the research course sequence moves from analysis of existing literature in OT 410 to investigating and applying research designs in OT548 and culminates in the completion of a capstone project in OT 673. Another example of increasing application and integration of material will be seen in the service management courses. The first service management course, OT 530, will introduce students to analyzing cases from the occupational therapist’s perspective and require students to understand concepts of testing and measurement that will be applied to other populations in the service management courses that follow. Critical thinking and clinical problem solving will be further challenged with more complex cases in courses such as OT 550 and OT 560. The curriculum design pictured on page 12 shows how students will expand their base of knowledge and professionalism across the 6 areas of significant learning as described in Fink’s
Dealer Agreement Cover Sheet Please attach this to ALL COMMERCIAL EXPRESS faxes DSI Account Manager: ______________________________________ DSI Dealer Account Number: _________________________________ Information about the Commercial Express Dealer COMMERCIAL EXPRESS Business Name: _______________________ COMMERCIAL EXPRESS Contact Person: _______________________ COMMERCIAL EXPRESS Email Address:________________________ COMMERCIAL EXPRESS Phone Number: _____-______-___________ For questions regarding DSI Commercial Express Program, please directv.commercial@dsisystemsinc.com FAX ALL DOCUMENTS INCLUDING THIS FAX COVER TO : 866-504-2163 COMMERCIAL EXPRESS DEALER ID : 1745207
(Rs. per quintal) Sl. No. Commodity Variety 2007-08 2008-09 2009-10 2010-11 2011-12 1 (Calender Year) Milling 3620 3660 4450 4450 4525 Ball 3870 3910 4700 4700 4775 2 DE-HUSKED COCONUT (Calender Year) - 988 1200 1200 1200 3 JUTE 1055 1250 1375 1575 1675 4 SUGARCANE 81.18 81.18 129.84¤ 139.12¤ 145.00¤* ¤ Fair and remunerative price. * At 9.5 percent recovery, subject to a premium of Rs.1.53 for every 0.1 percent increase in the recovery above 9.5 percent. Minimum Support Prices for crops (Rs. per quintal) Sl. No. Commodity Variety 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 1 COPRA (Calender Year) Milling 5100 5250 5250 5550 5950 6500 Ball 5350 5500 5500 5830 6240 6785 2 DE-HUSKED COCONUT (Calender Year) 1400 1425 1425 1500 1600 1760 3 JUTE 2200 2300 2400 2700 3200 3500 4 SUGARCANE$ 170.00 210.00 220.00 230.00 230.00 255.00 $ Fair and remunerative price. ******
INSTITUTION OF HIGHER EDUCATION: DISTRICT(S)/SCHOOL(S): PROJECT COORDINATOR: PROJECT COORDINATOR’S POSITION: PHONE: EMAIL: Criteria for Needs Assessment/Problem Identification 10 points for full submission/underlined sections used to score abbreviated submission requirements Provided a detailed description and in-depth analysis and correlation of the participating needs based on valid and reliable data (4-5 pts) Student achievement data in math/science for targeted grades is disaggregated and analyzed in the narrative. School/district Comprehensive/PD have been analyzed. Information related to teacher/administrator quality/experience/training is presented clearly. ALL data is analyzed and tightly correlated to project goals/strategies. (2-3 pts) Student achievement data in math and/or science is included and disaggregated for the targeted grades. Data analysis is limited OR only one source of data is analyzed OR only loosely correlated to project goals/strategies. (0-1 pts) Limited student achievement data in math and/or science is included for the targeted grades. Data is presented but no analysis OR only superficial ‘reading’ of the data is presented OR data presented is not current or reliable (i.e., only anecdotal reports from a small subset of students/teachers/districts is presented). Referenced multiple and varied sources of relevant and current data (2 pts) Multiple/varied relevant sources of qualitative and quantitative—are presented/referenced (e.g., ACT, AP, drop out rate, retention rates, number of students taking advanced classes, successful (1 pt) State assessment data or another single source of relevant data is the only source of data presented and analyzed. (0 pts) assessment data is presented but little to no analysis of the data is included OR no specific data is presented OR only anecdotal data is presented and analyzed OR only data presented is more than 2 years old. post-
etc.) for sustainability beyond grant funding period [within Budget Summary Forms] A clear and detailed description of how the major project components will be continued, replicated or expanded beyond this funding source is presented. A very general plan for continuing or sustaining elements of the project is described. No mention or only a superficial mention of sustaining the major components of the project exists. Demonstrates fiscal efficiency and reasonableness in expenditure of funds (4-5 pts) Salaries/reimbursements are proportional to time committed, and are reasonable in comparison to normal compensation rates for comparable positions. (2-3 pts) Salaries/reimbursements are inconsistent with time committed, and/or do not appear reasonable in comparison to normal compensation rates for comparable positions. (0-1 pts) Salaries/reimbursements appear excessive, and/or no time commitment information is provided.
