zilongwang/ReadingBank huggingface dataset:
Guide to Discriminatory Questions One of the best ways to make sure that your employment and selection process is fair and free from discrimination is to develop written, job-related questions focusing on a person’s skills and abilities in relation to the position. Questions about a candidate's race, sex, marital status, disability, etc. are unlawful and must not be included in the employment process. The following table shows examples of lawful and unlawful questions to further help you in conducting pre-employment interviews in a non-discriminatory way. LAWFUL QUESTIONS UNLAWFUL QUESTIONS Age Age Can you provide proof of age for the purposes of legal requirements? (i.e. relevant to junior employees) How old are you? What is your date of birth? How do you feel about working for a person younger/older than you? Marital status or family responsibilities Marital status or family responsibilities Nothing. Employers may ask if applicants have any commitments or responsibilities preventing them from meeting attendance requirements or if they anticipate lengthy work absences. If this question is asked of one applicant then all applicants should be asked. Do you have plans for having children/family? What are your marriage plans? What does your spouse do? What happens if you or your spouse gets transferred or needs to relocate? How would you feel working for a woman/man? Residence Residence What is your present address? Who should we contact in case of emergency? Do you own or rent? What are the names of the persons living with you? Religion Employers may ask about the applicant’s willingness to work the required days and hours. Religion What is your religion? What church do you attend? Do you hold any religious beliefs that would prevent you from working certain days of the week? National origin National origin After making a conditional offer, an employer may inform the job applicant that s/he will Where were you born? Where were your parents born? Of what country are you a citizen?
Whole Brain Thinking uses colour as a metaphor for describing thinking preferences. In Figure 4, the brain is shown as a circle. The four quadrants represent areas in the brain, with the blue (A) and yellow (D) quadrants representing the left and right sides of the cerebral cortex respectively, and the green (B) and red (C) quadrants representing the left and right sides of the limbic brain. The theory behind the model developed by Ned Herrmann suggests that we each have preferences about which parts of the brain we use and this affects the way we like to receive information. Using Whole Brain Thinking is about using the thinking preferences in each of the four quadrants. It enables you to take a comprehensive view of any situation and look at it from a variety of perspectives. The result—you have literally thought of everything. Figure 5 describes aspects of each thinking preference. Figure 4: Whole Brain Thinking Figure 5: Differences in processing modes. A – upper left B – lower left C – lower right D – upper right Descriptors Logical; factual; rational; critical; analytical; quantitative; authoritarian; mathematical Technical reader; data collector; conservative; controlled; sequential; articulate; dominant; detailed Musical; spiritual; symbolic; talkative; emotional; intuitive (regarding people); reader (personal) Intuitive (regarding solutions); simultaneous; imaginative; synthesiser; holistic; artistic; spatial Skills Problem solving; analytical; statistical; technical; scientific; financial Planning; regulatory; supervisory; administrative; organisational; implementation Expressing ideas; interpersonal; writing (correspondence); teaching; training Integrative; visualising; causing change; conceptualising; generating ideas; trusting intuition Typical phrases used ‘Tools’; ‘hardware’; ‘key point’; ‘knowing the bottom line’; ‘take it apart’; ‘break it down’; ‘critical analysis’ ‘Establish habits’; ‘we have always done it this way’; ‘law and order’; ‘self discipline’; ‘by the book’; ‘play it safe’; ‘sequence’ ‘Team work’; ‘the family’; ‘interactive’; ‘participatory’; ‘human values’; ‘personal growth’; ‘human resources’; ‘develop teams’ ‘Play with an idea’; ‘the big picture’; ‘synergistic’; ‘cutting edge’; ‘conceptual block busting’; ‘innovative’
Guide to fees for other Acts The value of a fee unit, as announced by the Treasurer, is $13.94 Act Section of Act Land Victoria dealing type Description Fee $ Building Act 163 165 Agreement 92.70 Building Act 163 165W Cancellation 92.70 Building Act 163 165V Variation of agreement 92.70 Carbon Credits (Carbon Farming Initiative) Act 26(2) CFI Notification carbon credits 92.70 City Link Act 67-2 67-2N Application City Link act 0.00 City Link Act CLL Register City Link lease 0.00 City Link Act CLLN City Link lease notation 0.00 Proceeds of Confiscation Act 16 16CP Restraining order 61.30 Conservation Forests & Lands Act 72(1) CFL Agreement 92.70 Conservation Forests & Lands Act 72(1) CFLW Cancellation of agreement 92.70 Domestic Building Contracts Act 90 DBCT Restraining order 92.70 Domestic Building Contracts Act 90 DBCTV Variation of order 92.70 Domestic Building Contracts Act 90 DBCTW Cancellation of order 92.70 Electricity Act All EA Application 92.70 First Home Owner Grant 49(3) FHOG Statutory charge 92.70 First Home Owner Grant 49(3) FHOGD Discharge of charge 92.70 Forestry Rights Act 8 FRAR Removal of agreement 92.70 Heritage Register Act HAC Covenant 0.00
