zilongwang/ReadingBank huggingface dataset:
Outcome Assessed for AY 2013-2014 Research/Study Question Evidence of Collaborative Commitment to Teach This Outcome Direct and Indirect Assessment Methods and Relevant Data You Will Gather to Make Inferences about Student Learning. Describe Methods of Sampling Criteria and Standards of Judgment You Will Apply to Student Work, Including Level You Expect Students to Achieve Collection of Data Date When Analysis and will Take Place Utilize business to access, analyze, and business Based on our new assignment designs and the chronological use of our rubric to provide feedback to students, will students’ abilities to examine their assumptions and those of their sources or other’s sources improve? Chronologically and overwhelmingly our students score between 1.5-2.00 on our four-point scale We have collaboratively revisited, discussed, and mapped out the range of assignments we have designed to position students to examine assumptions Direct: Assessment of all capstone projects in students’ final course Indirect: Assessment of all students via SALG--integrated into final course Criteria based scores using our program’s problem-solving scoring rubric applied to capstone projects. Our expectation is that students will improve their ability to examine assumptions to, at least, a level 3 on our rubric (a four-level rubric) Students’ awareness of their ability to examine their own assumptions and those of others through the SALG survey May 2014 at the end of students’ completion of their senior capstone project By July, 2014 the will be presented to faculty to engage them in results and next steps--if necessary
Procedure-Specific Criteria Please assess performance and indicate the degree of prompting for each item. The assessment score for each item may differ from the prompting score for that item. Planning of Incision Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poor incision planning Understands most principles in planning incision Excellent planning of incision (use of wire, if utilized) Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Margins of Excision Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Inappropriate margins and/or lesion entered during dissection Adequate margins of excision Excellent technique in assuring appropriate margins of excision Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Sentinel Node Mapping Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poor knowledge and technique in SLN mapping Utilized scintigraphy to identify SLN(s) but with some inefficiencies and efficient SLN mapping Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA
Anatomic Dissection of Borders Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poor dissection and inadequate identification of borders Hesitant dissection, but adequate identification of borders Rapid Level 1-2 dissection; excellent identification of borders Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Identification of Nerves Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Failed to clearly identify nerves Some unprompted nerve identification and preservation Clearly identified and preserved nerves during dissection Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Suturing Technique Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poor suture placement and knot tying technique Satisfactory suture placement, occasional failures in providing square knots Excellent suture placement, appropriate tension and constant square knots Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA General Criteria
Instrument Handling Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Tentative or awkward movements, often did not visualize tips of instrument or clips poorly placed Competent use of instruments, occasionally appeared awkward or did not visualize instrument tips Fluid movements with instruments consistently using appropriate force, keeping tips in view, and placing clips securely Respect for Tissue Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Frequent unnecessary tissue force or damage by inappropriate instrument use Careful tissue handling, occasional inadvertent damage Consistently handled tissue carefully (appropriately), minimal tissue damage Time and Motion Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Many unnecessary moves Efficient time and motion, some unnecessary moves economy of motion, and maximum efficiency Operation Flow Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Frequent lack of forward progression; frequently stopped operating and seemed unsure of next move Some forward planning, reasonable procedure progression Obviously planned course of operation and anticipation of next steps Overall Performance (not included in calculation of mean score)
Crediting Year Estimation of net Baseline Scenario GHG emission reductions/removals (tonnes of CO2 e) Estimation of netProject Activity Scenario GHG emission reductions/ removals (tonnes of CO2e) Estimation of leakage(tonnes of CO2e) Estimation of net GHG emission reductions/removals (tonnes of CO2e) Crediting Crediting year2 Crediting year3 Year … (tonnes of CO2e) PERMANENCE AND RISK MITIGATION Risk Assessment Risk Mitigation MONITORING Monitoring Frequency Monitoring of Project Implementation Sampling Design and Stratification Monitoring of Net Baseline Scenario Emission Reductions/Removals Data/parameter monitored: Data unit:
Participant Grievance and Appeals Process All of us at Fresno PACE share responsibility for your care and your satisfaction with the services you receive. Our grievance procedures are designed to enable you or your representative to express any concerns or dissatisfaction you have so that we can address them in a timely and efficient manner. You also have the right to appeal any decision about our failure to approve, furnish, arrange for or continue what you believe are covered services or to pay for services that you believe we are required to pay. The information in this Chapter describes our grievance and appeals processes. You will receive written information of the grievance and appeals processes when you enroll and annually after that. At any time you wish to file a grievance or an appeal, we are available to assist you. If you do not speak English, a bilingual staff member or translation services will be available to assist you. You will not be discriminated against because a grievance or appeal has been Fresno PACE will continue to provide you with all the required services during the grievance or appeals process. The confidentiality of your grievance or appeal will be maintained throughout the grievance or appeal process and information pertaining to your grievance or appeal will only be released to authorized individuals. Grievance Procedure Definition: A grievance is defined as a complaint, either written or oral, expressing dissatisfaction with the services provided or the quality of participant care. A grievance may include, but is not limited to: The quality of services a PACE participant receives in the home, at the PACE Center or in an inpatient stay (hospital, rehabilitative facility, skilled nursing facility, intermediate care facility or residential care facility); Waiting times on the telephone, in the waiting room or exam room; Behavior of any of the care providers or program staff; Adequacy of center facilities; Quality of the food provided; Transportation services; and A violation of a participant’s rights Filing of Grievances The information below describes the grievance process for you or your representative to follow should you or your representative wish to file a grievance.
