zilongwang/ReadingBank huggingface dataset:
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To cancel a request, click ‘Cancel’. Importing/Exporting Data Importing: Pressing the ‘Import Geometry’ tool the ‘Import’ window where users can import spatial files for their AOI. Once an import has been completed, the button is disabled to prevent accidental multiple imports. The data file coordinate system is auto-detected. Supported coordinate systems are: Geographic - Lat/Long BC Albers UTM – pick UTM zone from list. To import geometry data, click the ‘import’ button. This brings up the following screen in the side panel. Provide Geometry data file in one of the following ways: ‘Choose File’ to select a file from a dialog and then click ‘Open’ to upload the file.
Simplify Validate Close Polygon Clean Polygon Appendix B - Validation Criteria Table Query Validation Criteria Table Location Type: Area of Interest: User Must Select Parameter: Parameter Limits: PIN In Between 1 & 5 million hectares Interest Holder At least one PID Map Viewer PIN PID Map Viewer In Between 100,000 and 1 million hectares At least TWO of the following interest types: Interest Agency dates Interest size 5 types or less 5 Agencies or less A span of 10 years or less No Limits
Graph 1. Rubella Elimination Strategies in Mexico during 1998-2014 Table 1. Rubella Elimination Strategies in Mexico during 1998-2014 Elimination Strategies Year Illness Coverage (%) "Keep up" Campaign children 1-6 years old *This activities began since 1998 "Follow up" Campaign: MMR children 1-4 years old 1998 Measles (elimination), Rubella and Mumps (control) 90.5 "Follow up" Campaign: MR children 1-4 years old 2002 Measles (elimination), Rubella (control) 91.8 "Speed Up" Campaign: MR adults 19-29 years old (born between 2008 Measles and Rubella (elimination) 92.5 "Follow up" Campaign: MR children 1-4 years 2010-2011 Sarampión y rubéola (eliminación) 98.5 Other strategies Adults Campaigns with risk factors: MR vaccine 2000 Measles (elimination) and Rubella (control) 2,867,500 doses Adolescents rutinary vaccination: MR adolescents 12-19 years old. Since 2002 Measles and Rubella (elimination) 12,069,458 doses
promoted to GM in his place. The same day that this was announced, management declared a series of changes in line with their new cost cutting strategy, to take effect immediately. The changes reduced long service bonuses, cut holiday time, introduced strict attendance and punctuality requirements, and excluded family and outside friends from attending the annual Christmas party. The one seemingly positive thing about the changes was the increase incentive pay for productivity. I missed work the day that this was announced; when I returned the next day, workers were eager to tell me about this balu wade (bastardly work/act) by management: We are going to resign. We aren’t going to work like this. Don’t know what they will do in the future...all my friends are thinking of quitting too....Manoshi Miss is no use. She doesn’t even come to hear you when you tell her a problem and she probably tells others. She is no use. She’s scared. They are all the same. I am really thinking of quitting. Nathan, wadak nah mei borru wade (otherwise, no use this false work)! Dilan Sir is very strict with the target. I don’t know what to think about him. He did this – the first thing he did after coming…I am not happy about working on 2 machines and multiple operations. I have to perform 7 operations [Indika] Indika’s reflections are important for a number of reasons. First, Indika was thinking of exiting. Manoshi Miss, the factory counselor, a conduit between management and workers was seen to be useless or ineffectual in this situation. Moreover, ever since the new management team had been introduced, workers had experienced an intensification of their work. Taken together, her job was looking like a “borru wade”. Literally translated at false work, here it also conveys a sense of “waste of time”, or to be duped in some way. Overall, workers were critical of the new management team and their practices, and this incident highlighted their critique, despite the management’s best efforts to present themselves as friendly, more humane and open to communication:
July 7, 2016 (the Dallas Police Officer shooting occurred July 9, 2016 and was not included in PEW’s original dataset). Despite the Twitter-trending status of #Ferguson and #BLM, public opinion data from PEW revealed one-third of Americans were unfamiliar with the Black Lives Matter movement (BLM) and/or did not understand its goals at the time of the study. The information discrepancy raises the question of whether there were systemic gaps in traditional news coverage of the events relating to the movement and of the movement itself. #BLM was also tweeted eight times more frequently than #ALM and/or #BlueLM, creating inquiry surrounding the extent to which traditional media echoed this pattern. For these reasons, this study aims to explain the movements themselves, examine newspapers to ascertain the extent to which peak coverage echoed peak tweet content, determine the extent to which newspaper coverage is partisan by state, and evaluate the political implications partisan coverage has on improving the criminal justice system in America. Background “Black Lives Matter” was first posted on Facebook in July of 2013 by Alicia Garza, one of three co-founders of the Black Lives Matter organization (BLMo—in reference to the organization), as an exasperated response to George Zimmerman fatally shooting Trayvon Martin. Between Ferguson’s 2014 eruption and July 7, 2016, #BLM was tweeted approximately 11.8 million times. Based on PEW’s usage chart, the hashtag was most used after Michael Brown’s killing, 12-year-old Tamir Rice’s killing, Darren Wilson’s indictment, Freddie Gray’s killing while in police custody, the Charleston, South Carolina shooting that killed nine Black people, and Sandra Bland’s hanging, all of which went viral on social media (See Figure 1). These viral events, along with the day-to-day fatal actions towards Blacks that never go viral, are
Skilled Employee profile: 30 US ABR Radiologists & some Indian certified radiologists Tacit technical “know-how” Knowledge sharing sessions and weekly visual review sessions of “difficult” cases. “Soft-skills” Training: Internal & external consultants train on business, leadership, & communication skills 1700 research analysts; engineers, MBA’s, intellectual property lawyers, PhDs, chartered accountants, statisticians Tacit technical “know-how” “Research is an art” Team knowledge sharing sessions “Soft-skills” Training: Cultural training of employees to interact with culturally diverse clients & employees. Video recording & feedback on presentation skills. Less Specialized Global Radiology Center: Core service: Manipulation of MRI or CT scan from 2D to 3D image Skill requirements: Interpretive knowledge to assess abnormalities in imaging technology Skilled Employee profile: 4 Indian certified radiologists & 4 certified technologists Tacit technical “know-how” Aptitude: “more art than science” One-on-one & team mentorship “Soft-skills” Training: One-on-one & team mentorship Infosys BPO, Knowledge Services Core services: Financial analytics, research. Skill requirements: Analytical skills and in-depth financial literacy Skilled Employee profile: 1000 highly skilled professionals, including chartered accountants, MBAs, engineers, statisticians and economics graduates Tacit technical “know-how” Company discussion boards and “Wikis” provide collaborative discussions around topics. Team collaboration. “Soft-skills” Training: Highly structured soft-skill training environment. Online modules & tutorials. 3-D Imagery samples downloaded from MGH website: http://www.mgh3drad.org/index_noflash.html Producing 3D imagery from a 2D image to enhance radiological diagnosis. “So apart from the knowledge, it is more like an art” (Interview 17, Radiologist, GRC, 11/1/07). Sample 1: 3D reconstruction of neck CTA showing carotid bifurcation used to assess stenosis. Sample 2: 3D reconstruction of CT Urograph shows two ureters on the left side.
