zilongwang/ReadingBank huggingface dataset:
BC Kwantlan University BIOL 1160/1260 Anatomy and Physiology I/Anatomy and Physiology II 4 Two courses combined will be counted as 3 credits ANAT and 3 Credits PHYL. Both courses must be taken in order to be considered and needs to be accompanied by a further 3 credits of advanced physiology BC Langara College BIOL 1190/1191 Health Science I - Human Anatomy and Physiology I/Health Science II - Human Anatomy and Physiology II 3 Two courses combined will be counted as 3 credits ANAT and 3 Credits PHYL. Both courses must be taken in order to be considered and needs to be accompanied by a further 3 credits of advanced physiology BC Langara College HKIN 1190/1191 Anatomy and Physiology I/Anatomy and Physiology II 3 Two courses combined will be counted as 3 credits ANAT and 3 Credits PHYL. Both courses must be taken in order to be considered and needs to be accompanied by a further 3 credits of advanced physiology BC North Island College BIOL 161 Human Anatomy and Physiology 2 3 BC Simon Fraser University KIN or BKP 325 Human Anatomy 3
ON Queen's University ANAT 100 Anatomy of the Human Body 3 ON Queen's University ANAT 101 Introductory Human Anatomy 3 ON Queen's University ANAT 315 The Human Musculoskeletal System 3 ON Queen's University ANAT 316 The Human Visceral System 3 ON Queen's University ANAT 270 3 ON University of Guelph HK 3401- Human Anatomy 3 ON University of Ottawa ANP 1105/1106/1107 Anatomy and Physiology I/Anatomy and Physiology II/Anatomy and Physiology III 3 Two courses combined will be counted as 3 credits ANAT and 3 Credits PHYL. Both courses must be taken in order to be considered and needs to be accompanied by a further 3 credits of advanced physiology ON University of Ottawa APA1313 Musculoskeletal Anatomy 3 ON University of Ottawa APA1713 Anatomie du système locomoteur 3 ON University of Toronto ANA 126Y Elementary Human Gross Anatomy 6 ON University of Toronto ANA 300Y Human Anatomy and Histology 6 ON University of Toronto ANA 400 Anatomy Dissection 3 ON University of Toronto BGY B33 H3F Human Biology: Development and Anatomy 3 Course is deemed as 1.5 credits ANAT and 1.5 credits PHYL ON University of Waterloo AHS 150 Foundations of Human Anatomy and Physiology 3 Course is deemed as 1.5 credits ANAT and 1.5 credits PHYL
Humphry Repton factfile Born on 21st April 1752 in Bury St Edmunds, Suffolk. Well-to-do family - son of a tax collector. Moved to Norwich during childhood, attended grammar school. Aged 12 years was sent to the Netherlands to learn Dutch and prepare for a commercial career. 1773 married Mary Clarke, had a much-loved family. Parents died in 1778 and he used the small legacy to move to a modest country estate at Sustead, near Aylsham in Norfolk. Moved his family to a small cottage near Romford, Essex. After unsuccessful times in various employments including the textile trade and as a private secretary, in 1788 he set himself up as a landscape gardener (a job title which he invented). He approached his social contacts to ask for work improving their estates. His first two landscape jobs were for Jeremiah Ives, textile merchant and mayor of , and for Thomas Coke of in Norfolk. Repton wanted to fill the gap left by the death of in 1783. He initially championed Brown’s landscape style but later adopted the ideas of the movement. His work therefore links the landscape design of the eighteenth century and the gardenesque movement of the early Victorian years. His work reintroduced terraces, gravel walks and flower beds into the area around the house, to provide a foreground for views of the landscape. Repton also designed separate flower gardens, with more elaborate ornamental or themed planting, a style which became popular in the nineteenth century. Designed around 400 hundred English landscapes and gardens, becoming known as a worthy successor to . Repton only did the design and left the client to implement the work. As a result, many of his designs were never realised, and he never became wealthy. Commissions included the picturesque landscape at Bristol’s , Dyrham Park in Gloucestershire, in Devon, London’s , in Warwickshire, in Cheshire, Uppark House in Sussex, in Fife and the themed gardens at , Bedfordshire.
Please enter 12 months, 1 year, the expected duration. About the Candidate Skills Required Ability to learn quickly and make relationships with children, families and colleagues. A passion for childcare and education is a must. Qualifications required Basic English, Maths and ICT skills would be an advantage upon application but do not be put off if these skills are not there yet. Personal qualities Polite, Caring, Willingness to learn and give 110% each and every day. Additional Detail Important Other Information Useful information regarding the role, anything you feel must be stated in more detail for example pay scale – pay increase – CRB check required. A DBS will be required before commencement alongside two satisfactory references. We provide all staff with a uniform. Reality Check Useful if you want to stipulate details about the day to day role- for example. Role requires a lot of lifting, standing all day – working outside in all weathers. Humpties staff work extremely hard and we expect you to quickly become part of our family delivering ‘Outstanding’ childcare and early education. Our children explore the outdoor areas all year round and one of our mantras is “There is no such thing as bad weather, just poor clothing choices.” Supplementary Application Form Questions Two Vacancy Specific Questions: You can include 2 questions to assist with the short listing/sifting of applicants. For example. (Question 1) Why do you want to work in Customer Services, please provide details? Question One: Why do you want to begin a career in childcare? Question Two: Why is Humpty Dumpty Day Nurseries the right place for you to train and work? Key Dates (do not leave these boxes blank): Closing date June 30th 2016 Interview start date July 4th 2016 Possible start date August 1st 2016
3. Draw a picture of the object your teacher gives you. Label your picture to describe the object. Teacher: Give the student a simple object, such as a pipe cleaner or a piece of fabric. Encourage multiple labels. 4. Circle the picture that shows wind. 5. Circle the picture that shows an engineer.