MSP REAL ESTATE, INC. PORTFOLIO OVER VIEW Market Rate Apartments Project Names/Location Number of Units Financing Completion Date Louisiana Oaks 200 FNMA May 2002 City Center @ Deer Creek II New Berlin, WI 75 Town Bank Estimated November 2014 TOTAL 275 Heritage Assisted Living, LLC ASSISTED/ALZHEIMER’S FACILITIES Project Names/Location Number of Units Number of Beds Financing Completion Date Lexington Heritage 20 24 Conventional February 2000 Heritage at Deer Run 39 47 Conventional December 2002 Heritage at Deer Creek (43 Assisted Care/ 33 Memory Care) New Berlin, WI 76 85 HUD January 2004 Heritage Court (Memory Care) (All Memory Care) 34 36 Conventional November 2004 Heritage Court (Memory Care) 34 36 MSP October 2007 Heritage West Allis Assisted Care West Allis, WI 40 48 WHEDA Bond August 2009 Heritage Court West Allis Memory Care 38 40 MSP September 2009 Heritage Monona (37 Assisted Care/ 38 Memory Care) Monona, WI 75 85 WHEDA Bond September 2009 Heritage Middleton (43 Assisted Care/ 36 Memory Care) Monona, WI 79 88 10-Year WHEDA December 2012 Heritage Monona Phase II (28 Assisted Care/ 40 Memory Care) Monona, WI 68 70 10-Year WHEDA November 2012 Heritage Elm Grove (62 Assisted Care/ 36 Memory Care) Elm Grove, WI 98 106 10-Year WHEDA Estimated March 2014 Heritage Court Waukesha (Memory Care) Waukesha, WI 36 38 Conventional Estimated November 2014 TOTAL 637 703 MSP Real Estate, Inc. TAX CREDIT Elderly (Section 42) APARTMENTS
*I …………………………………………………………………………declare that the information contained herein is true and correct. *Signature *Date Note: Please ensure that you have completed all fields with a “*”
Strategic Activity 3 – Reporting on MSI activity. Description and Objective Target Date Responsible Official/Office Accountability Measures Accomplishments/Status Problem Statement: Currently there is not a set schedule of when the MSI reports will be requested. Additionally, VA does not receive an annual update to verify the full list of each MSI. Objective: Establish a plan to ensure appropriate time is provided to the field to submit their reports and work with the WHI on MSIs to ensure we receive an annual updated list of MSIs. Sept. 2014 ODI and WHI on MSIs ODI will establish a timetable for ensuring we are timely in submitting our MSI report and that VA has the most accurate MSI data.
12 Job Duty: Maintains accurate, up to date inventories of shop equipment, tools and stock materials and is responsible for their whereabouts Comments: 13 Job Duty: Trains, instructs and evaluates subordinates in the proper performance of assigned duties, safe and efficient work methods, appropriate care and use of equipment and tools and recommends and assists in the selection of staff training to maintain and improve skills levels of maintenance personnel Comments: 14 Job Duty: Performs duties as assigned Comments: B) WORK CHARACTERISTICS Provide your numerical ratings from 1-5 on FEEDBACK TABLE B based on the first page RATING STANDARDS Use the following factors to guide your ratings below for each characteristic. WORK CHARACTERISTIC RATING FACTORS Quality of Work and attention to detail and performance of specialized or technical duties Quantity of Work of work performed of work on schedule Dependability/Reliability with work instructions Work Habits and Attitude oneself to work of responsibility to safety, economy, and efficiency of new ideas, suggestions, and constructive criticism in work dress for job assignment Judgment and Initiative in new situations; flexibility in emergencies with minimum instructions of limits of authority Safety Rules adherence to all Safety and Standard Operating Procedures Relationships with Others with employees, administrators and handling the public with students Attendance and Punctuality do not exceed allotted leave time observance of established working hours FEEDBACK TABLE B - Work Characteristics (See Evaluation Factors above) 1 2 3 4 5 1 Quality of Work Comments: 2 Quantity of Work Comments:
OUTCOME EVALUATION TABLE Evaluation Questions Outcome Measures Data Sources Timeframe Data Analysis Communication Plan Responsible What do you want to know for the outcome evaluation? What type of data will you need for outcome measures? What data gathering tool or activity will be used to measure the expected change? When will you collect the data and how often? How will you analyze the data? When and how will you share results? With whom? Who will ensure this gets done?