Cognitive Level (Thinking) Goal For Students Teaching Methods Teaching Activities Knowledge Descriptive Verbs: Defines, Lists, States, Describes, Identifies common terms, specific facts, methods, procedures, basic concepts, principles Lecture Computer Based Instruction Video Demonstration Mnemonics Examples or Illustrations Repetition Summaries Reviews Comprehension Descriptive Verbs: Describe, Explains, Summarizes Understands facts and principles Interprets verbal material Interprets charts and graphs Translates verbal material to mathematical formulas Estimates future consequences Justifies methods and procedures Informal Lecture Discussion Demonstration Participation Interactive Computer Based Instruction 1. to the Knowledge Level 2. Explains and demonstrates concept, principle or procedure learned 3. Put students in new situation, and instructor and students co-solve employing the indicated concept, principle, or procedure. 4. Put students in a new situation, and the students the new situation using the concept, principle, or procedure while instructor supervises. 5. Reteach as required Application Descriptive Verbs: Uses, Solves, Operates, Produces, Demonstrates, Constructs Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problems Constructs charts, graphs, or simple mechanism Demonstration Individual Research Lab Exercises Case Studies Experiments 1. Teach to the Knowledge Level 2. Teach to the Comprehension Level 3. Student must identify the concept, principle, or procedure and use it to solve new scenario 4. Reteach as required
8:15am - 10:15am Expert Panel Topic 1 “Advancing Trust Reform: Indian Trust Asset Reform Act (P.L. Wolf Room Brian L. Gunn, (Colville) Principal, Powers, Pyles Sutter & Verville, PC (Confirmed) Expert Panel Topic 2 “Streamlining the Probate Process (25 CFR 15, 43 CFR 30)” Elizabeth Appel, DOI_ASIA, Director, Regulatory Affairs & Collaborative Action (Invited) 10:15Am-10:30AM BREAK Wolf Room Sponsor TBD 10:30am-11:30am Buy Back Program Wolf Room John McClanahan, DOI, BIA, Buy Back Program Mgr. (Confirmed) 11:30am – 12:15pm Working with ONRR Wolf Room Tom Piccirilli, DOI, Office of Natural Resources Revenue (ONRR) (Confirmed) 12:15pm-1:00pm Luncheon ILWG Iroquois Complex Sponsor TBD 1:00pm-3:00pm Working Group 1: Understanding New ROW Regulations Turtle Room Tom Reynolds, OST, (Facilitator)(Confirmed) David Mullon, (Cherokee) Attorney, Venable, LLP, (Confirmed) Sharlene Round Face (Sioux). BIA Realty Specialist, (Confirmed) David Smith, Attorney, Kilpatrick, Townsend & Smith (Confirmed) 1:00pm-3:00pm Working Group 2: Natural Resources & Economic Development, Water Rights Bear Room Tom Luebben, Attorney Law Office of Tom Luebben, (Confirmed) Philip Thompson, Attorney, Thompson Associates (Confirmed) 3:00pm-3:15pm BREAK Wolf Room Sponsor TBD
3:15pm-5:15pm Working Group 3: Sustainable Development of Trust Restricted Land Turtle Room Hipp, (Chickasaw) Attorney, University of Arkansas Director of Indigenous Food & Agriculture Initiative (Confirmed) Jess Shoemaker, Professor, University of Nebraska (Confirmed) 3:15pm-5:15pm Working Group 4: OST’s Role in Fractionation Status of ILTF’s Fractionation Model Highly Fractionated Indian Land Loan Program Bear Room Jim James, (Santa Domingo Pueblo) Deputy Special Trustee, Office of Special Trustee, (Confirmed) Chris Stainbrook, (Oglala Lakota) Ex. Dir., Indian Land Tenure Foundation (ILTF), (Confirmed) Carrie Senior Loan Officer, US Department of Agriculture (USDA), Farm Service Agency (FSA) (Confirmed) 6:00pm-8:00pm BANQUET SILENT AUCTION Master of Ceremonies: David Harrison, (Osage), Attorney, Harrison & Associates (Confirmed) Iroquois Complex Sponsor TBD AUGUST 17 AUGUST 17 AUGUST 17 AUGUST 17 8:00am-9:00am BREAKFAST Wolf Room Sponsor TBD 8:00am-8:15am INVOCATION Wolf Room TBD 8:15am-12:00pm Presentation of Working Group Outcomes Wolf Room TBD Working Group 1: Understanding New ROW Regulations Wolf Room David Mullon, (Cherokee) Attorney, Venable, LLP,
(Confirmed) Working Group 2: Natural Resources & Economic Development; Water Rights Wolf Room Tom Luebben, Attorney Law Office of Tom Luebben, (Confirmed) Philip Thompson, Attorney, Thompson Associates (Confirmed) Working Group 3: Sustainable Development of Trust Restricted Land Wolf Room Janie Hipp, (Chickasaw) Attorney, University of Arkansas Director of Indigenous Food & Agriculture Initiative (Confirmed) Working Group 4: Fractionation of Indian Land Wolf Room Jim James, (Santa Domingo Pueblo) Deputy Special Trustee, Office of Special Trustee, (Confirmed) 12:00pm-1:00pm 1:00pm-1:30pm ALLOTTEE NETWORKING Closing Benediction Wolf Room Terry Beckwith, (Quinault) ICC Associates (Confirmed)
