zilongwang/ReadingBank huggingface dataset:
Zanghelini F et al [27] 2011 Brazil To assess the impact of medication review with on pulmonary function on those patients suffering from severe asthma Design: Quasi-experimental study with no control group Setting: Community pharmacy N study groups: 1 Follow-up time: 6 months Actions undertaken by the pharmacist: - Comprehensive medication review with follow-up Asthma Control Asthma Control Test Intragroup results:
2011 asthma receiving maintenance study with no control group - Inhaler technique training (ACQ (ACQ-6-item version with no lung - Mean ACQ scores decreased from 1.8 (1.2) to 1.4 (1.1) (p <
Volunteer Application Form Online Support Group Leader [To fill in this form electronically, please press tab to move through the document.] Your details Name: Address: Postcode: Preferred contact number: Occupation: Membership no: ( Motivation What interests you about volunteering for Endometriosis UK: Availability Please give details about how many hours you would be available for per week : Are you prepared to attend annual training? (All expenses are paid for by the charity) YES NO
Schedule: Date Topic Required Chapter(s) What’s Due? ## •Introduction •Syllabus ## ## ## ## •Criminology •Crime and Deviance •Social Change and the Emergence of Law •Crime and Criminal Law •The Crime Problem •Theory and Methodology •Research Enterprise of Criminology •Who is Criminal? •Official Police Statistics – The Uniform Crime Report (UCR) •Alternative Data-Gathering Strategies •Experiments in Criminology •Surveys •Participant Observation •Life History and Case Studies •Unobtrusive Measures •Validity, Reliability, and Triangulation •Caution in Interpreting Data •International Variations in Crime •Trends in Crime •The Nature of Victimization •Costs of Victimization •Theories of Victimization •Caring for the Victim Chapter 1 Chapter 2 Chapter 3 Chapter 4 ## Exam 1
## •Legal Regulation •Occupational Crime •Corporate Crime •Criminal Careers of Occupational and Organizational Offenders •Societal Reaction •Theory and Crime •Ideology •Political Crime: A Definition •Legal Aspects •Crimes by Government •Crimes Against Government •Robbery Careers of Political Criminals •Societal Reaction •Theory and Crime Chapter 12 ## Exam 3 Date Topic Required Chapter(s) What’s Due?
## ## ## •Organized Crime: A Problematic Definition •Sources of Information on Organized Crime •Types of Organized Crime (Generic Definitions) •The Organized Crime Continuum •Street Gangs •International Organized Crime •The Nature of Organized Crime •Money Laundering •Drug Trafficking •Theories of the Nature of Syndicate Crime in the U.S. •The Classic Pattern of Organized Crime •A Brief History of Organized Crime in the U.S. •Criminal Careers of Organized Criminals •Public and Legal Reaction •Investigative Procedures •Theory and Crime •Media and Organized Crime •Broken Windows •Prostitution •Sexual Offenses •Drug Abuse •Special Populations •Societal Reaction •Theory and •Media and Public Order Crime •Types of Cybercrime •Types of Attacks on Computer Systems •Argot of Cybercrime •Online Predators •Cyberterrorism •The Future of Crime •Theory and •Media and Crime Chapter 13 Chapter 14 Chapter 15 ## Final Exam
Birding in the 21st Century! Lastly, the following will provide you information about some really neat, fun, and useful birding apps in case you are a smartphone user like me. Smartphone Field Guides: Audubon Birds (Regional and North America)- about $10 Audubon Nature Guides- Guides for almost everything from mushrooms to wildflowers. Regional Nature Guides (i.e. Rocky Mountain) have field guides to mushrooms, wildlife flower, mammals, birds, insects, and herps all in one app! Audubon Owls- this app just covers North American Owls a bit more in depth then the regular bird app. And there is a fun owl call quiz game too. iBird (US, Canada, UK and Ireland, Regional US Versions). There is a lite, pro, and plus version. Lite is free and cost goes up from there to about $14.99 based on which version and how large a region you want) Sibley eGuide to the Birds of North America All Mobile Field Guides are accessible without connectivity and include: Range Maps, Song Libraries, Physical / Habitat Descriptions, and a Method to log sightings Audubon
ALL HALLOWS RC HIGH SCHOOL On Line Safeguarding Policy Committee responsible for review: Welfare Committee Review date: November 2016 Ratified by Governors: December 2016 Date of next review: November 2018 We aim for All Hallows RC High School to be a Catholic school to which children wish to come, to which parents wish to send their children and where teachers wish to teach. Our Mission is to a high quality Catholic education for all, in an environment where Gospel values are central to teaching and learning, and in which the unique value of each person is recognised and respected. This policy is up to protect all parties – the students, the staff and the school. It aims to provide clear guidance on how to minimise risks and how to deal with any issues. The ‘staying safe’ outcome includes aims that children and young people are: safe from maltreatment, neglect, violence and sexual exploitation safe from accidental injury and death
Appendix K - Online safety incident log Summary details of ALL online safety incidents will be recorded on this form by the online safety coordinator or other designated member of staff. This incident log will be monitored at least termly and information reported to SLT and governors. Date & time Name of pupil or staff member Indicate target (T) or offender (O) Nature of incident(s) Details of incident (including evidence) Outcome including action taken
SEF Self Evaluation Form – used by schools for self-evaluation and reviewed by Ofsted to visiting schools for an inspection TUK Think U Know – educational E-Safety programmes for schools, young people and parents. URL Uniform Resource Locator (URL) it is the global of and other on the . VLE Virtual Learning Environment (a software system designed to support teaching and learning in an educational setting, WAP Wireless Application Protocol
Online Supplier Training Modules Introduction to the Purchasing Process RFQ I – The Format and How to Review It RFQ II – Coded Notes, Appendices and Forms RFQ III – Specifications, Vendor Questions and Previously Qualified Material Purchase and Work Release Coded Notes and Standard Clauses Flowdown NDT – Non-Destructive Testing Welding and Brazing Procedure Submittal Welding Program Actual Total Cost vs. Price Contact SupplierTraining@hii-nns.com for access to the Training Modules
Resources Textbook: Optional Materials: Course Structure This course will be delivered entirely online through the learning management system, Desire2Learn (D2L). You will need your UW-L NetID to login to the course from the D2L home page (http://www.uwlax.edu/d2l/). Course Outline & Schedule Week Concepts Covered Assignments 1 Date Range Concept 1 Concept 2 Concept 3 Item – due date Item – due date Item – due date 2 Date Range Concept 1 Concept 2 Concept 3 Item – due date Item – due date Item – due date 3 Date Concept 1 Concept 2 Concept 3 Item – due date Item – due date Item – due date 4 Date Range Concept 1 Concept 2 Concept 3 Item – due date Item – due date Item – due date Course Expectations Modify as needed. At a minimum you should address communication (including netiquette); course policies; formatting guidelines; prerequisite or required skills; submission deadlines; workload; and overall course expectations. Many departments also require sections on academic misconduct, disability services, access to course materials after the term ends, and student evaluations (SEI).