High incidence of binge drinking by youth ages 18-25 Enforcement of laws Commercial and social availability of alcohol to youth Community attitudes toward alcohol use Youth perceptions of the dangers of alcohol use Youth perceptions of the social acceptability of use Family use and attitudes towards alcohol use Early onset of alcohol and/or drug use Establishment or more enforcement of underage drinking party, keg registration, adult provider and social host laws Alcohol excise taxes to reduce economic availability Education programs that follow social influence models and include setting norms, addressing social pressure to use, and resistance skills Multi-component programs that involve the individual, family, school and community Interventions that identify and provide treatment for adolescents already using High incidence of alcohol- related crashes involving ages 16-25 Enforcement of drinking and driving laws Judicial drinking and driving decisions and practices Commercial and social availability of alcohol Community attitudes toward drinking and driving Perceptions of the risk of being caught and punished for drinking and driving Availability and access to treatment in the community Rigorous enforcement of drinking and driving laws Awareness regarding the increased risk of being caught and punished for drinking and driving Enforcement campaigns with sobriety check points Court Watch Community wide media campaigns and task forces Police, judiciary, server, and business training Court-ordered and enforced treatment for DUI offenders
TONKAWA TRIBE OF TONKAWA TRIBAL COMMITTEE PHONE (580) 628-2561 FAX (580) 628-3375 WEB SITE: www.tonkawatribe.com Date Posted: April 27, 2018 THE TONKAWA TRIBE IS ACCEPTINGAPPLICATIONS/RESUMES FOR A METH AND SUICIDE PREVENTION INITIATIVE (MSPI) PROGRAM COORDINATOR/COUNSELOR TITLE: MSPI COORDINATOR/COUNSELOR SUPERVISOR: PROJECT DIRECTOR POSITION DESCRIPTION: The MSPI Director is in charge of managing and operating the MSPI Program, establishing and maintaining the Tribal MSPI Program, and provides methamphetamine and suicide prevention services to the youth and young adults. DUTIES AND RESPONSIBILITIES: Follow the time table as demonstrated in the MSPI grant Be responsible for collecting and analyzing all data, meeting all objectives, and evaluating outcomes Serve on the Advisory Board Will coordinate with the police department, the tribal court, ICW, and any other tribal entity to obtain data Provide methamphetamine and suicide prevention services to the youth and young adults Facilitate group, family, and individual therapy Attend all required in-state and out-of-state training Will raise awareness, reduce stigma, and be a resource to the community Will cooperate with the Technical Assistance providers and will coordinate with the advisory team to evaluate the success of the program and make improvements based on evaluation. Must have the ability to provide teaching, training, and counseling with patience and understanding. Must possess a helpful attitude and understand the problems of the chemically dependent person and have extensive knowledge of methamphetamine addiction, and suicide prevention. QUALIFICATIONS: Must be a Licensed Alcohol and Drug Counselor. (LADC) or License Professional Counselor (LPC) One year experience in the field of alcohol/drug treatment. Must be Alcohol/Drug free for a minimum of 2 years Submit to random drug testing. Must have computer skills, experience with statistics, report writing experience, meeting coordination, scheduling, knowledge of mental health services A background check is required and must have valid Driver’s License and insurance. Must adhere to strict confidentiality Applications available at HLA Building; Tonkawa Tribe and Native American preference do apply.
