zilongwang/ReadingBank huggingface dataset:
employee to the same or an equivalent position. (Csicsmann v. Sallada, 4th Cir., No. 2006) A Step-By-Step Breakdown Of The Basics The number of ways in which to craft job descriptions are as varied as the positions for which they're written. There are, however, a series of universal steps every employer can take to write a solid job description. Step #1: Identify A Title And Purpose Start by selecting a job title that is self-evident, reflective of rank or worth, free of technical jargon, and, as a rule, simple and recognizable. Then, succinctly state the aim of the position. What are the particular contributions of the job toward the accomplishment of the company's overall objectives? Step #2: Collaborate With Managers And Employees The best sources of information for writing an accurate job description are those who perform the jobs and those who manage them. Writing job descriptions is a collaborative effort — employees and managers should be included in the process, but they should not be left to do it on their own. Use task-centered questionnaires and checklists to find out what skills, physical and mental abilities, level of education, etc., are necessary for performing the job. You can also verify vital job skills by observing employees at work. Observation works especially well for jobs that involve manual labor. Step #3: Detail Qualifications List only those skills that are actually used on the job; including a laundry list of nice-to-have (as compared to need-to-have) skills may lead to discrimination woes if a lack of these skills takes a minority job applicant out of the running, for example. Identify how much experience is essential, and be prepared to back up your assertion. Keep in mind that experience can be gained in a number of different ways. Name must-have degrees and/or licenses. Be specific. For example, instead of using "computer literate" as a necessary job qualification, name the computer applications the individual needs to know: "must be proficient with Microsoft Word and Excel; some familiarity with Microsoft Access is preferred." Step #4: Describe The Setting Identify the physical conditions of the work environment (e.g., hot, cold, noisy), as well as the social conditions of the job (e.g., work alone or with the public). Also, note if the use of specific equipment is required.
**Group Nancee found part of the documents that I lost when my computer crashed a couple of years ago. I remember this article was part of the evidence of the bonus' monies the agencies get when they move a child, at least this proves the adoption bonus is not** returned and** *that they can collect it again in the next adoptive placement. Thank you Nancee. Way to go. I am putting this someplace** safe and putting in LEGAL DOCUMENTS on my computer, plus printing it off and putting in the NFPA's LEGAL MANUAL. marilyn fpls* ** * * **PS now we need to go and find the article that was printed by the SUN as it was printed where Mr. Wexler was quoted. Don't know what year but we should be able to go into the archives and locate it by using his name in the search engine. * Hi Marilyn, * * I was clearing out some of my files and found this. Is this some of the info you were looking for earlier as to proof of how Federal Funds are used by the different agencies?* ** *NC* ** *Executive Director Richard Wexler of the National Coalition for Child Protection Reform told the /Sun/, "The federal government pays states a bounty of $4,000 to $8,000 for every finalized adoption over a baseline number. And if the adoption fails, the state doesn't have to give it back - in fact, they can place the child again and collect another bounty, as long as they exceed the baseline. This creates both an incentive for needless terminations of parental rights, and an incentive for quick-and-dirty, slipshod placements. Looking at a statewide average, foster care continues to be widely misused and overused in Florida. I can tell you that in your region, and especially in Pinellas County, things almost certainly are worse now."* The Snitch System of “Mandated Reporters”
Public Health The law requires us to share data for public health reasons, for example to prevent the spread of infectious diseases or other diseases which threaten the health of the population We will report the relevant information to local health protection team or Public Health England For more information about Public Health England and disease reporting see: We are required by law to provide you with the following information about how we handle your information and our legal obligations to share data Data Controller contact details Crest Family Practice William Budd Health Centre Downton Road, Knowle Bristol BS4 1WH Data Protection Officer contact details Lisa Quinn, Patient Services Manager As above Purpose of the processing Compliance with legal obligations or court order
TOOL: HOW AM I DOING? A short self-assessment to determine your reaction to a change you are facing. Your reaction to a change can vary over time or depend on a variety of circumstances. Understanding your reactions at any given time can play a big part in how actively you're willing or able to get involved in the change. Each time you face an organizational change, or at various phases of a change, follow the instructions below to determine how you're feeling about the change at that time. Then use your reactions to determine the best way to get more productively involved with the change. My change: Think about the change you're facing or are about to face. Select the number that reflects how much you agree with the statements below about the change. Indicator Strongly Disagree Strongly Agree Sure, there are risks with change, but the opportunities far outweigh them. 1 2 3 4 5 We're about to walk down a very dangerous path. 1 2 3 4 5 The situation wasn't that bad to begin with. It's been blown out of proportion. 1 2 3 4 5 I talk to a lot of people around here, so I have a pretty good idea of how people see this change. 1 2 3 4 5 I'm not sure how this change will improve the situation. 1 2 3 4 5 I'd like to participate in the pilot tests or help facilitate training. 1 2 3 4 5 First, show me some evidence that it will work. 1 2 3 4 5 I can probably figure out how to do this better and faster. 1 2 3 4 5