2. Gunnery Sergeant Dogg has been attached to this unit in a PTAD status since 18 August 1998. During this period he has made every possible attempt to alleviate his hardship. This command feels that his situation is long term in nature and we recommend that he be considered for a hardship discharge. M. M. BLOOD UNITED STATES MARINE CORPS COMPANY Z 9TH BATTALION, 99TH MARINES 4TH MARINE DIVISION, FMF, USMC WINDY 1700 Admin 31Aug98 From: Gunnery Sergeant Devil D. Dogg EDPI/0369 USMC To: Commandant of the Marine Corps (MMEA-86), Headquarters, U.S. Marine Corps, 2 Navy Annex, Washington, D.C. 20380-1775 Via: (1) Inspector-Instructor, Company Z, 9th Battalion, 99th Marines, 4th Marine Division, Windy City, IL Subj: REQUEST FOR HUMANITARIAN TRANSFER Ref: (a) MCO P1000.6F (b) Naval Message 180900Z Aug 98 Encl: (1) Statement from Q.U. Ackerly, M.D., Windy City Medical Center dtd 28 August 1998 (2) Statement from Juan A. Dogg (Brother) 1. Per reference (a), it is requested that I be granted a humanitarian transfer to (MCC ZB3. 2. My Mother and Father were both involved in a serious car accident on 24 July 1998 that has taken the life of my Father and left my mother in serious condition. She required brain surgery in which a small portion of her brain had to be removed in order save her life. As a result of this procedure, she has lost the ability to control many of her bodily functions and will require 24 hour a day care.
Plan a viable and safe response and ensure a conflict sensitive approach to DFID interventions. Humanitarian and disaster risk management theory and architecture Humanitarian advisers have a strong understanding of: The organisation and structure of the international humanitarian system, and the roles and mandates of key UN organisations, INGOs and of the Red Cross movement and the architecture that exists to coordinate humanitarian action The roles, responsibilities and capacities of national governments and national NGOs/ CSOs, diaspora and private sector in preparing for, and responding to crises, and how to engage with relevant actors when designing and managing DFID preparedness, response or resilience activity; The potential relevance of development programmes (e.g. safety nets and social protection; livelihoods; health, education etc.) and actors (internally and externally, such as MDBs/IFIs) in preparing and responding to crises The financing of humanitarian action and crises response, including the principles of Good Humanitarian Donorship, and the different financing instruments that are used to deliver response and broader resilience objectives (e.g. pooled funds, risk financing etc); The policy framework that governs the UK’s humanitarian work, including DFID humanitarian operational and policy objectives; and UK policies with regard to working in fragile and conflict affected states and Leave No One Behind The framework that governs civil-military partnerships in emergencies. Influence the overall crises response to ensure it is bespoke to the context and in order to maximise the combined effectiveness of the entire humanitarian ecosystem and not just the international response system Advise on a balanced and appropriate approach to DFID’s policy and programming decisions ex-ante and ex-poste using whatever mix of instruments is needed to achieve desired humanitarian outcomes; Contribute to the overall effectiveness of HMG’s response to crises, drawing on all available assets – humanitarian, development assistance, diplomatic, military or other Government Depts. Promote effective and use of military assets in humanitarian operations International humanitarian law and humanitarian principles Humanitarian advisers understand: The key legal frameworks that govern humanitarian action, with a particular focus on international humanitarian and refugee law; (including UK obligations) How to apply humanitarian principles in complex operations; The political framework that operates in relation to humanitarian issues, including the role of the UN Security Council and Support the development of the international legal and policy frameworks to support the protection of those affected by conflict and natural disasters; Inform the positioning of HMG’s humanitarian work in relation to other military and diplomatic responses to crises;
Sample assessment outline Human Biology – ATAR Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task Science inquiry 20% 3% Semester 1 Week 3 Task 1: Practical – Enzyme function 3.5% Semester 1 Week 4 Due Week 8 Task 3: Investigation – Cardiovascular health in teenagers 3.5% Semester 1 Week 10 Task 6: Practical – Effect of digestive enzymes on food 5% Semester 2 Week 1 Task 11: Practical – Extraction of DNA from strawberries 5% Semester 2 Week 6 Task 14: Practical – Ugly Bugs: Modelling crossing over, non-disjunction, random assortment and gene linkage Extended response 15% 3.5% Semester 1 Week 9 Task 5: Extended response – Cardiovascular diseases and treatments 4% Semester 1 Week 14 Task 8: Extended response – Osteoporosis and osteoarthritis research assignment 3.5% Semester 2 Week 4 Task 12: Extended response – Gene expression 4% Semester 2 Week 11 Task 16: Extended response – Reproductive technologies research assignment Test 25% 3% Semester 1 Week 3 Task 2: Test – Metabolism and enzymes 3.5% Semester 1 Week 8 Task 4: Test – Respiratory and circulatory systems 3% Semester 1 Week 13 Task 7: Test – Digestive and excretory systems 3% Semester 1 Week 15 Task 9: Test – Musculoskeletal system 4% Semester 2 Week 4 Task 13: Test – DNA and protein synthesis