Natural Resources & Economic Development, Water Rights Law Office of Tom Luebben, (Confirmed) Philip Thompson, Attorney, Thompson Associates (Confirmed) 3:00pm-3:15pm Wolf Room Sponsor TBD 3:15pm-5:15pm Working Group 3: Sustainable Development of Trust Restricted Land Turtle Room Janie Hipp, (Chickasaw) Attorney, University of Arkansas Director of Indigenous Food & Agriculture Initiative (Confirmed) Jess Shoemaker, Professor, University of Nebraska (Confirmed) Shawna Kalama, Rancher, Yakama Nation (Confirmed) 3:15pm-5:15pm Working Group 4: OST’s Role in Fractionation BIA’s Role in Fractionation Status of ILTF’s Fractionation Model Highly Fractionated Indian Land Loan Program Bear Room Dee Arviso, acting Regional Trust Administrator for the Midwest Region (Confirmed) Her Many Horses, (Oglala Sioux Tribe) Superintendent, Pine Ridge Agency, Bureau of Indian Affairs, Pine Ridge Agency (Invited) Chris Stainbrook, (Oglala Lakota) Ex. Dir., Indian Land Tenure Foundation (ILTF), (Confirmed) Carrie Novak, Senior Loan Officer US Dept. of Agriculture (USDA),
Farm Service Agency (FSA) (Confirmed) 6:00pm-7:00pm Pow Wow (Video) TBD Jeannie Louie, Councilwoman, Coeur d’Alene Tribe (Confirmed) AUGUST 16 AUGUST 16 AUGUST 16 AUGUST 16 8:00am-9:00am 8:00am-8:15am BREAKFAST Invocation Wolf Room Wolf Room Sponsor TBD Marcella (Mvskoke Creek) ILWG, Vice Pres. 8:15am-8:45am Sustainability on Trust Land Enclosed Areas Shawna Kalama, Rancher, Yakama Nation (Invited) 8:45am -10:15am Expert Panel Topic 1 “Advancing Trust Reform: Indian Trust Asset Reform Act (P.L. Wolf Room Brian L. Gunn, (Colville) Principal, Powers, Pyles Sutter & Verville, PC (Confirmed) Expert Panel Topic 2 “Streamlining the Probate Process (25 CFR 15, 43 CFR 30)” Earl Waits, DOI_ASIA, Director, Regulatory Affairs & Collaborative Action (Invited) 10:15Am-10:30AM BREAK Wolf Room Sponsor TBD 10:30am-11:30am Buy Back Program Wolf Room John McClanahan, DOI, BIA, Buy Back Program Mgr. (Confirmed) 11:30am – 12:15pm Working with ONRR Wolf Room Tom Piccirilli, DOI, Office of Natural Resources Revenue (ONRR) (Confirmed) 12:15pm-1:00pm Luncheon ILWG Video “Guest Speaker” Ross Racine, Executive Director, Inter-Tribal Iroquois Complex Sponsor TBD
August 15 August 15 August 15 August 15 8:00am-9:00pm BREAKFAST Wolf Room 9:00am-9:15am INVOCATION Wolf Room Austin Nunez 9:15am-10:00am Key Note Address; Oneida Nation Wolf Room Ron “Tehassi” Hill, Jr., Oneida Council Member (Confirmed) 10:00am-10:30am Protesters have no Claim to Land” Wolf Room Charlotte Roderique, Chairwoman, Burns Paiute Tribe (Confirmed) 10:30am-10:45am BREAK Wolf Room 10:45am-11:30am “Celebrating 20 years of Service to Beneficiaries” Wolf Room Vince Logan, (Osage) Special Trustee for American Indians, Office of Special Trustee (Confirmed) 11:30am-12:15pm “Transforming BIA in 21st Century” Wolf Room Larry Roberts, (Oneida) Assistant Secretary, BIA (Confirmed) 12:00am-1:00pm LUNCH (on your own) Iroquois Complex 1:00pm-3:00pm Working Group 1: Understanding New ROW Regulations Turtle Room David Mullon, (Cherokee) Attorney, Venable, LLP, (Confirmed) Sharlene Round Face (Sioux). BIA Realty Specialist, (Confirmed) David Smith, Attorney, Kilpatrick, Townsend & Smith (Confirmed) 1:00pm-3:00pm Working Group 2: Natural Resources & Economic Development, Bear Room Tom Luebben, Attorney Law Office of Tom Luebben, (Confirmed)
Agriculture Initiative (Confirmed) Shawna Kalama, Rancher, Yakama Nation (Confirmed) Working Group 4: Fractionation of Indian Land Wolf Room Deborah DuMontier, Deputy Special Trustee (Confirmed) 12:00pm-1:00pm 1:00pm-4:00pm ALLOTTEE NETWORKING Office of Special Trustee “Listening Session” Indian Asset Reform Act (P.L. 114-178)” Wolf Room Wolf Room Terry Beckwith, (Quinault) ICC Associates (Confirmed)
and are more accountable to them Flexible Use of Human Resources OT (even with notice). Use of OT as ‘buffer’ to compensate for irregularities in production speed. Use ‘Back to back working shifts’ (no OT), and greater utilisation of female workers and temporary workers Temporary workers and OT. But team members can select their OT schedules. Temporary workers and OT. Surplus OT requires workers’ consent. But short noticed OT is rare. Pay System system. Shift from payment by seniority to payment for performance, productivity and skill. Individuals are evaluated and get paid mainly based on performance but without premium for new skill. Unclear concept of ‘merit’ pay dangers of subjectivity and arbitrary authority Reduced productivity-based pay raise from 60% to 40%. Pay is mixed with performance and skill-based pay (called ‘expert path’ and ‘role-based wage’). A new incentive system increases bonuses for worker’s ability for kaizen activities. Less emphasis on ‘merit’ in performance appraisal, which is more objective and based on measurable criteria. Pay for performance. Bonuses are determined by individual, team, and plant performance. Pay raise is tied up with the accumulation of proven expertise (or skills). Performance appraisal does not formally include unclear concepts of ‘merit’. 100% performance based-pay, while pay is not yet implemented. Concept of ‘merit’ is not as overt, however ‘compliance’ is a performance criterion, as well as a component of ‘skill’. This places TMT closer to the ‘lean’ ideal type, than ‘post-lean’, much less ‘reflective’, although it differs from the ‘toughest’ lean regimes. Ergonomics Not a key concern More concern about ergonomics. Toyota aiming for a reasonable degree of work comfort. Strong concern on ergonomics High ergonomic concern, also through kaizen.