learning, which are upending many of the assumptions underpinning business models. At the moment there is something akin to a new arms race between China and the USA underway, as they seek technological superiority in this rapidly evolving field. Whatever happens at that level, it is clear that if Australia wants to remain at the forefront of economic development we need to develop our own capability in what Adrian Turner of Data 61 likes to call the “cyber-physical economy” (where digital and physical co-exist). ISA hasn’t yet seen compelling quantitative data on this, but our conversations with directors in the development of our 2030 Report suggest to us that this is an area where Australian boards are at risk of falling behind. AI and Machine Learning will be key enabling technologies of the next wave of industry transformation – my view is that directors would not be fulfilling their duties if they didn’t have a clear-eyed view of how their companies can benefit from these technologies, not being victims. In a nutshell, we need to be as focused on the cyber opportunity as we are on cyber security. CONCLUSION Our Report is a report to Government; but its recommendations address all sectors of the economy and all of our citizenry. Ultimately it is a plan for the sort of society and economy all Australians can aspire to by 2030. It is a plan to create
with the corporation (indicating institutional pressure), and to utilize corporate resources and capabilities (which can be an effect of parental pressure or voluntary choice). Second, we observed that not all programs perceived the parental pressure and the opportunity to utilize parental resources to the same extent. Some programs perceived high parental pressure and a greater opportunity to utilize corporate resources and aligned with the norms of their parent (internal focus of isomorphism). This led to an ‘integrated’ placing strong emphasis on corporate investment practices. Other programs perceived lower pressure from the parent and lower opportunity to utilize parental resources, and aligned with the norms of the VC world (external focus of isomorphism). This led to an ‘arms-length’ investment-logic placing moderate emphasis on corporate investment practices . Despite the fact that the data pointed towards a discreet choice between two competing logics (integrated versus arms-length) it could be that these are the two extremes of a continuum. It is possible that CVC programs pick and choose different corporate investment practices. The clear distinction in our model could be because of the choice of cases (our data was polarised but it is possible that there are also hybrids), or because of the participants’ interpretation. Categories are often socially constructed to ease meaning, and they are created by unintentionally exaggerating the partitions between observations (Zerubavel, 1993). To put it simply, what the participants interpreted and labelled as an “integrated” (or “arms-length) CVC program could really be a program towards the integrated (or arms-length) end of the spectrum regarding its investment practices. We collected two sets of CVC data over a decade (six cases in 2002 and seven cases in While practices of individual companies might have shifted over time (see future research directions), we reported results that are broadly replicable across the two sets of data. The eight corporate investment practices, the reasons behind these practices and the
classroom environment might not sit comfortably with all students as per Larrivee’s model; and for these reasons it does require students to be fully engaged and committed to the process. Therefore, the researchers are proposing to introduce the project as an ongoing process with all students who enrol on the leadership programme, with the aim of gathering data from as wide a cohort as possible during the next two years. References: Bolton, G., (2010) Reflective Practice – writing and professional practice 3rd Edition, London, Sage. Gould, N. (2004) The learning organisation and reflective practice – the emergence of a concept in N. Gould and M. Baldwin (eds), Social Work, Critical Reflection and the Learning Organisation. Aldershot, Ashgate. Gray, D. E. (2007) Facilitating Management Learning: developing critical reflection through critical tools, Management Learning, 38(5), 495-517 Kegan, R. (2000) ‘What forms transforms? A constructive-developmental approach to Transformational learning’, in J. Mezirow and Associates (eds), Learning as Transformation, Jossey-Bass, San Francisco. Kennet, K. (2010) "Professionalism and Reflective Practice." The Lifelong Learning Sector: Reflective Reader Larrivee, B. (2000) Transforming Teaching Practice: becoming the critically reflective teacher. Reflective Practice, Vol. 1, No. 3, 2000
If you were injured because of someone else’s negligence, and you suffered damages because of the negligent conduct, you should look for a personal injury lawyer. Personal injury cases may include car accidents, malpractice, or injuries suffered in an assault. If your injury occurred while you were at work, the personal injury attorney may refer you to a worker’s compensation attorney or handle the case jointly with them. If you are unsure of what type of case you have, look for a general practice attorney. These attorneys handle a variety of different kinds of cases and may handle your case herself or refer you to another lawyer.
the implications of medical conditions for the ways young people engage in sport and how it is managed. 12 marks Scaffold for analyse Analyse – identify components and the relationship between them; draw out and relate implications. Topic to be analysed: Tips for writing Statement of topic which reflects how deeply you have thought about the question. Preview of components and the relationships. Component: Elaborate: Support with examples: Component : Elaborate: Support with examples: Topic sentence at the beginning of each paragraph followed by explanations and examples to illustrate each component Identifying and explaining the relationship between the various components is essential in answering these questions. Use linking words between each point such as therefore, thus, as a result, leading to, in order to illustrate the relationship between each of the components. Relationship between the components above: Point Elaborate: Support with examples: Component: Elaborate: Support with examples: Component : Elaborate: Support with examples: Relationship between the components above: Point Elaborate: Support with examples: Implications of the relationship between each of these components: The implications of the relationship (what happens, what effect it has) can be dealt with in each of the paragraphs or as a concluding paragraph.
