zilongwang/ReadingBank huggingface dataset:
Use this section to list the professional development opportunities in which you plan to participate. Available courses can be found on EEC’s Professional Development Calendar (http://www.eec.state.ma.us/ProfessionalDevelopment/WebFindTraining.aspx) and can be accessed through your Registry account. Course Title/Activity Timeframe/ Semester Location, Dates, and College/Training Agency Professional Development Goal Funding Source & Cost to Educator Goal Met Degree Competency Activity (Specify) College Course CEU Course Fall Spring Summer Start Date: _______________ End Date: _______________ Associate’s Bachelor’s Master’s CDA Certification Area 1 Area 5 Area 2 Area 6 Area 3 Area 7 Area 4 Area 8 Yes No Activity (Specify) College Course CEU Course Fall Spring Summer Start Date: _______________ End Date: _______________ Associate’s Bachelor’s Master’s CDA Certification Area 1 Area 5 Area 2 Area 6 Area 3 Area 7 Area 4 Area 8 Yes No Activity (Specify) College Course CEU Course Fall Spring Summer Start Date: _______________ End Date: _______________ Associate’s Bachelor’s Master’s CDA Certification Area 1 Area 5 Area 2 Area 6 Area 3 Area 7 Area 4 Area 8 Yes No Activity (Specify) College Course CEU Course Fall Spring Summer Start Date: _______________ End Date: _______________ Associate’s Bachelor’s Master’s CDA Certification Area 1 Area 5 Area 2 Area 6 Area 3 Area 7 Area 4 Area 8 Yes No Which Coaching Supports will you participate in this year? IPDP Monitoring Career Counseling Individual Coaching/Mentoring Group Coaching/Mentoring Academic Advising (by college advisor) Other________________________ What are your barriers? What supports do you need?
• EDUCATIONAL PSYCHOLOGY SERVICE Service Guide 1 2 3 4 5 6 7 8 9 10 Chair Karen Campbell Jo Newland Sue Adamson Michelle Clark Michelle Clark Lorraine Jones Teresa Lalley Carol Talbot Carol Talbot Sue Poole Name and email address of Psychologist Dr Louise Bason Dr Hannah Nicholls Dr Leanne Short Dr Esther Nelson Kali Sivaniah Dr Nadine Mearns Dr Nadine Mearns Dr Julie Martin Dr Alice Tilley Dr Hannah Nicholls Educational Psychology support will now be accessed through the early years consortia system. Our input will continue to start with a consultation session, after which further decisions around longer term involvement can be made. Liverpool EPS have allocated a named ed psych to work with each early years consortium across the city (see table above).
EPT Planning Meeting 2014 – 15 Basic Information . Setting: Core Time available Sessions Additional Purchased Time available Sessions SENCO Telephone: email EP Telephone: email Other contacts Telephone: email Present at meeting School Context and Issues for the Coming Year Ofsted Key Priorities Staffing changes SEN Issues Pupil Premium School Improvement Focus Other
12.30-13.30 Lunch 13.30-14.00 Primo VE and Syndetics Unbound Alan Oliver, Business Development Director, Ex Libris Parallel sessions 14.00-16.30 Leganto Sessions Michael Dunne, Lancaster University (Others to be confirmed) ISO/Res Sharing Chris Jones, University of Sheffield Amin Hussain, Manchester University
Last 4 digits of SSN Telephone Number Last Name First Name Maiden/Previous Last Name Email Address Proficiency Statement I certify that _________________________________________has demonstrated proficiency in (applicant name) Lakota, Dakota, or Nakota oral and written language and culture with recognition from a regionally-accredited institution of higher education offering a teacher education program in Lakota studies or an organization approved by both a tribal government in South Dakota and the Department. Also, the individual has successfully completed a three-semester-hour methodology course directly related to teaching Lakota, Dakota, Nakota language from a regionally-accredited institution of higher education. Printed Name of Authorized Official Print Title of Authorized Official Email Address Telephone Number Address City State Zip Code Signature of Authorized Official Date Save the completed form as a PDF and Email to
C O N S T I T U T I O N ARTICLE I Name This organization shall be incorporated and known as the Eastern Pennsylvania Youth Soccer Association (hereafter referred to as EPYSA). ARTICLE II Purpose The purpose of this Association shall be to promote, foster and perpetuate the game of soccer on the youth level in the territory designated as East Pennsylvania, and foster the physical, mental, and emotional growth of Eastern Pennsylvania Youth through the sport of soccer. This Association shall exercise complete governmental control of said game except in those matters reserved by the United States Soccer Federation or the United States Youth Soccer Association. This Association shall be established and maintained as a non-profit educational organization that is tax exempt. ARTICLE III Territory Eastern Pennsylvania shall consist of all that certain territory in Pennsylvania east of a line formed by the eastern boundaries of the counties of Potter, Clinton, Center, Huntington and Fulton Counties. ARTICLE IV Headquarters The headquarters of this Association shall be within its territorial boundaries as defined in Article III above, where all general meetings shall be held. Local headquarters in said territory shall be determined from time to time by the voting members of this Association (hereafter referred to as the Council) or by such person or persons in whom the Council may vest such authority. ARTICLE V Colors The representative colors of this Association shall be Royal Blue and Gold. ARTICLE VI Membership Section 1 Members This Association shall consist of such individuals, leagues and associations in good standing with the Eastern Pennsylvania Youth Soccer Association and United States Soccer Federation (USSF) and with headquarters in the territory herein defined. Every individual, league and Association with headquarters in this territory who are not a member of this Association or of the United States Soccer Federation or of one of its affiliate organizations shall be deemed unaffiliated. Members of the EPYSA shall not, without the written consent of the Board of Directors, participate in any competition with such unaffiliated organizations.