Table 1: FY2013 - FY2014 HHS Agencies (w/o NIH) Research Funding at Universities and Colleges ($M) 2013 2014 Basic Applied Basic Applied Total for HHS (w/o NIH) 60 1039 62 842 Total at Univ (w/o NIH) 22 257 20 262 Physical Sciences 0 0 0 0 Astronomy Chemistry Physics Other Environmental Sciences 5 3 4 4 Atmospheric Geological Oceanology Other Mathematics and Computer 0 2 0 2 Computer Sciences Mathematics Other Engineering 0 0.5 0 0.5 Aeronautical Astronautical Chemical Civil Electrical Mechanical Metal/Materials Other Life Sciences 5 210 5 220 Agriculture Biological Environmental Medical Other Psychological 0 0 0 0 Social Sciences 0 20 0 19 Other Sciences 12 20 12 16 From NSF “Federal Funds for Research and Development: FY2013-2015” NSF 15-324, July 2015 Because the FY2015 entries are Budget Request only, they are not reported here. Basic 2011 Tables 30, 77 and 80-86 Applied Research 2011 Tables 44, 88 and 91-97 Basic 2013 Table 32 and 79 Applied Research 2013 Table 46 and 90
that it has the capacity to deliver basic project outcomes that would be expected in order to be awarded funding. under this criterion The project proposal demonstrates some ability to deliver key outcomes in some areas but overall it is below the standard expected in order to be awarded funding. The application met some of the basic requirements of this criterion. Less evident 1 – 3 The project proposal demonstrates an ability to deliver project outcomes to an acceptable standard and it may be considered suitable for funding. The application met the requirements of this criterion. Evident 4 – 6 The project proposal is strong in the manner in which it has been described with a range of activities that will result in good outputs and the achievement of outcomes. The application fully met the requirements of this criterion. Very Evident 7 – 9 The project proposal is strong as the activities described will result in good outputs and the achievement of outcomes. The application was an excellent fit with the requirement of this criterion. Highly evident 10 – 12 NEWRY, MOURNE AND DOWN DISTRICT COUNCIL CAPITAL CALL 2015 - 2016 Application Form
with the NNTT and approved by ORIC. Right to be consulted The right of a native title party to be informed about a proposed future act and to be consulted on ways of minimising the impact of the act on native title rights and interests. The right to be consulted does not require negotiation or consent before the future act can proceed. Right to be notified The right to be notified about a particular type of future act. Does not require consultation, negotiation or consent before the future act can proceed. Right to negotiate The right of the native title party to be informed about the proposed future act and to negotiate an agreement about how the proposed future act is to proceed, which can include benefits to the native title party, how heritage is to be protected, etc. If an agreement is not reached following negotiations in good faith, any negotiating party can apply to the National Native Title Tribunal to determine whether the future act can be done, can be done subject to conditions or cannot be done. Town Site ILUA An Indigenous Land Use Agreement between the State Government and native title party which sets out how land grants in and around town sites can be managed after a determination that native title exists over town site land, and provides for acts that extinguish native title as well as acts, as applicable in the particular town site. Western Australian Planning Commission The statutory authority with state-wide responsibilities for urban, rural and regional land use planning and land development matters. The Department of Planning provides administrative and technical support for the WAPC to carry out its statutory functions.
A Administrative controls Information, training or instruction in manual handling techniques; Standard Operating Procedures (SOP) Manual handling training that includes: recognising manual handing hazards; reducing risks; and instructing in optimal and protective postures. Use safety signage and information about weights on loads. Develop SOP, ensuring staff are briefed and have ready access. Determine the level of understanding and experience of staff provide in order to provide appropriate supervision
Part C: Practical tips for successful immersive development Things to consider for agencies and their employees Immersive development can be rewarding for employees and agencies, but there are a number of things to consider before signing up. For agencies For employees Do you have robust policies in place? Which immersive development will the agency support, and with which organisations? Is the immersive activity linked to your agreed development goals? Do you have a policy on selecting employees for these opportunities? Will they be used to develop high potential staff, to reward and maintain the engagement of valued staff, or a mixture? Will employees self-nominate, be nominated by their manager or be drawn from talent pools? Are you across the terms and conditions of the activity? Role and performance expectations, arrangements for travel and other expenses, arrangements for taking leave, confidentiality and conflict of interest matters, WHS and risk management. Do you have a policy on how immersive activities will be funded – centrally, by business areas, or a combination? Are you able to travel for extended periods? Some immersive activities require interstate travel for extended periods without the possibility of reunion travel. Do you have up-to-date risk management and WHS processes? Do they include pastoral care, check ins, and post activity debriefs? Do you have networks in place to support you during your immersive experience? Are processes in place for sharing employees’ experiences on return (where relevant)? This could include blogs, presentations to staff, intranet articles, and meetings with the Executive. Have you decided how you will share your immersive experience back in your agency?