Testing site / method Details Comments Website On-line self-testing kit sent to you on request through the post A 'self-testing' kit gives a result in a few minutes, without anyone else being involved. The test will either tell you if you are HIV negative, or if the test is ‘reactive’. 'Reactive' test results must be confirmed in a health care setting, but are likely to indicate the presence of HIV. Currently £29.95 On-line self-sampling kit sent to you on request through the post A 'sampling-kit' is where you take a sample using the kit (usually blood), send it off to a laboratory, and you receive the result about 1 week later Free for certain individuals who may be at greater risk Sexual Health & Contraception (SHAC East, Central & West) An experienced team providing a confidential and non-judgemental service. 01273 523388 or appointments available through website. Free Terrence Higgins Trust (THT) Offering rapid HIV tests throughout the week – a fingerprick test with results several minutes later 61 Ship Street, Brighton, BN1 1AE, 01273 764200 Free Brighton Sauna Free self-testing kits available from machine in the reception area; THT testing sessions using rapid HIV tests on Weds evening Sex on premises venue for men who have sex with men only Pavilions (drug and alcohol services) Support available to anyone concerned about their drug or alcohol use, or for the families & carers supporting those struggling with substance misuse. Free HIV testing available for clients of the service Through your GP You can attend your GP to discuss having an HIV test. Most GPs will be happy to do this for you Having a negative HIV test result does not impact on insurance, health or life assurance policies
How I Study the Bible—an Example The examples that follow are 1 Samuel 17, some verses from Matthew 13, the first three chapters of the Gospel of John, and the first chapter of 1 Corinthians. I incorporate different translations into the text if I think one is better than another. Mostly I use ESV and NIV but NASB gets inserted at times. I have altered the punctuation slightly in places to fit my style. For example, since I have put Jesus’ words in red font I don’t feel the need to have His words begin and end in quotation marks (it’s just my preference). If a passage has a chiastic structure then I reflect that in the passage (see Matt. 13). Sometimes I will include an outline, as I did for 1 Corinthians (I used the outline of Gordon Fee’s commentary on 1 Corinthians). Sometimes I’ve altered the text based on what I read in commentaries (remember, this is my Bible that I use for me—I don’t teach directly from it). I don’t bother to use full footnoting since, again, this is only for my personal benefit. For example, “NAC” stands for New American Commentary (most of the volumes are excellent, by the way) and “Carson” is all I use to refer to his commentaries on Matthew or John (which are excellent). I highlight footnote numbers in various colors depending on their importance to me. I use heading level 1 for the chapter titles—that way I can use the Microsoft Word’s navigation pane to move around in the document (if you don’t know what that is, Google it). Although I didn’t give any examples of it below, often I will insert sermon outlines in my Bible. Reading the Bible this way is a joy to me and I hope that this will inspire some readers to do likewise in their Bible study. I Samuel 1 Samuel 17 David and Goliath 1 Now the Philistines gathered their forces for war and assembled at Socoh in Judah. They pitched camp at Ephes Dammim, between Socoh and Azekah. 2 Saul and the Israelites assembled and camped in the Valley of Elah and drew up their battle line to meet the Philistines.