Sample course outline Human Biology – ATAR Year 11 Unit 1 – The functioning human body Week Key teaching points 1–2 Cells and tissues Science inquiry skills: investigation/experimental techniques Cells Cell membrane Factors affecting exchange across cell membranes Tissues 3–5 Metabolism Metabolism Cellular respiration Enzyme function Task 1: Practical – Enzyme function Task 2: Test – Metabolism and enzymes Task 3: Investigation – Cardiovascular health in teenagers (handed out) 6 Respiratory system Structure of respiratory system Function of components of respiratory system 7–8 Circulatory system Structure and function of the circulatory system Science Inquiry skills: heart dissection Components of blood Functions of the lymphatic system Task 3: Investigation – Cardiovascular health in teenagers (due in) Task 4: Test – Respiratory and circulatory systems 9–10 Digestive system Structure and function of the digestive system Mechanical and chemical digestion Absorption of nutrients Elimination of wastes Task 5: Extended response – Cardiovascular diseases and treatments Task 6: Practical – Effect of digestive enzymes on food 11–12 Excretory system Structure and function of the excretory system Skin, kidneys, liver and lungs Deamination of amino acids The three basic processes of the nephron 13–14 Musculoskeletal system Structure and function of the musculoskeletal system Sliding filament theory Action of paired muscles Function of skeleton Joints Task 7: Test – Digestive and excretory systems Task 8: Extended response – Osteoporosis and osteoarthritis research assignment 15 Revision Task 9: Test – Musculoskeletal system 16 Task 10: Semester 1 examination Unit 2 – Reproduction and inheritance
Week Key teaching points 1–4 DNA DNA – structure, properties and function DNA replication, protein synthesis Stem cells and epigenetics Task 11: Practical – Extraction of DNA from strawberries Task 12: Extended response – Gene expression Task 13: Test – DNA and protein synthesis 5–7 Cell reproduction Mitosis Meiosis Crossing over, non-disjunction, random assortment and variation due to these processes Difference between mitosis and meiosis Tumours/cancer Task 14: Practical – Ugly bugs: Modelling crossing over, non-disjunction, random assortment and gene linkage Task 15: Test – Mitosis and meiosis 8–10 Human reproduction Structure and function of reproductive system Menstrual and ovarian cycles Spermatogenesis and oogenesis Conception through to development of embryo Stages of labour and birth Task 16: Extended response – Reproductive technologies research assignment 11 Contraceptive methods STI’s Assisted reproductive technologies Genetic screening 12–14 Types of inheritance Genotypes and phenotypes Punnett squares Dominance, co-dominance, autosomal and sex linked traits Pedigree charts DNA profiling Task 17: Test – Reproduction and inheritance 15 Revision 16 Task 18: Semester 2 examination
Sample assessment outline Human Biology – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Science inquiry 10% 1.5% Semester 1 Week 5 Task 2: Science inquiry (practical) – Receptors, reactions and reflex arcs 2.5% Semester 1 Week 8 Task 4: Science inquiry (investigation) – Temperature regulation mechanisms of the human body 1% Semester 1 Week 4 Task 10: Science inquiry (practical) – Chance changes in gene pools and the founder effect 2.5% Semester 2 Week 9 Task 12: Science inquiry (practical) – Biotechnology techniques (PCR and gel electrophoresis) 2.5% Semester 2 Week 11 Task 13: Science inquiry (practical) – Fossil dating techniques (second-hand data) Extended response 15% 4% Semester 1 Week 2 Task 1: Extended response – Treatment of endocrine dysfunction 3.5% Semester 1 Week 12 Task 6: Extended response – The role of vaccines in developing ‘herd immunity’ 7.5% Semester 2 Week 2 Task 9: Extended response – Further evidence for evolution: comparative biochemistry, comparative genomics and bioinformatics Test 25% 5% Semester 1 Week 6 Task 3: Test – Endocrine and nervous systems 4% Semester 1 Week 10 Task 5: Test – Homeostasis 4% Semester 1 Week 14 Task 7: Test – Response to infection 6% Semester 2 Week 7 Task 11: Test – Mutations and gene pools 6% Semester 2 Week 14 Task 14: Test – Evidence for evolution and hominid evolutionary trends Assessment type Assessment type Assessment task When Assessment task
