zilongwang/ReadingBank huggingface dataset:
of cultural product which reflect the social reality of capitalism to promote consumption and support consumerism. However, consumption and consumerism are only the “legitimate” values, dominant discourse, and monologue of the ruling order. It is the “truth” of capitalism in which the majority of people in society (working class) is constantly under exploitation. Such social reality or truth of capitalism is deepened in the advertisements, so media activists produce Adbusters to counteract the overwhelming influence of advertisements. In advertisements, are many persuasive strategies used to persuade audience to consume the goods or services promoted. Actually, underneath their persuasion, many cultural codes have set to conceal the truth of consumption – economic freedom exchanged by money and all values are associated with money under “commodification”. The abstract value of a commodity is only an illusion for producers to maximize profit, in which they use the media publicity (advertisements) as a tactic to “deceive” the consumers for the sake of their economic benefit. The commodity bought by the consumers may not be useful to them, because it is just to satisfy their desires constructed by producers. It is the “rule of game” in a consumer society under capitalism, in which advertisements play an important role to encourage the “legitimacy” of such rule. Furthermore, since capitalism is practised by most countries nowadays, it has become a globalized economic system in the contemporary world. Being a cultural product made by mass media in capitalist society, advertisements are worldwide media production. Facing such unfavourable economic phenomenon in the world, Adbusters have appeared to “change” it with artistic effort. According to the official website of Adbusters Media Foundation, it states that “We are a global network of culture jammers and creatives working to change the way information flows, the way corporations wield power, and the way meaning is produced in our society.” We can see that “change the way” is the objective of Adbusters, to challenge the economic status quo of the world, in which transnational corporations promote the global economic development under capitalism. In the contemporary world, they dominate the economic order to wield power by being corporate giants; as producers, they
REFERRAL PROCESS GENERAL INFORMATION FOR REFERRAL WORKER/AGENCY Referrals will be accepted from the following sources: Self referral counselors/agencies Detox, halfway houses Health and paraprofessionals Women Shelters/CAS The referral agencies must be in contact with Sagashtawao Healing Lodge and the prospective client to make an informed referral The referral agencies are advised that a client is not considered confirmed unless Sagashtawao Healing Lodge has issued a letter of acceptance. Upon client acceptance, the referral agencies are requested to inform clients of the following: Clients must bring personal belongings as stated in Client information checklist Return travel arrangements must be prearranged by agency. Sagashtawao is not responsible for picking up or dropping off clients during arrivals and departures Any appointments with doctors, lawyers, probation, court dates, employment or cheque issues, or babysitter issues, etc., must be taken care of prior to admission Effective September 25, 2008, Referrals will no longer be accepted from Correctional Institutions. All clients who may have matters pending must have their community referral worker send in the referral with a pre-treatment plan in place prior to consideration into the treatment program Clients who are released from Correctional Institutions may be considered for admission; however, the client must have been out of the Correctional Institution for 30 days and with a referral from the community referral worker with a pre-treatment plan and aftercare plan S.H.L. does not dispense over the counter medication, including Tylenol, Aspirins, sleeping aids, cough syrups. Therefore, a doctor must prescribe all medication Clients must abstain from all mood-altering substances, i.e., Prozac, tranquilizers, etc Clients must bring their own spending money No contact rule for the first two weeks of the 6-week program and the first week of the program. Only emergency calls will be permitted Completion of the referral and medical forms is a requirement. All forms must be received two weeks prior to all admission dates for screening procedures Once the screening procedure has been completed, a letter of acceptance/decline will follow We do not accept who are pregnant in the Individual program because the program is both emotionally and physically demanding which could cause undue stress to the mother and the developing infant We recommend clients referred to Sagashtawao Healing Lodge not be closely related to avoid any treatment conflict
Summary of current and previous interventions for this condition *Reasons for stopping may include: Course completed; No or poor response; Disease progression; Adverse effects; Poorly tolerated. Nature of intervention Outcomes achieved. State ‘current’ or reasons for stopping* (Start/Stop) PART 6: PROJECTED OUTCOMES What are the intended outcomes of the proposed intervention? How will the outcomes be measured? What ‘stopping’ criteria will be in place to decide when the treatment is ineffective? NB The CCG may require regular feedback on the outcome if the treatment is approved. What would you consider to be a successful outcome for the requested intervention in this patient? PART 7: CLINICAL EXCEPTIONALITY Please read before completing this section. NB The onus is on the requesting clinician to state why the clinical circumstances are exceptional. The grounds will usually arise out of exceptional clinical manifestations of the condition & greater capacity to benefit, when compared with the general population. of patients with the condition in question at a similar stage of progression Do you consider that the clinical circumstances in your patient’s case are exceptional? If so, why? Do you consider there is an exceptional capacity to benefit? If so, why? What is the anticipated need for this treatment, i.e. how often would you expect to request this treatment for this
2. I am good at working with: 2.1 Numbers 2.2 Fractions and decimals 2.3 Percentages 2.4 Ratios 2.5 Statistics 2.6 Charts 2.7 Graphs Section 7: University Work / Life Balance As you approach your you may be considering how to balance university life with other commitments such as family, dependants, hobbies or work. Please rate whether you have considered the following areas: Strongly agree Agree Disagree Strongly disagree 1. Family commitments 2. Part-time work/ Full-time work 3. Health problems 4. Travelling to the University 5. Financial 6. Sporting and other hobbies / interests 7. Accommodation 8. Other (please state) Section 8: Targets, Goals and Action Plan By the end of my course, I want to have achieved the following targets and goals: (Continue if needed) In order to achieve these targets and goals I will need to: When do I want to complete this? What support will I need? (Add additional rows if needed) Section 9: Review At the end of each semester, we like you to reflect on your progress in meeting your targets and goals and identify those areas where you have made progress and those areas where there is still work to be done. End of Semester 1: End of Semester 2:
Action Learning Network - Individual project reports June 2018 Acknowledgements Funded by the Australian Government Department of Social Services The Tasmanian Disability Action Learning Network: Anya Carnell, Dean Pitt, Margaret Lockley – Langford Support Services Lisa Sheppard, Ange Evans, Roz Loveless – Montagu Community Living Lynette Deacon, Mark Anderson, Jarrod Lorring – Multicap Tasmania Stephanie Van Brecht, Sharlene Knight – Eskleigh Foundation Angelique Halloran – The Parkside Foundation Donna Coetzee – St Vincent Industries Cath Ralston – NDS You can find more information about this project at the . URL: Contact Caroline Alcorso National Manager (Workforce Development) Phone: 02 9256 3180 Email:
Overview of the Accredited Programme Please indicate which nation(s) the Accredited Programme covers: England and Wales Scotland Northern Ireland Please summarise the extent of the changes made to the Accredited Programme: Please confirm the implementation date of the changes made: ........... / .................. / ................... Detailed Summary of Changes made: Module /Chapter Reference point of content change Content Revised / Or New Addition National Occupational Standards Reference (if known) Summary of changes made Documentary Evidence Submitted (Please catalogue each document submitted for consideration) Assessor Verification and Recommendation (To be completed by RE Assessors) e.g. module 1.5 ‘referring clients’ Revision e.g Support clients to make sure of advice and 1. Removal of group activity and Copy of module 1.5 and access to online learning module.
Darwin Darwin Corporate Park Ground Floor, Building 3 631 Stuart Highway Berrimah GPO Box 9800 Darwin NT 0801 t: (08) 8982 1700 f: (08) 8982 1725 Toll free: 1800 193 111 e: Katherine Shop 1, Randazzo Building 18 Katherine Terrace Katherine PO Box 9800 Katherine NT 0851 t: (08) 8973 8180 f: (08) 8973 8188 e: Tennant Creek Shop 2, Barkley House Cnr Davidson and Paterson Streets Tennant Creek PO Box 9800 Tennant Creek NT 0861 t: (08) 8962 4411 f: (08) 8982 1725 e: Springs Ground Floor, The Green Well Building 50 Bath Street Alice Springs PO Box 9800 Alice Springs NT 0871 t: (08) 8951 8524 f: (08) 8951 8533 e: Contact your local Territory Business Centre for the relevant schedule of fees. Authorisation for payment by Credit Card. Bankcard Visa MasterCard Credit card number Expiry Name on card I hereby authorise the Territory Business Centre to debit the above credit card for the amount of $ Amount in words dollars Signature of cardholder Date Contact phone number
Individual support package guidelines Information Sheet #4—Categories of support Link to guidelines: Chapter 7 Section 7.5 Monitoring and reporting Reporting For attention of: Disability service providers Departmental workers Date of issue: June 2014 No. of pages 2 Introduction Coding of supports purchased through Individual Support Packages enables the department to meet a variety of reporting requirements. Grouping Code Category of support Personal and carer support In-home attendant care Out-of-home attendant care Community-based respite support Carer support services Attendant carer mileage/ transport costs Training for attendant carers Community access and recreation Non-residential supervised group program and recreation activities Transport for accessing community Skill development supports Independent living skills training Education/vocational training expenses Health and well-being support Counselling Therapy Behavioural intervention Health, fitness and medical services/expenses Aids, equipment, home/vehicle modifications Disability aids and equipment, A&EP Disability aids and equipment, non A&EP Home modifications, non A&EP Vehicle modifications, non A&EP Grouping Code Category of support Residential care services supported accommodation Long-term supported accommodation support *
(h) The bill (or refund) payment due date; (i) Methods of bill (or refund) payment; with the normal operation of a telecommunications service, including any equipment or device that (2) The Commission will publish quarterly progress reports is not accepted by a party to the decision, that to assist it in its ongoing monitoring and review of party will have the right to challenge the decision (j) Methods of contact for complaints and billing inquiries; intercepts or assists in intercepting or receiving any consumer codes and related issues. The progress reports pursuant to Sections 86 to 88 of the Act, in and service offered by VDT that requires special will include - accordance with the practices and procedures (k) Any call charges applicable for complaints and billing authorization, may be installed by or on behalf of any (a) identified breaches of applicable code provisions, and described in those sections. inquiry calls Consumer. any remedial actions taken ; Confidentiality Itemization of charges Re-selling services without authorization (b) recurring complaints and actions taken to address these; 57. Information disclosed in the course of any 23.-(1) VDT shall ensure that Consumers have access to 31. Consumers shall not re-sell any service provided (C) statistics on complaints and their resolution; and complaint or compliance proceeding under this itemized details of all charges, either on the bill or on a by VDT except as permitted by VDT service (d) steps taken by VDT in the development of in-house Code may be protected as confidential information separate statement provided by VDT upon request. agreement (and subject to any applicable licensing or compliance systems. as provided under the Act, including Sections 59, (2) Unless otherwise requested by or agreed with the Consumer, VDT shall provide itemized details during the authorization by the Commission pursuant to the Act). (3) The Commission’s annual report will contain a summary 60 and 86(3) of the Act. of all progress reports for the relevant year. VDT Communications Limited Tel: 0700VDTC
Nominee *If applicable, please use the nominee’s preferred name and working title as it will be printed on the certificate. Nominator As the nominator, are you willing to be recognized? Yes No Complete “Reason for Nomination” below Division Approval Department Approval Nomination period is open March 1 — April 1, 2019 (COB). Deliver completed nomination forms to the nominee’s department representative. For a list of department representatives, go to .