Family Educational Rights and Privacy Act (FERPA): FERPA protects the privacy of student education records and gives parents the right to review records. Under FEPRA, schools may disclose directory information in certain circumstances. More information regarding FERPA may be found in the District’s annual Parent Information Guide (). Cobb County School District Administrative Rules: IFBG-R (Internet Acceptable Use): JCDA-R Elementary (Code of Conduct): JCDA-R Middle (Code of Conduct): JCDA-R High (Code of Conduct): Permission Slip I have read the information provided regarding the use of Web tool applications in my child’s school. This permission form allows the school to act as an agent for parents in the collection of information within the school context. The school’s use of student information is solely for educational purposes. YES, I give permission for my child to use these Web tools to enhance his/her learning experience. _____ NO, I do not give permission to use these Web tools to enhance his/her learning experience. Student Name (Please Print): __________________________________________ Homeroom Teacher: ______________ Student Signature: ______________________________________________ Parent/Guardian Signature: _______________________________________ Date: _________________
Online Training Tools Chart Many online tools are available for delivering training to individuals and groups. This chart summarizes the cost, security, administrator skill level and user skill level for each product. The administrator is the person who sets the system up and manages the technology for your organization. Users are people who would put the product to use, by running a training or operating the back-end of the training while someone else presents. Product Cost Maximum Number of Participants Security Skill Level User Skill Level Zoho Meeting Free for meetings 25 (Free for 2) Low* ♦♦ ♦♦ GoToMeeting $59 per month 15 Low* ♦♦♦ ♦♦ GoToWebinar $99 per month (includes GoToMeeting) 1,000 Low* ♦♦♦ ♦♦ Ready Talk $49 per n/a Low* ♦♦♦ ♦♦ Yugma $10 per month 500 Low* ♦♦♦ ♦♦♦ DimDim $69 per month 100 Low* ♦♦♦ ♦♦ *Low: Not appropriate for client-sensitive or confidential materials SKILL LEVEL RATINGS: ♦: Comfortable Microsoft Word and Email ♦♦: Comfortable surfing the Web ♦♦♦: Comfortable posting content to sites such as Facebook, MySpace ♦♦♦♦: Comfortable subscribing to RSS feeds, commenting on blogs ♦♦♦♦♦: Comfortable using Web tools or building Web sites The table should be read from left to right and from top to bottom. The first row is a header row, reading "Product," "Cost," "Maximum Number of Participants," "Security," "Administrator Skill Level," and "User Skill Level." The remaining rows contain ratings for several online tools, including Zoho Meeting, GoToMeeting, GoToWebinar, Ready Talk, Yugma, and DimDim. This chart summarizes the key features of the products listed above. The features are summarized, and do not reflect all of the capabilities of each tool.
Product Tailor look and feel Create custom registration questions Toll-free phone service included Phone service included, not toll-free Web-based phone service included Able to record visual and audio in sync Switch presenters Control of screen to any participant Track participant engagement level Polling or quiz functionality Post-training evaluation Ability to chat with presenter Ability to chat with entire audience Whiteboarding Zoho Meeting GoTo Meeting GoTo Webinar Ready Talk Yugma DimDim This table has fifteen columns and seven rows. The table should be read from left to right and from top to bottom. The first row is a header row, reading “Product,” “Tailor look and feel,” “Create custom registration questions,” “Toll-free phone service included,” “Phone service included, not toll-free,” “Web-based phone service included,” “Able to record visual and audio in sync,” “Switch presenters,” “Control of screen to any participant,” “Track participant engagement level,” “Polling of quiz functionality,” evaluation,” “Ability to chat with presenter,” “Ability to chat with entire audience,” “and Whiteboarding.” The remaining rows contain ratings for several online tools, including Zoho Meeting, GoToMeeting, GoToWebinar, Ready Talk, Yugma, and DimDim.
