zilongwang/ReadingBank huggingface dataset:
Brandon Red Product Weight: 0.8453g Tobacco Weight: 0.6438g Ingredients listed in descending order by weight: Tobacco Water Processing aids NOTES: to the "Composite List of Tobacco Ingredients" accompanying this report for the quantities not exceeded and function of the listed ingredient. Flavourings that make up each brand's unique flavour characteristics are grouped as "natural" and/or "artificial" flavours. Each flavouring grouped under this heading is disclosed in the "Composite List of Tobacco Ingredients" accompanying this report. of non-tobacco ingredients can be found in the "Composite List of Non-Tobacco Ingredients" accompanying this report. aids and preservatives that are not significantly present in, and do not functionally affect, the finished product are grouped as "processing aids" and/or "preservatives". Each processing aid and preservative grouped under this heading is disclosed in the "Composite List of Tobacco Ingredients" accompanying this report.
Horizon Menthol Blue (version 2) Product Weight: 0.8659g Tobacco Weight: 0.6422g Ingredients listed in descending by weight: Tobacco Menthol Propylene glycol Processing aids NOTES: to the "Composite List of Tobacco Ingredients" accompanying this report for the quantities not exceeded and function of the listed ingredient. Flavourings that make up each brand's unique flavour characteristics are grouped as "natural" and/or "artificial" flavours. Each flavouring grouped under this heading is disclosed in the "Composite List of Tobacco Ingredients" accompanying this report. of non-tobacco ingredients can be found in the "Composite List of Non-Tobacco Ingredients" accompanying this report. aids and preservatives that are not significantly present in, and do not functionally affect, the finished product are grouped as "processing aids" and/or "preservatives". Each processing aid and preservative grouped under this heading is disclosed in the "Composite List of Tobacco Ingredients" accompanying this report.
JPS Silver Product Weight: Tobacco Weight: 0.5862g Ingredients listed in descending order by weight: Tobacco Processing aids NOTES: to the "Composite List of Tobacco Ingredients" accompanying this report for the quantities not exceeded and function of the listed ingredient. Flavourings that make up each brand's unique flavour characteristics are grouped as "natural" and/or "artificial" flavours. Each flavouring grouped under this heading is disclosed in the "Composite List of Tobacco Ingredients" accompanying this report. of non-tobacco ingredients can be in the "Composite List of Non-Tobacco Ingredients" accompanying this report. aids and preservatives that are not significantly present in, and do not functionally affect, the finished product are grouped as "processing aids" and/or "preservatives". Each processing aid and preservative grouped under this heading is disclosed in the "Composite List of Tobacco Ingredients" accompanying this report.
Name: _____________________ Imperialism and The Spanish-American War Part I The following description of imperialism outlines some of the events and consequences of the rivalry in the late 1890s. From the description or from other sources, prepare to discuss the characteristics of imperialism. Imperialism The purchase of Alaska (1867) ended the period when all new US territory was assumed to be on the path to eventual statehood, and thereafter expansionism took forms more properly labeled “imperialistic.” Before the Civil War, there was southern sentiment to annex Cuba as a territory. In the post Civil War period, there were moves to annex or control the Dominican Republic, the Danish West Indies (Virgin Islands), Samoa, and Hawaii. The War (1898) resulted in Guam, Puerto Rico, and the Philippine Islands becoming outright colonies, while Cuba was made a self-governing protectorate. Hawaii, which later gained old-style territorial status 1900, was also annexed during the war. Establishment of a protectorate in Cuba (1901) was followed by similar actions in Panama (1903), the Dominican Republic (1905, 1916), Nicaragua (1912), Haiti (1915), and the purchase of the Virgin Islands (1917). The Open Door notes (1899, 1900) marked a US attempt to impose its own commercial and diplomatic guidelines upon the great-power rivalry in China. The Good Neighbor policy of the 1930s involved a general abandonment of formal protectorates. In 1934, Congress voted for eventual independence for the Philippines. Part II After defining imperialism, review in your textbook, Zinn or A Patriot’s History the causes of the War. Then check the following causes that are mentioned in your reading and determine which ones are a direct result of American Imperialism. Causes Specifically Mentioned in Your Source An Example of US Imperialism (Why or Why not) 1. The effects of the Tariff 1894 2. Cuban Revolts against Spanish Rule 3. Pressure from US Business and spokesmen American American American