Res County HH ID HH Type Res Lat Res Long Person ID Age Sex Traveler Type … Revised Traveler Type Trip Type Node 1: Node Type Node 1: County Node 1: Pointer Node 1: Lat Node 1: Long Node 1: School Type/Work Ind/Patr Ind Node 2: Node Type Node 2: County 1 1 0 -74.4608 42 1 5 … 5 5 H 1 -1 39.35789 -74.4608 -1 W 1 1 1 0 -74.4608 13 0 1 … 1 2 H 1 -1 39.35789 -74.4608 -1 S 1 1 1 0 -74.4608 34 0 5 … 5 9 H 1 -1 39.35789 -74.4608 -1 W 1 1 1 0 -74.4608 3 0 0 … 0 0 H 1 -1 39.35789 -74.4608 -1 1 1 0 -74.4608 7 1 1 … 1 10 H 1 -1 39.35789 -74.4608 -1 S 1 1 2 0 -74.4608 29 1 5 … 5 14 H 1 -1 39.35789 -74.4608 -1 W 1 1 2 0 -74.4608 16 1 2 … 6 16 H 1 -1 39.35789 -74.4608 -1 W 1 1 2 0 -74.4608 41 1 6 … 6 9 H 1 -1 39.35789 -74.4608 -1 O 29 1 2 0 -74.4608 27 1 5 … 5 9 H 1 -1 39.35789 -74.4608 -1 W 1 Figure 13 Sample Output of Module 5.
7 Output Fields by Module ordered by Field Index. Note that Module 6 inserts new fields rather than appending them. Field Index Module 1 Residence County 0 Module 6 Node 2: Arrival Time 51 HH ID 1 Node 2: Departure Time 52 HH Type 2 Node 2: Distance 53 Residence Latitude 3 Module 5 Node 3: Node Type 54 Residence Longitude 4 Node 3: County 55 Person ID 5 Node 3: Pointer 56 Age 6 Node 3: Latitude 57 Sex 7 Node 3: Longitude 58 Traveler Type 8 Node 3: School Type/Work Industry/Patronage Industry 59 Income Bracket 9 Module 6 Node 3: Arrival Time 60 Income 10 Node 3: Departure Time 61 Module 2 Work County 11 Node 3: Distance 62 Work Industry 12 Module 5 Node 4: Node Type 63 Company Name 13 Node 4: County 64 Work Zip code 14 Node 4: Pointer 65 3 digit NAICS 15 Node 4: Latitude 66 Work Latitude 16 Node 4: Longitude 67 Work Longitude 17 Node 4: School Type/Work Industry/Patronage Industry 68 Work Pointer 18 Module 6 Node 4: Arrival Time 69 Module 3 Student Type 19 Node 4: Departure Time 70 School County 20 Node 4: Distance 71 School Pointer 21 Module 5 Node 5: Node Type 72 School Name 22 Node 5: County 73 School Lat 23 Node 5: Pointer 74 School Long 24 Node 5: Latitude 75 Module 4 Revised Traveler Type 25 Node 5: Longitude 76 Trip Type 26 Node 5: School Type/Work Industry/Patronage Industry 77 Module 5 Node 0: Node Type 27 Module 6 Node 5: Arrival Time 78 Node 0: County 28 Node 5: Departure Time 79 Node 0: Pointer 29 Node 5: Distance 80 Node 0: Latitude 30 Module 5 Node 6: Node Type 81 Node 0: Longitude 31 Node 6: County 82 Node 0: School Type/Work Ind/Patr Ind 32 Node 6: Pointer 83 Ind
│ ├───Patron Employee │ ├───School │ │ └───Private │ │ └───Public │ └───Tours │ ├───Output │ ├───Module 1 │ ├───Module 2 │ │ ├───2a │ │ ├───2b │ │ └───2c │ ├───Module 3 │ ├───Module 4 │ ├───Module 5 │ └───Module 6 Figure 16 Tree Structure of Folders Relevant to Synthesizer
Welcome to the NDIS The National Disability Insurance Scheme is a model of supporting people with disability to have more choice and control over their supports and services. This includes participating in the local community and building on natural and informal supports such as friendships, neighbours and local community groups. This to Planning in the NDIS is designed to explain the NDIS planning process and to help you begin thinking about planning for your / your family member’s life and future. Being part of the NDIS means you will have access to a Local Coordinator who will assist you through the planning process. This Guide is not meant to replace the conversations that you will have with your Local Coordinator during the planning process. It is simply to help you learn more about how planning works within the NDIS. Your Local Coordinator is there to support and assist you as much or as little as you like. You can also include family members, carers or anyone else you consider important when thinking and talking about planning for your support needs. Local Coordinators support you to: identify your strengths and needs, plus any goals or aspirations you would like to start working towards, to form the start of your NDIS plan; explore how you are going to reach the goals outlined in your plan; choose the supports and services that best suit your needs and goals; develop stronger links with your local community; build on natural and informal supports such as friendships, neighbours and local community groups; write your plan (if you need help with this). NDIS Planning Principles Planning is central to the NDIS approach. Planning assists individuals, along with their families, to consider possibilities, how they would like life to be now and into the future. The resulting plan should be flexible, responsive to challenges and changes in each person’s life, and be as individual as the person it aims to support. NDIS planning principles are as follows: The person with the disability is central to the planning and decision-making process. Planning is on the person’s wishes, capabilities and strengths, and will provide greater opportunities in the future. Planning leads to a more satisfying and secure life and includes safeguards to address vulnerability, enabling the person to take risks and make mistakes.