Kelly, J. (1996). ‘Union Militancy and Social Partnership’. In P. Ackers, C. Smith and P. Smith (eds), The New Workplace and Trade Unionism. : Routledge. Kelly, J. (1998). Rethinking Industrial Relations. : Routledge. Kochan, T. and Osterman, P. (1994). The Mutual Gains Enterprise. : Press. Oxenbridge, S. and W. (2004). ‘Achieving a new equilibrium? The stability of cooperative employer-union relationships’, British Journal of Industrial Relations, 35(5): 388-401. Rittau, Y. and Dundon, T. (2010), ‘The roles and functions of shop stewards in workplace partnership: evidence from the Republic of Ireland’, Employee Relations, 32 (1): 10-27. Teague, P. and Donaghey, J. (2009), ‘Why has Social Partnership survived?’, British Journal of Industrial Relations, 47 (1): 55-78 Watson, T. (2008). Sociology Work and Industry, 5th Edition. /: Routledge. Wenman, A. A. (2003). ‘What is Politics? The Approach of Radical Pluralism’, Politics, 23(1): 57-65. Wilkinson, A., Gollan, P., Marchington, M. and Lewin, D. (2010). The Oxford Handbook of Participation in Organizations. Oxford: Oxford University Press. Yin, R. (2008) Case Study Research: Design and Methods, 4th Edition. London: Sage.
Effective Teaching in Integrative Studies Courses A Workshop by PSU’s Schreyer Institute for Teaching Excellence October 25, 2017 EXHIBITS: Taxonomy of significant learning Interdisciplinary habits of mind What’s your discipline? Special student challenges and some remedies Integrative learning rubric EXHIBIT A: Taxonomy of Significant Learning (Dee Fink, 2013) EXHIBIT B: Interdisciplinary Habits of Mind This list provides instructional strategies that foster four key habits of mind. Pedagogies Promoting Interdisciplinary Habits of Mind Drawing Insights:
Rodrigues, S. and Child, J. (2010) ‘Private Equity, the Minimalist Organization and the Quality of Employment Relations Human Relations 63(9) 1321-1342. Schleifer, A. and Summers, L. H. (1988) “Breach of Trust in Hostile Takeovers,” in A. J. Auerbach, (Ed), Corporate Takeovers: Causes and Consequences: 33-68. Cambridge, MA: National Bureau of Economic Research. Storey, J. (1992) New Developments in the Management of Human Resources Basil Blackwell, Oxford. Thompson, P. (2003) ‘Disconnected Capitalism: Or Why Employers Can’t Keep their Side of the Bargain’ Work, Employment and Society 17:2 359-378. Thompson, P. (2011) ‘The Trouble with HRM’ Human Resource Management Journal 21:4 355-367 Wood, G. and Wright, M. (2009) Private Equity: A Review and Synthesis. International Journal of Management Research 11(4) 361-380.
Powers and Exponents Show your work on this page. No Calculators. Write each expression using exponents. 1) 7 • 7 • 7 • 6 • 6 • 6 • 6 2) 2 • 2 • 5 • 5 • 9 • 9 3) 10 • 10 • 8 • 8 Evaluate each expression. 4) 105 5) 25 6) 72 7) 33 • 42 8) 19 • 53 9) 1002 • 62 10) 122 11) 24 • 16 12) 503 13) 72 • 72 14) 42 • 32 • 22 15) 91 • 92 Variables, Expressions and Equations Show all work on the following page. No Calculators. Evaluate each expression. 1) (42 + 4) 4 2) 3) 52 4 10 4) 15 – 2 4 – (6 – 3) 5) [1 +(5 – 2)2] 6 6) (4 5)2 Evaluate each expressions if m = 4, n = 3, and p = 2. 7) 7m – 3p 8) mn – p 9) 2p + p2 10) 5m – 4n + p 11) (m – p)n 12) 5p + m
13) k + 23 = 45, {21, 22, 23} 14) 55 – d = 17, {36, 37, 38} 15) 2p = $19.80, {$9.00, $9.45, $9.90} 16) = 15, {485, 495, 505} Solving Addition and Subtraction Equations Show all work on the following page. No Calculators. Solve each equation. Check your solution. 1) d + 22 = 60 2) s – 46 = 12 3) t - 71 = 20 4) 1.5 + r = 3 5) g - $2.25 = $1.25 6) x + 140 = 300 7) $5.60 + h = $7.00 8) e – 405 = 325 9) 808 = p + 500 10) 4.09 = 2 + y 11) 11.3 = b – 3.7 12) r – 2.2 = 6 Solving Addition and Subtraction Equations each equation. Check your solution.