Individual Rights Maintained control with voting requirements (property ownership and literacy: had to be literate in Hawaiian or English) Prevented Hawaiians from running for office People in power came from similar backgrounds and believed they knew what was best for Hawaii Male citizen 20 yrs old Lived 1 month in Hawaii Loyalty oath Paid on time taxes Understand, read and the Constitution Understand, write, read English or Hawaiian Have real property value of above $1500 to vote Changed voting requirements read, write in Hawaiian OR English Resided in territory for 1 year minimum NO property requirements No loyalty oath 21 yrs old No paid requirements Male citizen Had the same rights outlined in the U.S. Constitution - Voting requirements changed: 14th-Any citizen 26th-18+ can vote 15th-Vote no matter ethnicity 19th- women’s right 24th-no poll or literacy tax, affected the poor (23- District of Columbia) No property or literacy requirements
Quality targeted support for children on the SEND register to enable specialist provision and accelerated learning. The detail of these plans sit behind this document and will be shared with outside agencies, staff and parents - not detailed here due to issues of confidentiality Each child’s needs have been identified and next steps planned for. These will be reviewed on a half termly basis to ensure progression. Support from SENCO and multi agencies will ensure quality of this support Headteacher SENCO This will be reviewed half termly On going focus on phonic, reading and spelling support at home to encourage greater levels of home engagement to boost competence levels and enrich the language of the home environment Reading challenge CT/TA paired working sessions with parents and carers Setting up lending library for additional books and audio book materials Analysis of parental involvement with reading amongst pupil premium children Analysis of Year 2/6 SAT expectations and level of language experience required to achieve expected levels Regular monitoring Feedback from parent workshop and measuring impact of these Feedback from the children and parents and carers All staff working with parents To be reviewed each half term Provide additional support for KS2 children to maximize progress towards Year 6 SAT assessments Provide session after school once a week with TA Analysis of parental involvement with homework amongst pupil premium children Monitor need Headteacher Class Teacher To be reviewed each half term Provide support for families and individual children from the PSA to promote well being Various bespoke PSA programmes Assessed need for additional social and emotional support for individual children and their families Well planned programme of PSA support that is regularly monitored and evaluated PSA Reviewed by HT and Chair termly Sub Total £ 10,620 Other approaches Desired outcome Chosen actions What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff Lead When will you review implementation?
ONSITE PREDIVE PLAN AND RISK ASSESSMENT To be completed before each dive and returned to the Diving Officer: Dive coordinator: Date: Site Registration: Location: Maximum depth for each team: Bottom time for each team: Circle all applicable hazards and measures taken, tick when done and then sign: Identified Hazards Possible Hazards Measures Taken Comments and Sign Weather Nil, Wind Direction Forecast, Monitor, Cancel Sea state Smooth, Slight, Moderate, Rough Monitor, Revise plan, Cancel Underwater Nil, Low Visibility, Entrapment, Tide Check Visibility, Revise Plan, Cancel Pollution Assumed negligible, High Level Monitor, Revise Plan, Cancel Depth Nil, Possibility of exceeding depth Max Depth/Direction given Temperature Nil, Excessive Cold/ Heat Suitable diving protection Access Shore, Boat, Platform Ladder provided, Shipping Nil, Port Traffic, N/A VHF monitored, Lookout, Flag Alpha, Liaison with Skipper Diving Safety Ears, Separation, Air checks Briefed, SMB, times and depths etc Dangerous Marine Animals Assumed negligible, Present, Abundant Brief, Monitor, Revise plan, Abort Thermal Exposure Shade, Rehydration, Sunscreen, Protective clothing Monitor, Revise Plan, Abort Other / Comments Checklist: Category Prompts Done? Divers Feeling fit for the dive? Adequately experienced for dive? Briefed on dive plan and tasks? RCC Available and location determined. Dive Plan Dive Plan signed? Permit to dive granted? Safety Equipment Oxygen checked and working? aid kit? Diver recall system? Mobile phone signal/charged? VHF working? Knife? Safety sausage? Dive Site Pre-dive equipment checks? Authorities notified? SURFACE SUPPORT Is there a diver’s attendant (surface watch)? YES / NO
The third component will be an annual report generated by MDEQ that will be distributed to all local health departments. MDEQ annual report will summarize all local health department data submissions. Date: _____________ MDEQ Failed System Data Collection Form – Non-Residential Address: Township: _________________County: _________________ Facility Type: Church Dental/Medical Gas Station Grocery Store Industrial Multi-Family Office/Retail Restaurant School Other ______________________ Estimated <1,000 1,000 – 6,000 >6,001 – 10,000 >10,000 (gallons per day) Septic Tank Type: Single Two Compartment More Than One Tank No Tank Septic Tank Capacity – Gallons: <1,000 1,000 – 1,500 >1,500 – 2,000 >2,000 – 3,000 >3,000 Unknown Advanced Treatment Unit Yes No If yes, Treatment Unit Name: System Design: Gravity Bed Dosed Bed Pressure Dosed Bed None Gravity Trenches Trenches Pressure Dosed Trenches Unable to Determine Gravity Dosed Mound Pressure Dosed Mound Chambers Drywells Other ________________________ System Age: 0 – 5 6 – 10 11 – 15 16 – 20 21 – 25