Platt Amendment Foraker Act Gave Puerto Ricans a limited say over their own affairs. Americans set up schools, improved health care, and built roads. The Foraker Act and the Jones Act the United States gained control over Puerto Rico in 1898, it set up a government under the Foraker Act in 1900. As a result of the opposition of Puerto Ricans to the Foraker Act, the Unites States passed the Jones Act in 1917. Read the two acts below, and then complete the exercise that follows. The Foraker Act, 1900 Puerto Rico is a United States possession. Puerto Ricans are not citizens of the United States, but can elect a non-voting observer to the United States Congress. Puerto Ricans will have the right to elect the lower house of its local legislature. The upper house will be nominated by the president of the Unites States and approved by the United States Congress. The governor general, who is appointed by the president (with the advice and consent of the United States Senate), will have the power to amend or void all legislation of Puerto Rico. All foreign trade bills affecting Puerto Rican trade will be enacted by the Congress of the United States. The provisions of these bills can be changed by the Congress of the United States, if it so desires. The Jones Act, 1917 All people of Puerto Rico shall be granted United States citizenship with all its privileges and responsibilities except the right to vote for the president of the Unites States and the right to representation in Congress. However, any citizens of Puerto Rico will have until six months after this act becomes law to refuse to accept such citizenship. The government of Puerto Rico shall consist of a governor, appointed by the president of the United States and two houses of the legislature elected by the people of Puerto Rico. Any laws passed by the legislature may be vetoed
Wilson ordered military intervention in Latin America more than any prior president. Relations with Mexico 1910- Mexicans rebelled against their president- Díaz. 1914- US troops go into Mexico to help. 1916- Pancho soldiers killed 17 Americans. US goes in to capture Villa but fails. US withdraws in 1917. Questions to answer Why did the United States build the Panama Canal? What policies did the United States adopt toward Latin America? What impact did the US have on other nations? What were the intentions of the US Presidents during this time of imperialism? Review for Quiz Basic Causes- Immediate – De Lome letter, Sinking of the Maine, Yellow Journalism Economic Impact – __________________________________________________________________ Teller Amendment – US would not annex Cuba Rule over Puerto Rico – ______________________________________________________________ Boxer Rebellion – Foraker Act – Moral Diplomacy – Wilson’s plan – condemn imperialism, promote peace and democracy
Lesson 9 – Imperialism Activity 1 – Notes on Meiji Restoration in Japan Activity 2 – Scene from Last Samurai Activity 3 – Notes on Imperial Japan I WILL: Explain how Japan was opened up and modernized by American and European imperial interests. Lesson 10 – Imperialism Activity 1 – Video Clip on Russo-Japanese War Activity 2 - Go to lab to work on project I WILL: Explain why Japan won the Russo-Japanese War and became the most powerful country in Asia at the beginning of the 20th century. Lesson 11 – Imperialism Activity 1 – page 371-2 How were the Europeans able to get into and trade with China? Why couldn’t the Chinese do anything to resist it? – Explain Activity 2 - Opium War Reading, Notes Activity 2 – Video Clip Empress Tzu-Hsi and the Boxer Rebellion A Segment of: China: People and Places I WILL: Analyze how the Opium War and Boxer Rebellion impacted Chinese resistance to imperialism. Lesson 12 – Imperialism Activity 1 - Presentations Projects due Activity 2 – Have students write down the key idea from each presentation OR HAVE NO PRESENTATIONS – LAST DAY IN THE LAB??
I WILL: Present my research on an imperial movement in an African or Asian country Lesson 13 – Imperialism Activity 1 – What does it mean for a country to be considered a 1st world, 2nd world or third world country? – Explain Activity 2 – Geopolitics in Suez Canal and Panama Canal Activity 3 - Finish Presentations, Special Economic Zones – Connect to Today – page 372 Activity 4 – Work on guide I WILL: Relate geopolitics to the building of both the Panama and Suez Canals. Compare 1st World, 2nd World and 3rd World countries. Lesson 14 - Imperialism Activity 1 – Review game Activity 2 – Collect study guide Activity 3 – Imperialism Test I WILL: Be assessed on my knowledge of imperialism.
6. Identify points of confusion to clarify by asking a partner or teacher. 7. Identify information to be used on a test, essay, for discussion, etc. Visual/Symbol 8. Create a visual/symbol to represent important information to be remembered. Meeting in the Congo Meeting in the Congo (Analysis Questions) What did the two sides have in common? How did they view the same actions differently? What was included in one account but left out of the How did perspective influence the “Meeting in the Congo?” Whose account is more believable and why? How could the situation have been avoided? How do you think it will impact future interactions?