1) d + 22 = 60 2) s – 46 = 12 3) t - 71 = 20 4) 1.5 + r = 3 5) g - $2.25 = $1.25 6) x + 140 = 300 7) $5.60 + h = $7.00 8) e – 405 = 325 9) 808 = p + 500 10) 4.09 = 2 + y 11) 11.3 = b – 3.7 12) r – 2.2 = 6 Solving Multiplication and Division Equations
Show all work on this page. No Calculators. Write your answers in simplest form. 1) We paid $40 for 8 hamburgers. How much did we pay per hamburger? 2) A machine makes 9 pencils in 3 seconds. What is the rate of pencils per second? 3) For every 4 miles Vanessa jogged, Cody jogged 3 miles. If Vanessa jogged 1 mile, how far would Cody have jogged? 4) Amelia uses 8 cups of chocolate chips to make 4 batches of cookies. What is the rate of bags of chocolate chips per batch? 5) A computer programmer works for 10 and makes $75. What is their rate per hour? 6) Jimena jogged 35 miles in 5 days. What is the rate of the miles per day?
pay inequality will require stronger organisation of workers, a stronger focus on migrant concerns in union agendas and particularly in collective bargaining, and effective enforcement by state bodies of minimum pay rates. References Blanchflower, D.G. and A. Bryson (2004) 'What effect do unions have on wages now and would Freeman and Medoff be surprised?', Journal of Labor Research, XXV(3), Summer, pp. 383-414. Blanchflower, D.G. and A. Bryson (2003),'Changes over time in union relative wage effects in the UK and the US revisited,' in J.T. Addison and C. Schnabel, eds. International handbook of trade unions. Cheltenham, UK: Edward Elgar, pp. 197–245. Borjas, George, J. (1994) “The Economics of Immigration”. Journal of Economic Literature 32, 4: 1667-1717. Budd, J. (2005) ‘Employment with a Face: The Author Responds’, Employee Responsibilities and Rights Journal, Vol. 17, No.3: 191-199. Burgess, J. (2000) ‘Globalization, non-standard employment and Australian trade unions’, Asia Pacific Business Review, 6(3-4), 93-113. Callan, T. and Reilly, B. (1993) ‘Unions and the Wage Distribution in Ireland’, The Economic and Social Review, Vol.24, No.4: 297-312. Cross, C. and Turner, T. (2007) “Irish Workers Perceptions of the Impact of Immigrants: A Cause for Concern?” Irish Journal of Management 27, 2: 215-245. CSO (2006) Quarterly National Household Survey: Quarter 4, 2005. Cork: Central Statistics Office. CSO (2007), Foreign Nationals: PPSN Allocations and Employment, 2002-2006, December release, Central Statistics Office, Cork. CSO (2008), Census 2006: Non-Irish Nationals Living in Ireland, Central Statistics Office, Cork. CSO (2009) Quarterly National Household Survey, Quarter 2 2009 (September), Cork: Central Statistics Office. CSO (2011) National Employment Survey 2008 and 2009. Dublin: Stationery Office. Cranford, C., Vosko, L.F and Zukewich, N. (2003) ‘Precarious Employment In The Canadian Labour Market: A Statistical Portrait’, Just Labour, 3: 6-22.
Initial Re-assessment Discharge Illinois Medicaid Comprehensive Assessment of Needs and Strengths (IM+CANS) 1. GENERAL INFORMATION Client First and Last Name: Date of Birth: RIN: Gender: Referral Source: Date First Contact: Number: Primary Language: Interpreter Services: None required American Sign Language TDD/TYY Spoken Language: Other: Address: City: State: Zip Code: County: US Citizen: Yes No Race: American Indian/Alaska Native Asian Black/African American Hispanic Hawaiian Native/Other Pacific Islander Multi-Race White Other: Ethnicity: Hispanic Non-Hispanic Insurance Coverage and Company: N/A Household Size: Household Income: Marital Status: Single Married Divorced Domestic Partnership Widowed Guardianship Status: Own guardian Biological Parent Adoptive Parent Youth in Care court appointed Other: Status: Self-employed Student Homemaker Military Retired Unable to work Employed full-time Employed part-time Unemployed Living alone Independent Living Lives with parent(s), relative(s), or guardian(s) operated facility (mental health/dev. disability) Jail or correctional facility Residential/Institutional Setting (residential, nursing home, shelter) Community integrated living arrangement (CILA) Foster Care Homeless Other: Education Level: (last completed) Never attended Pre-K/Kindergarten 1 – 3 Grade 4 – 5 Grade 6 – 8 Grade 9 – 12 H.S. diploma/GED Some college Associate’s degree Trade/technical training Professional certificate Bachelor’s degree Master’s/Doctoral degree Parent, Guardian, or Significant Other Info. First and Last Name: Relationship to Client: Parent Guardian Significant Phone Number: Address: City: Zip Code: County: Contact First and Last Name: Relationship to Client: Phone Number: Address: City: State: Zip Code: Members of Family Constellation Name Age Relation to Client Living in Home Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Established Supports Agency Contact Name Physician School/Daycare Counselor/Therapist Child Welfare Worker ISC/PAS Agent Probation Officer Other: Trial
12. MENTAL HEALTH ASSESSMENT SUMMARY Summary analysis and conclusion regarding the medical necessity of services. Tie all key information about the client’s mental health needs and diagnosis here. 13. ADDITIONAL CLIENT FUNCTIONING EVALUATIONS RECOMMENDED BY LPHA: No additional evaluations 14. SUMMARY OF PRIORITIZED CANS NEEDS AND STRENGTHS 14a. CANS Actionable Items to Consider for Treatment Planning Background – Trauma Experiences Background – Other Needs Item: Y N Item: 2 3 Item: Y N Item: 2 3 Item: Y N Item: 2 3 Treatment Target Needs Anticipated Outcome Needs Item: 2 3 Item: 2 3 Item: 2 3 Item: 2 3 Item: 2 3 Item: 2 3 Item: 2 3 Item: 2 3 Item: 2 3 Item: 2 3 Centerpiece/Useful Strengths Strengths to Build Item: 0 1 Item: 2 3 Item: 0 1 Item: 2 3 Item: 0 1 Item: 2 3 Item: 0 1 Item: 2 3 Caregiver Resources Caregiver Needs Item: 0 1 Item: 2 3 Item: 0 1 Item: 2 3 Item: 0 1 Item: 2 3 15. INDIVIDUAL TREATMENT PLAN 15a. Client and Family Vision Statement For Treatment 15b. Client and Family Service Preferences.