(Insert staff persons’ names and contact information.) LET’S START SAVING !!! Frequently-asked Questions Q. What is an IDA? A. IDAs, or Individual Development Accounts, are special matched savings accounts designed to help families and individuals of modest means establish a pattern of regular saving and, ultimately, purchase a “productive asset.” A “productive asset” is something of value that is likely to return substantial long-term benefits to its owner – benefits like security, stability and opportunities for more income. Q. What is a “savings A. A “savings match” is a promise by the agency to supplement an IDA Participant’s savings deposits at a specific rate. For every dollar that you save in your IDA, you will be matched (Insert match rate and maximum match). The maximum number of accounts that a family can have is two. Q. Who is eligible to participate? A. The (Insert agency’s name) IDA Program is open to individuals or families who meet the following criteria: (Insert Program Eligibility Requirements)
Participants who do not qualify for re-entry into the Program will be dismissed from the Program and will forfeit any accumulated matching funds. Their IDA will be closed and any savings in their IDA, plus interest, will be returned to them. If you ever have any questions or concerns, please contact us. We are normally available (Insert business hours). IDA Project Manager IDA Case Manager (Insert staff persons’ names and contact information.) LET’S START SAVING !!! Frequently-asked Questions Q. What is an IDA? A. IDAs, or Individual Development Accounts, are special matched savings accounts designed to help families and individuals of modest means establish a pattern of regular saving and, ultimately, purchase a “productive asset.”
Adult Learning Centre Professional Development Session Thursday, August 29 10:00 AM Thompson Campus Adult Learners – What hinders and helps academic success? Teacher As Facilitator – A web-based approach to instruction Course Outlines – Our Commitment to Students Outcome-based Education – Assumptions and Principles Backward Design – Design for Understanding Putting It Together – revisit course outline
Understanding by Design by Grant Wiggins and Jay McTighe Wiggins, W. & McTighe, J.(1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Stage 1: Identify Desired Results Worth being familiar with Important to know and do “Enduring” understanding “Given that there typically is more content than can be reasonably addressed, we are obliged to make choices.” (p.9) Worth being familiar with Knowledge that students should find worth being familiar with
Please carefully read the statements below (or have them read to you) and think about your choice. No matter what you decide it will not affect whether you can be in the research study, or your routine health care [Choose “Yes” or “No” for each statement by inserting your initials on the line]. a) I agree to have extra [SPECIFY SAMPLES] drawn during this study specifically for long term storage and future use. Yes _________ No_________ b) I give permission for my [SPECIFY SAMPLES] to be stored and used in future research but only on the same subject as the current research project: [give name of current research project] Yes _________ No_________ c) I give permission for my [SPECIFY SAMPLE] to be stored and used in future research of any type (excluding genetic research) which has been properly approved by Pharma-Ethics Research Ethics Committee. Yes _________ No_________ e) I to have samples of my [SPECIFICY SAMPLE] stored in South Africa after this study has ended and used for future testing related to [SPECIFICY CONDITION]: Yes _________ No_________ f) I agree to have my [SPECIFY SAMPLE] shipped to laboratories outside South Africa for tests required for future studies that have been approved: Yes _________ No_________ CONSENT STATEMENT: By signing I agree that:
Be alert to signs that behavior is escalating. Try to intervene quickly. Create a calm and soothing space in times of stress. Play soothing music, read to the child, lower the lights, and speak in a calm voice. De-escalating the crisis: Avoid a battle. Now is not the time to prove who’s in charge. This is not a question of authority; it is a situation where a child is rapidly losing control of his/her behavior and/or emotions. If the child is yelling, do not yell over the child. Appear calm and in control. If a child senses that you are out of control, this may increase their anxiety, and speed up the escalation of their behavior or emotions. Listen to the Use reflective listening to acknowledge their feelings of anger, hurt, or embarrassment…whatever that feeling is. Allow the child some personal space. Do not crowd the child; do not move quickly and do not touch the child. Set limits calmly and firmly with an expectation that the child will comply. Ask the child what s/he needs to feel better. Do not demand that the child make eye contact. Use problem-solving to help the child find a solution.