System Age Totals in Years; Totals: 0 – 5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 40 > 40 Unknown Soil Texture Totals: Coarse Sand, Medium Sand Fine Sand, Loamy Sand Sandy Loam Loam, Sandy Clay Loam Clay Loam, Silt Loam Clay, Silt Organic soil, Fill soil Seasonal High Table; Totals: (inches below grade) 0 – 12 13 – 24 25 - 36 37 – 48 > 48 Bed Size ft²; Totals: 100 – 300 301 – 500 501 – 700 701 – 900 901 – 1100 1101 – 1300 1301 – 1500 1501 – 1700 1701 – 1900 1901 – 2100 > 2100 Unable to Determine Trench Size ft²; Totals: 100 – 300 301 – 500 501 – 700 701 – 900 901 – 1100 1101 – 1300 1301 – 1500 1501 – 1700 1701 – 1900 1901 – 2100 > 2100 Unable to Determine Probable of Failure; Totals: Septic Tank Failure Infrequent Tank Pumping Pipe Filled with Solids
Gravity Bed Dosed Bed Pressure Dosed Bed Gravity Trenches Trenches Pressure Dosed Trenches Gravity Dosed Mound Pressure Dosed Mound Chambers Drywells None Other ___________________________________________ Unable to Determine System Age Totals in Years; Totals: 0 – 5 6 – 10 11 – 15 16 – 20 21 – 25 26 – 30 31 – 40 > 40 Unknown Soil Texture Totals: Coarse Sand, Medium Sand Fine Sand, Loamy Sand Sandy Loam Loam, Sandy Clay Loam Clay Loam, Silt Loam Clay, Silt Organic soil, Fill soil Seasonal High Water Table; Totals: (inches below grade) 0 – 12 13 – 24 25 - 36 37 – 48 > 48 Bed Size ft²; Totals: 100 – 300 301 – 500 501 – 700 701 – 900 901 – 1100 1101 – 1300 1301 – 1500 1501 – 1700 1701 – 1900 1901 – 2100 > 2100 Unable to Determine Trench Size ft²; Totals: 100 – 300 301 – 500 501 – 700 701 – 900
901 – 1100 1101 – 1300 1301 – 1500 1501 – 1700 1701 – 1900 1901 – 2100 > 2100 Unable to Determine Trench Size ft²; Totals: 100 – 300 301 – 500 501 – 700 701 – 900 901 – 1100 1101 – 1300 1301 – 1500 1501 – 1700 1701 – 1900 1901 – 2100 > 2100 Unable to Determine Probable Cause(s) of Failure; Totals: Septic Tank Failure Infrequent Tank Pumping Pipe Filled with Solids Damaged/Collapsed Hydraulic Overload System Undersized Piping System Insufficient Isolation Root Intrusion Installation to Water Table Unsuitable Fill Dirty Stone Excess Cover Lack of Maintenance Soil Clogging Unable to Determine Other: _____________________________________________________________________ DEQ Failed System Data Submission Form – Residential Calendar Year: Local Health Department: number of Residential failures: Dwelling Type; Totals:
We believe that the primary basis of measurement should be historical cost and the standards should provide appropriate criteria to gauge when alternative bases of measurement might be appropriate. Specific Matter for Comment 2 Do you agree with the current value measurement bases for assets that have been identified in section 3? If not, please indicate which additional measurement bases should be included or which measurement bases should not be included in the Framework? We do not believe any current measurement base should be the primary base for government financial statements. However, we do agree that other measurement bases should be available for use in those situations where historical cost is not considered appropriate in depicting a useful statement of annual surplus deficit. There is a need to acknowledge the significance of public sector accounting standards to fiscal accountability frameworks and therefore potential impacts on fiscal policy decisions. The basis of reporting should reflect the economic substance of government’s activities and serve the public interest. There is a need to consider potential negative consequences in determining the appropriate approach. Specific Matter for Comment 3 Do you agree with the approaches proposed in section 4 for application of: The fair value measurement model to estimate the price at which a transaction to sell an asset would take place in an active, open and orderly market at the measurement date under current market conditions. If not, please give your reasons; and The deprival value model to select or confirm the use of a current measurement basis for operational assets. If not, please give your reasons. believes historical cost should be the primary basis of measurement for public sector financial reports. However, there are limited circumstances where deviation from historical cost (to fair market values or deprival values) may be appropriate. For example, if an asset is no longer in service and needs to be disposed of, an appropriate framework to achieve an exit value would be useful guidance. Specific Matter for Comment 4 Do you agree with the proposed measurement bases for liabilities in section 5? If not, please indicate which additional measurement bases should be included or which measurement basis should not be included in the Framework? We agree with the proposed measurement bases for liabilities. In Canada, the measurement bases for liabilities have always been conservative, with an objective of providing a fair presentation of the nature and extent of an entity’s obligations to other parties.
6 Medication reconciliation at discharge: Total number of patients with medication reconciled as a proportion of the total number of patients discharged (exclude death, unauthorized leave of absence, and AMA against medical advice). % Mental Health / Addiction patients Q3 2013/14 Hospital collected data 95.00 98.00 97.90 Med Rec not yet added to discharge a build in Meditech. Custom report for export not required-current report suffices for community partners -giving summary of med changes made during admission. Custom report for extracting med rec on discharge data is built and in test. Currently doing a parallel run between manual data collection and the report. Meds Check program is community pharmacy program and it is recommended that outpatients avail themselves of this service n the community. The relatively low number of discharges (approx 50 per month) means that if one is missed percentage decreased by 2%. Early discussions on which discharges to omit from data: excluded were death and AMA.