Exact Name of Business Under Which Designation is Sought Nominating Jurisdiction I. APPLICATON FEE Non-refundable Application Fee in the amount of $500 submitted, made payable to Texas Office of the Governor II. ORIGINAL DESIGNATION Exact Legal Name Under Which the Business Originally Received Designation Enterprise Project Number (assigned at designation) III. PROJECT Primary Business Address of the Qualified Business Site Street Address City Zip - Exact Legal Name Under Which the Business will be Doing Business Effective Date of Name Change Provide a brief explanation of the reason(s) for the name change. (attach additional pages behind this page as needed)
Topic/Item Additional detail Item addressed Audit Guidance Menu Set Objectives (5 total of 10) – EP EP#1: Drug formulary checks Are drug formulary checks ‘switched on’ in your EHR? Document which formulary is being used (internal, external) Save a screenshot of formulary check EP#2: Structured Lab Test Results Did you enter lab results (>40% ordered) as structured data? Retain a record of numerator and denominator used for calculating percentage of lab tests meeting this measure. Document how data was populated (electronic exchange, manual entry) Document if standard code set used (LOINC, etc.) EP#3: List of patients by condition Have you run a patient list report by specific condition? Copy of report that was generated EP#4: Patient reminders Did you send out patient reminders (>20% patients who are ≥ 65 years and ≤5 years old) for preventive and follow up care? Retain a record of numerator and denominator used for calculating percentage of patients meeting this measure. Document which type of reminder was generated (appointment, preventive/follow-up care) Save a screenshot of reminder EP#5: Patient e-Access to Health Information Did you provide patient electronic access (>10% patients) to lab results, Retain a record of numerator and denominator used for calculating percentage of patients meeting this
Women Colorectal Cancer Screening See general CQM audit guidance above. Controlling High Blood Pressure See general CQM audit guidance above. Coronary Artery Disease (CAD): Beta-Blocker Therapy for CAD Patients with Prior Myocardial Infarction (MI) See general CQM audit guidance above. Coronary Artery Disease (CAD): Drug Therapy for Lowering See general CQM audit guidance above. Coronary Artery Disease (CAD): Oral Antiplatelet Therapy Prescribed for Patients with CAD See general CQM audit guidance above. Diabetes Mellitus: Hemoglobin A1c Poor Control in Diabetes Mellitus See general CQM audit guidance above. Topic/Item Additional detail Item addressed Audit Guidance
Topic/Item Additional detail Item addressed Audit Guidance Additional CQMs Items (required to choose 3 of 38) (continued) Oncology Colon Cancer: Chemotherapy for Stage III Colon Cancer Patients See general CQM audit guidance above. Pneumonia Vaccination Status for Older Adults See general CQM audit guidance above. Prenatal Care: Anti-D Immune Globulin See general CQM audit guidance above. Prenatal Care: Screening for Human Immunodeficiency Virus (HIV) See general CQM audit guidance above. Primary Open Angle Glaucoma (POAG): Optic Nerve Evaluation See general CQM audit guidance above. Prostate Cancer: Avoidance of Overuse of Bone Scan for Staging Low Risk Prostate Cancer Patients See general CQM audit guidance above.
Short Title Requirement Information Modified Stage 2 Stage 3 PY 2014 , , e-Prescribing (eRX) Objective Generate and transmit permissible prescriptions electronically (eRx) 2015-2017: Generate and transmit permissible prescriptions electronically (eRx). EPs must generate and transmit permissible prescriptions electronically. Measure More than 50 percent of all permissible prescriptions, or all prescriptions, written by the EP are queried for a drug formulary and transmitted electronically using CEHRT. 2015-2017: More than 50% of all permissible prescriptions written by the EP are queried for a drug formulary and transmitted electronically using CEHRT. Alternate Measure 2015: For Stage 1 providers in 2015, more than 40% of all permissible prescriptions written by the EP are transmitted electronically using CEHRT. More than 60% of all permissible prescriptions written by the EP are queried for a drug formulary and transmitted electronically using CEHRT. Exclusion(s) Any EP who: (1) Writes fewer than 100 permissible prescriptions during the EHR reporting period. (2) Does not have a pharmacy within their organization and there are no pharmacies that accept electronic prescriptions within 10 miles of the EP's practice location at the start of his/her EHR reporting period. 2015-2017: Any EP who: (1) Writes fewer than 100 permissible prescriptions during the EHR reporting period; or (2) Does not have a pharmacy within his or her organization and there are no pharmacies that accept electronic prescriptions within 10 miles of the EP's practice location at the start of his or her EHR reporting period Any EP who: (1) writes fewer than 100 permissible prescriptions during the EHR reporting period; or (2) does not have a pharmacy within their organization and there are no pharmacies that accept electronic prescriptions within 10 miles of the EP's practice location at the start of his or her EHR reporting period.