For this tray, it is obvious that the child has not selected enough vegetables. However, it is not always obvious, so it is important for cashiers to recognize serving sizes. This tray looks fairly empty… but could it be enough? Is there enough on this tray to meet a high school student’s needs? Use the answer below for answers to the reimbursable meal examples in the above presentation. Meal Reimbursable? orange: ½ cup rice: ½ cup (1 grain) burrito: 2 oz eq. meat and 1 oz eq. grain carrots: ½ cup milk: 1 cup K-5 and 6-8: Yes, all 5 components are represented 9-12: Yes, this meal contains ½ cup fruit or vegetable from the orange or carrots, and three additional components, milk, meat, and
capabilities-based planning to identify a baseline assessment of their homeland security efforts by comparing their current capabilities against the Core Capabilities List. This approach identifies gaps in current capabilities and focuses efforts on identifying and developing priority capabilities and tasks for the jurisdiction. The primary Core Capabilities associated with the objectives for this exercise are: Operational Coordination: Establish and maintain a unified and coordinated operational structure and process that appropriately integrates all critical stakeholders and supports the execution of core capabilities; On Scene Security and Protection: Ensure a safe and secure environment through law enforcement and related security and protection operations for people and communities located within affected areas and also for all traditional and atypical response personnel engaged in lifesaving and life-sustaining operations Participants Discussion exercises generally have the following types of participants: Players discuss what their responses would be to the situation presented on the basis of expert knowledge of response procedures, current plans and procedures, and insights derived from training. Observers may support the group in developing responses to the situation, but they are primarily limited to observing the exercise. They are not participants in any facilitated or moderated discussions. Facilitators provide situation updates and moderate discussions. They also provide additional information or resolve questions as required. Key Exercise Planning Team members may assist with facilitation as subject matter experts (SMEs) during the exercise. Evaluators are assigned to observe and evaluate certain objectives during the exercise. Their primary role is to document players’ discussions, including how and if those discussions conform to written and established procedures. Pre-Exercise Executive Seminar The purpose of Pre-Exercise Seminar will be to provide participants with information regarding the mall and their emergency procedures. Additionally, participants will be provided information pertaining to current threat assessments and lessons learned from similar incidents. Exercise Structure The Mall Active Shooter TTX will be a multimedia, facilitated exercise. Players will participate in the following three modules: Module 1: Awareness and Information Module 2: Notification and Response Module 3: Recovery & Business Restoration (optional) The Mall Active Shooter TTX will be an open and active facilitated discussion, with players positioned in a plenary seating format in the form of a U, where the primary participants are facing one another. The scenario and discussions will be presented in a multimedia format and will be led by a facilitator, who will present
Assessing Child Safety when Domestic Violence is Occurring Information must be gathered about the dynamics of the domestic violence to support a solid conclusion about child safety. This information must include much more than just a description of the incident that prompted our involvement. The Social Worker’s Practice Guide to Domestic Violence outlines how information about DV should be gathered and assessed, via the Specialized DV Assessment. The following chart shows where this information would appear within the gathering questions. Describe the Nature and Extent of the Maltreatment Frequency and severity of the violence and of other behaviors related to the DV that impact child maltreatment Describe efforts typically made by the adult victim to protect the child, if any, and their success Describe the Circumstances that Accompany the Maltreatment Pattern of behavior by the DV perpetrator (tactics frequently employed) Degree of Isolation of adult victim and/or child Help seeking by the adult victim – and its impact System involvement/responsiveness – and impact Available support or resources – and impact if currently utilized Describe how the child or children function on a daily basis Impacts on development Signs of trauma Resiliency Actions to stay safe Opportunities for healing Describe how the parent/caregiver disciplines the child Differentiate strategies used by the DV perpetrator and the adult victim Does the context of DV impact how the adult victim is able to discipline Describe overall parenting/childcare practices Parent/Caregiver bond with child for both the adult victim and the DV perpetrator Parent/Caregiver responsiveness to for both adult victim and DV perpetrator Family routines – and impact of DV on them Describe how the parent/caregiver manages his or her own life on a basis Describe each adult separately Describe impacts of the DV on adult victim’s ability to manage themselves and their life Describe protective factors of the adult victim that help the adult victim cope positively
{StudyInstanceUID} RetrieveStudy StoreStudyInstances metadata RetrieveStudyMetadata series SearchForStudySeries {SeriesInstanceUID} RetrieveSeries metadata RetrieveSeriesMetadata instances SearchForStudySeriesInstances {SOPInstanceUID} RetrieveInstance