12–13 non-specific immune response antiviral and antibiotic drugs passive immunity and active immunity cell-mediated immunity and antibody-mediated immunity social, economic and cultural influences on immunisation programs Task 6: Extended response – The role of vaccines in developing ‘herd immunity’ 14 Revision Task 7: Test – Response to infection 15 Task 8: Examination – Semester 1 Semester 2 – Human variation and evolution Week Key teaching points 1–2 Mutations gene and chromosomal mutations genotypes, phenotypes and variation due to environment advantageous and disadvantageous mutations and survival Task 9: Extended response – Further evidence for evolution: comparative biochemistry, comparative genomics and bioinformatics 3–4 Gene pools gene pools and populations changes to gene pools due to mutations selection pressures random genetic drift and founder effect barriers to gene flow Task 10: Science inquiry (practical) – Chance changes in gene pools and the founder effect 5–7 gene pools and genetic disorders Tay-Sachs disease thalassemia sickle-cell anaemia Task 11: Test – Mutations and gene pools 8 natural selection mechanisms underpinning evolution by natural selection 9 Evidence for evolution biotechnological techniques used to provide evidence: polymerase chain reaction (PCR) restriction and ligase (bacterial) enzymes gel electrophoresis Task 12: Science inquiry (practical) – Biotechnology techniques (PCR and gel electrophoresis) 10 biotechnological techniques used to provide evidence: DNA sequencing/genome sequencing comparative genomics, biochemistry and bioinformatics phylogenetic trees to show evolutionary relationships between groups 11 fossil formation problems and limitations of the fossil record application and limitations of relative dating techniques; stratigraphy and index fossils absolute dating techniques; radio-carbon and potassium-argon Task 13: Science inquiry (practical) – Fossil dating techniques (second-hand data)
Sample assessment outline Human Biology – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When/due date/start and submission date Assessment task Science Inquiry 40% 6% Semester 1 Week 2 Task 1: Practical – Aerobic and anaerobic respiration 7% Semester 1 Week 5 Task 2: Investigation – Effect of exercise on breathing rate and pulse rate 7% Semester 1 Week 8 Task 3: Practical – Heart dissection 10% Semester 2 Week 2 Task 7: Practical – DNA extraction 10% Semester 2 Week 9 Task 9: Practical – Rat dissection (real/virtual) Extended Response 20% 10% Semester 1 Week 13 Task 5: Research assignment – Digestive disorders 3% Semester 2 Week 11 Task 10: Research assignment – Alcohol and smoking during pregnancy 7% Semester 2 Week 14 Task 12: In-class assessment – Reproductive technology Test 40% 10% Semester 1 Week 10 Task 4: Test – Characteristics of life, respiratory and circulatory systems 10% Semester 1 Week 16 Task 6: Test – Digestive and urinary systems 6% Semester 2 Week 7 Task 8: Test – DNA, cells and reproductive system 7% Semester 2 Week 12 Task 11: Test – Pregnancy and birth 7% Semester 2 Week 16 Task 13: Test – Reproductive technologies and STIs Total 100% 100%
NHS Pensions – Overseas mandate form Pension Reference: Application for payment of pension in HUF currency by direct deposit to: Hungary Part 1 - Personal details – please complete in full Forename: Family name: Address: Contact telephone number: Part 2 – Overseas bank details – please complete in full Full name of bank or financial institution: Full address of bank or financial institution: Full name of the beneficiary account holder (as quoted on the account) - up to 35 alphabetic characters including spaces Bank Identification Code (Swift BIC) (full 11 character BIC required - if 8 characters last 3 = XXX ) International Bank Account Number (IBAN) (28 continuous alpha/numeric characters) H U Account type (0 = cheque/current, 1 = savings) Part 3 – Please sign below: Signed: Date: How we use your information The NHS Business Services Authority – NHS Pensions will use the information provided for administering your NHS Pension Scheme membership and processing payment of your NHS pension benefits. We may share your information to administer and pay your NHS pension, enable us to prevent and detect fraud and mistakes, for debt collection purposes, or as required by law. For more information about who we share your information with and how long we keep your personal data and your rights, please visit our website at
Sample course outline Human Biology – General Year 11 Unit 1 – Healthy body Week Key teaching points 1–3 Science inquiry skills Investigation/experimental techniques Characteristics of life Life processes Cell theory Cell membrane Structure and function of cell components – nucleus, mitochondria, ribosomes, lysosomes and cytoplasm Aerobic and anaerobic respiration Task 1: Practical – Aerobic and anaerobic respiration 4–6 Body organisation Hierarchical structural organisation – cells, tissues, organs, systems Respiratory system Structure and function of the respiratory system Characteristics for efficient gas exchange Mechanics of breathing Diseases of the respiratory system Task 2: Investigation – Effect of exercise on breathing rate and pulse rate 7–10 Circulatory system Structure and function of the circulatory system Structure of the heart Science inquiry skills: heart dissection Components of blood and their function Diseases of the circulatory system Task 3: Practical – Heart dissection Task 4: Test – Characteristics of life, respiratory and circulatory systems 11–13 Digestive system Structure and function of the digestive system Mechanical and chemical digestion Elimination of wastes Diseases of the digestive system Task 5: Research assignment – Digestive disorders 14 Nutrition and diet Healthy diet Malnutrition Nutrient groups and their uses in the body Food testing 15–16 Urinary system Structure and function of the urinary system Water balance Dysfunctions of the kidneys and diseases of the urinary system Task 6: Test – Digestive and urinary systems