Reducing red tape by improving clarity and usefulness of regulation and guidance materials 6 November 2015 Audience Regulators and policy-owners are encouraged to apply the better practice suggestions in this guidance when developing and revising policy, internal regulation and guidance for use by, and applicable to, Commonwealth entities and their officials (refer to the glossary for definitions of these terms). Context and purpose On 6 November 2015 the Secretary of Finance, Jane Halton AO PSM, released the Independent Review of Whole-of-Government Internal Regulation, also known as the Belcher Review. The Secretaries Board endorsed the Belcher Review on 7 October 2015, noting that some recommendations are for government to consider. The Belcher Review recommended that “Finance develop, in consultation with key regulators, a short guide to promote clarity and consistency in language used in regulatory and guidance documents...”. This guidance aims to promote clarity and consistency in the language used in internal regulation and guidance, as well as offering better practice suggestions to streamline materials and improve their usefulness. Language: guidance: Develop internal regulation or guidance material that is concise, clear and in plain language where possible so that it is user-friendly and easy to understand. Mandatory requirements would best be articulated through the consistent use of language such as ‘must’, and ‘require/required to’. Non-mandatory guidance would best use terms like ‘may’, ‘could’, ‘are encouraged to’ or ‘consider’. The word ‘should’ is best to be avoided, as, even when used in the term ‘should consider’, it has been interpreted to imply mandatory requirements, particularly by smaller entities with limited capacity to devote resources to compliance activities. This has occurred even where the use of the term has been defined in the document as meaning good practice and not mandatory.
APPENDIX 6 Glossary of Terms A ACP Advanced and Continuing Practice AFMT Academic Faculty Management Team AHEDC Applied Health Enterprise Development Centre AQD Academic Quality Department B BAM Business and Management BAWL Balanced Academic Workload BLU Blended Learning Unit (administers non standard mode of delivery & short courses) BNU Bucks New University C CAF Common Academic Framework C&A Curriculum & Assessments Working Group C&G City & Guilds CASC Course Amendment Sub Committee CATS Credit Accumulation and Transfer Scheme CETAL Centre of Excellence for Telehealth and Assisted Living CHCR Centre for Health Communications Research & Excellence CoLT Coordinator of learning and teaching CMA Competition & Markets Authority CRWG Carbon Reduction Working Group CVC Creative & Visual Communication D DMM Design, Media & Management DVC Deputy Vice Chancellor E ESG Employability Steering Group ECU Equality Challenge Unit F FDL Flexible and Distributed Learning FMT Faculty Management Team FSAT Faculty Senior Administration Team FTE Full-time equivalent. Full-time students count as one FTE G GCSE General Certificate of Secondary Education GNVQ General National Vocational Qualification GTC General Teaching Council Guild HE Mission group for small and specialist institutions H HE Higher Education usually refers to post- 18 study at a higher level HEA Higher Education Academy HEAR Higher Education Achievement Record HEFCE Higher Education Funding Council for England HEI Higher Education Institution HEIF Higher Education Investment Fund
The damage was covered by Mark’s insurance policy. However, Mark was unable to pay the policy excess of $2,000 because he was in financial difficulty. He had recently lost his job and was living off Centrelink benefits. The insurer denied Mark’s claim because he could not pay the excess. Mark spoke to a financial counsellor, who called the insurer and was given the same response as Mark was given. The financial counsellor advised Mark to lodge a dispute with FOS, which he did. FOS concluded that because the damage was covered by Mark’s insurance policy, the insurer should have approved Mark’s claim, even though Mark could not pay the excess. However, Mark was still obliged to pay the excess. The insurer agreed to pay out the claim to repair the two cars, and Mark agreed to pay the excess back to the insurer in instalments of $100 a month. Useful information Are there time limits? There are time limits for lodging a dispute with FOS. In most cases, you have two years to lodge a dispute with us from the date of the financial services provider’s final response to your complaint with them. If you have not contacted your financial services provider’s complaints area, you must lodge your dispute with FOS within six years of the date you became aware of the loss you suffered. We may still consider a dispute lodged after either of these time limits if we believe exceptional circumstances apply. What if we can’t help with your dispute? If we can’t manage your dispute, we can often suggest other organisations that may be able to help. You can call the Australian Securities and Investment Commission hotline on 1300 300 630 or for advice on who else you can ask for help. Will you need help lodging your dispute? Our service is free to consumers and you do not need to pay someone to help you lodge a dispute with FOS. If you think you may need help, you might qualify for free legal aid or financial counselling assistance. or for more information. If English is not your first language, information on the FOS website is available in a range of languages. We can also arrange access to a free interpreter service.
summary a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea. summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students. In class: Med Analysis: Med Application cards After teaching about an important theory, principle or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. Quickly read once through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class. Prep: Low In class: Low Analysis: Med test questions Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items. Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the good ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam. Prep: Med* In class: High Analysis: High (Could be homework) *Might need a rubric to guide students. Principles for feedback When giving feedback to students there are some principles that are useful to follow: Start with the positive feedback. Feedback that is concerned with how work can be improved should be ‘sandwiched’ between two groups of positive feedback. Focus on only 2 or 3 points for students to work on – these should be related to the assessment criteria. Provide concrete suggestions about how to improve. Give feedback that is succinct and written in easy to understand language. Make sure it is understood. When possible, ask the student to describe the feedback in their own words.