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</Ideographic> <Phonetic> <FamilyName> PH1 </FamilyName> … </Phonetic> </PersonName> <PersonName number="2"> <Alphabetic> <FamilyName> SB6 </FamilyName> </Alphabetic> </PersonName> </DicomAttribute> <DicomAttribute tag= ggggeeee vr="SQ" … > <Item number="1"> <DicomAttribute tag= ggggee01 … /> <DicomAttribute tag= ggggee02 … /> … </Item> <Item number="2"> <DicomAttribute tag= ggggee01 … /> <DicomAttribute tag= ggggee02 … /> … </Item> <Item number="3"> </Item> … </DicomAttribute> ggggeeee : { … "vr": "SQ", "Value": [ { ggggee01 : { … }, ggggee02 : { … }, … } { ggggee01 : { … }, ggggee02 : { … }, … } { } … ]
SAMPLE PARTICIPANT CONSENT FORM for USE of IMAGES OF RESEARCH STUDY: Photographs taken of you would be used to add interest and exemplify the research findings. For example, they may be used as illustrations in website summaries, research reports, summary leaflets, newspapers articles and/or conference presentations. They will not be used in any way that would show you in a bad light. To be completed by the participant: YES NO I agree to have my photograph taken. I understand that my questionnaire responses will not be linked to the photograph(s). I understand that my name will not be linked to the photograph(s). I understand that I will not be given credit for my appearance in photograph(s). I give the project team permission to: put my photograph(s) on websites use my photograph(s) in printed material (e.g. reports, leaflets, newspaper articles, news releases) use my photograph(s) in presentations (e.g. at conferences or seminars) Signature of participant: ____________________________________ Date: ______________ Name of participant (block letters): _______________________________ Signature of investigator: ___________________________________ Date: ______________ (Name, address, contact number of investigator)
B -Metallic and the MAOP produces a hoop stress of less than 20 percent of SMYS. If the stress level is unknown, an operator must determine the stress level according to the applicable provisions in subpart C of this part. and the MAOP is 125 psig (862 kPa) or less. Area 1. Class 3 or 4 location. Area 2. An area within a Class 2 location the operator determines by using any of the following three methods: (a) A 2 location. (b) An area extending 150 feet (45.7 m) on each side of the centerline of any continuous 1 mile (1.6 km) of pipeline and including more than 10 but fewer than 46 dwellings. (c) An area extending 150 feet (45.7 m) on each side of the centerline of any continuous 1000 feet (305 m) of pipeline and including 5 If the gathering line is in Area 2(b) or 2(c), the additional lengths of line extend upstream and downstream from the area to a point where the line is at least 150 feet (45.7 m) from the nearest dwelling in the area. However, if a cluster of dwellings in Area 2 (b) or 2(c) qualifies a line as Type B, the Type B classification ends 150 feet (45.7 m) from the nearest dwelling in the cluster. metallic
either side of the affected test station to the next test station unless the reason for the failed reading is determined to be a rectifier connection or power input problem that can be remediated and otherwise verified. (iii) If the pipeline segment has been in operation, the cathodic protection system on the pipeline segment must have been operational within 12 months of the completion of construction. (9) Conducting a baseline assessment of integrity. (i) Except as provided in paragraph (d)(9)(iii) of this section, for a new pipeline segment operating at the new alternative maximum allowable operating pressure, perform a baseline
Who can I contact if I have any questions? If you like further information or would like to discuss any details personally, please get in touch with me, in writing, by phone or by email: Stephanie Minchin Dr Pieter W Nel, Principal Supervisor Room 1F414, Health Research Building, College Lane Campus, Hatfield AL10 9AB Although we hope it is not the case, if you have any complaints or concerns about any aspect of the way you have been approached or treated during the course of this study, please write to the University’s Secretary and Registrar. Thank you very much for reading this information and giving consideration to taking part in this study.
A QuickLakeH workshop on “Rapidly Changing Large Lakes and Human Response” 5 –11 January 2013 NAME ORGANIZATION Abdol Majid Naderi Beni Iranian National Institute for Oceanography (INIO) PhD Ali Pourmand University of Miami Prof. Alper Gürbüz Niğde Üniversitesi ECR Arash Amini Golestan University DCR Arash Sharifi University of Miami PhD Ata Kakroodi Delft University of Technology ECR Umba Tolo University of Dar Es Salaam ECR Eberhard Sauer The University of Edinburgh eberhard.sauer@ed.ac.uk SS Elias Ramezani Urmia University ECR Fahu Chen Lanzhou University SS Ghasem Azizi University of Tehran Hamid Alizadeh katak Lahijani Iranian National Institute for Oceanography (INIO) DCR Hamid Omrani Rakavandi Iran Cultural Heritage, Handcrafts and Tourism Organization of Golestan Province DCR Hedi Oberhänsli Museum of Natural History Berlin SS Hedieh Abbasian University of Tehran Hossein Bagheri Iranian National Institute for Oceanography (INIO) PhD Jebraeel Nokandeh Iran Cultural Heritage, Handcrafts and Tourism Organization of Golestan Province DCR Koray Koç Ankara University student Mahboubeh Iranian National Institute for Oceanography (INIO) Maziar Gholami Gilan Meteorology Organization PhD Mehmet Salim Öncel Gebze Institute of Technology DCR