Topic Location Student in Charge of Topic Who (Who was involved in your Be sure to identify players from both sides. Identify their their role or title, and what side they are from) When (When did your take place? How long did it last? When did it conclude?) Where (Where did your event take place? Include the city/country and what continent. If country was divided, indicate where and who sponsored which side.) Why (What was the source of conflict? Protagonist? Why was there a problem?) Scramble for Africa Africa Boer War South Africa UK & Suez Canal Egypt Sepoy Rebellion India Gandhi & Indian New Delhi Opium War Canton, China Taiping Rebellion Guangxi, China Open Door Policy China Boxer Rebellion Liyuantun, China Mexican American War Mexico
Label the following: Atlantic Ocean ___/2 Pacific Ocean ___/2 Indian Ocean___/2 Arctic Ocean___/2 Southern Ocean ___/2 Australia___/2 USA___/2 China___/2 Cuba___/2 Spain___/2 Philippines___/2 Guam___/2 Hawaii___/2 Alaska___/2 England___/2 31. Why are Hawaii and Alaska labeled differently from the continental (contiguous) United States? ___/10 32. Why would Europe and the USA want to possess territory in the Indian and Pacific Oceans? ____/10 33. How does imperialism shape our modern economy? ___/10 34. Why would Europe and the USA see each other as competition in the game of Imperialism? ____/10 Mexico ___/2 Canada___/2 Brazil___/2 Japan___/2 India ___/2 South Africa___/2 Morocco ___/2 Egypt___/2 Saudi Arabia___/2 Iran ___/2 Iraq___/2 Turkey___/2 Puerto Rico___/2 Panama ___/2 Dominican Republic ___/2
Imperialism Map of Africa Using the list below, shade or color the continent map of Africa to indicate which European nation controlled each African territory. Then answer the questions found on the worksheet that follows using the completed map and your class notes. Belgian (Belgium) Sierra Leone (Britain) Gold Coast (Britain) Nigeria (Britain) Egypt (Britain) Uganda (Britain) British East Africa (Britain) Northern Rhodesia (Britain) Nyasaland (Britain) Walvis Bay (Britain) Bechuanaland (Britain) Southern Rhodesia (Britain) South Africa (Britain) Swaziland (Britain) Basutoland (Britain) British Somaliland (Britain) Gambia (Britain) Sudan (Britain) Spanish Morocco Rio de Oro (Spain) Spanish Guinea (Spain) Liberia (Independent) Ethiopia (Independent) Togoland (Germany) Cameroon (Germany) German East Africa (Germany) South West Africa (Germany) Libya (Italy) Eritrea (Italy) Italian Somaliland (Italy) Port Guinea (Portugal) Cabinda (Portugal) Angola (Portugal) Morocco (France) Algeria (France) Tunisia (France) French Equatorial Africa (France) French West Africa (France) French Somaliland (France) Madagascar (France)
THE IMPERIALIST REVOLUTION IN BUKHARA Muhammadjon Shakuri Bukhara’i Edited by Payvand Gulmurodzoda Introduced by Payvand Gulmurodzoda and Abdunnabi Sattorzoda Translated by Anvar Shukurov and Bahriddin Alizoda Dushanbe Shujaiyan 2013 BBK 63.3 (2 Tajik)+83.3 (2 Tajik) Sh – 20
What is an “impersonal” verb? An “impersonal” verb is a verb that has no personal subject (i.e. I/we, you, he/she/they) used in the neuter, third person singular not otherwise conjugated except for tense. IN ENGLISH: the most commonplace use of an impersonal verb can be seen in phrases relating to the weather: “it’s raining” (pluit) “it is sowing” (ningit) etc. An impersonal verb may “take” (i.e. have as its subject) an infinitive, a clause, or a neuter pronoun. infinitive: saepe necesse est prō patriā morī = it is often necessary to die for (your) country.” clause: mē delectat haec vīdisse = “it delights me to have seen these things.” neuter pronoun: hōc decet = “this is fitting” Sometimes otherwise ordinary can be used impersonally, i.e. act like an impersonal verb in special senses. apparet = “it appears” ēvenit = “it turns out, it happens” placet = “it is pleasing, it pleases” praestat = “it is better”
Sl. No. Name of the Designation 31 N. Nanda Devi Health Educator 32 L. Nirmala Devi L.D.C. 33 Y. Bhabudhon Singh Ophthalmic Assistant 34 Th. Brojen Radiographer 35 Athokpam Ibemu Devi 36 H. Munal Singh Grade IV 37 L. Basanta Singh Grade IV 38 S. Amusana Grade IV 39 Khullak Leimuikham Peon 40 Y. Ibohal Singh Peon 41 A. Ibochouba Sharma Sweeper 42 Phanjoubam Joykumar Singh Sweeper 43 D. Tomui Ward Attendant 44 Th. Singhajit Ward Attendant 45 Thounaojam Hemanta Singh Ward Attendant 46 Y. Vivekananda Singh Ward Attendant 47 P. Mali cum water carrier
PHC ANDRO Sl. No. Name of the Staff Designation NRHM STAFFS 1 Ksh. Tama Devi PHC accountant Manager 2 Dr. Salam Goutam Singh AYUSH Doctor 3 Miss. Jullekha Additional ANM 4 K. Chanu Laboratory Technician REGULAR STAFFS 1 Salam Bocha Singh M.O. 2 Salam Robindro M.O. 3 Kh. Kulamani F.H.S. 4 A. Parijat M.H.Supervisor 5 L. Priyokumar Singh Microscopist 6 Heshamuddin Pharmacist (Allo) 7 Oinam Razeeta Devi Staff Nurse 8 Thokchom Tamphasana Devi Staff Nurse 9 M. Kamala Devi Female Health Worker 10 Th. Jayentimala Devi Female Health Worker 11 Ch. Surchandra Singh Chowkidar 12 Kh. Tulachandra Singh Grade IV 13 S. Chandrabati Ward Attendant PHC BASHIKHONG
Sl. No. Name of the Staff Designation NRHM STAFFS 1 Soram Romio Singh PHC accountant Manager 2 Chabungbam (O) Romika Staff Nurse 3 S. Joymati Devi Staff Nurse 4 Dr. Nalindrakumar AYUSH Doctor REGULAR STAFFS 1 E. Okendro Singh M.O. 2 Lairenjam Vikram M.O. 3 Tongkholhing F.H.S. 4 Ch. Khamba Singh Microscopist 5 M. Aduan R. Naga Female Health Worker 6 Thangkhevung Female Health Worker 7 S. Chaoren Singh Chowkidar 8 Kh. Surendro Singh Grade IV 9 M. Fulkumari Devi Ward Attendant 10 Lalawikung Mali cum water carrier PHC HEINGANG
PHC Yaingangpokpi Sl. No. Name of the Staff Designation NRHM STAFFS 1 K. Babacharan PHC accountant Manager 2 Dr. Th. Raikumar Singh AYUSH Doctor 3 Dr. N. Sanjoy Singh AYUSH Doctor 4 Keisam Sangini Devi Additional ANM REGULAR STAFFS 1 K. Hmanglamkhup M.O. 2 Thingujam Sayeeda Devi M.O. 3 M. Inakhunbi Devi F.H.S. 4 O. Tonjaoba Singh M.H.Supervisor 5 I. Saroj Devi Microscopist 6 R.K. Arunkumar Pharmacist (Allo) 7 Konjengbam Priya Devi Nurse 8 Yunkham Binodkumari Devi Staff Nurse 9 I. Roma Devi Female Health Worker 10 Ng. Wangthingla Female Health Worker 11 Md L. Singh Chowkidar 12 R. Hormila Grade IV 13 Md M. Maipak Ward Attendant 14 K.S. Mali cum carrier