Guide to withdrawal of caveat This guide sets out the requirements to lodge a Withdrawal of caveat under the Transfer of Land Act 1958. Documents required by Land Victoria Withdrawal of caveat The Withdrawal of caveat form must be fully completed and is available on the page at >Transfer of Land Act>Caveat. Verification of identity All parties to a conveyancing transaction must have their identity verified. When a conveyancer or lawyer represents a client, the conveyancer or lawyer is responsible for verifying their client’s identity. For further information, refer to available at >Verification of identity. If a party to a conveyancing transaction is not represented by a conveyancer or lawyer (a party), verification of identity needs to be undertaken by Australia Post – the Approved Identity Verifier. In addition, Australia Post will witness the non-represented party signing any conveyancing documents. For further information, refer to available at >Verification of identity. Fees Land Victoria fees are payable at lodgement. Acceptable payment methods and lodgement fees are available on the page at >Payment and lodgement. How to complete the Withdrawal of caveat form This form should be completed online and printed for lodgement. When you have completed the form and are ready to print, click the ‘Print Form’ button at the end of the form – do not use ‘File’ then ‘Print’ or the quick print button at the top of the form. An error message will appear if not all of the mandatory sections are completed. If sections of the form are being completed manually rather than online: the writing must be clear and legible and in BLOCK LETTERS only use black or blue pen correction fluid must not be used the back of the form must not be used. The points below assist in completing the Withdrawal of caveat form Land Allows entry of the Volume and Folio number of the land being transacted. Folio range group Ranges can be created on the form by selecting the Folio Range Group box and then keying the Folio…to… Check this box if you have multiple consecutive Volume and Folio numbers to enter. Enter Volume number and first and last Folio number of range.
Activity 1 Using only the knowledge that you and your colleagues viewing the webinar share, create what you imagine your library’s revenue breakdown to look like. See below for an example. Discussion/Reflection Question 2 Find your library on the Visualizing Funding for Libraries data tool. Who has given your library a grant in the past? For what? Who are the other foundations giving grants in your region? Who else is receiving grants? Activity 2 From these questions, look at which foundations may be good funding prospects. Look at the Pathways and Constellations features to see who you’re connected to. What are some of these foundations’ average grant size? What are their priority areas? How do you apply to them? (Hint: Look at their organization profile and website for more
TIPSM semesters of TIP Grant spent 2 Number TIPCD TIP award code 1 character C – Continuing TIP E – Continuing TIP, possible enrollment issues W – WEOP nomination, freshmen only I – Institutional nomination freshmen only TIPAWRD full-year TIP award 4 Number TIPSPNT total TIP spent 4 Number TIPAWRD1 TIP award for first semester 4 number TIPSPNT1 first semester TIP vouchered 4 number TIPAWRD2 TIP award for second semester 4 number TIPSPNT2 second semester TIP vouchered 4 number INDSM semesters of Indian Grant spent 2 number INDTRBCD Indian Grant tribal code 1 character INDAWRD full-year Indian Grant award 4 number INDSPT total Indian Grant spent 4 number MGSM semesters of Minority Grant spent 2 number MGAWRD full-year Minority Grant award 4 number MGSPT total Minority Grant spent 4 number HCSM semesters of Handicapped Grant spent 2 number HCAWRD full-year Handicapped Grant award 4 number HCSPT total Handicapped Grant spent 4 number NEWREC Asterisk (*) if record is new since previous Notification List 1 number APPDT date original FAFSA was received by fed processor 8 character TRANDT date student record was transferred to HEAB Grants system 8 character LSTUPDT date of last update to HEAB student record 8 character LSTUPID source of last update to HEAB student record 8 character SCHL HEAB school code 3 character CELL indicates if school was listed first on FAFSA 1 character S = record marked for use in sims
Guide to Wood Waste Eligibility Assessment Sheets The Renewable Energy (Electricity) Regulations 2001 (the Regulations) establish a range of criteria for the eligibility of wood waste under the Renewable Energy (Electricity) Act 2000 (the Act). These criteria are set out in Regulation 8. The Regulations establish four different criteria of eligible wood waste, covering: wood waste from the eradication of non-native woody weeds a manufactured wood product or by-product from a manufacturing process waste products from the construction of buildings or furniture sawmill residue The different categories have a range of different eligibility criteria. Generators wishing to claim large-scale generation certificates (LGCs) for electricity generated from wood waste must establish sufficient audit trails to demonstrate the eligibility of the wood waste. The Clean Energy Regulator has developed a range of forms to assist generators in establishing adequate audit trails. The forms can be used as a basis for developing in-house recording keeping or can be used directly. The forms are highly recommended, but not mandatory. However, claims for LGCs that can be supported by the recommended records are more likely to be validated by the Clean Energy Regulator. Specific criteria and guidelines for each category of wood waste appear below. Category 1: non-native environmental weeds Regulation 8(1)(a) establishes the following eligibility criteria for this category of wood waste: (1) For Section 17 of the Act, wood waste means: (a) biomass: (i) produced from non-native environmental weed species; and (ii) harvested for the control or eradication of the species, from a harvesting operation that is approved under relevant Commonwealth, State or Territory planning and approval processes. The eligibility assessment sheet asks a number of questions to establish if the wood waste meets these criteria. For example, the form requires the name of the weed, asks if the weed is non-native and woody and if it is listed as a noxious weed in the relevant jurisdiction. These questions relate to Regulation 8(1)(a)(i). Proponents are asked to attach copies of relevant harvesting/clearing approvals and to detail those actions required to ensure the weed is controlled or eradicated by the process, to demonstrate compliance with Regulation 8(1)(a)(ii). The form then seeks information relating to the location and amount of waste sourced from this operation, to complete the audit trail.