Mingrui Qiang Lanzhou University DCR Mohammad Mokari Iran Cultural Heritage, Handcrafts and Tourism Organization Muna Hossein Doost Iranian National Institute for Oceanography (INIO) Nizamettin Kazanci University of Ankara DCR Omid Rahimi University of Tehran Safiyeh Haghani Brunel University PhD Salomon Kroonenberg Delft University of Technology SS Suzanne Leroy Brunel University SS Xiaozhong Huang Lanzhou University DCR Zeynep Ergun Ankara University student Fatemeh Sabok Khiz Isfahan University Mohammadreza Gharibreza Soil Conservation and Watershed Management Research Institute Afishin Karim Khani Geological Survey of Iran
Deputy Director Economic Reforms, Scientific Research Institute under the Ministry of Economic Development Republic of Azerbaijan Georgia Lasha Chania Specialist Territorial budget division Budget department Ministry of Finance of Georgia Lasha Kavtaradze Specialist, Division of Macroeconomic Forecasting and Revenue Projecting Financial Policy Department Ministry of Finance of Georgia Otar Namicheishvili Senior Specialist Territorial budget division Budget department Ministry of Finance of Georgia Mamuka Beridze Senior Specialist, State Budget Division Budget department Ministry of Finance of Georgia Kyrgyz Republic Asiya Asangalievna Tynybekova Head of Medium-term Forecasting Division Main Department for Implementation of Budget Policy Ministry of Finance of the Republic of Kyrgyz Republic Pozygul Akushevna Djanybekova Head of Division for Forecasting of Local Budget Revenues Ministry of Finance of the Republic of Kyrgyz Republic Irina Ivanovna Sergienko Senior Specialist Department of Financial Programming and Forecasting
Participant List Parenting for non-violent childhoods: Guidance on implementing the legal prohibition of corporal punishment through positive parenting 17 - 18 April 2018, Tallinn, Estonia Experts Name Position E-Mail Country Olivia Haldorsson Author of the Guidance Material, Consultant BE/SE Annika Veimer Head of National Institute for Health Development EE Aivar Haller Chairman of Estonian Parents' Association EPA (European Parents' Association) member of the board EE Andres Aru Chancellor of Justice´s office EE Audrone Bedorf Chief adviser to the Ombudsperson for Children’s Rights LT Bengt Söderström Project manager, Psychologist Sweden Stiftelsen Allmänna Barnhuset SE Doris Nilsson Researcher Barnafrid SE Edda Vikar Guðmundsdóttir Psychologist, Government Agency for Child Protection IS Elen Brandmeister Perekeskus Sina ja Mina EE Elise Skarsaune Senior Adviser, The Norwegian Directorate for Children, Youth and Family Affairs NO Enelis Linnas Manager parent education program for foster families; Estonian National Institute for Health Development EE Ewa Jarosz Prof & Social Adviser; Polish Ombudsman for Children PL Eve Liblik Head of the Child Protection Department Social Insurance Estonia EE Eva Bellander Former senior advisor Save the Children, trainer in Positive Discipline SE Joanna Karu Ministry of Social Affairs, Estonia EE Jukka Makela The National Institute for health and welfare Finland FI Kristel Amjärv Väikelaste Vaimse Tervise Liit EE
Participant List Expert Meeting – Guidance for service providers in different fields such as health, education and social services 27 - 28 February 2018, Riga, Latvia Name Position E-Mail Country Experts Agnese Sladzevska Director of prevention department, Center Dardedze LV Aija Kala Social Insurance Board, EE Aivar Haller Chairman of Estonian Parents' Association EPA (European Parents' Association) member of the vice president EE Aneta Mikołajczyk Lawyer, specialist on family violence in Department of Family Affairs in the Office of Ombudsman for Children, Poland PL Ann-Lind Liiberg Senior Adviser; Ministry of Social Affairs, Estonia EE Audrone Bedorf Chief adviser to the Ombudsperson for Children‘s Rights LT Kuriene NGO Children Support Centre Director, Lithuania LT Betina Torbøjrnsen Advisor, Norwegian Directorate for Children, Youth and Family Affairs (Bufdir) Unit for violence prevention Betina.Torbjornsen@bufdir.no NO Bragi Guðbrandsson, Director General, Government Agency for Child Protection, Iceland IS Carolina Hepp Shergill Adviser; Save the Children Sweden Carolina.Hepp.Shergill@rb.se SE Ewa Jarosz Prof & Social Adviser; Polish Ombudsman for Children ewa-jarosz@post.pl PL Ilze Žagare Dir rector of resource and competence Center; SOS Village Association Latvia LV Julia SOS-Children´s Village, Estonia, Child´s rights counsellor EE Kristina Freiberga Lawyer of Children Rights Division, Ombudsman’s Office, Latvia kristina.freiberga@tiesibsargs.lv LV Laila Gravere Head of Children Rights Division, Ombudsman’s Office, Latvia Laila.Gravere@tiesibsargs.lv LV
Lauris Neikens Senior Expert; Ministry of Welfare, Latvia LV Marjo Malja Ministerial Councillor; Ministry of Social Affairs and Health, Finland Marjo.Malja@stm.fi FI Martta October Development manager; National Institute for Health and Welfare; Finland martta.october@thl.fi FI Miina Voltri Estonian Police and Border Guard Board´s prevention bureau EE Shawnna von Blixen Programme Coordinator, Children at Risk Unit, CBSS Secretariat SE Staffan Janson Expert to the Non-violent childhoods project, Professor staffan.janson@kau.se SE Svanhild Vik Norwegian Directorate for Children, and Family Affairs (Bufdir) svanhild.vik@bufdir.no NO Roberta Agius Operations Manager, Foundation for Social Welfare Services Appogg MT Project Team Turid Heiberg Head of Children at Risk Unit; CBSS Secretariat Turid.heiberg@cbss.org Marlene Riedel Project Assistant, Children at Risk Unit, CBSS Secretariat Daja Wenke Researcher & Coordinator of the Non-violent childhoods project dajawenke@gmail.com Tríona Lenihan Advocacy and Communications Officer; Global Initiative to End All Corporal Punishment of Children