Example: HClO4 [O3Cl(OH)] is very acidic NaOH is very basic Acid strength also increases with DECREASING radii of the “central atom” Example: HOCl (bond between Cl and OH is covalent – acidic) HOI (bond between I and OH is ionic – basic) 12. Acid Ionization Constant (Ka): HA + H2O H3O+ + A- Example: HF + H2O H3O+ + F- What is the pH of 0.5 M HCN solution for which Ka = 6.2 × 10-10? 13. Base Ionization Constant (Kb): B + H2O BH+ + Example: F- + H2O HF + What is the pH of a 0.5 M NH2OH solution for which Kb = 6.6 × 10-9? Do equal number of Ka and Kb problems as they are equally likely! 14. Ka × Kb = Kw = 10-14 ONLY applies for conjugate acids and bases at 25 oC! 15. Percent ionization = [H+]equilibrium / [HA]initial × 100 16. Lewis Acids and Bases: Lewis acid – electron pair acceptor Lewis bases – electron pair donor In complex ions formation, metal ions are Lewis acids, and ligands are Lewis bases. Example: Cu2+ + 4 NH3 [Cu(NH3)4]2+ Cu2+ acts as an acid; NH3 acts as a base 17. Buffers: Similar concentrations of a weak acid and its conjugate base -or- Similar concentrations of a weak base and its conjugate acid If these concentrations are large in comparison to SMALL amounts of added acid or base, equilibrium will be shifted slightly and the pH change resisted. Consider: HA H+ + A-
How do we construct identity through our actions, interests, values and beliefs? What is the relationship between nature and American identity? What does it mean to be a rebel? What is the relationship between self and society? What is success? To what extent is community essential to happiness? Is knowledge dangerous? An entry for your Essential Question Journal might look like this: Title Essential Question Passage My Thoughts “Survivor Type” What is success? “I played football in high school. I was the best damn football player my school ever produced. Quarterback. I made All-City my last two years. I hated football. But if you’re a poor wop from the projects and you want to go to college, sports are your only ticket. So I played, and I got my athletic scholarship” This passage tells me a lot about Richard Pine: he’s determined to reach his goals, and he must be very to have been so successful on the football field (“I made All-City my last two years” shows his dedication and skill). But he also sounds bitter. When he says, “But if you’re a poor wop from the projects…sports are your only ticket out,” the way he uses an ethnic slur to describe himself makes it sound as though he didn’t like having to succeed on someone else’s terms. Title and Author Amount of Entries “To Build a Fire” by Jack London Minimum of 2 entries “Survivor Type” by Stephen King Minimum of 2 entries excerpts from Deep Survival: Who Lives, Who Dies, and Why by Laurence Gonzales Minimum of 1 entry “Nature” by Ralph Waldo Emerson Minimum of 1 entry “Self Reliance” by Ralph Waldo Emerson Minimum of 1 entry excerpts from Walden by Henry David Thoreau Minimum of 2 entries “Resistance to Civil Government” by Henry David Thoreau Minimum of 2 entries “Spell of the Yukon” by Robert W. Service Minimum of 1 entry Into the Wild by John Krakauer Minimum of 7 entries (must have an entry for Chapters 16, 17, and 18)
We earnestly condemn the policy of the present national administration in the Philippines. It seeks to extinguish the spirit of 1776 in those islands. We deplore the sacrifice of our soldiers and sailors, whose bravery deserves admiration even in an unjust war. We denounce the slaughter of the Filipinos as a needless horror. We protest against the extension of American sovereignty by Spanish methods. Imperialists assume that with the destruction of self-government in the Philippines by American hands, all opposition here will cease. This is a grievous error. Much as we abhor the war of "criminal aggression" in the Philippines, greatly as we regret that the blood of the Filipinos is on American hands, we more deeply resent the betrayal of American institutions at home. The real firing line is not in the suburbs of Manila. The foe is of our own household. The attempt of 1861 was to divide the country. That of 1899 is to destroy its fundamental principles and noblest ideals. Source: Source - American Anti-Imperialist League. "Platform of the American Anti-Imperialist League." Text from Carl Schurz, The Policy of Imperialism, Liberty Tract No. 4 (Chicago: American League, 1899). E. Political cartoon on immigration to the United States Source: Louis Dalrymple, “The High Tide of Immigration—A National Menace,” Judge Magazine, August 22, 1903, OSUCGA – The Ohio State University Billy Ireland Cartoon Library & Museum, https://cartoonimages.osu.edu/MbVmUnGXa.