How learning artistic skills alters the brain New research finds neural changes not only reflecting increased technical capacities, but also enhanced creativity You Might Also Like Are artists ? Is the idea that artistry is , or perhaps one's soul, really true? A suggests otherwise. "Creativity is another concept that is often thought of as something we are either born with or will never have," says Dartmouth College psychologist , lead author of a paper published in the journal NeuroImage. "Our data clearly refute this notion." Schlegel and his colleagues report that taking an introductory class in painting or drawing literally alters students' brains. What's more, these training-induced changes didn't only improve the fine motor control needed for sophisticated sketching; they also boosted the students' creative thinking. Start doing the work, and the brain responds, allowing one to build and retain not just technical knowledge, but also the imaginative capacity needed to utilize it fully. The study featured 35 college undergraduates, 17 of whom took a introductory course in observational drawing or painting. All underwent monthly brain scans using fMRI technology. At the beginning and end of the study, all participants completed a standard test of creative thinking, which measures such factors as fluency, originality, and the creative use of imagery and language. During each of the monthly sessions, their brains were scanned under two conditions: as they "judged properties of illusory visual stimuli," a test designed to track the development of their perceptual abilities; and as they made "quick, 30-second gesture drawings based on observations of human figures." "We did not find any improvements in the art students' purely perceptual skills or related brain activity relative to a control group of students who did not study art," the researchers write. "We did, however, find that the art students improved in the ability to quickly translate observations of human figures into gesture drawings, and that fine-grained patterns of drawing-related neural activity in the cerebellum and cerebral cortex increasingly differentiated the art students from the control group over the course of the study." In other words, the researchers were able to watch as the students' brains adapted to learning new skills. But more importantly, they also observed changes in their prefrontal white matter that corresponded to an increase in their ability to think creatively. The art students specifically increased "their ability to think divergently, model systems and
Local Governments State Agencies Examples Policy and program development correspondence 4 years per GR 1000-26a 4 years per RRS 1.1.007 and requires archival review - Human Resources Officer and executive staff discussion of amending time off policy - RMO, Emergency Management Officer, and IT department correspondence re: developing a disaster plan for records General email sent or received in the normal conduct of business 2 years per GR 1000-26b 2 years per RRS 1.1.008 - RMO emails TSLAC analyst about corrections to a retention schedule Transitory correspondence usefulness AV (As long as administratively valuable) per GR 1000-26c AC (As soon as the purpose of the record has been fulfilled) per RRS 1.1.057 - Meeting reminder - Letter of transmittal - Telephone message notification Supervision records See See - Request for time off - Grievance - Employment application Public Information Requests Not Exempted (Fulfilled): Date request for records fulfilled + 1 year per GR 1000-34a Exempted: Date of notification that records requested are exempt from disclosure + 2 years per GR1000-34b Not Exempted (Fulfilled): 1 year after request fulfilled per RRS 1.1.020 Exempted: 2 years after notification that records are exempt per RRS 1.1.021 Complaints 2 years after the resolution of the complaint per GR 1000-24 2 years after the resolution of the complaint per RRS 1.1.006 Emails unique to your agency or type of organization Consult your records retention schedule and the appropriate for your organization Consult your records retention schedule. - Appraisal district’s tax correspondence - Letter of recommendation for a college applicant - Police department or attorney case file
Checking for Passport Validity Validity regulations and requirements per country change often, so always check the entry and exit requirement section for your destination on . The best time to check would be before you book your flight and hotel to avoid potential cancellation charges or fees. Use helpful sites like to check your passport validity online There are 3 main things you need to know when checking passport requirements: Airlines have the right to turn away passengers who don’t meet the passport validity requirement You also need to take into account the validity requirements for your layover or transit destinations along with your final destination In case a country’s requirements are not clear, , consulate or transportation company to confirm the rules and regulations related to passport validity If you’re looking to renew your passport, always take the renewal time into account. Wait times are available at . Rush services are available, but they are expensive, and proof of your emergency is required. Even if you don’t travel on a regular basis, be aware of your passport expiry date, and renew within the year it’s set to expire. If you miss your expiry by a year, your renewal process will take much longer! Tip: The quickest turnaround times to renew your passport are between June and November. As always, make sure to protect yourself with before you leave for your trip, as your provincial health care will cover less than 10% of unexpected medical emergencies. And don’t forget, as of November 2016, issued by other countries – they must use their Canadian passport.