Report multiple head/poultry in same row if they are the same Sex, Species and Weight. Quantity of Head/ Poultry Sex Species Type (one per row) (e.g. lamb, steer) Live Weight in lbs (one per row) Age Premium(s) Declaration by the Municipal / Territorial Investigator Evidence of Predation (Check all relevant boxes) Male (Castrated) Male(Uncastrated) Female Unknown Male (Castrated) Male(Uncastrated) Female Unknown Male (Castrated) Male(Uncastrated) Female Unknown Years Months Days Not Applicable Pregnant cattle/ sheep/goats Registered cattle/ sheep/goats Poultry breeding stock Other breeding livestock Years Months Days Not Applicable Pregnant cattle/ sheep/goats Registered cattle/ sheep/goats Poultry breeding stock Other breeding livestock Years Months Days Not Applicable Pregnant cattle/ sheep/goats Registered cattle/ sheep/goats Poultry breeding stock Other breeding livestock I have found sufficient evidence There was insufficient evidence to make a finding Died of natural causes, sickness or disease I have found sufficient evidence There was insufficient evidence to make a finding Died of natural causes, sickness or disease I have found sufficient evidence was insufficient evidence to make a finding Died of natural causes, sickness or disease Injured animal or - carcass is present Evidence that the livestock bled from the attack Signs of tissue damage under the lacerations and puncture wounds Signs of a struggle, drag marks, broken vegetation and/or blood around the site Injured animal or - carcass is present Evidence that the livestock bled from the attack of tissue damage under the lacerations and puncture wounds Signs of a struggle, drag marks, broken vegetation and/or blood around the site Injured animal or - carcass is present Evidence that the livestock bled from the attack of tissue damage under the lacerations and puncture wounds Signs of a struggle, drag marks, broken vegetation and/or blood around the site
DIRECTIONS TO VENUE From London: Take Hwy 401 Exit at Street Whitby on Brock Street to Dryden Blvd Right on Dryden, past Garden, Father Leo Austin Catholic School is on the north side of street From Hamilton: Take the QEW to 401 Follow the 401 through Toronto to Street Whitby. North on Brock Street to Dryden Blvd Right on Dryden, past Garden, Father Leo Austin Catholic School is on the north side of street From Huntsville: Take Hwy 11 south Hwy 169 Take169 south to Hwy 12 Take Hwy 12 south into Whitby (Hwy 12 is Brock Street) South on Brock St. to Dryden Blvd. Left on Dryden, past Garden, Father Leo Austin Catholic School is on the north side of the street. From Ottawa: Take Hwy 416 to Hwy 401 Follow the 401 west towards Toronto Exit the 401 at Brock Street, Whitby. North on Brock Street to Dryden Blvd Right on Dryden, past Garden, Father Leo Austin Catholic School is on the north side of street
For Immediate Release March 25, 2008 2008 Budget Confirms Commitment to Poverty Reduction Strategy: ISAC says, Don’t Forget People on Social Assistance – “We’re encouraged that this budget restates the government’s commitment to improving the quality of life for the most economically and socially vulnerable Ontarians,” said Mary Marrone, Director of Advocacy and Legal Services at the Income Security Advocacy Centre. “And that this government understands the importance of taking an active role in reducing poverty.” In addition to previously-announced ‘kickstart’ projects for dental care, social housing repair, and nutrition programs, the budget includes a 2% increase in benefit rates for people receiving Ontario Works and Ontario Disability Support Program benefits, mirroring similarly-sized increases since 2005. “Addressing the widely-acknowledged inadequacy of social assistance incomes must be part of the Poverty Reduction Strategy,” said Marrone. “The 2% increase announced today will keep people on social assistance from falling further behind, but we look forward to a strategy that actually begins to reduce the depth of their poverty.” A single mother with one under 12 receiving Ontario Works benefits currently lives more than $5000 below Statistics Canada’s post-tax Low Income Cut-Off. Singles and couples without children are even further below the poverty line. ISAC is concerned that people receiving social assistance, who are among the most vulnerable low-income Ontarians, not be forgotten in the government’s plans to reduce poverty. “Including low-income people in part means ensuring their ability to participate in the government’s upcoming poverty reduction consultation process,” said Marrone. “We look forward to hearing in the coming weeks that dedicated funding will allow for an inclusive, broad-based consultation.” The Income Security Advocacy Centre is a specialized community legal clinic with a provincial mandate to improve the income security of people living in through test case litigation, policy advocacy and community organizing. - 30 - For more information: Jennefer Laidley, Research and Policy Analyst 416-597-5820 x 5150
SMS TEXT MESSAGE & EMAIL CONSENT FORM Declaration I consent to the practice contacting me by text message and/or email for the purposes of health promotion, practice news and for appointment reminders. I acknowledge that appointment reminders by text are an additional service and that they may not be sent on all occasions but that the responsibility for attending appointments or cancelling them rests with me. I can cancel the text message facility at any time. Text messages are generated using a secure facility but I understand that they are transmitted over a public network onto a personal telephone and as such may not be secure; however the practice will not transmit any information which would enable an individual patient to be identified. I AM AWARE THAT THIS CONSENT MAY BE REVOKED BY ME AT ANY TIME. FULL NAME DATE OF BIRTH ADDRESS (incl. postcode) EMAIL ADDRESS TELEPHONE NUMBER SIGNED PRINT NAME DATE
San Bernardino County Superintendent of Schools REGIONAL OCCUPATIONAL PROGRAM Affiliation Agreement Request Form (Dental Program) INSTRUCTIONS District to: 1. Complete the information at the bottom of this page and the attached Affiliation Agreement. 2. Secure all required signatures, scan and email to: pam.skinner@sbcss.net SBCSS ROP will: 1. Verify that an agreement doesn’t already exist for the requested site. 2. Verify that the course is approved for community classroom. 3. Email the signed agreement to SBCSS Purchasing/Contracts for processing. SBCSS Purchasing Contracts will: Sign the agreement, assign an agreement number, and email a fully-executed electronic copy to: SBCSS ROP (Pam Skinner). The email address(s) below. The affiliate’s email (if listed on page 2). Important: A student cannot be placed at a site until a fully-executed agreement is in place. CONFLICT OF INTEREST: The undersigned, Requestor and Department Manager/Coordinator, hereby certifies that they have no financial, personal relationship or other interest (i.e. is not an officer, member, partner, shareholder or director) in the subject of this recommendation and placement of said student. School District: Teacher #1: District Coordinator: Email Address: Teacher #2: Signature: Email: Teacher #3: Email: Agreement No. _______________________ OFFICE OF SAN BERNARDINO COUNTY SUPERINTENDENT OF SCHOOLS REGIONAL OCCUPATIONAL PROGRAM AGREEMENT FOR AFFILIATION (DENTAL PROGRAM)
Have you participated in a short-term or long-term missions opportunity? If so, describe in a few sentences. PREACHING/TEACHING Briefly articulate your philosophy of preaching. What is the relationship between the Word of God and preaching? Who are some of your favorite preachers? Sermon/Talk: If you have a sermon or talk, please check one of the following: _____ I have enclosed a sample sermon/talk _____ Visit the following website: Sermon/Talk Details: Text _____________________ Theme_______________________ Setting/Audience/Comments about sermon/talk: LEADERSHIP See Personal Statement #3 (p. 11) – your philosophy of leadership. What leadership roles have you had within the church? Para-church? Non-profit? Business?