Sample assessment outline Human Biology – General Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Science inquiry 30% 6% Semester 1 Week 6 Task 2: Science inquiry (practical) – Chicken wing dissection 7% Semester1 Week 10 Task 4: Science inquiry (investigation) – Reaction times 7% Semester 2 Week 3–4 Task 8: Science inquiry (investigation) – Does the environment affect the growth of micro-organisms? 10% Semester 2 Week 2 Task 7: Science inquiry (practical) – Monocular and stereoscopic microscope use Extended response 20% 10% Semester 1 Week 4 Task 1: Extended response (research and validation) – Conditions relating to sporting injuries or damage to the nervous system 10% Semester 2 Week 13 Task 10: Extended response (research and validation) – The local, regional and global response to Ebola Test 35% 9% Semester 1 Week 7 Task 3: Test – Muscular and skeletal systems 8.5% Semester 1 Week 15 Task 6: Test – Nervous and endocrine systems 9% Semester 2 Week 8 Task 9: Test – Infectious disease 8.5% Semester 2 Week 15 Task 11: Test – Vaccines, immunology and community and global health Externally set task 15% 15% Semester 1 Week 13 Task 5: A task set by the SCSA based on the following content from Unit 3 – <teacher to insert information provided by the Authority> Total 100% 100%
Subtotal /1 cerebellum maintenance of posture and movement receives information from sensory systems, and spinal cord and then regulates motor movement maintenance of smooth muscular movements 1 Subtotal /1 spinal cord conducts sensory information to the brain conducts messages from the brain to effectors such as muscles and glands takes part in the reflex arc 1 Subtotal /1 brain stem regulation of heart rate regulation of blood pressure regulation of breathing rate regulation of the sleep cycle regulation of hunger regulation of thirst reflexes such as coughing, swallowing and vomiting 1 Subtotal /1 Final total /4
EVC 823: Lignum Swampy Woodland M1B 534362 6223775 M1C 534547 6223866 M2B 530907 6222883 M2C 530839 6222775 W1B 572168 6224497 W1C 572476 6224447 W2B 570684 6225221 W2C 570349 6225032
LGBT workers, combined with the initiatives taken by at least some of the global unions, represents a significant development in the worldwide fight for equality and dignity in the labour force. Activists: take note! TABLE 1: GLOBAL UNION CONFEDERATIONS (2013) GLOBAL UNION WORKER/SECTOR BWI: Building and Woodworkers International Building trades EI: Education International Education workers IAEA Artists and Actors IFJ: International Federation of Journalists Journalists IndustriALL (merger in late 2012 of: International Metalworkers’ Federation (IMF), International Federation of Chemical, Energy, Mine and General Workers’ Unions (ICEM) and International Textiles Garment and Leather Workers’ Federation (ITGLWF). Mining, Energy, Manufacturing (including auto) ITF: International Transport Workers’ Federation Transportation IUF: International Union of Food, Agricultural, Hotel, Restaurant, Catering, Food, Agriculture
POSITION DESCRIPTION Position Title: Disability Support Worker Department: Operations Immediate Manager: Team Leader Manager One Removed: Operational Manager The Organisation OAK Tasmania (trading as OAK Possability) is a state-wide Tasmanian non-profit organisation, providing a range of quality individual and flexible support options, supported accommodation, employment and training, respite and intensive support for people with disability and children and young people with a history of adversity. OAK Tasmania (trading as OAK Possability) has a vision for a world where everyone has the opportunity to pursue their potential. We are catalysts for change in the broader community and in the lives of the people we serve. We believe that freedom and independence are fundamental human rights. Through our actions and conversations we are champions for inclusion. OAK Tasmania (trading as OAK Possability) is committed to providing a quality service designed to be responsive and flexible to individual needs. We do this by removing barriers, increasing options, developing skills and lobbying for change to enable people to achieve their personal goals and achieve their vision of a good life. Position Purpose To provide clients with high quality support and care that addresses individual needs, and enhances independence, abilities, community participation and/or quality of life in support of the client’s individual goals and aspirations. Operating Context At this level a Support Worker provides direct care assistance for OAK Possability clients and their families. Within the defined limits of this role and for a defined period of time a Support Worker at this level, may be required to provide limited guidance to a limited number of employees of a lower classification (including work allocation) as part of the delivery of support services. Within the defined limits of this role and for a defined period of time, a Support Worker at this level may also be required to provide limited guidance to a new employee being inducted into the workplace who may be of the same or lower classification level. Autonomy This position reports to the immediate supervisor of the relevant program in which the Support Worker is working. The performance of this position is subject to guidance on a day by day basis from the immediate supervisor.