FAR 121 Subpart Q (Max Duty Time - Max Extension) - ((Max Flight Time - Flt buffer) + Brief + Debrief + (Segments - 1) * Turn) = Allowed Flight Duty Period delay Flight Duty Period Start Time Permitted Flight Time Max Duty Time Based upon Flt Time in 24 Hrs <9 >=9 0000-2359 8:00 16:00 15:00 Permitted Pairing Growth < 9 hours Flight time in 24 Segments 1 2 3 4 5 6 7 Allowed FDP Delays 6:45 6:00 5:15 4:30 3:45 3:00 2:15 Permitted Pairing Growth >= 9 hours Flight time in 24 Segments 1 2 3 4 5 6 7 Allowed FDP Delays 5:45 5:00 4:15 3:30 2:45 2:00 1:15 Will require flight time reductions to absorb delays Less than 2 hours and greater than or equal 2 hours growth Greater than or equal 2 hours growth Relative Efficiency of the FDP 100 * (Max Flight Time)/((max duty time – debrief) + Permitted Pairing Growth) Efficiency of FDP < 9 hr hours Flight Time in 24 hours 1 2 3 4 5 6 7 88.89 82.05 76.19 71.11 66.67 62.75 59.26 Efficiency of FDP >= 9 hr hours Flight Time in 24 hours 1 2 3 4 5 6 7 88.89 82.05 76.19 71.11 66.67 62.75 59.26 Less than FAR 117 efficiency in some cases Exceeds FAR 117 efficiency FAR 117 (Max Skd FDP + Max Extension) - ((Max Flight Time - FT Buffer) + Brief + (Segments - 1) * Turn) = Allowed Flight Duty Period delay Flight Duty Period Start Time Permitted Flight Time Segments 1 2 3 4 5 6 7 0000-0359 8:00 9:00 9:00 9:00 9:00 9:00 9:00 9:00
Brand of antacid:_________________ Chemical Formula of Base Component of antacid from label:____________________ Write the balance molecular chemical equation that occurs when HCl(aq) is added to the antacid including physical states for species. Barometric (atmospheric) pressure in room. _____________mm Hg Qualitative observations of tablet before and after crushing. Fill in the following data table: Quantity Trial 1 Trial 2 Trial 2 Mass of Tablet (g) Initial Volume in Buret (mL) Final Volume in Buret (mL) Volume of CO2 produced (mL) Temperature of Water in Leveling bulb (oC) Temperature of Water in Leveling bulb (K) Partial Pressure of Water Vapor (mm Hg) (from CRC Handbook) Show the calculation for the conversion of the temperature of water in oC to Kelvin units. Show the calculation for the partial pressure of CO2 obtained from Trial 1 data. Using the Ideal Gas equation, determine the moles of CO2 produced (R=0.08206 Latm/molK) using Trial 1 data. From the balanced chemical equation, show the calculation of the moles of NaHCO3 or CaCO3 in the antacid tablet depending on the composition of your antacid tablet using Trial 1 data.
must utilize applicable features of each method and apply them uniformly to similar properties in a process known as mass appraisal. Sales Approach In order to determine the value of your property, the appraisal district must first know what properties have sold, and how much they are selling for in today’s market. By maintaining a database of real estate transactions, we can arrive at the property value by studying sales of comparable properties. Cost Approach This method of appraising property is based on how much it would cost today to build an identical structure on the property. If the property is not new, we must also determine how much value the building has lost over time due to depreciation. Income Approach This method is preferred when appraising an income producing property. This approach determines value through analysis of income and expenses to determine market value. Consideration is given for operating expenses, maintenance costs, and the return (or profit) that could be reasonably expected on the property. Mass Appraisal There are generally only two kinds of appraisal: fee appraisal and mass appraisal. Both types of appraisals utilize the same basic appraisal principles and theories. A fee appraisal utilizes the three methods discussed above but with only one parcel of property being valued. Mass appraisal values the entire county where market areas, neighborhoods, subdivisions, and large groupings of similar properties are appraised at one time by adopted standards. Market Value and Assessed Value - What’s the difference?
how care should be delivered at the end of life Ten elements are required for safe and high-quality end-of-life care. Following is a summary of what each element means for you as a patient, and for families, carers and consumers. patient-centred communication and shared decision making You are supported to make decisions about your care to the extent that you want to. When clinicians communicate with you, they try to understand your wishes and preferences about your care at the end of life. Clinicians talk to you openly, honestly and in a way that you can understand about your medical situation and care. You have the opportunity to have multiple conversations with clinicians about your care at the end of life. teamwork and coordination of care Your clinicians work together as a team so that you get the best possible care. You, and your family, carers and substitute decision-maker are part of the team for your care. You are told about who is responsible for leading and coordinating your care, and the roles and responsibilities of other team members. The clinicians in hospital work with the people who look after you in the community, such as your GP. components of care You are always treated with dignity, respect and compassion. Clinicians ask you, and your family and carers about what is important in your life and your wishes for your future care. As much as possible, these wishes are taken into account when care is provided. You have the right to refuse medical treatments. Clinicians avoid providing treatments that will not help. You continue to receive care that keeps you comfortable and fits with your wishes, even after other treatment stops. use of triggers to help recognise patients approaching the end of life Clinicians look at your situation and condition. Based on this, they may talk to you about end-of-life care. Having early and repeated conversations about end-of-life care is useful; it does not necessarily mean that you will die soon. You can start to talk to your family and carers about your wishes for your end of life before you are in hospital.