Note: NILFET = Not in the labour force, employment or training Table 4: Destinations of Year 12 or equivalent completers six months after leaving school, Mount Alexander and Victoria, 2011 to 2015 Bachelor degree Certificates/ Diplomas Apprentice/ Trainee Employed Looking for work NILFET Geography Year Per cent Per cent Per cent Per cent Per cent Per cent Mount Alexander 2011 30.2 15.9 6.3 39.7 1.6 6.3 Mount Alexander 2012 25 14.1 18.8 31.2 7.8 3.1 Mount Alexander 2013 27.3 3.6 14.5 43.6 10.9 Mount Alexander 2014 35.7 14.3 5.4 28.6 16.1 Alexander 2015 20.6 7.4 8.8 51.5 10.3 1.5 Victoria 2011 49.5 18.7 8.5 18.5 4.1 0.8 Victoria 2012 52 17.5 8 17.5 4.1 0.9 Victoria 2013 53.2 15.8 7.1 17.9 4.8 1.1 Victoria 2014 54.3 16.1 7 16.7 5.1 0.9 Victoria 2015 53.2 16.3 7.5 17 4.9 1 Note: NILFET = Not in the labour force, employment or training 5: Post-school destinations of Year 12 or equivalent completers in Mount Alexander, by certificate and study strand completed in 2014 Bachelor degree Diplomas Trainee Employed Looking for work NILFET Unknown Study strand Per cent Per cent Per cent Per cent Per cent Per cent Per cent VCE (non-VET) 28 4 56 8 4 VCE VET 21.2 6.1 15.2 48.5 9.1 VCE VCAL VCAL only 20 10 50 20 Note: NILFET = Not in the labour force, employment or training Table 6: Post-school destinations of Year 12 or equivalent completers in Mount Alexander, by gender, 2015 Bachelor degree Certificates/ Diplomas Apprentice/ Trainee Employed Looking for work NILFET Unknown Gender Per cent Per cent Per cent Per cent Per cent Per cent Per cent Females 23.3 9.3 7 51.2 9.3 Males 16 4 12 52 12 4 Note: NILFET = Not in the labour force, employment or training /
2.3 Year 12 or equivalent completers not continuing in education or training Table 14: Reasons for not continuing study: Year 12 or equivalent completers in Port Phillip not in education or training at the time of the survey, 2011 to 2015 Year You wanted to start working earning your own money You just needed a break from study You never planned or intended to study The courses you were interested in were not available locally Per cent Per cent Per cent Per cent 2011 80 80 40 2012 42.9 50 28.6 21.4 2013 55.6 66.7 2014 69.2 76.9 7.7 38.5 2015 76.9 61.5 7.7 15.4 Note: Respondents may have agreed to more than one statement. 15: Likelihood of study in the next two years that would lead to a qualification, reported by Year 12 or equivalent completers not in education or training in Port Phillip and Victoria, 2015 Port Phillip Port Phillip Victoria Victoria Likelihood of future study Number Per cent Number Per cent Extremely likely 10 np 2043 44.3 Somewhat likely np np 1842 40 Not very likely 440 9.5 Not at all likely 164 3.6 Can't say / refused 120 2.6 Total respondents np np 4609 100 Table 16: Main activity reported by Year 12 or equivalent completers Not in the Labour Force, Education or Training (NILFET), Port Phillip and Victoria, 2015 Port Phillip Victoria Main Activity Per cent Per cent Home duties/looking after children 15.6 Ill/unable to work 11.4 Study/training 4.7 Travel or holiday 33.1 Refused/Cannot say 3.6 31.7
8: School destination results of Year 12 or equivalent completers, On Track survey data 2015, Stonnington, by school. In education May 2015 In education May 2015 In education May 2015 In education May 2015 Not in education May 2015 Not in education May 2015 Not in education May 2015 School Name Total Year 12 or equivalent completers Total Respondents Bachelor Enrolled Deferred TAFE/ VET Enrolled Apprentice/ Trainee Employed Looking for work NILFET Number Number Per cent Per cent Per cent Per cent Per cent Per cent Per cent Korowa Anglican Girls' School (01009) 76 58 84.5 1.7 6.9 6.9 Presentation College Windsor (01020) 100 51 54.9 9.8 17.6 7.8 9.8 St Kevin's College (01032) 257 191 84.8 7.3 3.7 3.1 1 De La Salle College (01050) 166 109 59.6 7.3 10.1 15.6 4.6 2.8 Sacre Coeur (01124) 83 66 93.9 1.5 4.5 St Catherine's School (01130) 62 36 88.9 5.6 5.6 Melbourne High School 332 197 94.4 2.5 1.5 0.5 0.5 0.5 Loreto Mandeville Hall 99 70 97.1 1.4 1.4 Lauriston School (01479) 98 55 87.3 9.1 1.8 1.8 The King David School (01934) 49 30 63.3 23.3 10 3.3 Holmesglen Institute of TAFE (1002) np np np np np np np np np Prahran Community Learning Centre inc (12650) np np np np np np np np np Total respondents in LGA 1340 871 Notes: (1) School that did not meet the following publication rules were not published (np) in the table above: Schools with less than 10 Year 12 or equivalent completers or less than 10 survey respondents. Schools with less than 50% consent rate, less than 50% response rate or less than 20% of the Year 12 cohort participating in the survey.