Speakers Bureau Consultant ** All conflicts of interest, including potential ones, must be resolved to the planning, implementation, or evaluation of the continuing nursing education activity. Section 3: Statement of Understanding Completion of the line below serves as the electronic signature of the individual completing this Biographical/Conflict of Interest Form and attests to the accuracy of the information given above. Typed or Electronic Signature: Name and Credentials (Required) Date Section 4: Conflict Resolution (to be completed by Planner) Procedures used to resolve conflict of interest or potential bias if applicable for this activity: (Check all that apply) Not applicable since no conflict of interest. Removed individual with conflict of interest from participating in all parts of the educational activity. Revised the role of the individual with conflict of interest so that the relationship is no longer relevant to the educational activity. Not awarding contact hours for a portion or all of the educational activity. Undertaking review of the educational activity by a content reviewer to evaluate for potential bias, balance in presentation, content or other indicators of integrity, and absence of bias, AND monitoring the educational activity to evaluate for commercial bias in the presentation. Undertaking review of the educational activity by a content reviewer to evaluate for potential bias, balance in presentation, evidence-based content or other indicators of integrity, and absence of bias, AND reviewing participant feedback to evaluate for commercial bias in the activity. Other - Describe: Nurse Planner Signature (* If form is for the activity Nurse Planner, an individual other than the Nurse Planner must review and sign the form). Completion of the line below serves as the electronic signature of the Nurse Planner reviewing and resolving the content of this Conflict of Interest Form. It also certifies that conflict of interest and content expertise for this individual is stored with nurse planner. Typed or Electronic Signature: Name and Credentials (Required) Date Attachment 5
be intentionally developed, as some people have become socially isolated over time, and have lost these natural connections. Comprehensive safeguarding involves conceptualising, planning and action to ensure situations of risk are addressed from multiple angles by multiple stakeholders with an individual’s unique circumstances and narrative at the forefront. Example A John lives alone in a two bedroom house in the community. While he is pleased to be living in the community, he is socially isolated and regularly experiences feelings of loneliness in the evenings. John engages in excessive drug and alcohol usage and is vulnerable to the predatory behaviour of others – including people staying at his house against his wishes. John and his clinical team are concerned at the heightened level of risk and equate John’s isolation with an increase in behaviours that compromise his safety and wellbeing. A safeguarding approach ensure that John is supported to manage his social isolation in ways that are supportive of his recovery. The CMO would work with John and his formal (clinical, any other service providers involved) and informal (family members, neighbours) supports to devise a safeguarding strategy to assist John to manage his social isolation, recognising that evenings are a time of heightened risk for John. Examples of actions the CMO might facilitate/support include to: Work with John to identify his motivation for change, including assisting him to articulate his recovery vision. Work with John and the clinical team to devise a graduated plan outlining steps John is taking to manage his recovery and maintain independent living, including an outline of formal and informal support roles and responsibilities. Support John to identify key informal support people and clarify roles these people will play in his recovery. The CMO may need to take an intentional approach to supporting John to build relationships and networks to increase his connectedness in the community. Provide increased support visits in the evenings to assist John to establish evening routines. Assist John to identify and participate in regular activities consistent with John’s recovery vision. These might include social, fitness and education activities. Ensure phone contact is made with John each evening via a coordinated schedule, involving a combination of CMO staff, family, friends and neighbours. Support John to maintain and regularly update a list of people and services he can contact when feeling socially isolated. These might include clinical contacts, crisis support such as Lifeline, phone numbers of supportive friends and family members.
Just Checking in…. How are you feeling today? How are things at home? Great! Good Ok Bad Horrible! How is your behavior at school? Great! Good Ok Bad Horrible! How are your work habits at school? Great! Good Ok Bad Horrible! How are your friendships? Good Ok Bad Horrible!