How do I create a new user? You can always contact and provide the user’s details. We’ll create the account for you. If you are creating the account yourself, you must follow the procedures below. If you don’t follow these procedures, the user may not be auto-assigned the appropriate mandatory training. To add multiple users at once Fill out the Apex New User Template (available on our Administrator Help site); E-mail the template to education@mihs.org. To add one user at a time: 1. In the Admin Navigation area, click Users. 2. Click Add New User. 3. Fill in the required fields (see below). 4. Click Add User. ** See next page for instructions for each field. Fields to fill out in the Add New User box: Username – if the username already exists, add a number to the end of the username (e.g. mjones1). Email Address – without an email address, the person won’t receive any notification emails when they are registered for a classroom session. They will also be unable to retrieve their password if they forget it. If you leave the email blank, you’ll see this message. Click Yes. Apex User Types Description Apex Username Email Password Hire Date Job Title Department Company Resident (non-MIHS) Non-MIHS Resident Physicians (not in Star) PAS# Resident (specialty) Academic Affairs Rotating Resident Residents that rotate through different specialties PAS# Current email address -- so that they can receive system notifications for classroom sessions they're enrolled in. Username + 1 Their first day of work, or the date that the account is created. Rotating Resident Rotating Residents Academic Affairs Medical Student Students of medicine PAS# Medical Student, SRNA Student, NP Student Medical Students Academic Affairs
Nursing / Allied Health Student Nursing instructors / students, other students First initial + last name (type of student or instructor) Nursing and Allied Health Academic Affairs Other Student Radiology, Care Mgmt, or other students First initial + last name Radiology Student, MSW Student Radiology, Care Mgmt Academic Affairs DMG DMG Providers PAS # M.D, OD, etc. (specialty) DMG DMG Support Staff DMG employees in DMG biz ofc or in admin roles First initial + last name (job title) or Business Office DMG DMG Courtesy Providers not employed by DMG PAS # (specialty) (Specialty) DMG Courtesy Volunteer Volunteers Volunteer # Volunteer Volunteer Services Volunteer Services Agency Clinical staff from temp agencies ID in ResQ (first initial + last name if not in ResQ) RN, BHT, etc. Inpatient or Psych Agency Contractor Outside contractors First initial + last name (job title) Supervising department (Grants, HIM, etc.) Contract Visitor or Other People not affiliated with us who take our classes. First initial + last name (n/a) (n/a) Guest Employee & Resident MIHS Employees & Residents (in the Star system) Automatic upload @ 7 a.m. every day. ** DO NOT CREATE AN EMPLOYEE ACCOUNT! **
Bank Name - Enter the bank name. *Bank Account Number – Enter the banking account number as provided. *DFI Qualifier – Always enter “01”. *Account Type – Select the account type from the dropdown field. Check Acct – Checking Account Savings – Savings Account Personal Acct box – Check this box if this account is a personal account. *DFI ID – This field corresponds to the 9 digit bank routing number. If the Supplier has bank account information set up within the Supplier Bank Account Options, the region can be utilized to send payment advice’s by email. Click the Payment Notification arrow to expand the region. Check the Enable Email Payment Advice check box Choose “Automated Clearing House” from the drop down for Payment Method within the Payment Method Selection area. Input the email address in the Email ID field. The following regions on the Payables Options page are not utilized at this time: Click OK to exit the payables page and return to the Location tab. Procurement In the Options group beside Payables, click Procurement. The addresses on this page are populated from the Payables link automatically. The following regions on the Procurement page are not utilized at this time: Higher Ed does not utilize the Accept Procurement Card functionality at this time. When finished with the Procurement page, click OK to return to the Location tab. Click the arrow to expand the region. Utilize this region to record the TIN number of those suppliers who are not 1099 reportable, e.g. corporation EINs. Type Click on the magnifying glass to select the appropriate option. ID Number Enter the TIN number without hyphens. If withholding processes are not needed, click Save. A supplier ID number will be assigned by the system.
animal opened these?” “That soda was good!’ says Roxann. “Let’s clean up,” says Dad. “Pick up every piece.” “Both nests and eggs are clues about birds,” Dad says. “Look at the shape of the nest and the speckled eggs.” “A feather is also a clue,” says Nolan. “What bird has blue feathers? What bird has speckled eggs?” “We’ll find out,” says Roxann. “Let’s go home and say hello to Mom,” says Nolan. “We can also show her the clues.” “I told you we could find out who ate this,” says Roxann. “A squirrel did!” Roxann and Nolan found the animals that left each clue. Did you?
How to Change Where Your Report Output is Directed in nVision Updating the Directory Template in nVision Client Report Request The directory template field allows nVision client users to save reports to a specified drive location or folder automatically when the report is run. With the advent of the Remote App connection to the nVision client, the filepath for existing reports may need to be updated so that reports are saved properly. You may receive a similar error if you run a report with an old/invalid filepath: Step by step directions on how to update the report request: In the nVision client window, click “Open Layout”. Find the appropriate drive for your files. Navigate to the location/folder in which you would like to store your report output. In the address bar of the window, copy the address as text. Click “Cancel” to close the window. Open the report request as you normally would. (You may need to open the layout first.) Delete or overwrite any text in the “Directory Template” field of the nVision report request. Paste your new filepath in the field. You should see a new filepath that starts with ‘\\tsclient\.. ‘ instead of ‘G:\’, for example. Save your report request.