Agency information management assurance Agency’s internal assurance of information management progress against key performance indicators and compliance to relevant legislation and regulations. Further information Please contact the Enterprise Solutions Branch at the Department of Premier and Cabinet by emailing . Appendix 1 – Information Management Reference Model Appendix 2 – Components Delivery of component outcomes will be aligned with the IT strategy and prioritised on a financial-year basis. Enabler: information governance Component Overview
Information value is based on a holistic assessment of compromise to the sensitivity (confidentiality), significance (integrity and / or availability) of the public sector data. The overall value of the information, informs the security measures needed to fully protect public sector data. VEO format PROV A VEO, or VERS Encapsulated Object, is a representation of a record that contains both record content and associated metadata. It is the format used for the long term preservation of records. Please see the for further information. Vital records See Records, vital W Wet signature ESB A wet signature is created when a person physically marks a document. Workflow ESB Progression of steps (tasks, events, interactions) that comprise a work process, involve two or more persons, and create or add value to the organization's activities. In a sequential workflow, each step is dependent on occurrence of the previous step; in a parallel workflow, two or more steps can occur concurrently. Abbreviations Abbreviation Source Term API DPC Application programming interface CALD AIHW Cultural and linguistic diversity CIP DPC Central Information Point CMDB OG Configuration Management Database DMWG ESB Data Management Working Group EA DoF Enterprise Architecture IAR ESB Information Asset Register IM3 PROV Information Management Maturity Measurement tool (IM3) IMF ESB Information Management Framework IMG ESB Information Management Group ISO/IEC ISO International Organization for Standardization / International Electrotechnical Commission
Document controls Approval This document was approved by the CIO Leadership Group on ## <Month> 2017, and applies from the date of issue (see below). APPLIES TO All Departments and Victoria Police AUTHORITY Information Management Group PERIOD 2017 – 2020 ADVISED BY Enterprise Solutions Department of Premier and Cabinet DATE 02/08/2017 DOCUMENT ID IM-GUIDE-06 REVIEW DATE 02/08/2020 VERSION 1.0 Version history Version Date Comments 0.1 30/05/2017 First draft 0.2 04/07/2017 draft incorporating IMG feedback. 1.0 02/08/2017 Approved Except for any logos, emblems, trademarks and contents attributed to other parties, the statements of direction, policies and standards of the Victorian Government’s Victorian Secretaries Board or CIO Leadership Group are licensed under the Creative Commons Attribution 4.0 International licence. To view a copy of this licence, visit .
Document control Approval This document was approved by the Information Management Group on 26/07/2017, and applies from the date of issue (see below). APPLIES TO All Departments and Victoria Police AUTHORITY Information Management Group PERIOD 2017 – 2020 ADVISED BY Enterprise Solutions Department of Premier and Cabinet ISSUE DATE 02/08/2017 DOCUMENT ID IM-GUIDE-07 REVIEW DATE 02/08/2020 VERSION 1.0 Version history Version Date Comments 0.1 30/06/2017 draft 0.9 18/07/2017 Minor changes following feedback 1.0 26/07/2017 Approved by the Information Management Group Except for any logos, emblems, trademarks and contents attributed to other parties, the statements of direction, policies and standards of the Victorian Government’s Victorian Secretaries Board or CIO Leadership Group are licensed under the Creative Commons Attribution 4.0 International licence. To view a copy of this licence, visit .
The process reference model in an information maturity environment The current IM maturity development resource has been developed as a process driven Examples of the generic information management statements from 1 to level 5 are provided in table 1 below. Changes in organisational information maturity are reflected in increasingly more complex and sophisticated attribute requirements as the organisation moves from level 1 to level 5. Level 1 – Ad hoc 2 – Repeatable 3 - Defined Level 4 - Managed Level 5 - Optimised Process performance achieved Process performance - Partially achieved Work product development - Partially achieved Process performance - Largely achieved Work product development – Largely achieved Work product management – Partially achieved Work product deployed - Partially Process performance – Largely achieved Work product development – Fully achieved Work product management – achieved Work product deployed – Largely achieved Performance management – Partially achieved Process measurement - Partially achieved Process performance – Fully achieved Work product management – achieved Performance management – Fully achieved Work product deployed - Fully achieved Process measurement – Fully Achieved Process optimisation occurring Table : Generic process driven statements across information management maturity levels Table 2 (page 11) translates generic statements outlined in table 1 above into a number of activities that would be likely to be undertaken in an organisation within the sub-domain of governance at an information management maturity of level 3 – defined. The sample statements are not intended to encompass all IM management activities that may be undertaken by an organisation in that domain.