The second step in designing a file structure is to create classes of work within the construction company. If you only do one class of work, give it a name. It is highly probable that future work will bring about a new class of construction within your company. By classifying your work now, it will be easier to implement new classes in the future. If you are a new home contractor, then use classification based on developments or types of new homes. The following are different examples with the classes highlighted: Example 1 – You build new homes in three different developments; this works well if the developments are large and will be around for a few years. Yorkshire – homes built in the Yorkshire Subdivision Water’s Edge – homes built in this subdivision on the water Governor’s Landing – a totally separate development in another zip code Example 2 – you build custom designed homes and sell ‘spec’ houses. Design/Build Spec Example 3 – you work around 3 basic models of homes Livingston – a slab based model with 3 variations Covington – a basement model with no variations Breckenridge – a foundation based model with two floors and 3 variations The idea is simple; create classes of construction that several projects will be built within the class. Do not create a class for one project, lump this project in with some other class. Classes can be focused on your construction divisions, such as new home, additions, and remodeling. See for more guidance. If you are not in residential construction and perform some other type of construction, group your projects based on function, geographical territory, or even material based projects. The following are some examples: Example – Site Developer – types of developments Residential Development Commercial Development Industrial Development Example – Road Contractor – core material based Asphalt Concrete Gravel/Other Material Based Roads Example – Fencing Contractor – types of installations Wire Fence (Chain link, Barb, Electric) Privacy Temporary – construction type fencing Phases of Construction This is the core information for accounting. Phases are the steps in your construction process. If you are home builder/remodeler, then use the nine phase system as described in . This article describes each phase and a numbering system. In general the phases are 01 – 09 and each is a
the hardware and software for the ACD portion will be installed, maintained, and supported by ACS. The risk exists for a lack of coordination resulting in project delays implementation, testing, and maintenance of the Enterprise Data Center Installation. 2 Interface with Payment Engine and MVD replacement system (Milagro). IVR will need to process payments for selected services in the future. A decision needs to be made which Payment Engine will be used, and the interface will need to be designed collaboratively with TRD\ITD personnel experienced in this area of the current systems. High Put a team together from Milagro, existing MVD 2.0, POS, IVR/VP, and NMI to make a coordinated decision regarding the recommended payment engine. None. Decision must be made early in the IVR/VP project.
3 Resource availability for design review and UAT testing. TRD MVD, and TRD IVR resources are primarily engaged in the Milagro project. The same resources will be needed during Design and again at UAT for the IVR/VP project. High High Coordinate regarding resources with Milagro team starting 02/09/2011 at the DRIVE MVD PM meeting. None. 4 Connectivity drop resulting in Call Center being unavailable. With the ACD portion of the architecture partially housed in Simms and partially at the ACS datacenter, the possibility exists that connectivity could be lost between Montoya Call Center and the hardware and software at Simms. Low High The design of the architecture allows the Call Center to continue receiving and handling calls, without the intelligence providing by ACD. None.
5 Synchronization between the Milagro schedule and IVR/VP schedule In order to execute transactions, the IVR/VP application will need to obtain data on Drivers and Vehicles from the Legacy MVD system, and then from Milagro as driver and vehicle functions go into production. The earliest Milagro implementation is after both Phases 1 and 2 of IVR/VP are scheduled to be completed. High Contractually, ACS is required to provide 25 per month for Change Request activities. The IVR/VP design will use web services for DOAs, decreasing the amount of rework as IVR/VP uses the different data sources. None. 6 User confusion as to multiple paths to perform the same function. Some functions, like registration renewal, could be available through multiple media/ locations: MVD Office, MVD web site, NMI application, IVR, etc. High Features of the IVR/VP system allow for incoming calls to be automatically redirected to other locations, like NMI Help Desk. These branches in the IVR scripts will be designed such that they can be Design could eliminate any possible duplication of sources for the service. However, this approach could make it difficult
Reference List [1] Osheroff J, Teich J, Middleton B, et al. A Roadmap for National Action on Clinical Decision Support. J Am Med Inform Assoc. 2007 Mar-Apr;14(2):141–5. doi: 10.1197/jamia.M2334 [2] Lloyd-Jones DM, Huffman MD, Karmali KN, et al. Estimating Longitudinal Risks and Benefits From Cardiovascular Preventive Therapies Among Medicare Patients: The Million Hearts Longitudinal ASCVD Risk Assessment Tool: A Special Report From the American Heart Association and American College of Cardiology. J Am Coll Cardiol. 2017 Mar doi: 10.1016/j.jacc.2016.10.018. [3] Boxwala AA, Rocha HB, Maviglia S, et al. A Multi-Layered Framework for Disseminating Knowledge for Computer-based Decision Support. J Am Med Inform Assoc 2011;18 Suppl 1:i1329. doi:10.1136/amiajnl-2011-000334. [4] Tso G, Tu SW, Oshiro C, et al. Automating Guidelines for Clinical Decision Support: Knowledge Engineering and Implementation. AMIA Annu Symp Proc. 2017;2016:1189–98. PMCID: PMC5333329 [5] Shiffman RN, Michel G, Essaihi A, Thornquiest E. Bridging the Guideline Implementation Gap: A Systematic, Document-Centered Approach to Guideline Implementation. J Am Med Inform Assoc 2004; 11(5):418-26.