What type of user details can I update in SAM? You are able to edit all fields for all the users in your organisation. The available fields you can update are Job Title Title First Name Last Name Work Phone Mobile Phone Work Fax Email Address Primary (this is a check box and indicates the main contact for your organisation, and to whom email and mail correspondence from the Department to your organisation is addressed. Please use caution when changing the Primary contact of your organisation). Status (Active or Old pull down menu) please note that if you set an employee to old, you must contact the Funded Agency Channel help desk () so the users’ access can be revoked. How do I update my details in SAM? When you log into My Agency click on the “Service Agreement Module – [ External Link ]” link located at the top of the My Agency page. For instructions on how to log into My Agency please see A separate window will open and SAM will open to the “Current Agreements” tab. Click on the Organisations tab at the top of SAM Once the Organisations tab opens, click on the name of your organisation which will open a series of sub tabs and default to the Contacts sub tab. This is the tab where you can edit a user’s details Highlight the user you would like to edit by clicking on the “>” which is to the left of the user’s job title. Click the Edit Button and change the fields as required. Once completed, click the Save button. To receive this publication in an accessible format, email: the <fac@dhhs.vic.gov.au> Authorised and published by the Victorian Government, . © State of , Department of Health and Human Services, April 2017. Available on the
specific examples to work with and avoids the feedback being received as a personal attack, general opinion or hearsay. If you have not directly observed a behaviour but have received a report from another individual then you could say “I have received a report about…” so that you still own the feedback and you are therefore not passing on somebody else’s opinion. Facilitators should choose their language carefully and avoid generalisations such as “you always do this” or “you never do that”. This will maintain the focus on the behaviour or performance that is being discussed, as opposed to the individual’s character. This can be supported further by the facilitator providing specific examples of good or poor practice to contextualise any message and highlight expected standards to the recipient. Feedback should conclude with agreed solutions and action plans that are identified by the recipient or negotiated by the facilitator, with some guidance offered as a strategy for improvement, especially for negative feedback. This can be achieved by asking: “What could you do differently next time?” or “Have you thought about doing it this way?” Additionally, checking understanding reinforces that the session is about the recipient’s development. Seeking clarification of their understanding gives the recipient the opportunity to inform you of their planned behaviour. This can be encouraged by asking open-ended questions such as “So the next time you are faced with [a similar situation], what will you do differently?” Feedback models Several feedback models, such as the sandwich method, Pendleton’s rules and BOOST, are described in literature, although no single approach is considered most effective. The approach that is adopted is likely to be dependent on the facilitator-recipient relationship and the situation, emphasising the need for flexibility and a culture of trust and respect. The sandwich model consists of negative feedback ‘sandwiched’ positive feedback, with the facilitator outlining what went well, what can be improved and then closing with what went well. While this is constructive, it does not always lend itself to two-way communication, meaning that there is a risk that the feedback becomes facilitator-led.
HOW TO CONDUCT A PINEWOOD DERBY Why We Have a Pinewood Derby Racing in a Cub Scout Derby is fun, and an opportunity for scouts to learn craft skills, the rules of fair play, and good sportsmanship, skills all boys need to learn to become successful in life. Schedule Action When Who Decide on a date and reserve the MPR, usually on a Sunday in January. Start of school year Committee Chair Order car kits, reflecting the number of scouts plus 20 more for siblings November Awards Coordinator Recruit volunteers for the Derby Committee. Need about 4 volunteers for the core Derby Committee, 4 more to help on the day of. November Volunteers Coordinator / Committee Chair Hand out car kits to Den Leaders to distribute at the end of the meeting, so kids don’t open boxes and spill contents. December Pack Meeting Awards Coordinator Have Pack Photographers cover the event December Volunteers Coordinator / Committee Chair Derby Committee meets and confirms job assignments. December Derby Committee Order trophies, medals, certificates, and patches. December Awards Coordinator / Derby Committee Announce, post and email Pinewood Derby rules, instructions, workshop, and race date. After December Pack Meeting Cub Master, Web Master, Secretary Derby Committee meets with Pack and Den Leaders, shares plans, and finalizes details. First week in January All Leaders Order pizza for the Pack. For 75 scouts, 15 pizzas (6 pepperoni and 9 cheese), cut into 16 smaller slices. Week before the race Derby Committee Car Impound – make sure race cars qualify. Assign each car a number and insert the car’s number in the Derby scoring system. Day before the race Derby Committee Race Day – set up the race area and test the track, timing devices, and Derby race tracking programs. 3 hours before the race Derby Committee