Respondent Sex Age Degree Position/Role Years in Co. Years in BPO Company Type Back Office/Call Centre Sector Work /Tasks Market Pune 1 F 26 PGDM (Finance) Team Lead - (recent) Management) 3 4 US/India Joint Venture BO FS Administration – Quality reporting to Clients US Pune 2 M 27 PGDM (Finance) Deputy Manager (Operations Support) 2 5 US MNC BO Integrated IT & Business Services Asset Mgmt. Services US Pune 3 M 37 M.Com Financial Analyst (currently an entrepreneur) n/a 8 Worked with Indian and Global Third-party Service Providers BO FS Customer Services UK Pune 4 M 25 MBA Senior Process Associate 2.5 2.5 KPO – US Captive BO Insurance Brokerage and Risk Insurance Processing US and UK Pune 5 F 24 MCA (Masters in Computer Application) Customer Support Executive 1.5 3 US MNC CC Technical Support US Pune 6 F 29 MBA (Mktg.) Process Executive n/a 1.5 Worked for Indian Third Party Service Provider BO Telecom Business Support UK Gurgaon 1 F 26 B.Com Quality Evaluator (Floor Management) 3 3 Global Third-party Service Provider CC Telecom, Healthcare, IT Customer Services – Billing and Technical Support US Gurgaon 2 F 27 PGDBM (HR) Human Resource Business Partner (Floor Management) 3 5 Global Third-party Service Provider CC n/a HR – People support function US Gurgaon 3 M 27 Network Engineer Claims Associate 2 5 US Captive BO Medical Insurance Insurance Claims Processing US Gurgaon 4 M 26 BA Claims Associate 2 4.5 US Captive BO Medical Insurance Insurance Claims Processing US Delhi1 M 25 Diploma Software Engineer Customer Support 2 2 party Service Provider CC Retail, Technical Support Customer Services Domestic Noida 1 F 28 B.Sc Customer Support Executive n/a 3.5 Indian Service Provider & US Captive BO and CC Tech support Customer Services US Noida 2 M 28 B.Com Team Lead n/a Indian Third-party Service Provider BO and CC Telecom Customer Services UK 1 Profile of Frontline Employees Interviewed
officials who are more comfortable talking to directors than mobilizing its membership a change of direction would prove difficult. UNISON, on the other hand, encouraged a routinised trade union response that largely ignores issues of work organization and content. As its Head of Nursing framed it: ‘We are a trade union, not a professional association’ (Nursing Times: 14/5/2013). As such members’ day-to-day concerns escape its attention. It is largely interested in recruitment but not in a dialogue about the workplace and professional issues that dominate their members’ everyday lives. The recruitment and engagement of members, and the development of effective workplace organization, will come not from a split between professionalism and trade unionism as recommended by the Francis Report but rather by the integration of the two. More generally, if public sector trade unions fail to take members’ concerns about the nature of their work seriously and to have strategies to organize around them, the crisis of unionism will become ever more stark. References Bach, S. (2004) ‘Employee participation and union voice in the National Health Service’, Human Resource Management Journal, 14(2): 3-19 , E., , I., and, S. (1979) Shop Stewards in Action: The Organisation of Workplace Conflict and Accommodation, Oxford: Blackwell Bronfenbrenner, K., Hurd, R., Friedman, S., Oswald, R. and Seeber, R. (1998) Organizing to Win: New Research on Union Strategies. Ithaca, NY: ILR Press Brownlie, N. (2012) Trade union Membership 2011, Department for Business Innovation and Skills: London Bryson, Jackson and Leopold (1995) ‘The impact of self-governing trusts on trade unions and staff associations in the NHS’, Industrial Relations Journal 26 (2):120- 133 Carter, B. (2006) Union Organising and Renewal: A Response to de Turberville’, Work, Employment and Society, 20(2) June: 415-525 Carter, B. (2004) ‘State Restructuring and Union Renewal: Some evidence from Teaching’, Work, Employment and Society 18(1): 137-56
Wagner, M., & Davis, M. (2006). How are we preparing students with emotional disturbances for the transition to young adulthood? Findings from the National Longitudinal Transition Study–2. Journal of Emotional and Behavioral Disorders, 14, 86–98. Walker, H., Stiller, B., Golly, A., Kavanagh, K., Severson, H., & Feil, E. (1997). First Step to Success: Helping young children overcome antisocial behavior (an early intervention program for grades K-3). Longmont, CO: Sopris West. Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial behavior in school: practices (2nd ed.). Belmont, CA: Wadsworth.
Neptune BMC Iffley Festival of Miles 2018 Program: Iffley Festival of Miles Open Races 2.30 – 600m A 2.35 – 600m B 2.40 – Mile D 2.50 – Mile C 3.00 – Mile B 3.10 – Mile A 3.20 – 3000m A BMC Races 4.00 – Men’s Mile B 4.10 – Men’s 800m F 4.15 – Men’s 800m A 4.20 – Women’s 800m B 4.25 – Men’s 800m D 4.30 – Women’s 800m D 4.35 – Women’s 800m E 4.40 – Men’s 800m C 4.45 – Women’s 800m C 4.50 – Men’s 800m E 4.55 – Women’s 800m A 5.00 – Men’s 800m B 5.10 – Men’s A Mile 5.16 – Mixed C Mile
Health Journal Possible Entries: * Positive behaviors I currently engage in to promote healthy eating are . . * Positive behaviors I currently engage in to promote healthy sleeping are . . . * Positive behaviors I currently engage in to promote healthy exercising are . . . . * Other positive behaviors I could engage in without much effort include . . . * Other positive behaviors I could engage in that would take a lot of effort include . . . . * Negative behaviors I currently engage in that are unhealthy include . . . . * Negative behaviors I eliminate without much effort include . . . * Negative behaviors that would take a lot of effort of effort for me to eliminate include . . * Safe behaviors that I engage in that help me avoid injuries or accidents are . . . * Unsafe behaviors that I engage in that increase my risk of injury or accident are . . . * I engage in risky behaviors because . . . * Risky behaviors that I can avoid with little effort include . . . * Risky behaviors that would be very hard for me to give up include . . . * Exercises that I do at least 3 times per week are . . . * Exercises I do for 20 minutes or longer at a time are . . . * Exercise that I get while performing my daily routines or duties (e.g., by walking from