Table 25: Reasons given by early school leavers in Yarra and Victoria for leaving school, 2015 Yarra Victoria Type Reason Per cent Per cent Push Factor Asked to leave/expelled/got in trouble 2.7 Push Factor Bullying/peer relationships problems 2.8 Push Factor Did not like school/teachers/not interested in going 9.1 17.4 Push Factor Did not want to repeat year level 0.6 Push Factor Just did not go/lazy 0.2 Push Factor Not coping well at school/failed/failing subjects/too hard 13.6 9.8 Push Factor School not for me/not good environment/not learning 9.1 6.8 Pull Factor Did not need school, enter or to finish for chosen pathway 4.6 Pull Factor Finished/finished VCAL 1.5 Pull Factor off to do something else 0.2 Pull Factor Study elsewhere/TAFE/different course 9.1 4.2 Pull Factor Travel/went overseas/moved 9.1 1.3 Pull Factor Wanted a break/wanted to take time off/do something else 0.8 Pull Factor Work reasons/career reasons 4.5 22.8 Other Reason Family/personal reasons 18.2 7.1 Other Reason Financial reasons 4.5 0.7 Other Reason Ill health 9.1 7.8 Other Reason Other 2 Refused Refused 13.6 6.9 respondents 100 100 Table 26: Factors that would have motivated early school leavers to stay in school, Yarra and Victoria, 2011 to 2015 Geography Year The school had a wider range of subjects There were vocational programs or VET subjects in areas that interested you There was more flexible scheduling of classes You could have studied part-time while working Per cent Per cent Per cent Per cent Yarra 2011 56.2 81.2 75 87.5 Yarra 2012 40 60 20 60 Yarra 2013 22.2 55.6 50 61.1 Yarra 2014 40 40 50 40 Yarra 2015 45.5 36.4 36.4 36.4 Victoria 2011 48.7 50.5 48.8 55.6 Victoria 2012 49.5 50.7 51.3 58.4 Victoria 2013 49.7 49.4 48.7 55.4 Victoria 2014 48.6 47.6 48.4 52.3 Victoria 2015 47.5 47.9 46.8 50.5
Table 8: School destination results of Year 12 or equivalent completers, On Track survey data 2015, Yarriambiack, by school. In education May 2015 In education May 2015 In education May 2015 In education May 2015 Not in education May 2015 Not in education May 2015 Not in education May 2015 School Name Total Year 12 or equivalent completers Total Respondents Bachelor Enrolled Deferred TAFE/ VET Enrolled Apprentice/ Trainee Employed Looking for work NILFET Number Number Per cent Per cent Per cent Per cent Per cent Per cent Per cent Warracknabeal Secondary College 37 28 35.7 10.7 17.9 17.9 14.3 3.6 Murtoa College (01335) np np np np np np np np np Hopetoun P-12 College 19 17 29.4 11.8 23.5 5.9 29.4 Total respondents in LGA 70 51 Notes: (1) School that did not meet the following publication rules were not published (np) in the table above: Schools with less than 10 Year 12 or equivalent completers or less than 10 survey respondents. Schools with less than 50% consent rate, less than 50% response rate or less than 20% of the Year 12 cohort participating in the survey. (2) This table presents the count of Year 12 or equivalent completers who attended a school located within the specified LGA. Students who reside in the specified LGA but attended a school outside the LGA are not included in this table. (3) NILFET = Not in the labour force, employment or training.
2.4 Year 12 or equivalent completers who deferred tertiary Deferred students are those who had been offered a place at university, TAFE or other tertiary institution, but had chosen to defer taking up the offer. Table 17: Proportion of Year 12 or equivalent completers who deferred tertiary study in Yarriambiack and Victoria, 2011 to 2015 2011 2012 2013 2014 2015 Geography Per cent Per cent Per cent Per cent Per cent Yarriambiack 6.2 17.9 12.2 18.9 9.8 Victoria 10.3 10.3 9.7 9.4 9.1 Table 18: Reasons provided by Year 12 or equivalent completers for deferring tertiary study, Yarriambiack and Victoria, 2015 Victoria Victoria Reason Provided No. Per cent No. Per cent You just needed a break from study np np 2331 78.7 You wanted some other experiences, like travel, before continuing your education np np 2074 70 You wanted to start working / earning your own money 5 100 2404 81.1 You have had to move away from home np np 661 22.3 Total respondents np 2963 Note: Respondents may have agreed to more than one statement. Table 19: Destinations of Year 12 or equivalent completers who deferred tertiary study, Yarriambiack and Victoria, 2013 to 2015 Yarriambiack Yarriambiack Yarriambiack Victoria Victoria Victoria 2013 2014 2015 2013 2014 2015 Post-school Destination Per cent Per cent Per cent Per cent Per cent Per cent Employed 40 29.3 26.2 26.4 Employed 80 40 100 51.1 54.3 54 Looking for work 20 12.9 14.7 14.1 NILFET 20 6.4 4.6 5.3 Unknown 0.2 0.2 0.1 Note: NILFET = Not in the labour force, employment or training. time
DESTINATIONS PROFILE BY SCHOOL SECTOR, ON TRACK 2016 Early leavers Early leavers Completers Completers Government Government Bachelor degree 0.6% 1.2% 46.3% 62.7% Certificate/Diploma 23.5% 23.9% 17.1% 11.9% Apprenticeship/Traineeship 29.0% 30.8% 9.3% 6.7% Employed 24.6% 22.6% 20.1% 15.2% Looking for work 16.1% 15.5% 6.1% 2.9% Not in labour force, education or training 5.8% 6.0% 1.1% 0.7% Find out more For further information, please contact the Performance and Evaluation Division.