BUDGET You will include a line item budget for all expenditures identifying reasonable and allowable costs necessary to accomplish the goals and objectives as outlined in the project narrative. The line item budget should match the scope of work in the project narrative. Applicants are to submit a budget and budget narrative for Project Year 2 only. Look back through the project narrative for all personnel and non-personnel items, listing not only the NEW COSTS, but also those ONGOING COSTS that will be incurred if the project is funded. It is important to be realistic about the size of your project and its budget. Be certain that the expense estimates are neither too low nor too high. If you choose to include IDC in your budget, make sure to include your indirect cost rate (IDC) in your project budget. You must also include a description of existing resources and other support you expect to receive for the project. Other support is defined as funds or resources, whether federal, non-federal or institutional, in direct support of activities through fellowships, gifts, prizes, in-kind contributions or non-federal means. BUDGET NARRATIVE The budget narrative is required for each proposed project to further justify the items in the line item budget. In this section you must explain the proposed costs in a narrative format on a separate page from the line item budget. Applicants are to submit a budget and budget narrative for Project Year 2 only. Consider contacting your Tribal Finance Office or organization Finance Officer for assistance and guidance on the budget and budget narrative. The Budget and Budget Narrative must be single-spaced and should not exceed 4-pages for both documents combined. See the Budget and Budget Narrative TEMPLATE located on the MSPI webpage at: . III. TIMELINE CHART The Timeline should depict a realistic time frame for the full Year 2 project period, showing key activities, milestones, and responsible staff. Keep the following items in mind when creating your timeline chart: Understand that this timeline is meant to be used for the development of the project narrative and may be revised over time. For example, some activities will be dependent upon the completion of prior activities (i.e., one cannot train staff members until the staff is hired; if the hiring process takes four months versus two, the training timeline will also need to be adjusted). It is fine to show multiple items with the same completion date. Remember that all activities in the timeline will shape your budget request. The Timeline Chart should not exceed 1-page.
graded, while applications are not. Week One: The practice of work and the importance of being wrong Being Wrong, Chapters 1-2 You’re a Genius, Chapter 1 Applications: Making the most of an internship Week Two: Individuals in and organizational contexts Wrong, chapters 3-7 Genius, chapter 2 Kolb, Osland & Rubin. 1995. Organizational Behavior: An Experiential Approach. Chapter 19: Organizational analysis. View: (This is a lesson on the Ladder of Inference) Assignment: Begin Organizational Analysis, Part 1, Take the Clifton StrengthsFinder Assessment (schedule individual coaching session to be completed by Week 4) Week Three: Understanding self – Motivation and goal Smarter, Chapter 4 Goal Setting. Random House. Quinn, Chapter 6: Setting goals and objectives; Chapter 5: Managing projects Hackman, J. R., Oldham, G., Janson, R., and K. 1995. “A New for Job Enrichment,” pp. 636-653. The Organizational Behavior Reader, 6th ed. Englewood Cliffs, NJ: Prentice Hall. Assignment: Create workplan for one of your internship projects (or for your internship as a whole) Week Four: Understanding self – Individual differences Quinn, Chapter 2: Understanding self and others. McCrae and Costa. 2003. Personality in Adulthood: A Five‐Factor Theory. Chapters 1-3. Guilford Press. Myers, I. B. 1980. Gifts Differing: Understanding Personality Type, chapters 1-9, 14. CPP Books. (Read online via Bobst) Application: Johari Window exercise Week Five: Understanding self – Social identities Tatum, B. D. 1997. Why are all the black kids sitting together in the cafeteria? Basic Books 1997. Second ed. (Available via e-books at Bobst) Helms, J. E. 1990. Toward a model of white racial identity development. In J. E. Helms (Ed.), Black and White Racial Identity: Theory, Research and Practice (pp. 49-66). New York: Greenwood Press. Application: Implicit Association Test Week Six: Understanding self – Individual change