Individual Expertise Discussion Leading Grading Name: ___________________________________ Topic: ____________________________________ Component Weak (0) Poor (1) Good (1.8) Excellent (2.5) Background information on topic Integration of topic with issues of social justice Awareness and/or discussion of topic with relation to issues of rhetoric and ethics Integration of day’s reading into discussion Preparation for leading class in Discussion (handouts, slides, prepared questions and/or activities, etc.) Total Explanation of rubric Excellent: Information presented is clear, accurate, and specific. Examples are presented from both primary and secondary sources, where appropriate. Good: Information presented is clear, accurate and fairly specific. Some examples from both primary and secondary sources are given, where appropriate. Fair: Information is presented in general terms. Examples from primary and secondary sources are sporadic, or sources may not be wholly appropriate. Poor: Presented information clarity. Examples may be lacking or wholly absent. The design project is discussed in only general terms. General Comments
Service Individual Support Packages and NDIS Participant Fee for Service (Ex GST) Fee for Service (Incl. GST) Core Supports (please see NDIS prescribed costs for Capacity and Capital support rates, quotes to be provided upon request) Personal Support (Weekdays) 7am – 10pm as per prescribed cost $47.00 $51.70 Personal Support (Weekends) 7am – 10pm as per prescribed cost $57.80 $63.58 Active Support - Night Hours (Weekdays) 10pm – 7am as per prescribed cost $55.80 $61.38 Active Support - Night Hours (Weekends) 10pm – 7am as per prescribed cost $69.20 $76.12 S Sleepover ( 10pm – 7am Inactive Support as per prescribed cost $122.00 only $134.20 T Travel – Use of Vehicle as per prescribed cost $1.20 per Kilometer $1.32 Public Holidays as per prescribed cost $94.00 per hour $103.40 ONE OFF/EMERGENCY SUPPORT ON PUBLIC HOLIDAYS OneOff/Emergency Personal Support 12am – 12am as per prescribed cost $94.00 per hour $103.40 Service Individual Support Packages and NDIS Participant Fee for Service (Ex GST) Fee for Service (Incl. GST) SHORT TERM & CRISIS MANAGEMENT PROGRAM (EMERGENCY SUPPORT REQUEST - STAFF MEMBER CALL-OUTS WILL INCUR A MINIMUM 3 HOUR CHARGE – RELEVANT TO THE TIME OF DAY) Co-Ordination Fee for Operator’s time as per prescribed cost $45.40 per hour (15 minute increments $49.94 Emergency Personal Support (Weekdays) 7am – 10pm as per prescribed cost $45.40 (min 3 $49.94 Emergency Personal Support (Saturdays) 7am – 10pm as per prescribed cost $68.10 (min 3 hours) $74.91
number have them add it together to check understanding of addition. Remind the students of how many rolls they have each time. Towards the end of the game, ask the students what they are hoping for, to see if they can help manage estimation. In that game who was the winner? Did you learn something new today? Can someone share with me something that they learned? I will be looking for ideas like greater than, less than, or equal and talking about place value. If the teams get two competitive, If you learned something today then you are definitely a winner. While saying this give the students a thumbs up and have them do the same. Thank you everyone for joining me today. Keep in mind that we may play these games again sometime. We are now going to do the next thing on the schedule. Transition into next activity. Assessment: Worksheets from games to check understanding of place value and greater than/less than or equal to. Check Minus Check Check Plus Understands that the numbers have place value including hundreds, tens and ones Unable to notice when a number is the largest it can be. Understands hundreds, tens and ones, trouble understanding greater than less than and Understands hundreds and greater than/less than clearly Materials: Dice Worksheet Document Projector Considerations: If there is a time constrain, one game out be presented during this lesson. The second game can be presented during the next week.
Ingredient Size of Container Serving/ Container Amount servings Number of Containers used Cost of Container Cost per serving Final Cost Per Meal for 3 servings Mixed Baby Greens 8 oz 2 1.5 cups 2 $0.79 $0.40 $1.20 Red Bell Peppers 1 pepper 1 2 2 $0.50 $0.33 $1.00 Fingerling Potatoes 1 potato 1 2 2 $0.75 $0.50 $1.50 Red Potatoes 1 potato 1 2 2 $0.75 $0.50 $1.50 Blueberries (fresh) 16 oz 16 ¾ cup 1 $3.49 $0.22 $0.66 (fresh) 16 oz 16 ¾ cup 1 $3.49 $0.22 $0.66 2 cups 8 ¼ cup 1 $2.49 $0.31 $0.93 Peaches, canned 2 cups 6 1 cup 1 $0.99 $0.16 $0.48 Balsamic Vinegar 30 oz 20 1.5 oz 1 $3.29 $0.16 $0.48 Olive Oil 68 oz 68 2 oz 1 $9.95 $0.15 $0.45 Red Wine Vinegar 32 oz 32 1 oz 1 $1.55 $0.05 $0.15 Mustard 12 oz 72 1 tsp 1 $2.39 $0.03 $0.09 Garlic 6 cloves 12 ½ clove 1 $0.90 $.08 $0.24 Buns 8 buns 8 3 1 $3.35 $0.42 $1.26 Cornmeal 11.5 cups 23 ½ cup 1 $3.00 $0.13 $0.39 Quick Oats 42 ounces 12 2 cups 1 $2.99 $0.25 $0.75 Walnuts 2 cups 10 3/5 cup 1 $1.49 $0.15 $0.05 6 cups 18 1/3 cup 1 $4.98 $0.27 $0.81 Tofu, extra firm 12 oz 6 6 ounces 1 $1.80 $0.30 $0.90 Feta Cheese Crumbles 4 ounces 4 3 ounces 1 $1.29 $0.32 $0.96 Egg 1 dozen 12 1 1 $1.09 $0.09 $0.09 Laughing Cow Creamy 8 wedges 8 3 wedges 1 $2.70 $0.33 $0.99
4 In addition to scoring 3.0 performance, the student demonstrates in-depth inferences and application that go beyond the target. Learning Targets and Activities 3 Demonstrate they have developed the ability to: 3A- Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group 3A-I am learning how to create a movement sequence to music as a group/individual. Activities: Create a dance Movement to Music Interpretive Zumba 2 Demonstrate they have developed the ability to: recognize or recall 2A- Rhythm is only maintained some of the time throughout the dance sequence (eg. Offbeat from music cadence, completing a different movement out of sequence) Demonstrates the understanding of special awareness, but not applying the concept Performing the dance combination/sequence with inconsistent form and technique (eg. Hands in pocket, facial expressions, body language) Demonstrates the understanding of transferring weight back and forth, but have a difficult time applying the concept (eg. not on the correct foot, weight on heels, stomping, not rocking) VOCABULARY such as: beat, rhythm, call, count, culture, dance, direction, follower, general space, leader, personal space, respect, self-space, and tempo. 2A- I am learning how to maintain rhythm and complete a dance combination. Activities: How to create rhythm Determining a count Determining a beat 2B- I am learning how to identify the necessary vocabulary such as: beat, rhythm, call, count, culture, dance, direction, follower, general space, leader, personal space, respect, and tempo.