Can a HSR make minor changes to a PIN? Yes a HSR can make minor changes to a PIN for any of the following reasons: for clarification such as simplifying language or removing jargon to correct errors or references, or to reflect changes of address or other circumstances. How can a PIN be given to a person? A PIN can be given to a person: by delivering it personally to the recipient or sending it by post, facsimile or electronic transmission to the person’s usual or last known home or business. by leaving it for the person at the person’s usual or last known home or business with a person who appears over 16 years old and who appears to work or reside there. by leaving it for the person at the workplace to which the notice relates, with a person who is or appears to be a person with management or control of the workplace. Will a mistake on a PIN make it invalid? A PIN is still valid if it sufficiently identifies the duty holder that the PIN is issued to, even if the correct name of the organisation or person has not been used. For example, a PIN is not considered invalid if the name of a person contains a spelling mistake or the formal name of the organisation has not been used. A PIN is not automatically invalid because a formal defect or irregularity in the notice unless that defect or irregularity causes or is likely to cause substantial injustice. Examples of when a defect or irregularity could cause a substantial injustice include: where the PIN states the wrong provision has been contravened where the PIN refers to a matter that is not related to the health and safety contravention. If a HSR becomes aware that they have issued a PIN that might be invalid, they should cancel the PIN and reissue a new one. Can a HSR cancel a PIN? Yes a HSR may cancel a PIN at any time by providing a written notice to the person the PIN was issued to. A valid PIN does not need to be cancelled on compliance. Does a PIN need to be displayed and maintained? Yes As soon as it is practicable, the person issued with a PIN must display a copy of the PIN in a prominent place at or near the workplace, or part of the workplace, at which work that is affected by the notice is being carried out. A place that is prominent is easily accessible, noticeable and where workers or other persons affected by the PIN will come across it in the normal course of events and be able to examine it.
Request specific feedback to criticism: for example, you could say things like, ‘What specifically did I do that …’, ‘If you were in my shoes, what would you do differently …’, ‘I’m not sure I’m clear about your concerns …’, ‘Can you give me some specific examples?’. Avoid negative triggers To successfully resolve confrontation, you need to use language that expresses your desire to work in partnership with the complainant to find a solution. Negative triggers have the effect of setting up roadblocks to, or shutting down, discussion. They make it harder, not easier, to find a solution. The table below shows some negative triggers and some positive alternatives. Negative Triggers Positive Alternatives It’s our policy to Here’s what we can do I can’t I can No, I don’t know No, I don’t know But And You should have I understand why you Why didn’t you I can see why The only thing we can do The best option I think Sound helpful Address the complainant by name, use a tone of voice that sounds helpful and ask the complainant to help you. For example: ‘Ms …, I am not clear about the issue you are raising. Can you identify the precise issue you are concerned about and what you feel needs to happen, so I can investigate the issue on your behalf?’ Delay action to provide ‘time out’ By not taking action immediately, you give yourself and the complainant ‘time out’. For example, you can say things like, ‘Ms..., I think we need some more information before we can move any further …’. Other resources Ombudsman Victoria, ‘How to deal with challenging behaviours’, in Complaint handling guide for the Victorian Public Sector, at: Better Health Channel, Stress, at: Better Health Channel, Workplace conflict, at: www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Workplace_conflict
Generally speaking, there are three forms of interaction with others — assertive, aggressive and passive. Assertive responses are usually best when resolving a complaint. With assertive responses, you: • clarify your own needs directly, openly and appropriately • are aware of your own rights and the rights of others • ask confidently and without undue anxiety (often expressing yourself with an ‘I’ statement, as explained below). With aggressive responses, you: • try to get what you want in any way possible • often give rise to uncomfortable feelings in others • threaten, cajole, manipulate or use sarcasm • say: ‘you should …’, ‘you must ...’, ‘you’d better …’, ‘never’, ‘always’, ‘impossible’, ‘won’t’ or ‘can’t’. With passive responses, you: • hope that you get what you want • sit on your feelings • rely on others to guess what you want. Expressed as: ‘maybe’, ‘I guess …’, ‘I can’t …’, ‘you know …’, ‘they don’t listen’ or ‘they’re obnoxious’. ‘I’ statements By using an ‘I’ statement, you tell other people how you feel about something while clarifying your needs. An ‘I’ statement: • does not blame someone or require them to change • helps to identify a concern and open a discussion (but does not resolve the situation) • addresses ‘I’ and ‘we’, rather than ‘you’ • is informal and simply states how you feel and what your concerns are. An ‘I’ statement has three parts: • a statement of your feelings (such as, ‘I feel attacked …’) • a description of the behaviour that brings forward the feelings (such as, ‘… when people raise their voice to make a point …’) • a statement of the consequences of the behaviour (such as ‘… because it invariably makes others angry and leads to more aggression’). You might like to add a fourth component — what you would like to see happen (such as, ‘I suggest we try to remain calm so that we can discuss the concerns you want to raise and develop a timeline to try to resolve them’).