Using ADI data all students will be taught at their point of need in: Reading, Writing, Number Provide Professional Development to all staff on Victorian Curriculum Whole staff meet for ADI goal setting meeting for all students. Goals aligned with Individual Learning Plans Whole staff professional learning on the implementation of the Victorian Curriculum. Draft term by term plan. Assistant Principal Assistant Principal All Classroom Teachers Leading Teacher and Victorian Curriculum Team Terms 1 – 4 Terms 1 - 4 Students working 12 months above or 12 months below have an Individual Learning Plan Professional Development provided to all staff to support the implementation of the Victorian Curriculum
Provide a wide range of curriculum that is based on student need, is challenging and accurately targeted. Design a grades 3-6 student based survey to measure student engagement Cultural awareness for Koori students facilitated by the Koori Education Support Officer Student data will identify skills, knowledge and understanding Design a whole school scope and sequence plan for Inquiry Learning Student survey designed and implemented Year 2 Implementation of Year 2 of the ICT change plan Review and refine school programs to improve student voice and ownership of learning Continue to implement the EAL Action Plan Continue to implement Cultural Awareness and Stronger Smarter Program for Koori Students Review school scope and sequence plan for Inquiry Learning Implement and analyse student survey measuring engagement Year 2 of ICT change plan implemented Review completed and modifications in place EAL Action Plan in place Yarning Circle for all students completed Each class participates in one Stronger Smarter lesson each week Review complete and modifications in place Survey implemented and analysed Year 3 Implementation of Year 3 of the ICT change plan Continue whole school program to improve student voice and ownership of learning Continue EAL Action Plan Continue Stronger Smarter Program developing Koori Cultural awareness Connect Inquiry Learning to Victorian Curriculum Track student survey data from school based survey. Compare to ATSS survey Year 3 of ICT change plan implemented Programs in place EAL Program in place Stronger Smarter Program in place Teacher Inquiry Planners reflect Victorian Curriculum Analysis complete and actions implemented Year 4 Implementation of Year 4 of the ICT change plan Review whole school programs Implement a range of student forums to discuss student engagement, student voice and ownership of learning year of ICT change plan implemented Programs reviewed Forums completed
-High impact risks needing formal multi agency meetings -Person centred protection plan agreed with adult -If risks reduced, consider closure to S42 & give prompt feedback to adult. If risk remains, meeting to set ToR enquiry -Mental capacity assessment if needed prompt feedback to adult and referrer. - Safeguarding plan to support adult’s recovery & future safety to review protection plan and consider further actions required. review and user feedback Continue to record in Safeguarding until duties fulfilled
GEOMETRY NINE WEEKS CALENDAR 2015-2016 Jan. 4 Staff Development Jan. 5 Staff Development Jan. 6 Lesson 11.1 Dilations Pg. 629 Jan. 7 Lesson 11.2 Proving Figures are Similar Using Transformations Pg. 641 Jan. 8 Quiz 11.1-11.2 Jan. 11 Lesson 11.3 Corresponding Parts of Similar Figures Pg. 655 Jan. 12 Lesson 11.3 Corresponding Parts of Similar Figures Pg. 655 Jan. 13 Lesson 11.4 AA Similarity of Triangles Pg. 665 Jan. 14 Lesson 11.4 AA Similarity of Triangles Pg. 665 Jan. 15 Module 11 Test Jan. 18 School Holiday Jan. 19 Lesson 12.1 Triangle Proportionality Theorem Pg. 687 Jan. 20 Lesson 12.1 Triangle Proportionality Theorem Pg. 687 Jan. 21 Lesson 12.2 Subdividing a Segment in a Ratio Pg. 701 Jan. 22 Quiz 12.1-12.2 Jan. 25 Lesson 12.3 Using Proportional Relationships Pg. 715 Jan. 26 Lesson 12.3 Using Proportional Relationships Pg. 715 Jan. 27 Lesson 12.4 Similarity in Right Triangles Pg 725 Jan.28 Lesson 12.4 Similarity in Right Triangles Pg 725 Jan. 29 Module 12 Test Feb. 1 Lesson 13.1 Tangent Ratio Pg. 749 Feb. 2 Lesson 13.1 Tangent Ratio Pg. 749 Feb. 3 Lesson 13.2 Sine and Cosine Ratios Pg. 759 Feb. 4 Lesson 13.2 Sine and Cosine Ratios Pg. 759 Feb. 5 Quiz 13.1-13.2 Feb. 8 Lesson 13.3 Special Right Triangles Feb. 9 Lesson 13.3 Special Right Triangles Feb. 10 Lesson 13.4 Problem Solving with Trigonometry Feb. 11 Lesson 13.4 Problem Solving with Trigonometry Feb. 12 Module 13 Test