Insert picture in both or one of the emblems to the right or left of your Name/Number #NUMBER AND NAME playeremail@gmail.com Position Class of 202X Coach: Coaches Name Coaches Phone/Coaches Email PERSONAL INFORMATION Birthdate: Parents: Parent information Height: 1234 Anystreet Weight: Your City, State, Zip Bats: () / () [Phone numbers] Throws: Player Player Phone Number NCAA: ACADEMIC INFORMATION GPA: GPA (annotate whether Weighted or Unweighted) ACT/SAT: N/A High School: Your High School (Projected) Academic Achievements: 13943 Rivers Edge Rd City, State ZIP Desired Major: COLLEGE UNDERGRAD Phone Number Counselor: Counselor Name Counselor Email ATHLETIC INFORMATION Current Team: Ruthless Softball-14U Bustos Sports Played: Soccer, Volleyball, Basketball Years Played: Achievements: Hitting Coach: Skills INFORMATION Personal Statement: Thank you for taking the time to look at my profile. [Enter whatever comes to mind, or omit altogether. Quick snapshot into your personality] Upcoming Events: SoCal's Finest Hemet, CA 1/20-1/21 Current Schedule can be found at:
Signatures of PhD candidate, first author, and corresponding author. Signatures of all other authors are optional (can be done on separate pages): I have read the declaration and confirm the description of the individual research contributions on publication Please enter title of publication here. Name: ...............…........................ Signature: ……………………………………… Date: …………… Name: ...............…........................ Signature: ……………………………………… Date: …………… Name: ...............…........................ Signature: ……………………………………… Date: …………… Name: ...............…........................ Signature: ……………………………………… Date: …………… Name: ...............…........................ Signature: ……………………………………… Date: …………… Name: ...............…........................ Signature: ……………………………………… Date: ……………
INDIVIDUAL TRANSITION PLAN (ITP) Refer to ‘guiding questions at end of document’ to assist in structuring and developing the ITP. The ITP is to be developed in conjunction with the student’s Education Adjustment Plan (EAP). Student’s First Name: Student’s Surname: Male Female Date of Birth: Parent/Guardian Name: Relationship to Student: Contact Number: School: Year: Expected Date of Leaving School: Date of Plan: Review date: TP Outcome/Goal Strategies for Achieving the Goal Individual/Agency Responsible Target Date Employment: Living arrangements: Respite:
Advocacy and natural supports: Personal management (including communication and behaviour): Health and community services: Guiding questions used to develop/structure the Individual Transition Plan (ITP) Category Guiding questions Employment, vocational training and voluntary work Will this be supported or open employment? Will work experience be of Will participation in a VET course progress employment opportunities? Living arrangements Will the adult be living independently, with family or in a supported accommodation program? Is he/she on a waiting list for housing? What skills will he/she require if moving away from key support people? Respite Is the young adult and/or guardian/caregiver receiving respite services? Is a referral to the Office of Disability needed?
The 3 S’s of a good “ask.” Any good ask for a MoC meets at least these three criteria, which, conveniently, all begin with the letter S. Good asks are “Triple S Asks” — specific, strategic, and seeable: It’s specific: Asks are not about philosophizing, they’re about prompting specific action. So your ask should be time-limited and precise. For instance, “Vote no on x bill,” or “Ask x witness about y issue at the hearing on z date.” It’s strategic. The reason you’re asking at all is because you want achieve something. If your MoC follows through on your ask, what will be accomplished? For instance, x bill” builds support for a policy you prefer, while “Make a speech about x issue” might not accomplish anything. It’s seeable. Look, we’ll say it, MoCs are really crafty. They’re politicians (yes, the Democrats, too)! Trust but always verify. If the action you’re asking for cannot be observed and verified, you will not be able hold your MoCs accountable for following through. You can check to see how they voted, you can watch the video of a hearing, you can ask to see the letter they sent. The more you know about your MoCs, the more effective you can be at getting them to do what you want! We know that pushing your Members of Congress can be a little intimidating, so it to go in with as much information as possible about their positions. Once you’ve , here are a few more basics to help you learn more: How to check what committees your MoCs are on: You can find a . You can find a . How to check if your MoC has co-sponsored a bill you support: You can find just about everything you want to know on Using the search bar at the top, you can search by your MoC or by the bill name or number. Once you’ve found the bill you’re interested in, click the tab labeled and search to see if your MoC is a current co-sponsor. (See below.) How to how your MoC voted on a bill: Find the bill (or vote) you’re interested using , just as you did before.