Name of SBA SBA email address Submission Method: Online Form via 1.b BASIC INFORMATION ABOUT EACH SCHOOL SITE Fill in the requested information below about each of the school sites: School Site 1 Site Name Year Site Opened Grade Level(s) Served at Site in 2014-15 Grade Level(s) to Be Served in 2015-16 Site Street Address 1 Site Address 2 Site City Site Zip Site Phone Number Site Lead or Primary Contact’s Name Site Lead’s Email Address Submission Method: Online Form via 2. Enrollment and Equity 2.1 SCHOOL ENROLLMENT IN 2014-15 Fill in the requested information below regarding school enrollment 2.1 School Enrollment in 2014-2015 Maximum Enrollment allowed per school's charter Enrollment Count on First Day of School Year 2014-15 October 15, 2014 Enrollment Count Enrollment Count on Last Day of School Year 2014-15 # of Students who Left the School During the 2014-15 School Year (For any Reason) # Returning Students to the School in from Previous School Year* Pre-K K Grade 1 Grade 2 Grade 3
AppendixG_Your District ID_The School Name Email your submission of 6.1.f as an attachment to charterschools.NJDOE@gmail.com 6.1.g AMENDMENT TO BYLAWS ADOPTED IN 2014-15 As Appendix F, provide a copy of any amendments to the bylaws of the board of trustees adopted during the previous year. Submission Method Use the following naming convention: AppendixH_Your District ID_The School Name Email your submission of 6.1.g as an attachment to charterschools.NJDOE@gmail.com 6.2.a SCHOOL LEADERSHIP / ADMINISTRATION INFORMATION Fill in the requested information below regarding the school's leadership/administration team: 6.2.a School Leadership / Administration Information School Leader / Administrator Name Title Start Date at School Submission Method: Online Form via 6.2.b SCHOOL LEADER / ADMIN TEAM RESUMES As Appendix I, provide resumes for each member of your school’s administrative team. Submission Method Use the following naming convention: AppendixI_Your District ID_The School Name_Last Name on Resume Email your submission of 6.2.b as an attachment to charterschools.NJDOE@gmail.com
If you have seasoned medical students or are lucky enough to have another MD in the nursery with you (another intern or a family medicine resident), arrive at 7am at the latest. The first thing you should do when you hit the nursery is scrub, surgical style, at one of the sinks. Stay on the good side of the nurses. Trust us. Next, print two copies of the census (hit task print print) from PowerChart. One is for you, one is for the attending. Take a big, black marker and cross off any babies who aren’t staff (see next page). Always double-check if staff is covering for a PMD. Note on your census which babies need to be admitted, which ones you think should be discharged and which ones are interim. An anticipated discharge list (with T/D bili levels) will be hanging up on a clipboard to your right as you walk in. Compare the anticipated discharges with patients you think should be discharged home (day 2 NSVD, day 3 CS). Anyone missing from the anticipated list could still be discharged. Check with the floor nurses or moms themselves. Organize yourself using your census as a to-do list. Examine all of the babies, discharges with priority. Tip: If the census is manageable, see all the babies in the nursery first. Then, take your binder and ophthalmoscope onto the floor and see the babies in their mothers’ rooms. If the census is crazy, ask the nurses very nicely if you could please have, at least, the discharges brought to you. The night newborn resident should have done all of the admissions overnight, but you should still examine all of the new babies in the morning if you have time to do so. Before or after your exam, note on your flow sheet the date, DOL, weight, change from birth weight, feeds, voids, stools and physical exam. Newborn Exam General Appearance: alert, active, NAD Skin Look at color – pink, cyanotic, acrocyanotic Feel for temperature – is baby cold, or warm Look for any rashes
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CLICK “SAVE” BUTTON. Your supervisor will receive an email that he/she has a request to approve for you. For a scheduled absence, the time off request must be approved before you are absent. TEACHERS, REGULAR ED PARAPROFESSIONALS, SPECIAL ED PARAPROFESSIONALS AND ADMINISTRATIVE ASSISTANT STAFF . . . Under either of the following situations, your supervisor will receive an email that he/she has a request to approve for you. For a scheduled absence, the time off request must be approved before you are absent. IF A SUB IS NEEDED FOR YOUR ABSENCE, CHECK THE BOX NEXT TO SUB NEEDED AND THEN CLICK “SAVE” BUTTON. **NOTE: By selecting “Sub Needed” when in Employee Access, you will be routed to AESOP after you click on save. You MUST also enter your absence in AESOP in order to make a sub request.