Source: Memoir of Theophilus Parsons (1859), pp. 109-110 from “Founding Fathers Fest. Anit-Jefferson / Pro-Federalist cartoon Source: Artist unknown. The Providential Detection, 1797–1800. Copyprint of lithograph. Courtesy of the American Antiquarian Society, Worcester, Massachusetts (136) F: Suffrage Qualifications by State, 1800 – 1828 At the time of the ratification of the Constitution and the Bill of Rights (1789), it is estimated that 10% - 16% of the total population of the United States could vote. This group consisted of white males who owned considerable property or paid a relatively high level of taxes, often urban businessmen. According to the table below, what is happening to the number of lower-economic white men who can vote from 1800 – 1828? The original thirteen states are listed in lower case. States admitted after ratification are in bold italicized upper case with the year of its admission. * States that changed the type of suffrage qualifications, getting rid of one type but switching to another. ** States that had qualifications at some point but eliminated them. Year States with religious qualification States with property qualification States with tax qualification States with no religious, property or tax qualifications 1800 Massachusetts Rhode Island Connecticut New York New Jersey Maryland Virginia North Carolina TENNESSEE - 1796 Pennsylvania South Carolina Delaware VERMONT - 1791 KENTUCKY - 1792 **New Hampshire **Georgia
The table below outlines how the new strategy will build on the work so far within Nottingham City. Previous strategy – what has been achieved so far? New strategy 2015 – how will we build on the work to date? Increased reporting Work to increase reporting to the free phone 24hour DSVA helpline / screening (reporting to Police as appropriate when there is a risk of harm). Work to reduce to number of repeat survivors experiencing DSVA Continue work to reduce to number of repeat survivors experiencing DSVA by encouraging earlier reporting to the DSV 24 hour Helpline and co-locating specialist workers in non-specialist services creating confident practitioners able to respond to DSV. These ways of working mean that we can reach people earlier and reduce the harm DSV causes. Support early intervention services and approaches Continue to support early intervention services and approaches and implement learning from practice to inform future commissioning and development of provision. This involves expanding the work undertaken in primary and secondary schools with children and young people to learn about healthy and equal relationships and working with communities to raise awareness of abuse and the harm it causes. Work with survivors, their families and perpetrators to reduce the impact of domestic violence and abuse Continue to work with survivors, their families and perpetrators to reduce the impact of domestic violence and abuse by supporting staff to undertake good risk assessments and safety plans and developing a wider range of responses to working with perpetrators.
Accessibility requirements Does this client have any accessibility requirements (for example, hearing loop, braille documents) Yes No Don’t Know If yes, please provide details: Does this client require an interpreter? Yes No Don’t Know If yes, please provide details: Client equalities monitoring How would this client describe their gender? Female Male In another way:_________________ Is their current gender different to the sex they were assigned at birth? Yes No Don’t know Do they consider themselves to have any kind of disability? (please tick any that apply) Physical Learning Mental Health Deaf/ hearing impaired Blind/ visually impaired Something else:_________________ Don’t Know How would they describe their ethnicity? White British White Irish White Gypsy or Irish Traveller Any other White background Asian British Asian Indian Asian Pakistani Asian Bangladeshi Any other Asian background Chinese Arab White and Black Caribbean White and Black African White and Asian Any other mixed/ multiple background Black British Black African Black Caribbean Any other Black background Other (please specify): _________________________ Don’t Know Do they have a faith/ religion? No religion Buddhist Christian Hindu Jewish Muslim Sikh Other: ______________________________ Don’t Know What is their relationship status? (tick one option) Civil partnership Married Divorced Separated
12. Has (…..) ever threatened to hurt or kill the children/dependants? Hurt Kill Domestic Violence History Yes No 13. Is the abuse happening more often? 14. Is the abuse getting worse? 15. Does (…….) try to control everything you do and/or are they excessively jealous? (In terms of relationships, who you see, being ‘policed at home’, telling you what to wear for example. Consider honour based violence and stalking and specify the behaviour) 16. Has (…..) ever used weapons or objects to hurt you? Please give details Yes No 17. Has (…..) ever threatened to kill you or someone else and you believed them? Self Children Other (please specify) 18. Has (…..) ever attempted to: strangle? choke? suffocate? drown you? when was this? ……………… 19. Does (….) do or say things of a sexual nature that makes you feel bad or that physically hurt you or someone else? (Please specify who and what)
Algebra Equations Grades 5 – Algebra 1 Key SOL 5.19 SOL 6.13 SOL 7.12 SOL 8.17 ALGEBRA 1 Use an expression with a variable to represent a given verbal expression involving one operation “A full box of cookies and 4 extra equal 24 cookies” Solve 1-step linear equations in one variable with integer coefficients and unit fractions Practical problems are included Modeling Simplifying expressions with rational numbers first introduced in SOL 7.11. Students will need lots of practice prior to simplifying equations with rational numbers. Solve 2-step linear equations in one variable Coefficients and numeric terms will be rational numbers Practical problems are included Modeling Variables on both sides Multi-step linear equations in one variable (up to 4 steps) Coefficients and numeric terms will be rational Combining like terms Prior Knowledge Note: Distributive property is included in grade 7 for evaluating algebraic expressions for given replacement values of the variable (SOL 7.11) Multi-step linear equations in one variable Quadratic equations in one variable Determine whether a linear equation in one variable has one, an infinite number, or no solutions
Workbook (session 2) 1. Integrated EQUELLA a. Use the PowerPoint section 6. b. Continue with the Workbook to the end of the content presentation section. 2. EQUELLA content and rights a. Use the PowerPoint section 7. b. Continue with the Workbook to the end of the DRM section. 3. User Profile a. Continue with the Workbook to the end of the profile section. 4. EQUELLA Mobile a. Use the PowerPoint section 8 to briefly discuss this feature. 5. Content exchange a. Use the PowerPoint section 9 to briefly discuss this feature. 6. Scrapbook a. This section is used for extension exercises but can be delivered or demonstrated depending on the class and timing. 7. Repository showcases a. This section is used for extension exercises but can be delivered or demonstrated depending on the class and timing. 8. Use existing resources a. This section is used for extension exercises but can be delivered or demonstrated depending on the class and timing. 9. EQUELLA Support & PPS a. Discuss this section using the Workbook up to the end of the User Community section. 10. Review a. There is a separate Review PowerPoint that can be used. IMPORTANT –There is an exercise for users to delete their added resources from the Moodle course. However the trainer is responsible to ensure that all resources have been deleted.