No (Skip to question on legal guardian) What is your POA’s relationship to you? Not Related Spouse Parent Son Daughter Brother Sister relative How satisfied are you with your POA? Very Unsatisfied Unsatisfied Neutral Satisfied Very Satisfied ❏ ❏ ❏ ❏ ❏ Do you have a legal guardian? Yes No (Skip to question on typical day) What is your guardian’s relationship to you? Not Related Parent Son Daughter Brother Sister Other relative How satisfied are you with your legal guardian? Very Unsatisfied Unsatisfied Neutral Satisfied Very Satisfied ❏ ❏ ❏ ❏ ❏ Describe a typical day. What activities do your workers and staff help you with? What services are on your Individual Service Plan (ISP)? (Check all that apply): On Service Plan (SC Pre-Populate) Participant Answer: Adult Daily Living Services Assistive Technology
University of Delaware Protection of Minors Policy Participant Roster Form Directions: Program Organizers are responsible for maintaining a roster of each. Type the requested information for each participant on the form An accurate roster must be provided to the Office of Equity and Inclusion upon request. Program Name: Program Organizer: Dates of Program: Date Form Last Updated: Name Date of Birth Permission Slip/Waiver Parent or Guardian: Name Parent or Guardian: In Case of Emergency: Name In Case of Emergency: Phone John 07/01/1743 Submitted Jane 123-456-7890 Joe 999-999-9999 Name Date of Birth Permission Slip/Waiver Parent or Guardian: Name Parent or Guardian: In Case of Emergency: Name In Case of Emergency: Phone
Fall Prevention Program Our Goal To educate VCBIS participants, families, staff and volunteers of the health risks associated with falls and provide prevention strategies to reduce the risks of a fall. The four key areas that are looked at in each Participant Falls Prevention Plan are: Regular exercise Medication Review Vision Household Safety Review For more information, ask about our Falls Prevention Program booklet. DID YOU KNOW? Handwashing remains the single most effective defense against the spread of infection. Each VCBIS staff completes an average of 20 hours per year of client safety related training. In all age groups, falls are the 2nd leading cause of hospital admissions due to injury. VCBIS completes monthly fire and evacuation drills at our residential site. Client Safety Culture surveys are completed every 3 years by VCBIS staff from all departments to assist in identifying areas for improvement.
Section 2. How satisfied are you with the quality of: Toilet facilities at the club/facility? Very dissatisfied Dissatisfied Neither satisfied nor dissatisfied Satisfied Very Satisfied No change rooms or amenities Change rooms at the club/facility? Very dissatisfied Dissatisfied Neither satisfied nor dissatisfied Satisfied Very Satisfied No change rooms or amenities Showers at the club/facility? Very dissatisfied Dissatisfied Neither satisfied nor dissatisfied Satisfied Very Satisfied No change rooms or amenities Parent at the club/facility? Very dissatisfied Dissatisfied Neither satisfied nor dissatisfied Satisfied Very Satisfied No change rooms or amenities Section 3. How satisfied are you with: Availability of change rooms and amenities? Very dissatisfied Dissatisfied Neither satisfied nor dissatisfied Satisfied Very Satisfied No change rooms or amenities Functionality of change rooms and amenities? Very dissatisfied Dissatisfied Neither satisfied nor dissatisfied Satisfied Very Satisfied No change rooms or amenities Safe access to the change rooms and amenities? Very dissatisfied Dissatisfied Neither satisfied nor dissatisfied Satisfied Very Satisfied No change rooms or amenities Section 4. Additional comments:
We have exciting news to share with you! Beginning [Plan Year start date], your Reimbursement benefit(s) will be administered by WageWorks, a leading provider of consumer-directed benefits in the United States. This communication informs you of upcoming activities that may affect you during this transition. Important Transition Information Plan Year Accounts ([Current PY Start date – PY End date]) You will continue to submit claims and receive reimbursements from Choice Strategies through the run out period and grace period, if applicable. Visit: to access your account. If you have a Choice Strategies debit card, it will remain active through [PY End date]. New Plan Year Accounts ([Upcoming PY Start date – PY End date]) WageWorks will begin administration of your New Plan Year plan(s). Access your new online account with WageWorks by visiting: click on the “Log In/Register” button and select “Employee Registration” to create unique WageWorks credentials. Submit your new claims to WageWorks using any of the following methods: Online Claims or Pay My Provider EZ Receipts Smart Phone App Fax or Mail (Paper Claim Form) Frequently Asked Questions: How do I register my account and view online program information? Register your new online account with WageWorks by visiting: click on the “Log In/Register” button and select “Employee Registration” to create unique WageWorks credentials. When asked for you ID Code in the process, use the last four digits of your Social Security Number. Complete your profile by: Entering your contact information Specifying your email and text notification preferences Identifying your preferred reimbursement method – or direct deposit Updating your tax bracket to analyze cost savings Creating a username and password for ongoing access.
Characters -Describe the following characters -Analyze their capacity for courage Mattie- Will- Emma- Master- Slave-seller- Symbolism/ Figurative language/ Imagery Explain the significance of symbolism, figurative language, and imagery in this section **Remember to cite evidence (page number). Symbolism- Rain: Imagery: Figurative language (simile, metaphor, personification, hyperbole) 1. 2. 3. 4. Theme Complete sentence: Sometimes difficult situations cause people to sacrifice their morality. How does one of the above literary devices work to develop that theme? (2-3 sentences).