INDIVIDUAL/RETURN TO WORK RISK ASSESSMENT RISK ASSESSMENT FOR: Name: School: Assessment by: Date of Assessment: 1st Review Date Due : Medical Conditions known: Job Role: Hours of Work: Describe the details of the employee’s ill health which are relevant to the risk assessment. Consider: Physical ability Fitness levels Effects of prescribed medication Emotional/psychological issues Risk assessment to be completed in conjunction with Job Description. Hazard / Risk Who is at Risk? How can the hazards cause harm? Normal Control Measures Are Control Measures Y/N/NA Temporary or Permanent adjustment In Place Adequate Employed duties: Consider if the employed duties present increased risk e.g. Manual handling, Driving, Poor or prolonged working postures, Lone working, Long working hours, Staff Pupils Visitors Aggravating / exacerbating existing condition Physical Injury Stress Fatigue Muscular skeletal disorders Sprains / strains Cuts / abrasions, and other physical injuries Existing risk assessments (for employed duties) Workers own knowledge, experience and training of employed duties. Recommendations by / referral to Occupational Health – Restriction on duties – employee not to undertake tasks which are more hazardous to them due to their health e.g. no significant manual handling of loads member of staff to request assistance / support available.
XXXXX _____________________________ signature Date: ________________________ YYYYYYY, Inc. by: _________________________________ signature _________________________________ print name and title Date: ________________________
Step 1: Individualized Behavior Rating Scale Tool (IBRST) Student: School: Teacher(s): Target Behavior Date 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 KEY: Problem Behavior : Definition Time/Routine: All day Specific Time/Routine: 5 = Terrible day 4 = Typical bad day 3 = So-so day 2 = Good day 1 = Fantastic day Replacement/Alternate Desired Behavior; Definition Time/Routine: All day Specific Time/Routine: 5 = Fantastic day 4 = Good day 3 = So-so day 2 = Typical bad day 1 = Terrible day
Name: Behavior: (list behavior) Defined: (define specifics of behavior) Replacement Skill: (list skill) Replacement Skill defined: (define specifics of replacement skill) Date Activity Requested Break without prompting Requested Break With Prompting Frustration shown without requesting break Behavior exhibited Staff initials 5/6/14 Math + SV 5/6/14 Reading + Crying at desk SV
2001 1/1.38 TRV, .575/.6 BS 2001 .125 SA 2001-2002 .04 WO 2001 CUT Post, retired 2001-2002 .4 NLTBE (85% PT) Brad Wells, Stampede Blue: He got a three-year, $6 million dollar deal in '99. After nine games, he was suspended four games by then-Colts coach Jim Mora for missing meetings. He then got suspended for twelve months for a drug violation. He missed the entire 2000 season. Jake Kirkpatrick 2011 3/1.405 TRV, .375/.465/.555 BS 2011 .01 SB/3 2011 CUT Post Dan Klecko 2006 Acquired from NE (waivers) 2006 .5 BS 2007 1/.635 TRV, .595 BS (.435 MSB) 2007 .04 SB/1 2007 CUT Post week 10 2007 No SB/1 after week 11, .595 BS (.45 MSB) David Koral 2006 3/1.085 TRV, .275/.36/.445 BS 2006 .005 SB/3 2006 CUT Post Ryan LaCasse 2006 Acquired from BAL (for draft pick) 2006 .275/.36/.445 BS 2007 CUT Post Jake Lacey 2009 1/1.186 TRV, .31/.395/.48 BS 2009 .001 SB/3 2011 CBA increase BS to .525 Terrail Lambert 2009 PS week 4, .0884 BS LaRon Landry
2009 1/.46 TRV, .46 BS 2010 1.684 RFA tender 2011 No SB/1 week 5, .685 BS (.525 MSB?) 2011 CUT Post week 9 James Mungro 2002 3/.911 TRV, .225/.3/.38 BS 2002 .006 SB/3 2005 .656 RFA tender 2006 1/.625 TRV, .585 BS (.425 MSB) 2006 .036 SB/1 2006 .004 RB 2006 IR Matt Murphy 2011 PS after week 3, .0969 BS Rob Murphy 2001 PS, .068 BS 2002 .225/.3 BS 2003 CUT Post Rob Myers 2010 PS after week 7, .0884 BS (thru week 18, equiv .0572) 2010 Activated after week 18, .32/.33/.415/.5 BS 2011 CBA increase BS to .375 2011 CUT Post Terna Nande 2007 PS week 4, .0799 BS 2007 CUT Post week 5 John Navarre 2007 2/1.165 TRV, .51/.605 BS 2007 .05 SB/2 2007 CUT Post Drake Nevis 2011 4/2.634112 TRV, .375/.485/.58/.645 BS 2011 .549112 SB/4 2011 IR after week 13
Taj 2008 PS after week 3, .0884 BS 2008 CUT Post week 13 2008 PS after week 14, .0884 BS 2009 PS, .0884 BS 2009 BS raised to .31 after week 2 2009 BS reduced to .0884 after week 4 2010 No SB/3 after week 12, .32/.405/.49 BS 2011 CBA increase BS to .45 2011 CUT Post Thomas Smith 2001 1/1 TRV 2001 CUT Post week 13 (of 18, paid thru week 14) 2001 .25 NLTBE (8 starts + 3 INTs) 2001 .111111 termination pay AP: Smith agreed to a one-year contract worth at least $1 million, his agent, Brantley Evans, said Monday. Smith, who has started all but two games since 1994, also could earn $250,000 if he meets incentive clauses. Isaac Smolko 2008 PS after week 1, .0884 BS 2008 CUT Post week 5 2009 PS after week 17, .0884 BS Justin Snow 2000 1/.193 TRV, .193 BS 2001 1/.298 TRV, .298 BS 2002 1/.375 TRV, .375 BS 2002 4/2.32 TRV ext, .45/.535/.54/.545 BS 2002 .25 SB/5 2006 CBA increase BS to .585 2006 6/5.479995 TRV ext, .72/.73/.745/.86/.875/.89 BS 2006 BS raised to 1.048628 after week 6, equiv .884995 2007 .3 OB/6 2007-2012 .01 WO 2011 CBA increase BS to .91/.925 2012 CUT Post Len Pasquarelli, ESPN: the new four-year contract signed with the Indianapolis Colts by LS/TE Justin Snow is worth $2.32 million. The signing bonus is $250,000 and the base salaries will be $450,000 (2003), $535,000 (2004), $540,000 (2005) and $545,000 (2006).