place to place or climbing stairs) are . . . Personal Health Interviews Peer Alcohol-Use Interview Directions: Interview two students you know well their drinking habits and two who are merely acquaintances. Before interviewing them, make an estimate or guess about: (a) how often they drink? (b) how much they when they do drink? * Did you overestimate or underestimate the amount of drinking reported by your peers? * Do your friends drink more or less than other students you interviewed? Health Event-Planning Exercises Marketing Campaign Steps: Form 3 or 4-member and ask them to devise a television or newspaper advertisement that is designed to either: (a) increase college students’ motivation for engaging in a healthy habit or (b) decrease their motivation for engaging in an unhealthy habit. After the teams have completed their task, ask them: * Why they chose that particular habit? * What aspects or characteristics of their advertisement (form or content) do they think
improve the overall quality of our thinking. (p. 177) 7.10 Recognize the major steps in the process of brainstorming. (p. 178) 7.11 Recall three strategies for developing your higher-level thinking skills (pp. 179-181) 7.12 Recognize the meaning of the term, meta-cognition. (p. 179) 7.13 Recall three strategies for stimulating your creative thinking skills. (pp. 184-184) 7.14 Recall why higher-level thinking skills are becoming increasingly important in today’s “information age.” (p. 184-185) 7.15 Recall why higher-level thinking is an important safeguard against prejudice and discrimination. (p. 185)
10. A balanced thinker does not engage in selective perception. (a) True (b) False. [Reading objective: 7.7; Answer: (a), p. 175] 11. The step in the process of brainstorming calls for critical thinking and the final step involves creative thinking. (a) True (b) False. [Reading objective: 7.10; Answer: (b), p. 178] 12. If you’re engaged in the mental process of meta-cognition, you are: (a) thinking creatively (b) thinking multi-dimensionally (c) thinking inferentially (d) thinking about your own thinking. [Reading objective: 7.12; Answer: (d), p. 179] ---------------------------------------------------------------------------------------------------------------------
(b) Fine Arts (c) Natural Sciences (d) Social & Behavioral Sciences. (pp. 34-36) 2.6 Recognize the primary subject areas that make up each of the following divisions of the liberal arts curriculum: (a) Humanities (b) Fine Arts (c) Natural Sciences (d) Social & Behavioral Sciences. (pp. 34-36) 2.7 Recall the meaning of the following characteristics of liberal arts skills: (a) transferability (b) durability. (p. 37) 2.8 Recall three key skills provided by a liberal arts education that are highly valued by employers. (p. 39) 2.9 Recall three key elements of the self that are important dimensions of holistic development (development of the “whole person”). (pp. 40-41) 2.10 Recognize what the term, co-curriculum refers to. (p. 44) 2.11 Recall two key components or ways in which a liberal arts education broadens your perspective of the world. (p. 46) 2.12 Recall what each of the following perspectives (developed by a liberal arts education) involves or embraces: (a) cultural perspective (b) global perspective (pp. 48-49). 2.13 Recall why the authors that “a liberal arts education not only prepares you for a career; it also prepares you for life.” (p. 51)
Teaching 3 Goal Setting, Motivation, and Character Key Chapter Objectives (Intended Learning Outcomes) The primary goals of this chapter are to empower students to set meaningful long-range, and short-range goals, and to equip them with self-motivational strategies for achieving their goals. Learning Exercises & Assignments Brainstorming Characteristics of Successful People In small groups or as a whole class, have students brainstorm ideas in response to the question, “What makes people successful?” (Or, “What personal qualities characterize successful people?”) If your students completed the Activate Your Thinking Exercise at the very beginning of Chapter 3, or answered the question, “What would it take for you to feel they were successful?” (p. 64), have them flash back to their answer and compare/contrast it with their answer to the current question about what personal qualities characterize successful people. Quote Interpretations & Reactions Have your students respond with their interpretation of and level of agreement/disagreement with the following quotes: (1) “You were born to win, but to be a winner you must plan to win, prepare to win, and expect to win.” —Zig Ziglar, author, salesperson and motivational speaker (2) “Patience and tenacity of purpose are more than twice their weight in cleverness.” —Thomas Huxley, 19th-century English biologist (3) “A man’s errors are his portals of discovery.” Joyce, Irish writer and poet (4) “I think the foremost quality—there’s no success without it—is really loving what you do. If you love it, you do it well.” —Malcolm Forbes, founder of Forbes Magazine (5) “If you don’t know where you are going, you might wind up someplace else.” —Yogi Berra, hall of fame baseball player Self-Assessment of Hope-Producing Behavior
IMA UNIT MUSTER SHEET IMA PLATOON CODE: MCSB RUC: 88831 TYPE OF IDT: CERTIFIED IDT DATES # of IDT CORRECT 25 Oct 06 1 REG 26 Oct 06 2 (REG) 27 Oct 06 2 (ATP) (RESERVE COORDINATOR) (RMP) Operational Sponsor’s Signature __________________________________________________________________________________________________________ NAME GRD SSN AM 25 Oct PM 25 Oct PM AM 26 Oct PM 26 Oct PM 26 Oct AM 27 Oct PM 27 Oct PM 27 Oct TOT IDTs COMMENTS Lname, Fname Maj Xxx xx xxxx X X X X X X X X 5 5 total X – Present Date (25 Oct 06) 0800 AM- 1200 PM (26 Oct 06) 0830 AM- 1230 PM- 1630 PM (27 Oct 06) 0800 AM- 1200 PM- 1700 PM Signature of Person Mustering Personnel ___________________________________ REMINDER: Per MCO 1001R.1J IMA muster sheets must be certified Correct by the OpSponsor, or by whom the OpSponsor has designated in writing to sign, approve and verify the muster sheet. This authorization letter must be forwarded to MOBCOM where it will be maintained on file. NOTE: Only one MS per month No more than three days per MS Minimum of 4 hrs each drill