STEP 1 — ACCESS THE REQUEST. Access existing requests in one of two ways: (1) use the calendar on your home screen by clicking the day of the scheduled absence highlighted in blue; or (2) click the “Scheduled Absences” tab to see a list of your absences. << Continue to Next Step >> STEP 2 — DELETE THE REQUEST. Select the “Delete” button to delete the absence.
Public Comments No public comments were filed in opposition to Question 1. Public comment in support of Question 1 Comment submitted by: The Committee for Ranked Choice Voting Richard Woodbury, Chair PO Box 928 Gorham, ME 04038 Voting “Yes” on Question 1 protects Maine’s Ranked Choice Voting Law. This is necessary to stop the Maine Legislature from once again overturning the will of the people. If this issue sounds familiar, it’s because you’ve voted on it before. Ranked Choice Voting was approved by nearly 400,000 Maine voters in November 2016 and enacted with the second most votes of any referendum in Maine’s history. We’re voting on this for a second time only because the Legislature repealed what we voted for at the ballot box. In fact, the Legislature changed or repealed all four initiatives that were approved by voters in 2016. We cannot allow the Legislature to overturn the will of the people. Fortunately, Maine’s Constitution gives us the right to reverse their decisions through the People's Veto. Voting “Yes” on Question 1 affirms our constitutional right to direct democracy and rejects the Legislature’s repeal of our law and their repeated disregard for the will of the people. Maine’s Ranked Choice Voting Law puts more power in the hands of all voters and ensures that candidates who are opposed by a majority of voters can never win. With Ranked Choice Voting, you have the freedom to vote for the candidate you like the best without worrying that you will help the candidate you like the least. You never feel like your vote is wasted. Stand up to the politicians who think that they know better than you. Insist on more voice and more in our democracy. Vote “Yes” on Question 1. Please visit our website for more information: www.rcvmaine.com Paid for by the Committee for Ranked Choice Voting. PO Box 928, Gorham, ME 04038.
Step 1: Recognise a situation that is not reaching resolution Ask yourself the following questions about the situation. This will help you form a view on whether the situation is likely to be resolved in the short term. Time • Has the situation continued for longer than anyone would have reasonably expected? • Are meetings becoming long-winded and not leading to clear conclusions? Blaming and secrets • Is the focus on people’s wrongdoings rather than on the problem? • Is information being withheld from any of the parties involved in the complaint? • Are sub-groups forming against others? • Is gossip increasing? Intense or uncomfortable emotions • Is the situation dominating your thoughts, time and energy? • Are feelings more intense or uncomfortable than you would normally expect from any of the parties involved in the complaint? • Are behaviours out-of-character? Resistance and motivation • Is there a marked lack of motivation on the part of particular stakeholders to reach goals or try anything different? • Does the complainant appear to persistently reject, ignore or oppose suggested remedies over a long period of time? • Does their advocate argue at length or dissuade them from accepting suggestions? Contradictory information • Do any of the parties involved in the complaint repeatedly suggest information or give opinions which are contrary to the suggested goals? Same solution tried repeatedly • Are the solutions asked for by the complainant repetitious? • Has the same kind of solution been tried more than once? Step 2: Evaluate your part in the conflict If the situation is moving towards a stalemate, the following questions will help you honestly examine whether you are doing your utmost to resolve it. • Are you using your power appropriately? For example, does the situation require ‘power over’ the person (by enforcing Departmental requirements) or ‘power with’ the person (by helping them have more of a say, and by listening to what they say)? • Have you tried building empathy with the complainant? For example, have you tried seeing the situation from the complainant’s point of view? • Have you communicated your perspective, needs and concerns clearly? For example, are you talking in generalities or are you providing specific and objective information? • Are you dictating solutions? Or are you exploring the person’s needs, using words such as ‘could’ rather than ‘should’, and together arriving at solutions?