Teacher (Science) Reading and Social Skills Instruction Special Education 45 minutes 1 time Daily Special Education Teacher Separate Class (Social Studies) for Reading and Social Skills Instruction Related Services Type of Service Anticipated Frequency and Duration of Service Service Provider (by Position) Location (e.g., Regular Resource Room, Separate Class) Service Minutes (Per Service Service (Number of times provided per Service Period) Service Period (Daily, Weekly, Monthly, Date End Physical Therapy 30 minutes 6 Yearly Physical Therapist Separate Class Occupational Therapy 30 minutes 2 Monthly Therapist Separate Class Therapy 30 minutes 2 weekly Speech Therapist Separate Class Special Transportation 20 minutes 2 Daily Bus Driver Extended School Year Are extended school year services required for this student? Yes No More data needed If the ARC determines ESY services are to be provided, describe the service and indicate to which annual goal or goals the service is related. If the ARC determines no ESY services are to be provided, please document the reason(s) for this decision. Analysis of IEP progress data and classroom performance show that Hunter requires
INQUEST INTO THE DEATH OF KUNMANARA HUNT FINDING OF THE STATE CORONER TABLE OF CONTENTS Executive Summary i 1. Introduction 2. Background 2.9 Health records 3 3. Events of 27 January 2001 4. Cause of death 4.5 Cause of death - summary and conclusions 7 5. Similarities between the three cases 5.12 Similarities between the three cases - summary and conclusions 9 6. Background - The extent of the problem 6.23 Domestic violence 16 6.28 Background - summary and conclusions 18 7. Socio-economic factors 7.9 Socio-economic factors - summary and conclusions 20 8. Anangu attitudes to petrol sniffing 8.9 Anangu attitudes to petrol sniffing - summary and conclusions 23 9. Government responses 9.3 South Australia 24 9.18 Commonwealth 28 9.29 Comments on Government responses 30 9.48 Government responses - summary and conclusions 35 10. Intervention strategies 10.5 Primary interventions - youth workers 38 10.14 Secondary interventions - policing 40 10.15 Secondary interventions - neuropsychological testing 40 10.17 Secondary interventions - Outstations/Homelands 41 10.33 Secondary interventions - Mt Theo 44 10.44 Secondary interventions - Avgas 47 10.48 Secondary interventions - legal sanctions 47 10.60 Secondary interventions - night patrols 50 10.65 Secondary interventions - FAYS 51
TABLE OF CONTENTS (cont) 10. Intervention strategies (cont) 10.74 Secondary interventions - crime 52 10.78 Tertiary interventions - secure care 53 10.86 Tertiary interventions - disability services 54 10.93 Intervention strategies - multi-faceted approach 55 10.97 Intervention strategies - recruitment 56 10.103 Intervention strategies - summary and conclusions 57 11. Policing on the Anangu Pitjantjatjara Lands 11.3 Attitudes to police 59 11.14 The Community Constable Scheme 61 11.25 Review of the Community Constable Scheme 63 11.40 Police approach to petrol sniffing 66 11.45 Operation Pitulu Wantima 67 11.55 General observations 70 11.59 Policing on the Anangu Pitjantjatjara Lands - summary and conclusions 71 12. Royal Commission into Aboriginal Deaths in Custody 13. Recommendations Bibliography I
Head Teacher ……G. Campbell HGIOS 4 and HGIOELC are used as the frameworks to inform the content of SIPs Yes Pupil and parental strategic involvement For session 2017-18 , please describe below how children and young people will be involved in decisions relating to the operation of the school/centre For session 2017-18 , please describe below how parents will be involved in decisions relating to the operation of the school/centre Through weekly Thinking Tuesday sessions, consulting pupils within each P1-P7 home circle Questionnaires to pupils Pupil council/Eco Committee activities Through Parent council meetings Newsletters Questionnaires /surveys Parent Open days Participation in school activities
Participation in ‘Farm to Fork’ project – ECC-P7 Development of rotational Afterschool club ‘Hurlfood club’ involving pupils, learning about food hygiene, the journey of food, how to make simple snacks and dishes, following recipes, and creating their own recipes. Development of links with wider community to support our development of ‘Food education’ Pupil involvement in a range of competitions/ mini enterprise projects All classes/ Pamela White, Tesco PT, pupils, Parents/carers SMT/staff Pupils/ Parents/carers/ Staff Terms 3/4 17-18 Improvement Priority 4 To enhance pupils’ learners experiences, by implementing a range of ‘Making Thinking Visible’ strategies within P1-P7 classes, in order to enhance pupil’s understanding and confidence in talking about their learning. Rationale for improvement priority based on evidence This was started in session 16-17, further develop throughout the school. NIF Priorities NIF Driver Teacher professionalism HGIOS/ HGIOSELCC QI’s for (see appendix) What actions are required to reach the desired outcome? Who When Increased staff/pupil familiarisation and consistent use of range of MTV strategies from P1-P7, to enhance learning and teaching Share strategies with Parents/carers to raise awareness of ‘Making Thinking Visible’ approach. All staff ( leads- Miss Frew, Mrs Cuthbertson, Mrs Carey) 17-18 evaluation