volunteers can dedicate to this project is also important when you are creating a realistic project timeline. Break down your project into small sections and identify how many days you expect each portion to take. Write down dates if possible. Include the time needed to gather resources and make purchases, and always include several extra days in case there is a setback. Step 5: Create a Budget After you’ve outlined the supplies you’ll need, identify how you will gather these supplies and create a budget. Are there any tools you can rent or borrow from neighbors? What supplies can you have donated by local businesses? Are you and your neighbors able to pool resources to fund this project, or will you need to seek outside funding to accomplish your goals? Items to consider when forming a budget: Material costs Taxes Permitting costs Contingency funds Fiscal sponsor fee (if applicable) Insurance fee (if applicable) Step 6: Locate Resources Oftentimes, a project is outside the scope of what community members can fund themselves. Fortunately, there are a wide variety of resources available for community projects. Local businesses, nonprofits, and City programs can all provide support. View City resources at . Use the Community Connector () to identify organizations with similar goals that may be able to support your project. This support can go beyond funding; donations can include food, volunteers, meeting space, and more. Step 7: Recruit Volunteers Though you may already be working with a group of committed neighbors on this project, reaching out to the broader community will strengthen neighborhood ties, decrease the workload on your existing team of volunteers, and give your project a greater chance of success by creating a broader support network. Organizations to reach out to: Nonprofits Schools Local businesses Community Centers Sports teams Church groups Community groups Community councils
We are most useful in confronting conflict when we are not so much trying to __________________ another person as we are trying to help them _______ themselves more __________________. Let’s take a first look at the three aspects of conflict. What is your attitude toward conflict? 1. Conflict is not __________________. 2. When someone causes conflict, they are not necessarily __________________. 3. Conflict is __________________ __________________ __________________ So Accept it! 4. Learn how to accept conflict as a __________________ of _________________, not a __________________ of the __________________. 5. Conflict can be __________________ tension. 6. Conflict can lead all involved to a __________________ understanding of the _____________ of God and a more __________________ ministry. 7. A biblical approach to resolving the conflict requires all parties involved to __________________ work for solutions that are filled with ____________ for all.
What the Bible says about conflict A. Three Common Causes of Conflict 1. A struggle to understand __________________ __________________ for the ministry. Acts 10:9 - 11:18 Segregation vs. integration Acts 15:1-35 Conditions of salvation 2. __________________ between persons. Acts 15:36-41 Paul & Barnabas 1 Cor. 1:10-12, 3:4 - 4:6 Fans of Paul & Apollos 3. Sinful __________________ 2 Samuel 11 David & Uriah Matthew 21:12-16 Jesus clearing out the temple B. Healthy Areas Where Conflict Occurs 1. Over __________________ and __________________ -- “Why are we here” conflicts -- “What will we do” conflicts 2. Over __________________ and __________________ -- “How will we do it?” -- “Who will do it?” “When?” 3. Over __________________ and __________________ --any organization over 5 years old has traditions How do you respond to conflict?
End 1/2/2011 Fibro Wall Cladding Non-friable Sound condition structurally, paint lifting in some places Exterior of main Building Accessible. Unlikely to be damaged. 1/2/2011 Pipe Insulation Friable Cracked at bends in pipe Plant Room: Behind boiler for water system Only accessed by maintenance staff 1/2/2011 Cement Flue Non-friable Good condition, coated Plant Room: On top of boiler Only accessed by maintenance staff 1/2/2011 Floor Tiles Non-friable Good condition, tiles under filing cabinet starting to lift Main office, Asbestos backed vinyl floor tiles Inaccessible
Clarity of Offer . . . make sure the Consumer understands the offer terms. Impact to the Retailer . . . make sure the Retailer understands the offer terms. Impact to Retail Clearinghouse . . . make sure the Clearinghouse will understand the offer terms. GS1 DataBar. . . make sure you have a readable and scannable DataBar Must contain MIN (manufacturer ID number), face value, family code and expiration within the DataBar Note: The DataBar has more coding capabilities and is ,usually, unnecessary for Natural Product coupons Advertising Impressions. Use same slogan / same look as in advertising Coupon dimensions (recommend up to dollar bill size). Bar code must fit and not reduced to less than 80% from the original artwork. Issues unique to natural product channel PLU usage and manual validation at checkout Coupon bar code (GS1 DataBar) not universally scanned Effective Design Checklist Avoid Clutter Use large, clean Headlines Set up offer with Redemption Agent Large Product Picture Minimum body copy Coupon size, i.e. Up to dollar bill size Use a “workable” size Closely review the Coupon proof before printing. Scan the barcode for readability to ensure it is for the exact offer. Artwork Approval FRAUD and MISREDEMPTION It exists and it is important to control coupon printing and distribution. Closely review redemption reports to ensure that the retailer carries your product and the number of coupons are consistent with product sold. What can your Company do? Protect your DataBar and your PDF images of your products. Embed them in your web pages and do not make it easy to “lift off your web pages”. Put protection on your High Value/Free Coupons, i.e., Use the CIC Hologram or similar control. When printing High Value / Free Offer coupons, use the CIC Hologram if possible. Or use backgrounds that is difficult to reproduce.