4.UL.3, 4.MLC.1, 4.MBC.2 Suggested speaking assessment – students interview a classmate about a family member. 4.UL.4, 4.MLC.1, 4.MBC.2 Suggested writing assessment – students write a letter of introduction to their Indonesian penfriend, introducing self and a friend.
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Communicating Sub-strand Socialising Informing Creating Translating Reflecting Content Description Share with peers and teacher information about aspects of personal world such as daily routines, home, and favourite objects and pastimes Contribute to class activities such as solving a problem, creating a display or conducting a Respond to questions, instructions and requests, and participate in routine exchanges Obtain and share information from peers and texts related to family, home, routines and interests Present information about school and neighbourhood using tables, lists and descriptions Listen to, read and view creative such as rhymes, songs and stories, identifying characters and acting out events Create texts such as dialogues and stories, using formulaic expressions and modelled language Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences Produce texts such as descriptions and signs in both Indonesian and English for the school community Communicate in Indonesian routine phrases and expressions, recognising that such language reflects cultural practices and norms Interact with others and notice how identity matters, such as in use of terms of address, who and what is included, and what language is used Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Strand Understanding Sub-strand Systems of language Language variation and change Role of language and culture Content Description Recognise and reproduce pronunciation conventions, including loan words from English and intonation for questions, statements and commands. Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary related to personal and social world Recognise that texts such as stories, games and conversations have particular features Understand that language varies according to age, gender and social position, such as place in the family Recognise that Indonesian is the official language of Indonesia and is one of many languages in the region Make connections between cultural practices and language use, such as specific vocabulary and expressions Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See next page for Achievement Standards and Assessments section
Instruction: List the of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Communicating Sub-strand Socialising Informing Creating Translating Reflecting Content Description Interact with peers to describe aspects of daily life, school, friends and pastimes Collaborate with peers to plan and conduct a shared event or activity such as hosting a class guest or working with a buddy class Participate in classroom interactions and structured tasks by asking and responding to questions, seeking permission and expressing preferences Locate, classify and compare factual information from texts about aspects of daily life and significant events across cultures Convey information about aspects of language and culture using diagrams, charts, timelines, descriptions and guided reports Engage with texts such as cartoons, dialogues and fairy tales, and respond by describing aspects such as characters and actions Compose and perform texts such as a skit, rap or video clip, based on a stimulus, concept or theme Translate from Indonesian to English and vice versa, selecting from possible choices to create appropriate meaning Create for the school community simple bilingual texts such as reports, instructions and games Engage in intercultural experiences, describing aspects that are unfamiliar or uncomfortable and discussing own reactions and adjustments Share experiences of learning and using Indonesian, and comment on aspects that have been accepted or rejected and how this has impacted on own identity Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Strand Understanding Sub-strand Systems of language Language variation and change Role of language and culture Content Description Notice pronunciation of phonemes such asng/ngg/ny, and notice the difference in pronunciation of loan words from English Understand how to express actions and events in time and using prepositions, and continue to expand knowledge of ber- verbs and vocabulary Develop understanding of how grammatical structures and rules influence textual organization Develop awareness that language use reflects different contexts, purposes and audiences Recognise that Indonesian contains influences from other languages, such as regional and foreign languages Recognise that language and culture are integral to the nature of identity and communication Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See next page for Achievement Standards and Assessments section