ON DPG SCORING RUBRIC FOR SMALL RESEARCH GRANT Excellent (3 points) Adequate (2 points) Improvement (1 point) Missing (0 points) Score Reviewer Comments Introduction and Background Provides a clear and complete introduction and background Provides an introduction and background that is only somewhat significant to research Provides an introduction and background that is insignificant to the research No introduction or background provided Purpose and Aim of Study (hypotheses to be tested) Includes a specific and measurable research question Includes a clear, but not measurable research question Includes a vague, unmeasurable research question No research question provided Methodology Provides a clear explanation of the proposed research methods Provides an adequate explanation of proposed research methods Provides an explanation of research methods in an unorganized manner No research methodology provided Feasibility of the Study Research and timeline is appropriate for conducting the proposed research Research is appropriate, however, timeline is not feasible for conducting the proposed research Research is appropriate, however, unclear on timeline Neither research nor timeline are feasible for conducting the research Overall Writing Technique Uses acceptable style and grammar (0-2 errors) Uses adequate style and grammar (3-5 errors) Poor style and grammar (6-9 errors) Serious style and grammar flaws (> 10) Itemized Budget Provides detailed explanation of proposed budget Provides an adequate explanation of proposed budget Provides a vague explanation of proposed budget No itemized budget provided
ON DPG SCORING RUBRIC FOR SMALL RESEARCH GRANT Excellent (3 points) Adequate (2 points) Needs Improvement (1 point) Missing (0 points) Score Reviewer Comments Introduction and Background (Significance? Cancer relevance?) Provides a and complete introduction and background; cancer related Provides an introduction and background that is only somewhat significant to research Provides an introduction and background that is insignificant to the research No introduction or background provided; not cancer related Purpose and Aim of Study (hypotheses to be tested) Includes a specific and measurable research question Includes a clear, but not measurable research question Includes a vague, unmeasurable research question No research question provided Methodology (are study design, methods, data collection/analysis appropriate for answering research question?) Provides clear explanation of proposed methods, data collection and analysis Provides an adequate explanation of proposed methods, data collection and analysis Provides an explanation of research methods but in an unorganized manner No research methodology provided Feasibility of the Study (innovation or improvement? Does study address critical gaps?) Timeline and research are appropriate for conducting proposed research. Show innovation or improvement Research is appropriate, however, timeline is not feasible Research is appropriate, however, unclear on timeline. Lacks innovation. Neither research nor timeline are feasible for conducting the research. innovation. Overall Writing Technique Uses acceptable and grammar errors) Uses adequate and grammar errors) Poor and grammar (6-9 errors) Serious and grammar flaws (> 10) Itemized Budget (are budget justified, specified and accurate?) Provides clear detailed explanation of proposed budget Provides an adequate explanation of proposed budget Provides a vague explanation of proposed budget No itemized budget provided
Vocabulary Word Definition Picture Producers Organisms that make complex, energy-containing biomolecules from simple inorganic molecules using energy captured from light or inorganic chemical compounds. Consumers An organism that must consume other organisms for nutrients. Herbivores Organisms that consume only plants. Carnivores Animals that eat other animals.
CS-214 Rev 11/2013 Position Code ENGLMGR3B60N Civil Service Commission , POSITION DESCRIPTION This position description serves as the official classification document of record for this position. Please complete this form as accurately as you can as the position description is used to determine the proper classification of the position. 2.Employee’s Name (Last, M.I.) Transportation 3.Employee Identification Number (Institution, or Commission) Highway Operations Service Position Code Description Engineer Manager Licensed-3 (14) Office of Operations Administrative Services 5.Working Title (What the agency calls the position) Facilities Engineer Manager 6.Name and Position Code Description of Direct Supervisor Zak Moussa, State Administrator Manager 1 (15) Facilities Administration & Operations 7.Name and Position Code Description of Second Level Supervisor Location (City and Address)/Hours of Work Sonja J. Scheurer, State Office Administrator 17 425 W. Ottawa Street, Lansing, Michigan M-F 8:00-5:00 p.m. (hours may vary via approved AWS) 14. General Summary of Function/Purpose of Position Manage and supervise the Facilities Unit overseeing the department's facilities design, construction, maintenance, assessments, and project management functions. Advise, participate, and make recommendations regarding the administration and operations of the department's facilities including the department's capital outlay and special maintenance call-for-projects, strategic plan, prioritization of projects, and management programs. Supervise and direct the selection and development of staff in accordance with Equal Employment Opportunity and Affirmative Action laws and policies and assuring periodic performance reviews for all staff. 15. Please describe the assigned duties, percent of time spent performing each duty, and what is done to complete each duty.