CS-214 Rev 11/2013 Position Code EQALTEC30R Civil Service Commission Capitol Commons Center, P.O. Box 30002 Lansing, MI 48909 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, First, M.I.) Environmental Quality 3.Employee Identification Number (Institution, Board, or Commission) 4.Civil Service Position Code Description 10. Division Environmental Quality Analyst 9-P11 Drinking Water and Municipal Assistance 5.Working Title (What the agency calls the position) 11. Section Environmental Quality Analyst Community Water Supply Section 6.Name and Position Code Description of Direct Supervisor 12. Unit Koren Carpenter, Environmental Manager 13 Technical Support 7.Name and Position Code Description of Second Level Supervisor 13. Work Location (City and Address)/Hours of Work Kris Philip, Environmental Manager 14 525 West Allegan Street, Lansing, MI 80 Hours/Two Weeks 14. General Summary of Function/Purpose of Position Work to assure the mandatory training and certification programs for drinking water plant and distribution system operators are administered in Michigan. Work will be in the areas of operator certification application review and processing, certification examination coordination, arranging and developing specialized training programs, approving continuing education courses, and the like. Enabling legislation includes the Michigan Safe Drinking Water Act, 1976 PA 399 and Administrative Rules, as amended (Act 399).
Equality Screening, Disability Duties and Human Rights Assessment Template Part 1 – Policy scoping Part 2 – Screening questions Part 3 – Screening decision Part 4 – Monitoring Part 5 – Disability Duties Part 6 – Human Rights Part 7 – Approval and Authorisation Guidance notes are available to assist with completing this template. For further help please contact the Equality and Human Rights Unit ext 20539. Part 1. Policy scoping Information about the policy / decision What is the name of the policy / decision? Amendment of General Dental Services Regulations (NI) 1993 (“the GDS Regulations”) to reflect updated terminology concerning the post graduate training of dentists. The GDS Regulations deal with the arrangements for the provision of Health Service dental services in Northern Ireland. In order to provide HS general dental services a dentist must apply to join the HSCB’s dental list. To be listed a dentist must (unless exempt) provide a “vocational training” number.
Marital status None Sexual orientation None Gender (Men and women generally) None Disability (with or without) None Dependants (with or without) None 2.2 Are there opportunities to better promote equality of opportunity for people within the Section 75 equalities categories? Section 75 category If Yes, provide details If No, provide reasons Religious belief No. The aim of the change is to ensure updated terminology and changing training requirements for dentists are reflected in legislation. Political opinion Racial group Age Marital status
restricted Article 2 – Right to life X Article 3 – Right to freedom from torture, inhuman or degrading treatment or punishment X Article 4 – Right to freedom from slavery, servitude & forced or compulsory labour X Article 5 – Right to liberty & security of person X Article 6 – Right to a fair & public trial within a reasonable time X Article 7 – Right to freedom from retrospective criminal law & no punishment without law. X Article 8 – Right to respect for private & family life, home and correspondence. X Article 9 – Right to freedom of thought, conscience & religion X Article 10 – Right to freedom of expression X Article 11 – Right to freedom of assembly & association X Article 12 – Right to marry & found a family X Article 14 – Prohibition of discrimination in the enjoyment of the convention rights X 1st protocol Article 1 – Right to a peaceful enjoyment of possessions & protection of property X 1st protocol Article 2 – Right of access to education X 6.2 If you have identified a likely negative impact who is affected and how?