SECTION 3 State Plan Development and Statewide Goals 3.1. CSBG Lead Agency Mission and Responsibilities: Briefly describe the mission and responsibilities of the State agency that serves as the CSBG lead agency. [Narrative, 2500 characters] 3.2. Plan Goals: Describe the State’s CSBG-specific goals for State administration of CSBG under this State Plan. [Narrative, 2500 characters] Instructional Note: For examples of “goals,” see State Accountability Measure 1Sa(i). Note: This information is associated with State Accountability Measure 1Sa(i) and may the State’s annual report form. 3.3. State Plan Development: Indicate the information and input the State accessed to develop this State Plan. 3.3a. Analysis of [Check all that applies and narrative where applicable] State Performance Indicators and/or National Performance Indicators (NPIs) U.S. Census data State performance management data (e.g., accountability measures, ACSI survey information, and/or other information from annual reports) Other data (describe) [Narrative, 2500 characters] Eligible entity community needs assessments Eligible entity plans Other information from eligible entities, e.g., State required reports (describe) [Narrative, 2500 characters] 3.3b. Consultation with all that applies and narrative where applicable] Eligible entities (e.g., meetings, conferences, webinars; not including the public hearing) State community action association and regional CSBG T & TA providers State partners and/or stakeholders (describe) [Narrative, 2500 characters] National organizations (describe) [Narrative, 2500 characters] Other (describe) [Narrative, 2500 characters] 3.4. Eligible Entity Involvement 3.4a. Describe the specific steps the State took in developing the State Plan to involve the eligible entities. [Narrative, 2500 Characters] Note: This information is associated with State Accountability Measures 1Sa(ii) and may pre-populate the State’s annual report form.
SECTION 3 State Plan Development and Statewide Vision and Goals 3.1. CSBG Lead Agency Mission and Responsibilities: Briefly describe the mission and responsibilities of the State agency that serves as the CSBG Lead Agency. [Narrative, 2500 characters] 3.2. State Plan Vision and Goals: Describe the State’s vision (which encompasses the use of CSBG) and CSBG-specific goals under this State Plan. [Narrative, 2500 characters] Note: This information is associated with State Accountability Measure 1Sa(i) and may the State’s annual report form. 3.3. Plan Development: Indicate the information and input the State accessed to develop this State Plan. 3.3a. Analysis of [Check all that applies and add narrative where applicable] State National Performance Indicators (NPIs) U.S. Census data State performance management data (e.g., accountability measures, other information from annual reports) Other data (please describe) Eligible entity community assessments Eligible entity Other information from eligible entities, e.g., State required reports (please describe) _____________________ 3.3b. Consultation with [Check all that applies and add narrative where applicable] Eligible entities (e.g., meetings, conferences, webinars; not including the public hearing) State community action association and regional CSBG T & TA providers State partners and/or stakeholders (please describe)______________ National organizations (please describe)______________ Federal Office of Community Services Other (please describe) ____________________ 3.4. Eligible Entity Involvement 3.4a. Describe the specific steps the State took in developing the State Plan to involve the eligible entities. [Narrative, 2500 Characters]
percentages must total 100%.] [If this is a one-year plan, these columns can be left blank] Coordination of programs and/or local programs [Not Fillable] These planned services/activities will be described in State Plan Item 9.1 and 9.2 Statewide coordination and communication eligible entities [Not Fillable] These planned services/activities will be described in in State Plan Items 9.3 – 9.5 Analysis of distribution of CSBG funds to determine if targeting greatest need [Narrative, 2500 characters] Asset-building programs [Narrative, 2500 characters] Innovative programs/ activities by CAAs or other neighborhood groups (may include fatherhood and strengthening families initiatives) [REQUIRED Narrative, 2500 characters] Please describe here or attach additional information. charity tax credits [Narrative, 2500 characters] Other activities, specify_________ [Narrative, 2500 characters] Totals 7.11. Indicate the types of organizations to which the State plans to allocate CSBG remainder/discretionary funds (by grant or contract) to carry out the activities in Table 7.10. [Check all that apply and narrative where applicable]