evacuate they're in an alternative setting so those quarterly reviews will be waived and you'll need to make sure that you document that in your notes the coach is gonna have to provide a written statement as to why that didn't occur as soon as you have that person help that person in moving into a new setting you'll want to get with a support coordinator and start back your quarterly reviews because obviously a person moving in a new setting you'd want to have a visit the support coordinator has to do a health and safety visits for the home for the services of personal support respite nursing residential habilitation the different life skills 1 2 & 3 behavior analysis behavior assistance and supported living there will be approval of retroactive service authorizations for the month of October when a waiver provider or an alternative waiver provider rendered services beyond their authorization again specifically talking about supported living coaching I know from talking to me of you you typically have a finite number of hours that are approved in the persons cost plan for supported living coaching many of you have had to go
identify several individuals who exhibited exceptional performance during this event: Curtis Wallace David Donnelly John Sawyer, Heath Lloyd and the entire Public Works Department Chief Lumpkin and the SCMPD Fire Rescue Marty Johnston Officer Billy Gray, Veleeta McDonald the Civic Center staff Damien Hoffman, Cam Mathis, Damien Hoffman, Harry Campbell, Jim McNew and Cinthia Hamilton
Hunter Primary GATS Camp 2016 School Nomination & Preference Form English/Drama – Maths – Art – Biology – Chemistry – Physics – Game Design Challenge (Technology) 1. Please copy the required number of forms for your school. 2. Circle the elective chosen on each individual form. 3. Do not nominate other electives on this form. 4. Return to The Junction Public School no later than 13th May, 2016. To: School The Junction Public School Contact Names Laura Chaffey & Brenda Brown Fax 02 4963 3501 Email brenda.briggs@det.nsw.edu.au or laura.chaffey@det.nsw.edu.au From: School Contact Names Fax Email Please list students in order of priority for placement. Comments can be critical in the selection process. Please give specific details to enable us to differentiate between students. Please rank in order of ability. Student Name Yr Sex ATSI BG-Low soc-ec ICAS or other test results 1 6 M / F Yes / No Yes / No Comment (include reasons for school selection / GATS Selection or Experience) 2 6 M / F Yes / No Yes / No Comment (include reasons for school selection / GATS Selection or Experience) 3 6 M / F Yes / No Yes / No Comment (include reasons for school selection / GATS Selection or Experience) ** Nominations must be received by Friday 20th May 2016
Hurricane Katrina Date Time Location Wind speed in MPH 8/23 P.M 24*N 72*W 36 8/24 A.M P.M 26*N 74*W 26.5*N 76*W 39 44 8/25 A.M P.M 26.5*N 79*W 25*N 80.5*W 62 68 8/26 A.M P.M 25*N 82*W 24*N 85*W 71 84 8/27 A.M P.M 24*N 86*W 25*N 87*W 96 112 8/28 A.M P.M 26*N 89*W 27*N 90*W 149 177 8/29 A.M P.M 29*N 90*W 31*N 89.5*W 154 124 8/30 A.M P.M 32*N 89*W 34*N 87*W 112 91 8/31 A.M P.M 36*N 86*W 37*N 85*W 55 46 9/1 A.M P.M 39*N 84*W 40*N 83*W 37 30
Hurricane Igor 9/12 P.M 20*N 48*W 101 9/14 A.M P.M 22*N 51*W 24*N 54*W 122 121 9/16 A.M P.M 26*N 60*W 27*N 62*W 139 147 9/18 A.M P.M 30*N 66*W 31*N 68*W 121 120 9/20 A.M P.M 35*N 71*W 36*N 70*W 88 79 9/22 A.M P.M 39*N 68*W 40*N 66*W 46 41 9/23 A.M. P.M. 41*N 65*W 42*N 63*W 37 31 9/24 A.M. 42*N 62*W 24
Independent Work Hurricanes You are a newspaper reporter sent to cover a hurricane about to strike the east coast of the country. Your editor wants you to describe all the events that you witness as the storm reaches the coast and begins to come ashore. Be sure to include detailed descriptions for your readers. Remember, a good reporter covers who, what, when, where, why and how. LAYOUT 2 points Must be TYPED, 12 font and include HEADLINE and BYLINE. Must look like an actual newspaper article. LEAD 3 points The lead is the first sentence in the article, and it gives the most important information to “hook” the reader’s attention. BODY 10 points The body is the main part of the article, and it contains the five W’s Who? What? Where? When? Why? Write three or four important details about the story. The article must be full of facts and unbiased. Independent Work Hurricanes You are a newspaper reporter sent to cover a hurricane about to strike the east coast of the country. Your editor wants you to describe all the events that you witness as the storm reaches the coast and begins to come ashore. Be sure to include detailed descriptions for your readers. Remember, a good reporter covers who, what, when, where, why and how. LAYOUT 2 points Must be TYPED, 12 font and include HEADLINE and BYLINE. Must look like an actual newspaper article. LEAD 3 points The lead is the first sentence in the article, and it gives the most important information to “hook” the reader’s attention. BODY 10 points The body is the main part of the article, and it contains the five W’s Who? What? Where? When? Why? Write three or four important details about the story. The article must be full of facts and unbiased.