Activity A “5” looks like . . . Self-Assessment Activity 1: There is a strong and clearly defined institutional commitment. Ongoing until normative practice is established. Top administrative leaders (president, provost, vice presidents, and deans, etc.) have a full understanding of and are committed to math pathways at scale. Leaders have integrated math pathways into the vision and strategic plan of the institution. The work is explicitly connected to other student success initiatives. Leaders consistently communicate the commitment to the full institutional community. The institutional community understands and embraces this commitment. Leaders actively and regularly monitor progress towards goals, provide guidance and support when necessary, and provide resources to support implementation. Rating on a scale of 1 to 5: Description of current status: Next steps: Activity 2: Establish and convene a leadership team. Ongoing normative practice is established. A leadership team with active involvement from representatives of diverse stakeholders (e.g., faculty, staff, administration) is established with a clear charge and defined roles and responsibilities. Team meets regularly, and has a timeline and an action plan. Team has effective processes for monitoring progress and documenting decisions. As implementation progresses, team evaluates for quality and for success in meeting goals for scale, and revises and refines plans based on the evaluation. Rating on a scale of 1 to 5: Description of current status: Next steps:
Kenton County School District MDC Timeline for Implementation 2009-2010 2010-2011 2011-2012 High School Beginning in February of 2010 our teachers were involved in eight days of training (some out of class and some classroom embedded) provided by Ann Shannon and Associates Anywhere from 60% to 90% of the math staff for each high school was involved in the initial training The training was expanded to involve 100% of math teachers at each high school. Ann Shannon and Associates provided training (one session out of class and one session of in class with after school training, feedback, and reflection). Lead teachers began to emerge in the high schools (had lessons videotaped, helped facilitate middle school training, shared experiences) District Secondary Math Consultant in implementation (working with teacher leaders, coordinating training, co-teaching, reflection, sharing new lessons) Training sessions provided by Ann Shannon and Associates will be completed classroom embedded with after school training, feedback, reflection. Six to eight Lead Teachers across grade/course levels will be formally identified and receive a stipend to build capacity within schools. Training sessions including videos of effective implementation, classroom observations of teachers by teachers, PLCs, and review of student work will be facilitated by Secondary Math Consultant and Teacher Leads. All teachers will implement FALs which have been built into the district curriculum maps. Middle School The district consulted with Ann Shannon to design training to ALL middle school math teachers in grades 6-8 with district developed “FALs” to be used as readying pieces until the Shell Centre FALs are ready. The Secondary Math Consultant and leading high school teachers facilitated the middle school training. District Secondary Math Consultant aided in implementation (working with teacher leaders, coordinating training, co-teaching, reflection, sharing new lessons, job embedded) Training sessions provided by Ann Shannon and Associates will be completed classroom embedded with after school training, feedback, reflection. Six to eight Lead Teachers across grade/course levels will be formally identified and receive a stipend to build capacity within schools. Training sessions including videos of effective implementation, classroom observations of teachers by teachers, PLCs, and review of student work will be facilitated by Secondary Math Consultant and Teacher Leads. All teachers will implement FALs which have been built into the district curriculum maps.
10 useful tips for an effective complaints policy and procedure Service providers can use this checklist to review their existing practices for receiving and dealing with complaints. After a complaint Service providers can use this checklist to review their existing processes for handling complaints. Good practice guide and self audit tool This tool assists service providers to develop and review their complaints management process to ensure that it is responsive and accessible to people with a disability and forms part of a broader quality culture. Investigations: guidance for good practice This booklet provides guidance to disability service providers undertaking investigations of staff-to-client assaults and unexplained injuries. Complaints systems and practice – quick checklist This checklist provides service providers with a snapshot of their progress in developing a positive complaints culture. Complaints culture surveys These surveys support providers to identify the degree to which the message ‘It’s OK to complain’ applies to their organisation, based on feedback from people with a disability, their families, carers, advocates and staff at all levels of an organisation. Office of the Public Advocate (OPA) Interagency guideline for addressing violence, neglect and abuse This is a good-practice guideline for organisations, members and volunteers working with adults who are at risk of violence, neglect or abuse. Disability Advocacy Resource Unit Rights under the UN Convention on the Rights of Persons with Disability This short video explains rights under the Convention on the Rights of Persons with Disability. It is presented by people with a disability. Peak bodies Source Resource Description Link National Disability Services Safeguarding for boards guide The guide includes a checklist for boards and recommended actions that organisations can take to embed a zero tolerance approach and a video with advice for boards about adopting a human rights-based approach in their organisations. Understanding abuse downloadable worksheets These worksheets promote reflection, team discussion and action through simple personal and team exercises. They include checklists to help support workers to recognise instances of good, poor and abusive practice.