each relevant policy and comment here on any implications that may arise for persons with one or more of the protected characteristics] negative impacts on persons with the protected characteristics, note here any mitigating measures.] Disability Gender reassignment Marriage and civil partnership Pregnancy and maternity Race Religion and Belief Sex Sexual orientation Policy Area: eg. Environment Protected characteristic Assessed Impact Comments Mitigation Positive Neutral Negative – Low Negative – Med Negative - High Age [Use this column to consider each relevant policy and comment here on any implications that may arise for persons with one or more of the protected characteristics.] [If there are any negative impacts on persons with the protected characteristics, note here any mitigating Disability Gender reassignment Marriage and civil partnership Pregnancy and maternity Race
measures.] Religion and Belief Sex Sexual orientation Policy Area: eg. Heritage Protected characteristic Assessed Impact Comments Mitigation Positive Neutral Negative – Low Negative – Med Negative - High Age [Use this column to consider each relevant policy and comment here on any implications that may arise for persons with one or more of the protected characteristics.] [If there are any negative impacts on persons with the protected characteristics, note here any mitigating measures.] Disability Gender reassignment Marriage and civil partnership Pregnancy and maternity Race Religion and Belief Sex Sexual orientation
Equality Impact Assessment Action Plan Protected Characteristic Issues identified Action to be taken Expected outcomes Owner Timescale Cost implications All A lack of consultation and user voice A full public consultation into the Country Parks Strategy 2017-2021 A better understanding of the needs of individuals and groups representing the protected characteristics Tim Woodhouse, Country Parks Manager Summer 2017 Yes – the cost of the public consultation (printed materials, survey design and analysis etc) All A lack of accurate equality and diversity data We will conduct more accurate research into the demographic profile of our park users by capturing data through visitor surveys and at the time of purchasing formal products such as season tickets. We will take appropriate action where possible to encourage increased or alternative usage from under-represented groups. A better understanding of park users and the identification of groups Tim Woodhouse, Country Parks Manager By March 2018 Yes – the cost (yet to be determined) the research and any appropriate actions to encourage more usage from groups
response from this characteristic and conversing with advocacy groups) Ensure that alternative formats of the LTP are available within Kent are able to express their views on the LTP included within the consultation budget allowance. The exact cost will be dependent upon the level of need identified during the consultation. Disability Disabled people may have more difficulty accessing physical copies of the document Disabled individuals may have difficulty reading through the LTP Race Some BME individuals may have difficulty with English and thus reading through the LTP On-going Action Plan Age Kent has an ageing population. Older Kent residents are: less mobile; less likely to use independent travel; have greater concerns with Ensure the elderly and young can access future consultations and developments Ensure there are alternative formats of new transport The LTP’s five outcomes deliver a net Relevant Project Manager for On-going or in-line with the writing of To be determined.
safety. information Include accommodations for those with limited mobility (eg: dropped curbs) Include accommodations for those with safety concerns (eg: well-lit pedestrian paths) benefit for all members of the community: Outcome 1) Economic growth and minimised congestion Outcome 2: Affordable and accessible journeys Outcome 3: Safer travel Outcome 4: Enhanced Environment Outcome 5: Better health and wellbeing the scheme being implemented an plan. Disability Disabled Kent residents are: less mobile; less likely to use independent travel. Ensure the disabled can access future consultations and developments Ensure there are alternative formats of new transport information Include accommodations for those with limited mobility (eg:
dropped curbs) Race BME Kent residents are: more likely to dependent on public transport systems; be concerned with safety. Ensure BME communities can access future consultations and developments Ensure there are alternative formats of new transport information (including other languages) Gender Female residents are: less likely to use independent travel by car; be concerned with safety; make journeys with additional dependents; have multiple stages to their journeys. Male residents are Ensure all genders can access future consultations and developments Ensure alternative formats of new transport information Include accommodations for those with safety concerns
4. Actions taken or planned in response to issues identified in the analysis Issue identified Action to be taken in response to issue Responsibility Timescale (indicate whether actions have already been completed, or provide timescale for carrying out the action) Resources required What is the expected outcome? Risk of stigma of being invited Clear communication to participants and to their Educational Supervisors to explain the reason for the programme invitation Clear communication during the STEP programme enhanced induction event STEP Programme Assistant GP Director STEP Programme Educational Lead Letters of invitation to be sent to trainees by 4/9/15 Reduce the risk of trainees feeling stigmatised as a result of being invited to participate in the programme
Religion or belief No low low There is no qualitative or quantitative data to suggest that the project will have an effect on the customer base on account of their religion or belief Sexual orientation No low low There is no qualitative or quantitative data to suggest that the project will have an effect on the customer base on account of their sexual orientation Carer's responsibilities No Low Low Yes, to ensure that any consultation has included engagement and sharing of proposed changes with the parents and carers of those individuals currently receiving ILS support Yes following consultation Yes – The proposed changes will review what services are available and do they meet current and future needs. This will be achieved through application of person centered approach
Criteria Content Meeting the Standard Self-Assessment Tools, Templates, and “Questions to Consider”: Required Documents and Processes Document on Site Process in Place Document Submitted Section 1: Standards regarding the Echocardiographic Examination Standard E1 Echocardiographic facilities will have established protocols that describe the components of the comprehensive examination. Are there protocols in place regarding the acquisition of images for every modality? Are they available to be reviewed and have they been accepted by all sonographers and physicians involved? Template: Guidelines for ordering Echocardiography Exams Protocol Standard E2 The comprehensive echo exam. Every case study will contain the full complement of views including Doppler tracings and measurements. Does every comprehensive echo contain all of the imaging components mentioned in Standard E2? Please review Section 1 of the Standards for complete views, measurements and Doppler. Standard E3 The comprehensive echo exam with a Doppler assessment component. Specific comments on the study quality relating to any technical deficiencies and or inadequate alignment will be included. Does every echo contain all of the Doppler components listed in Standard E3? Standard E4 The comprehensive examination will contain standard measurements. Standard measurements will be obtained and recorded by either M-mode of 2D for all studies, based on their situational strengths and limitations. Please refer to this template to ensure standard measurements are being utilized for all comprehensive examinations.