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Track: Science of Energy and Sustainability Track: Theoretical Physics dr. B. de Bruin +31 20 525 6495 prof. dr. B. Nienhuis +31 (0)20 525 5749 B.Nienhuis@uva.nl dr. J.T.M. Kennis +31 (0)20 59 87212 j.t.m.kennis@vu.nl prof. dr. P.J.G. Mulders +31 (0)20 59 87863 Chemistry and Physics Track: AtoSiM dr. E.J. Meijer +31 (0)20 525 6448 E.J.M 1 Within the Master SFM students with an interest in the application of mathematics to economic and financial mathematics may follow this special track offered in cooperation with the Faculty of Economics and Business (UvA). Master’s programmes CE-/S-variant UvA Coordinator VU Coordinator Communication variant dr. E. Joling (020) 525 7988 drs. M.J.W. Bos +31 (0)20 59 87512 Education variant dr. E. Joling (020) 525 7988 Contact Education Secretariat +31 (0)20 59 89222 or Gerrit Kuik +31 (0)20 59 87884 Social variant: dr. E. Joling (020) 525 7988 dr. M.B.M. Zweekhorst +31 (0)20 59 87033 Academic Cousellors All master’s programmes UvA drs. A.M.L. Zoomer Room B1.337, Science Park 904 (020) 525 7636 Pharmaceutical Sciences and Chemistry (VU) D.M. Maasdijk MSc. Room M-162 (0) 20 59 87541 Physics and Medical Natural Sciences (VU) Dr. A. Bhulai Kamer T 1.06 T +31 (0) 20 59 87887 Mathematics Dr. C.M. Quant Kamer S-232 T +31 (0) 20 59 87831 APPENDIX 2: Guidelines for writing a thesis General Guidelines
Outcomes The changes or benefits to the clients and/or community of the service delivered by your organisation. Although the intention is usually to achieve a positive long-term outcome, it is important to remember that an outcome may also need to be recorded as ‘no change’, or even a ‘negative change’, depending on the type of service and the individual client’s situation. - Short term outcomes Immediate client changes or benefits, as a result of you providing initial assistance. The first SCORE is recorded as close as possible to the start of a client accessing a service. - Medium term outcomes The changes along the way, while the client is accessing your services. This is often where you can start to see changes in behaviour, practice or decisions. SCORE can be recorded at intervals throughout a client’s access to a service. - Long-term outcomes The changes and differences in client circumstances towards the end of receiving services from your organisation. This can be due to well-established changes in knowledge, capability and behaviours. SCORE is recorded towards the end of a client receiving a service. Impact The overall change at the end of the program or activity. This term is sometimes used to describe long-term outcomes, but can also be a broader measure, such as changes to a community or society as a whole. There is no specific way to record this in the Data Exchange. Evaluation A systematic process to make an evidence-based assessment of an activity, a service delivery program or initiative. For grant recipients, evaluation milestones and criteria are set out in their funding agreement. Please note that data reported via the Data Exchange is only one of the components of such an evaluation. Program logic A diagram that describes the causal chain between the activities you deliver and the intended client outcomes. (see Section 3 for more details). Evidence Facts which can be measured or demonstrated. Examples in the Data Exchange include client details, outlet information, session dates, service types, demographic information etc. Through the ‘partnership approach’, evidence can be collated on client outcomes in terms of goals, circumstances and satisfaction, as well as on the meeting of community needs.
Criterion 11: Enforcement activity This performance criterion seeks evidence of the consultant’s response to enforcement activity involving the consultant as a duty holder – for example, as an employer a person conducting a business or undertaking a designer, manufacturer, supplier installer’. OHS performance criteria Where there has been no enforcement activity refer to Guide to acceptable evidence below. Where there has been enforcement activity within the past 24 months or issues raised by any WorkSafe Victoria, Environment Protection Authority, Energy Safe Victoria or other relevant inspectorate and/or HSR including: prohibition notices; improvement notices; written directions; provisional improvement notices issued by a HSR; activities relating to an incident notified to WorkSafe Victoria under Part 5 of the Occupational Health and Safety Act 2004; and any prosecution commenced by WorkSafe Victoria or completed, within the period. Guide to acceptable evidence Where there has been no relevant inspectorate or regulatory activity, notices, or prosecutions of the kind outlined in Criterion 11 the Consultant should provide a signed statement to that effect. Provide copies of relevant documents relating to the enforcement activity or issues raised including: WorkSafe Victoria or WorkSafe Victoria Entry Reports and notices; notices from other relevant bodies; HSR provisional improvement notices; summonses and particulars of charges or other documents detailing alleged offences; documents relating to outcome of prosecution; and provide documents showing the action taken by the Consultant to correct deficiencies identified in the notices or proceedings. Criterion 12: Workers Compensation insurance OHS performance criteria Comparison of the Consultant’s insurance premium rate with that of the industry as a reflection of the Consultant’s claims history. The Consultant’s current insurance premium rate not exceeding 150% of industry rate for the past 3 years. Not required for selfemployed person not having employees or deemed employees. Guide to acceptable evidence Provide documentary evidence from Insurer / WorkSafe Victoria of currency of insurance, premium rate and industry classification (e.g. premium notice). Where the premium rate exceeds 150% of the industry rate the Consultant will need to provide a satisfactory explanation for the high premium rate.
Assessment Notes: The [ ………agency name/scheme……... ] may further assess the contractor’s compliance with these industrial relations criteria. The contractor may be required to provide copies of industrial relations documents and supporting evidence to assist such further assessment. The [ ………agency name/scheme…….. ] may also consult Industrial Relations Victoria in determining the contractor’s compliance.