Implementation checklist with targets Criteria Phase 1 Uninformed Phase 2 Aware Phase 3 Engaged Phase 4 Mobilised Vision — Phase 5 Actioning and implementing Professional and personal accountabilities No teachers well informed All teachers aware All teachers engaged Teachers committed to embedding and beginning to embed All teachers: • know and have an understanding of Indigenous knowledges • understand their own perspectives, beliefs and perceptions about Indigenous peoples • understand how and where to source information about local Indigenous cultures • know and understand strategies to combat inappropriate beliefs and stereotypes by students • understand the shared history of the local area. Organisational environment Minimal attention given to Indigenous inclusion • Indigenous presence actively involved in most of school organisation • School/teachers aware of likely sensitive issues and have appropriate strategies in place to deal with them • A trusting, inclusive school environment established that ensures the Indigenous community is valued and appreciated • Indigenous employees have access to a range of opportunities to support their professional development • Processes in place to recognise and support intellectual property rights of Indigenous people working in schools and class rooms • Protocols and processes in place to check whether Indigenous knowledge presented is culturally appropriate for the local area Community Partnerships No Indigenous partnerships • School partnerships with Indigenous communities developed and maintained
• Protocols for communicating and collaborating with Indigenous people established • Indigenous community events acknowledged and actively supported • Local Indigenous people available to support curriculum delivery are known and registered in school contact list, and relationships established with them for that purpose • Indigenous students involved in curriculum planning, delivery and evaluation Curriculum and pedagogy Aboriginal and Torres Strait Islander perspectives barely considered in curriculum, except in an ‘exotic’ sense (e.g. NAIDOC Week events) Curriculum units of work are culturally appropriate and connected to the local area and histories where possible • All learning styles and backgrounds are attended to in curriculum delivery and pedagogy and in assessment opportunities • Successes shared with community • Aboriginal and Torres Strait Islander knowledges and perspectives are explicit in delivered curriculum • Written, verbal and visual resources are critiqued to ensure distortions and stereotypes are not presented • Local Indigenous stories and oral traditions are celebrated • Home language of Indigenous students valued and not seen as ‘poor English’ if a creole
No. Date ISR Archived DO Rating IP Rating Actual Disbursements (US$M) 01 08-Feb-2011 Satisfactory Satisfactory 0 02 10-Dec-2011 Satisfactory Satisfactory 0 03 30-Jun-2012 Moderately Satisfactory Moderately Satisfactory 0 04 29-Dec-2012 Moderately Satisfactory Moderately Satisfactory .25 05 29-Jun-2013 Moderately Satisfactory Moderately Satisfactory .75 06 28-Dec-2013 Moderately Unsatisfactory Moderately Unsatisfactory .75 07 29-Mar-2014 Moderately Unsatisfactory Moderately Unsatisfactory 1.81 08 23-May-2014 Moderately Satisfactory Moderately Satisfactory 3.19 09 10-Dec-2014 Moderately Satisfactory Moderately Satisfactory 4.69 10 22-Jun-2015 Moderately Satisfactory Moderately Satisfactory 9.63 11 18-Dec-2015 Moderately Unsatisfactory Moderately Unsatisfactory 25.77 12 14-Mar-2016 Moderately Unsatisfactory Moderately Unsatisfactory 31.64 13 13-Oct-2016 Moderately Unsatisfactory Moderately Unsatisfactory 45.62 14 30-Jan-2017 Moderately Unsatisfactory Moderately Unsatisfactory 48.91 15 24-Jul-2017 Moderately Unsatisfactory Moderately Satisfactory 60.42 16 20-Dec-2017 Moderately Satisfactory Moderately Satisfactory 75.17 Sectors Major Sector/Sector (%) Agriculture, Fishing and Forestry 100 Irrigation and Drainage 100
3. PROJECT COST BY COMPONENT Components Amount at Approval (US$M) Actual at Project Closing (US$M) Percentage of Approval (US$M) Component 1: and Farm-Level Irrigation Improvements (approximately US$139.3 million excluding contingencies). 139.3 139.30 100% Component 2: Farm-level Technology Modernization (approximately US$ 14.1 million excluding contingencies). 14.1 14.10 100% Total 0.00 153.40 100.00
7.) Public Input Council member highlighted the April presentation on Communication Access, specifically addressing the CMS representative to describe the motions passed by the Council aimed to enhance communication access. The member expressed the desire to push for more internet access, presenting video and text together and continuing the process of making sign more accessible. She said this could even include using on-line avatars to sign. Council Chair asked MassHealth if it could provide an update on communication access in September. Council member suggested the Women’s Health Work Group could work on communication access. Council member proposed bringing the request to increase communication access to CMS. MassHealth asked if there is technology to convert text to sign by an avatar. The Council member responded there is, but it needs further development. The stated that the meeting be adjourned. Upcoming Meetings Tuesday July 31, 2018 Wednesday September 12, 2018 10:00-12:00 10:00-12:00 One Ashburton Place 600 Washington Street 21st Floor, Conference Room 3 4th Floor Conference Room Boston, MA Boston, MA