A.G.B.U. Manoogian-Demirdjian School—One Week Schedule (OWS) Teacher: Mrs. Avedian Class: Geometry 8th grade Week of: September 26, 2016 Monday Tuesday Wednesday Thursday Friday Content What concepts will students learn? 2.2 and 2.3 Inductive reasoning and bi-conditional statements 2.4 Deductive reasoning Quiz on 2.1-2.3 2.5 Reasoning in algebra and geometry CA Standard With which standard do the concepts align? CCSC G-CO.C.9 CCSC G-CO.C.9 CCSC G-CO.A.1, G-GPE.B.6 GO-CO.C.9 Class Activity What will students do in class to reinforce learning? Correct homework Complete 2.1:Finding truth values of statements Bi-conditionals Correct homework Do page 105 1-23 odds 2.4 Law of detachment Law of syllogism Quiz on 2.1-2.3 Page 110 #6-6-17 Correct homework Properties of equality and congruence worksheet Assessment How will student learning be gauged? Classwork corrections Homework and classwork corrections Quiz Homework and classwork corrections Homework What should students do at home? Page 93 #20-27, 32-39 Page 101 #7-23 Review 2.1-2.3 for quiz Complete the classwork Page 117 #5-20, 35-41 Which ESLR? Become skilled learners and independent thinkers Become skilled learners and independent thinkers Become skilled learners and independent thinkers Become skilled learners and independent thinkers
The Family Nurse Partnership (FNP) programme has a strong evidence base and is a preventative programme for first time parents aged 19 years and under, through early pregnancy until the child reaches two years of age. Family Nurse Partnership is delivered by specially trained Family Nurses and based on a structured, intensive home visiting programme, focusing on a strengths based nurse – client relationship. Initially funded by Scottish Government, the FNP will be mainstreamed through partnership funding. (GIRFEC) sets out a programme of reform for all children’s services. This advisory document proposed a duty on agencies to plan and work together when more than one agency is involved in a child’s case. This advisory document is now outlined within the new Children and Young People’s Bill which will be endorsed by the Scottish Parliament later this year. This approach set four main goals for ’s children: that they should be confident individuals; effective contributors; successful learners and responsible citizens. Work is ongoing to make sure that GIRFECs reforms are implemented across all children’s services in . Interagency collaboration between services is recognised as key to providing effective care for children in a number of policy documents. With the introduction of Integrated Children’s Services Plans in 2005, partner organisations now jointly agree objectives and outcomes. These plans in each of the local authority/community health partnership areas will be supported by the development of this Children and Young People’s Health Strategy across the whole of NHS Ayrshire and . The Improving Health themes of the locality Children’s Services plans will constitute/contribute to the Improving Health component of the Children and Young People’s Health Strategy. Future policy direction is likely to focus on the early years of a child’s development. The Scottish Government is in the process of finalising a framework for early years, from pre-conception until the age of eight. The framework will identify four key themes: building parenting; creating communities; delivering integrated services and developing the workforce. There is also a recognition that we need to respond to the wider strategic approach set out in .. This includes strengthening public participation and making progress to shift the balance of care into community services. Pulling together all of these policies is challenging but important. NHS Ayrshire & Arran recognise that we must respond to national priorities whilst also ensuring local concerns are addressed.
APPENDIX A SDOF Acceleration Response The acceleration response x GRMS of a single-degree-of-freedom system to a base input power spectral density is (A-1) where is the natural frequency is the base input acceleration power spectral density The corresponding relative displacement is (A-2) Equation (A-1) allows for a shaped base input power spectral density, defined over a finite frequency domain. It is thus less restrictive than the Miles’ equation. Equation (A-1) is derived in Reference 13. Note that equation (A-1) is the usual method for the vibration response spectrum calculation, where the natural frequency is an independent variable.