(insert program name here) INFORMATION FORM PLEASE FILL THIS FORM OUT AS COMPLETELY AS POSSIBLE Student ID (To Be Filled in by program staff) ______ Last Name Middle Initial First Name AKA (Other name by which you are called, if not by your first name) Social Security Number Date of Birth Age ______ E-mail Address Street Address City Zip Code Home Phone Cell Phone Emergency Contacts - Please provide two. (Do not use yourself. Please add your relationship to the contact. Example: Smith-Mother.) Name Number Name Phone Number Date DHS Case Number Case Worker Name DHS County: (Check One) You may personalize this to your area. Canadian Cleveland Oklahoma Pottawatomie McClain DHS Office: (Check One) – 14A Norman – 14C Midwest City – 55B SW Oklahoma County/Commerce – 55A Kelley – 55C Mayfair – 55G Rockwell – 55H Crossroads – 55J Start Date (To be filled in by staff) Probation Date (To be filled in by Daycare Name Daycare Number
Race: (Check One) 0 - Native American 1 - African American 2 - Hispanic 3 - Caucasian 4 - Asian Gender: (Check one) Male Female Marital Status: (Check One) S – Single M – Married D – Divorced P – Separated L – Legally Separated W - Widowed Names and ages of your children: Name & last) Age Name (First & last) Age Name & last) Age Name (First & last) Age Name (First & last) Age Name (First & last) Age Number of Other Dependents ___ Limited English: (Check One) Yes No Single Parent: One) Yes No Single Pregnant Woman: (Check One) Yes No Disabilities: (Check One) 0 – Not disabled 1 – Mental retardation 2 – Hearing impaired, including deafness 4 – Speech or language impaired 5 – Visually impaired, including blindness 6 – Seriously emotionally disturbed 7 – Orthopedically impaired 8 – Other health impairment 9 – Specific learning disability B – Autism C – Head injuries Adult Offender: (Check One) Yes No Juvenile Offender: One) Yes No Secondary Education: One) 1 – Received high school diploma 2 – Received GED 3 – Did not receive high school diploma or GED Post Secondary Education: (Check One) 1 – None 2 – Some 3 – Associate 4 – Baccalaureate 5 – Masters 6 – Doctoral
intensity using AIRS/Aqua data, Geophys. Res. Lett., 36, L09809, doi:10.1029/2009GL037634. Sun, Donglian, W. K. M. Lau, Menas Kafatos, Zafer Boybeyi, Gregory Leptoukh, Chaiwei Yang, Ruixin Yang, 2009, Numerical Simulations of the Impacts of the Saharan Air on Atlantic Tropical Cyclone Development, J. Climate, 22, 6230–6250, doi: Tompkins, A. M. (2001), Organization of tropical convection in low vertical wind shears:The role of coldpools, J. Atmos. Sci., 58, 1650– 1672. Trenberth, K. E. (1991), Climate diagnostics from global analyses: Conservation of mass in ECMWF analyses, J. Clim., 4, 707–722. Tuleya, R. E., and Y. Kurihara (1981), A numerical study on the effects of environmental flow on tropical storm genesis, Mon. Wea. Rev, 109, 2487–2506. Twohy, C. H., et al. (2009), Saharan dust particles nucleate droplets in eastern Atlantic clouds, Geophys. Res. Lett., 36, L01807, doi:10.1029/2008GL035846 TWOMEY, S. A., PIEPGRASS, M. and WOLFE, T. L. (1984), An assessment of the impact of pollution on global cloud albedo, Tellus B, 36B, 356–366. doi: Wang, C. (2005), A modeling study of the response of tropical deep convection to the increase of cloud condensation nuclei concentration: 1. Dynamics and microphysics, J. Geophys. Res., 110, D21211, doi:. Wang, Y. (2009), How do outer spiral rainbands affect tropical cyclone structure and intensity? J. Atmos. Sci., 66, 1250–1273. Wong, M. M., and J. L. Chan (2004), Tropical Cyclone Intensity in Vertical Wind
others than were women (difference of means t-test, p = .045). Men who reported volunteering in support of their spouse or significant other (61.11%) were more likely to do so than women at the senior center (51.14%) who volunteered to support of their spouse or significant other. A correlation matrix of the reasons for volunteering was constructed (please see Table 4). The “rule of thumb” suggested by Field (2005; pp.174-175) in his discussion of co-linearity applied to multiple regression models, namely correlations of .9 and higher should be suspect and correlations of .8 should be examined to determine if the indicators are tapping the same information, was applied. No r-values exceeded .8 in this matrix. Three large correlation coefficients figured in a similar matrix constructed for each volunteer venue. (Please refer to Figure 2) Making respondents’ friends proud of the volunteer activity appeared prominently in both specialty venues. It is likely that friends were included both among the friends to be made Table 4. Correlation Coefficients for Senior Center (only) and Community (only) Volunteers Reasons for Volunteering* Feel Good Frds Prod Example PubRec UseTIme DemoHlth PersGoal Feel Good 1.000 FrdsProd .533 1.000 Example .452 .723 1.000 PubRec .440 .771 .682 1.000 UseTime .377 .348 .433 .333 1.000 Demohlth .466 .700 .699 .751 .433 1.000 PersGoal .420 .608 .615 .587 .481 .667 1.000 Altuist .329 .357 .354 .318 .501 .401 .514 1.000 Support .423 .558 .473 .563 .309 .592 .526 .338