“Classification of medical terms and phrases, providing codes, terms, synonyms and definitions. SNOMED CT is managed and maintained internationally by and in the UK by the UK Terminology Centre (UKTC). SNOMED CT has been adopted as the .” Contacts Section 2 ‘contacts’ and appendix a ‘practical one page guide’ have been amended, to include a revised email address for enquiries – . Section 9.1 ‘overview of requirements – flagging of needs’ This section has been amended in line with the amendment to the Specification, as follows: “‘Highly visible’ is defined in the Specification as follows: “A recording of an individual’s information or communication support needs must be ‘highly visible’ to relevant staff and professionals. In the context of this Standard ‘highly visible’ means: Obvious and overtly apparent; and Visible on the cover, title and / or ‘front page’ of a document, file or electronic record; and / or Visible on every page of an electronic record (for example as an alert, flag or banner); and / or Highlighted in some way on a paper record so as to draw attention to the information as being of particular importance, for example in a larger or bold font, and / or a different colour.”” Changes regarding sharing of information and consent Section 7.2 ‘note about consent to share information’ This section has been retitled ‘note about consent to share information’ (replacing the previous title of ‘note about consent’). It has also been amended, in line with legal advice, as follows: “As outlined in the Specification, all professionals and organisations must take care to ensure that they comply with relevant existing legal duties, including those set out in the and around the handling and processing of data. Wherever it is possible to do so, consent to the sharing of personal data should be obtained from the patient / service user and clearly recorded, as should any limitations on that consent. Those seeking consent to share should be clear about what information will be shared, with whom, in what circumstances and for what purpose. If consent to cannot be obtained, because the individual involved lacks the capacity to make the decision, and because nobody has been formally appointed to make it for them, a decision to share information can be made in the patient / service user’s best interests in accordance with the .
of ………….out of the class of …………… students in the department / program of …………………………………………., Faculty of …………………………………….. at …………………………………………….. Signature ………………………………….. Name in print ……………………………... Position…………………………………… Date ……………………………………….
Change in costs ($million) Business Community Organisations Individuals Total change in cost Total, by sector $74.6 $0 $2.2 $76.8 Cost offset ($ million) Business Community organisations Individuals by source Agency $74.6 $0 $2.2 $76.8 Are all new offset?  Yes, costs are offset  No, costs are not offset  Deregulatory—no offsets required (Change in costs – Cost offset) ($million) $0 Option 3 – CRS implementation on 1 January 2017: Average Annual Regulatory Change in costs ($million) Business Community Organisations Individuals Total change in cost Total, by sector $66.1 $0 $2.3 $68.4 Cost offset ($ million) Business Community organisations Individuals Total, by source Agency $66.1 $0 $2.3 $68.4 Are all new costs offset? Yes, costs are offset  No, costs are not offset  Deregulatory—no offsets required Total (Change in costs – Cost offset) ($million) $0 Option 4 – CRS staged implementation from 1 January 2017: Average Annual Regulatory Change in costs ($million) Business Community Organisations Individuals change in cost Total, by sector $62.4 $0 $2.3 $64.8
Cost offset ($ million) Business Community organisations Individuals Total, by source Agency $62.4 $0 $2.3 $64.8 Are all new costs offset? Yes, costs are offset  No, costs are not offset  Deregulatory—no offsets required Total (Change in costs – Cost offset) ($million) $0 Option 5 – CRS implementation on 1 January 2018: Average Annual Regulatory Costs Change in costs ($million) Business Community Organisations Individuals Total change in cost Total, by sector $63.5 $0 $2.3 $65.9 Cost offset ($ million) Business Community organisations Individuals Total, by source Agency $63.5 $0 $2.3 $65.9 Are all new offset? Yes, costs are offset  No, costs are not offset  Deregulatory—no offsets required (Change in costs – Cost offset) ($million) $0 Option 6 – CRS implementation on 1 July 2017: Average Annual Regulatory Costs Change in costs ($million) Business Community Organisations Individuals Total change in cost by sector $65.1 $0 $2.2 $67.2 Cost offset ($ million) Business Community organisations Individuals Total, by source Agency $65.1 $0 $2.2 $67.2 Are all new costs offset? Yes, costs are offset  No, costs are not offset  Deregulatory—no offsets required Total (Change in costs – Cost offset) ($million) $0
Industry will provide the resource for this to be completed providing a suitable and achievable long term political situation is achieved and made known. With the challenges that arose from previous energy related initiatives a wider view should be taken to bring retrofit sectors into this arena, thus providing greater opportunity to engage with businesses. If the industry can determine that this is a ‘good opportunity’ with benefit for the schemes and businesses then it will get the support and input required to make investment feasible. Risk Management List three key risks and/or issues that may affect the delivery of this workstream; the risk level and any mitigating actions to counter such risks or/and issues or issues Impact Risk/ issue level L, M, H Mitigation / Actions Inadequate procedures for interaction with Exacerbated by decision makers not listening to advice offered no change in the market conditions facilitating increasing investment representation on key other groups Dependency on enabling legislation and mechanism for Government engagement compounded by wide engagement non-delivery or consensus model development which does not match the intended outcome. involvement of BEIS officials Too many vested interests of current market actors incomplete solutions being developed to suit a “consensus” view development of appropriate solutions which are not necessarily “one size fits all” and are the right decisions, not the most palatable ones to the market. Activities in the last until next Implementation Board meeting (12/09/17) including envisaged time of completion: Activities over the next three months till 07/12/17 including envisaged time of completion:
showing user needs and how the data warehouse could be achieved. Draft minimum standards of advice consulted upon with workstream leads, if appropriate 07/17 Delayed Delayed due to lack of workstream member capacity. Complete initial review of trigger point consumer engagement opportunities 07/17 Delayed Other work taking priority. Work with Home Energy Technology group to develop content for advice and guidance materials 11/17 In progress HET group agreed to produce first three buyers’ guides by end of December using agreed template. Producing a list of situation guide titles. Further work to design, build and host the Hub will be subject to identifying a suitable funding model. Resourcing The activities outlined above will be achieved by organisations offering members of staff free of charge. However the work required to build and host the Hub will need to be funded and a key task is to identify a suitable funding route. Some of this work could form the basis of a repositioned digitally led energy saving advice service, funded by government. Risk Management Risks or issues Impact Risk/ issue level L, M, H Mitigation / Actions Funding is not secured to build and host the Hub It is unable to be implemented A funding model will be developed and presented to the board. Separate organisations establish own ‘info hubs’ Continued customer confusion On-going discussions will be carried out to present the benefits of the Hub. Lack of funding The consumer engagement elements do not occur rendering the Hub ineffective Consumer engagement must remain as a recurring agenda item for the working group.
Planning using A Guide to Support Implementation: Essential Conditions This was developed based on the shared belief that successful implementation requires the coordinated, collaborative and comprehensive efforts of education partners working together towards a shared vision of learning success for all students (A Guide to Support Implementation: Essential Conditions, 2012). It is intended to support a process of collaborative conversation among education stakeholders working together to develop an implementation plan. It is designed with guiding questions to facilitate dialogue and planning. This template offers selected questions for consideration in supporting implementation of the quality standards (adapted from A Guide to Support Implementation: Essential Conditions). It also provides space for you to record your group’s responses as a result of dialogue. Shared Responsibility Who is affected by implementation of the quality standards? How are education stakeholders working toward a shared understanding of and commitment to their respective roles and responsibilities to support implementation? Shared Vision How is the shared vision developed collaboratively with and endorsed by stakeholders? Is the intent of the change, your preferred future, clearly articulated in the vision? Leadership How is the capacity of current and future leaders being developed – including a focus on leadership competencies? Research and Evidence What data, including current research, evidence and lessons learned, is being collaboratively and systematically collected and analyzed to support implementation planning and to assess the degree of implementation? How is understanding of effective professional learning modelled in the plan? How does the plan align with the change imagined? Does student learning data inform capacity building plans? Resources What is your current capacity to support this change? How might this change be phased-in to optimize current capacity and available resources? Superintendent Professional Growth How is information and data from adult learners about their needs coherent with the SLQS? Is this data used to inform professional learning design How might we design a more comprehensive approach for professional learning? Time What is the overall implementation timeline? Are the stages of implementation considered? Community Engagement How and who are the stakeholders engaged in supporting implementation? Are stakeholders meaningfully involved or just communicated to/with? Are opportunities for both communication and more active involvement? Student Learning How will you know if your implementation planning efforts are having an impact on and supporting student success? Culture of Learning How are you fostering a culture of learning to optimize learning and success for all students?
A key role for the HET (Kelly) and Fabric (Peter C) groups will be to communicate back to the schemes and to industry the required adjustments they will need to make to their schemes in order to meet the QM standards. Resourcing Funding routes currently being explored: CITB Flexible Funding applications from industry-led partnerships Potential for BEIS match funding with above scenario CITB’s “Successfully Reducing Rework” funding commission, launched on August 1st 2017 Note that the CITB funding routes are unlikely to the development work needed on standards / mapping etc. Also this funding is only available for registered CITB employers, and is not available to building services engineering or design professional beneficiearies. Risk Management Risk /Issue Impact Risk/ Issue level L, M, H Mitigation / ACTIONS Available funding for activity Funds unavailable for specified activities Explore potential for BEIS funding with Industry via Flexible Fund CITB Productivity Funding Commission will be announced in May This will be inadequate to cover development costs for standards / mapping etc. Mis-alignment between competency standards and technical standards due to development timeline Wasted development time Retrofit standard framework to be completed before work can commence on defining competency standards. Gaining consensus between 16 different compliance schemes and competence persons schemes Failure to simplify compliance for employers Ensure that employers are engaged throughout the development process Lack of transparency around evidence base used to form recommendations Limited industry confidence in recommendations Pending outcomes of NEF research, undertake independent analysis to identify technical competencies needed to deliver retrofit standards and consultation with employers over best delivery solution.