EQUAL OPPORTUNITY MONITORING Warwickshire Wildlife Trust is an Equal Opportunities employer. The Trust operates a policy that aims to ensure that unfair discrimination does not take place. The information requested below will help us to monitor the effectiveness of our recruitment. The details supplied are confidential and will not be made available to the recruitment team. Please complete this form and return it with your application to the address below. Post applied for: Gender Male Female Date of Birth Are you disabled? Yes No Where did you see this post advertised? Local press Please specify: National press Please specify: WWT Website Other website Please specify: Job Centre Other Please specify: To which of these groups do you consider you belong (tick one box only)?* *The ethnic groupings are those agreed by the Commission for Racial Equality. A White A1 British A2 Irish A3 Any other White background B Mixed B1 White and Black B2 white and Black African B3 White and Asian B4 Any other mixed background C Asian or Asian British C1 Indian C2 Pakistani C3 Bangladeshi C4 Any other Asian background within category C D Black or Black British D1 D2 African D3 Any other Black background within category D E Any other ethnic group E1 Chinese E2 Any other ethnic group E3 Not stated Return this completed form to: Sarah Devenport (Job Application – Tame Valley Wetlands), Warwickshire Wildlife Trust, Brandon Marsh Nature Centre, Brandon Lane, Coventry, CV3 3GW
using networks of champions; and providing childcare options through the workplace. Clear guidelines, policies and procedures: Clear guidelines for both businesses and individuals about their rights and responsibilities, including information about legislative protections for pregnant women, parents on paternity leave and parents looking to re-enter or remain in the workforce are important. The EOC resolves approximately half of the complaints that fall within Equal Opportunity Act 1984 (SA) through conciliation. The EOC often finds that through bringing the parties together in a conciliation conference, relatively minor adjustments and compromise can result in a positive outcome for both employers and employees. In the EOC’s experience, a more flexible mindset, and better internal avenues for negotiation within workplaces, can play a significant role in improving employment outcomes and workplace equality. Summary The EOC through its role in administering the Equal Opportunity Act 1984 (SA) and in promoting equality in the workplace, comes into contact with a number of people who allege workplace discrimination as a result of their pregnancy or caring responsibilities. The enquiries and complaints received by the EOC indicate that discrimination cuts across all stages of a person’s working life, and has serious effects both for the individual, and for the broader goal of gender equality in the workforce. This discrimination has continued despite a growing body of legislation enacted to prevent such behaviours, indicating that there remains a need to do more in this area. Supporting working parents to participate in the workplace requires a “whole-of-working-life” approach. There is also a continued commitment to raise awareness and acceptance of pregnancy, and caring responsibilities in the workplace, and to changing the discourse around child rearing from a women’s issue to a whole of work issue.
typists, journalists or teachers at different education levels... I had the pleasure to converse with blind members of parliament and diplomats, and I had the opportunity to meet cabinet ministers of the UK, Sweden, Niger, Zambia, Lesotho... That means that blindness is definitely not an insuperable barrier and that individual successes depend on our educational opportunities and having access to an active social life. It is essential that we are able to exploit our dynamic abilities, to cultivate our most cherished interests and to implement our greatest personal efforts. Nowadays, we can also benefit from the help of low and high technologies that may contribute to our personal and professional development. HUMAN BEINGS ENTIRELY EQUAL. There is a natural tendency to group people according to the presence of a salient common individual feature but we must bear in mind that all generalizations must be understood with great caution. When we proclaim them, we always leave aside important items which mark our individuality. In the case we are dealing with here, it is true that visual impairment is a non-trivial common feature but each one of us, besides being blind or having severe low vision, we are endowed with a large range of characteristics that make us unique. Even if people often talk of the blind as an abstract idea, we must firmly champion our right to be recognized as human beings with our own unique qualities. There are many reasons to march together towards the ideal attainment of a world where each will have his/her unique place.
Slides 18-21: Some points to emphasize in presenting on language: Sexual orientation, gender identity and gender expression are three different concepts, though we often put them together or confuse one for the other. Transgender individuals face a lot of choice when they are determining how to express their identity. Changes in expression can happen at an early age, or later in the life course. This change in gender expression may or may not include a change in name, change in preferred gender pronouns such as “him” or “her”, and hormones/surgery. To create a more welcoming environment for the transgender population, avoid invasive and unnecessary questions that are not relevant to treatment. Also, if you don’t know, ask about preferred name, pronouns, and names for body parts. Many people use one or more of the following pronouns: He/him/his are pronouns for male or masculine identities She/her/hers are pronouns for female or feminine identities They/them/their are inclusive pronouns associated with gender non-conforming, non-binary identities, and all other gender identities **Clients may choose to disclose their transgender status at some projects within a community while not disclosing at other projects. For instance, a client may want to disclose their transgender status at a health clinic to receive appropriate healthcare but not at a project where one’s sex assigned at birth is not relevant to the services provided. You may also consider reviewing and handing out this resource: Slide 22: Scenario #2 “Serving transgender clients separately and addressing safety” To best address the question, use the response points listed below: Challenge the perception that the risk is to other women in the facility—trans clients are also highly vulnerable. We cannot control what triggers people. Operating a Federally funded project in a discriminatory way is not a sustainable model. Intimate partner and family violence projects already know that aggressors and victims can be of any age or gender. Perpetrators can be adult children being violent with parents, same-sex partners using violence, or any combination of the diversity in a community. Federally funded projects that are designed to serve women who are victims of domestic violence must serve all women.
Version Comments/amendments Name Date 1.0 2013 Issue Brian Richbell June 2013 2.0 2014 Issue Brian Richbell July 2014 3.0 2017 Issue Samantha Lea May 2017 Contents 1. Policy Statement The Law Dignity at Work 2. Policy Application 3. Responsibilities 4. Policy Implementation 5. Formal Remedy 1. Policy Statement of Commitment