Congress (STUC) Alistair Pringle Equality and Human Rights Commission (EHRC) Director Muriel Robinson TBC Employment tribunal Brian Scott Glasgow Disability Alliance Development Manager – Pathways for Change Bill Scott Inclusion Scotland Chief Executive Officer Dr. Andrew Scott Scottish Government Director of Employability, Skills & Lifelong Learning Natalie ILiS Pam's PA John Speirs Glasgow Centre for Inclusive Living Employment and Housing Manager Ed Sweeney ACAS Chair Mike Tait People First Project Manager Damien Yeates Skills Development Scotland Chief Executive Officer Appendix 4 Disabled peoples experience of bullying and harassment, in and out of the workplace What is bullying and harassment? There are a number of definitions of bullying and harassment, including legal definitions. Harassment, as outlined in the Equality Act 2010, means; “unwanted conduct related to a relevant protected characteristic, which has the purpose or effect of violating an individual’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for that individual”. Practically, individuals usually define what they mean by bullying and harassment as something that has
Karola GRODZKI DG Employment European Commission Maria HAIDUCU The National Research & Development Institute on Occupational Safety Romania Ulla HASS Food Institute at the Technical University of Copenhagen Denmark Jóhannes HELGASON AOSH, Administration of Occupational Safety and Health Iceland Albert HOLLANDER TNO Quality of Life Netherlands Karin Sørig HOUGAARD Topic Centre - National Research Centre for the Working Environment Denmark Ivan IVANOV World Health Organisation Switzerland Ruth JIMENEZ SAAVEDRA Instituto Nacional de Seguridad e Higiene en el Trabajo (INSHT) Spain Ljupco KOCOVSKI Focal Point Macedonia Ferenc KUDASZ Hungarian Institute of Occupational Health Hungary Klaus KUHL Topic Centre - Kooperationsstelle Hamburg Germany Darina KONOVA Ministry of Labour and Social Policy Bulgaria Gerard LASFARGUES Director, ANSES, French agency for food, environmental and occupational health & safety France Mathieu LASSUS The Ministry of Employment France Dominique LAFON INRS, Institut National de Recheche et de Sécurité France Pierre LECOQ ANSES, French agency for food, environmental and occupational health & safety France Leonard LEVY EU Scientific Committee on Exposure Limits (SCOEL) United Kingdom Lothar LISSNER Kooperationsstelle Hamburg IFE GmbH Germany Miodrag LONCOVIC Ministry of Labour Employment and Social Policy, Occupational Safety and Health Directorate Serbia
Anne-Catherine VISO INVS French Institute for Public Health Surveillance France Emmanuelle BRUN European Agency for Safety and Health at Work EU-OSHA Elke SCHNEIDER European Agency for Safety and Health at Work EU-OSHA Laura TIRSOLEA European Agency for Safety and Health at Work EU-OSHA Adrian SUAREZ European Agency for Safety and Health at Work EU-OSHA
Capacity Building Project for Doctoral Programmes in Pakistan – working with Key Trainers to develop and roll out a Training the Trainers programme This workshop has been developed to reflect an understanding that all doctoral programmes depend both on superb systems and on committed and well-trained faculty and administrators to manage doctoral programmes effectively. The workshop, although focussing on developing a training programme for supervisors, sets that programme firmly within a framework of national and local systems to develop and support doctoral programmes. Tuesday February 7th Wednesday February 8th Thursday February 9th Morning 9:00 AM – 1:00 PM (15 Minutes Tea Break at 10:30 AM) Beginnings and introductions Frameworks and systems for Doctoral programmes (Introducing the UCL USBs) Supervision Problems Working with difficult or challenging students Working with difficult or challenging supervisors Taking a training Programme Forward What should a Training the Trainers workshops include? e.g. working with colleagues, adult professionals' learning, planning courses, etc.? Lunch 1:00 PM Lunch 1:00 PM Lunch 1:00 PM Afternoon 2.00 PM - 4.00 PM (Working Tea at 03:00 PM) Co-supervision – possibilities and problems Adopt/Adapt/Reject What would Key Trainers agree about and plan to take forward with reference to systems and co-supervision? How could you run workshops about these issues? Adopt/Adapt/Reject What Key Trainers agree about and plan to take forward with reference to difficult or challenging students and supervisors? How could you run workshops about these issues? Working with the HEC: How to take this programmes forward – systematic roll-out and record keeping. What would the Key trainers need from HEC?
8:45/1:00 Introductions: Acknowledgement of the land Overview of session Review of learning from last time Review of learning Strengthen collective knowledge of providing feedback that moves learning forward 9:00/ 1:15 Building relational trust Video case study: Looking at Student work How does this particular structure promote relational trust? What are the words and actions at play in the video that promote relational trust? Cultivating understanding of structures and processes that promote relational trust. 9:20/ 1:35 Gathering around evidence Using student work brought to the session, participants reflect on leading and enacting Dylan Wiliam’s third formative assessment strategy: providing feedback to move learning forward Triad discussion – using a structured process, participants discuss insights in relation to enacting the third formative assessment strategy Build collective knowledge around providing feedback to move learning forward 9:55/ 2:10 Break 10:05/2:20 Activating students as learning resources for one another Case study analysis: What are some of the issues related to group work Effective group learning Creating a culture of critique in the classroom Scaffolding students for peer feedback case study: Creating a culture of critique Build capacity to engage colleagues in conversations as related to activating students as learning resources for one another. 10:40/2:55 Overview of the Learning Leader series Reflect on learning from the year and identifying