JHS Hurricane Relief Project Spring 2018 February 2018 Sun Mon Tue Wed Thu Fri Sat 1A – Puerto Rico 1B – Texas 4A – Florida 1 Hurricane Relief Project Begins 2 3 4 5 6 7 EVENT: Speaker Series, 7:00pm (Cafeteria) 8 9 10 11 12 Research Proposal Due 13 Research Proposal Due 14 15 16 EVENT: Mr. Jordan Concessions; 5 Letters/1st Social Media Share Due 17 18 19 Poster Due AND Announce in one other class 20 Poster Due AND Announce in one other class 21 22 23 Hang sign on teacher’s door by this date 24 25 26 27 28 ◄ February March 2018 Sun Mon Tue Wed Thu Fri Sat 1 2 2nd Share on Social Media Due 3 4 5 6 7 EVENT: Speaker Series, 7:00pm (Front Lobby) 8 9 10 11 12 13 14 15 16 3rd Share on Social Media Due 17 EVENT: Car Wash,
65. The accounting staff at NSR Corporation have compiled a list of risks the company needs to address for its information technology; they plan to prepare a report recommending internal controls that address each risk. They have located the five sources of information listed below, but want to use no more than three in their report. Use the UMUC criteria to explain which sources they should use. a. A software documentation manual for the general ledger system used at NSR Corporation. The manual contains a section on troubleshooting the software, which briefly discusses common risks and problems associated with its installation. The manual’s title page lists the software company as its author. b. A web site, first published in 2009 and last updated in 2011, for a information technology consulting firm. The web site lists and discusses twenty common internal controls for information technology based on the firm’s past clients. c. An article published in Information Security, a practitioner journal. The article, published in 2008, was co-authored by a university professor and the chief information officer of a Fortune 100 corporation. It analyzes five common internal controls for information technology, including a description of each control, the costs of implementing it and the benefits of implementing it. d. The American Institute of CPAs list of “top ten technologies” for 2011, published on the AICPA web site. The list was developed via a survey of practicing CPAs throughout the United States; it includes several items related to information technology control, and also provides suggestions about where to find additional information. e. The third edition of a management information systems textbook. It was published in 1999 and includes two chapters on information technology security. The textbook was written by a team of three authors: one information systems auditor with three years’ experience, and two university professors with advanced degrees but little experience.
Course Prefix and Number: HUS 3105 Semester Credit Hours (Credit): 3 Contact Hours (Workforce): Course Title: Introduction to Human Services SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship X Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of Inquiry X Writing X Listening X Information Literacy X Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Students will be able to develop skills to implement intervention strategies Course Discussions or quizzes or tests or research projects or presentations Students will be able to describe and discuss the history of the Human Services Profession Course Discussions or quizzes or tests or research projects or presentations Students will be able describe and discuss ethical standards in Human Services Course Discussions or quizzes or tests or research projects or presentations Students will be able to identify and discuss vulnerable populations and the service settings for assisting those populations Course Discussions or quizzes or tests or research projects or presentations Students will be able to identify and discuss vulnerable populations and the service settings for assisting those populations Course Discussions or quizzes or tests or research projects or presentations SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME METHOD OF ASSESSMENT
(General Education, Course or Program) Students will be able to describe, discuss and analyze professional competencies, including requirements for certifications and licensure Course Discussions or quizzes or tests or research projects or presentations SECTION 7 Faculty name(s): Rebecca Ford Date: August 2017 CS20150615
PSAV/Clock Hour/Workforce Development Education Apprenticeship X Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of Inquiry X Writing X Listening Information Literacy X Ethical Judgement Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Student will be able to describe major family systems theories. Course Discussions or quizzes or tests or research projects or presentations Student will be able to describe and explain interventions and techniques used with various family systems theories. Course Discussions or quizzes or tests or research projects or presentations Student will be able to demonstrate effective application of family systems techniques. Course Discussions or quizzes or tests or research projects or presentations Student will be able to complete a family genogram/diagram. Course Discussions or quizzes or tests or research projects or presentations Student will be able to identify and assess various interventions for specific family issues. Course Discussions or quizzes or tests or research projects or presentations SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Student will be able to conduct a family interview. Course Discussions or quizzes or tests or research projects or presentations Student will be able to discuss the importance of understanding one’s self in the application of family system’s approaches to family therapy. Course Discussions or quizzes or tests or research projects or presentations SECTION 7 Faculty name(s): Rebecca Ford Date: August 2017 CS20150615