zilongwang/ReadingBank huggingface dataset:
Why parents are concerned Short paragraph explaining (own words): Bullets to support (evidence from the text): Possible solutions List of 5-7 solutions given in the texts: Picture: Short paragraph summing everything up: Picture: Rubric: 1(0-49%) Level 2 (50-64%) Level 3 (65-79%) Level 4 (80-100%) Knowledge/ Understanding Demonstrates limited understanding of both texts Demonstrates some understanding of both texts Demonstrates understanding of both texts Demonstrates thorough understanding of both texts Thinking/ Inquiry Chooses limited or ineffective examples from texts in responses Chooses some examples from texts in responses Chooses many examples from texts in responses Chooses many effective examples from texts in responses Communication Communicates understanding with limited clarity in writing Communicates understanding somewhat clearly in writing Communicates understanding clearly in writing Communicates understanding clearly and effectively in writing Application Limited use of own in relation to texts Uses own ideas and ideas from the texts Integrates own ideas and information from texts clearly in assignment Integrates own ideas and information from texts clearly and effectively in assignment
Now that you have read “What’s the Big Idea Water? : Living Things & Ecosystems Need Water “ and “What’s the Big Idea about Water? : Protecting Our Water”, create a plan for your informational piece. WRITING TASK All living things need water to survive. Without water, life as we know it would not exist. We need to be smarter and careful about how we use water. Think about the ideas of the two passages. Then write an informational piece on what is the importance of water and what can people do to protect it. Be sure to use information from BOTH passages as you write a piece that informs or explains.
Information Systems On-line chapter Comprehensive description of information systems with real examples Pressbooks David T. Bourgeois PowerPoint Presentation (download) Very detailed description of information systems from TPS to MIS systems DIT Website Excellent page showing the different levels of information in an organisation and the information systems that correspond and examples of what they are used for Chris Kimble Differences between hard and soft information YouTube Video A very simple video introducing IS National Computing Service Scotland Webpage Short explanation of hard and soft information Objectivity Main components of a computer Processing System Webpage Short introduction to the basic components of a hardware platform Byte Notes Jawad Khan
Main components of a computer Processing System Website Different tabs on this site explains output, processing memory, system and application software Explaining Computers Christopher Barnatt Website Shows and explains with photographs the components of a PC Gcflearnfree File organisation structure Data Collection Methods Website Explains different file organisation structures Tutorial cup Webpage Outlines and explains different data collection methods Process flow Data Security / Integrity Webpage Explains what is meant by data integrity Veracode Data Security / Integrity Website Article regarding data security/integrity with further explanations (by clicking hyperlinks) of the various terms used. Whatis Matthew Haughn, Stan Gibilisco Legal responsibilities of Data Controllers Website Downloadable Pdf booklet Website of the data protection commissioner detailing the data protection act. Data Protection Commissioner Ergonomics Webpage Gives the ultimate list to office ergonomics resources Ergonomics Plus Matt Middlesworth Website Looks at ergonomic considerations in workstations Cornell University Ergonomic factors affecting the design and Printable report Looks at ergonomic factors involved in Optimum computer workstation design Constant Force Technology Harry C. Sweere
CLIENT INFORMATION PLEASE FILL THIS FORM OUT AS COMPLETELY AS POSSIBLE Today’s Date Last Name First Name Middle Name AKA (Other name by which you are called, if not by your first name) DHS Case Number Start Date Probation End Returning Same Year Returning Student Previous Year TANF NON TANF Student ID (To Be Filled in by HIRE Staff) Case Worker Name DHS County Office: ___________________________________________________________ Address City State Zip Code Social Security Number Limited English Proficiency: (Check One) Yes No Marital Status: (Check One) S – Single M – Married D – Divorced P – Separated W - Widowed Single Parent: (Check One) Yes No Pregnant: One) Yes No Names and ages of your children: Please note with an asterisk next to child’s age if child is not on TANF case and/or not in the home. Name (First & last) Age Name (First & last) Age Name (First & last) Age Name (First & last) Age Name & last) Age Name (First & last) Age Date of Birth Age Gender: one) Male Female Race: One) 0 - Native American 1 - African American 2 - Hispanic 3 - Caucasian 4 - Asian
Home Phone (Including Area Code) Mobile Phone (Including Area Code) E-mail Address Secondary E-mail Address Emergency Contacts - Please provide four (4). 1) Name Relationship Phone Number 2) Name Relationship Phone Number 3) Name Relationship Phone Number 4) Name Relationship Phone Number Daycare Name Daycare Number Number of Other Dependents ___ Disabilities: (Check One) 0 – Not disabled 1 – Mental retardation 2 – Hearing impaired, including deafness 4 – Speech or language impaired 5 – Visually impaired, including blindness 6 – Seriously emotionally disturbed 7 – Orthopedically impaired 8 – Other health impairment 9 – Specific learning disability B – Autism C – Head injuries Adult Offender: (Check One) Yes No Juvenile Offender: (Check One) Yes No Secondary Education: (Check One) 1 – Received high school diploma 2 – Received high school equivalency 3 – Did not receive high school diploma or equivalent Post Secondary Education: (Check One) 1 – None 2 – Some 3 – Associate 4 – Baccalaureate 5 – Masters 6 – Doctoral Schools Attended (Post High) and training received:
DIVISION OF INFORMATION SECURITY (DIS) Information Security Policy – Access Control V1.0 – October 30, 2013 Revision History Update this table every time a new edition of the document is published Date Authored by Title Ver. Notes 10/30/2013 Division of Information Security 1.0 Initial draft 2/10/2014 Division of Information Security 1.0 Final version – No changes from initial draft Table of Contents 3 1. 3
DIVISION OF INFORMATION SECURITY (DIS) Information Security Policy – Data Protection and Privacy v1.0 – October 30, 2013 Revision History Update this table every time a new edition of the document is published Date Authored by Title Ver. Notes 10/30/2013 Division of Information Security 1.0 Initial draft 2/10/2014 Division of Information Security 1.0 Final version – No changes from initial draft Table of Contents 3 1. 3
DIVISION OF INFORMATION SECURITY (DIS) Information Security Policy – Risk Management v1.0 – October 15, 2013 Revision History Update this every time a new edition of the document is published Date Authored by Ver. Notes 10/15/2013 Division of Information Security 1.0 Initial 2/10/2014 Division of Information Security 1.0 Final version – No changes from initial draft Table of Contents 3 1. 3
Center for the Study of the Presidency and Congress. Health and Medicine Program. SNAP to Health: A Fresh Approach to Strengthening the Supplemental Nutrition Assistance Program, 2012. Working Group 7: How can NYC reduce interpersonal violence in homes, schools, communities and elsewhere? Key Documents: World Health Organization, & Injuries and Violence Prevention Department. (2004). The economic dimensions of interpersonal violence. Geneva: Dept. of Injuries and Violence Prevention, World Health Organization. Reuland, M. M., Morabito, M. S., Preston, C., & Cheney, J. (2006). Police-community partnerships to address domestic violence. US Department of Justice, Community Oriented Policing Services. Housing Assistance Underfunded but Critical for Survivors of Domestic Violence. Institute for Children, Poverty & Homelessness. October 2011. Understanding Violence, CDC. 2012. Understanding School Violence, CDC. 2012 New York Civil Liberties Union. Beyond "Deliberate Indifference": An NYPD for All New Yorkers, 2013. Stayton C et al. Firearm deaths and injuries in New York City. Epi Research Report 2013; 1-12.
GOAL # 4 Planning: Integrate the Technology Master Plan (TMP) with the combined Facilities and Education Master Plan. 14 Membership Meeting Times: COMMITTEE TYPE CHAIR MEETING SCHEDULE LOCATION TIME Governance Committee Dale Vickers First Monday of the Month Administration Building Room 2460 2:30 – 3:30 p.m. Person Responsible to Maintain Committee Website: Kate Morales Ext. 5562 College Website Link and Last Time Website Was Updated: Last updated: September 14, 2017
Tertiary and Vocational Education Commission (TVEC) Course Information for Common Written Examination Level 5 & 6 Name of the Institution: Address: TVEC Registration No: Telephone No: Email Address: Contact Person: Name Tel. No Course Name Module Name NVQ Level 5 /6 Semester 1/II No of Candidates
phoning the Hotline on 1800 880 052 phoning the BSWAT Payment Scheme information line on 1800 799 515 emailing visiting the website at We have created a number of documents about the scheme for different audiences. The titles are: the BSWAT Payment Scheme: Information for supported employees – Easy Read Handbook About the BSWAT Payment Scheme: Information for Australian Disability Enterprises (ADEs) About the BSWAT Payment Scheme: Information for families, advocates and nominees About the BSWAT Payment Scheme: Information for legal advisors and financial counsellors – Helping people with intellectual impairment to make informed decisions about the scheme About the BSWAT Payment Scheme: Information for financial counsellors About the BSWAT Payment Scheme: Information for legal advisors Information for medical practitioners The comprehensive Easy Read handbook is written in a way that is very easy to understand and uses images to help explain the information. The Department has developed a series of short videos that can be played for supported employees and their family members or supporters. The Department has also developed a poster and flyer, which ADEs are encouraged to make available in employee areas such as lunchrooms.
Course title and level Venue Dates Time Objectives of the course Who is it for Recognising and Responding to Domestic Abuse Training (Level 2) Fortalice Ltd 43 Bradford Street Bolton BL2 1HT If you wish to have the course delivered on your organisation’s premises, or have any queries please contact: Telephone: 01204 365677 or e-mail: gill.smallwood@fortalice.co.uk To be confirmed 9.30am- 1.30am Raise awareness of Domestic Abuse, who it affects and how Explore myths and prejudices about domestic abuse Identify standards of good practice Inform of services available in Bolton and nationally Workers/ volunteers in organisations who would like to feel more confident working with clients suffering or fleeing domestic abuse Freedom Programme Awareness for workers Fortalice Ltd 43 Bradford Street Bolton To be confirmed 9.30am- 1.30am awareness of Workers/ volunteers in local
Recognising and Responding to Domestic Abuse Training (Level 3) Fortalice Ltd 43 Bradford Street Bolton BL2 1HT If you wish to have the course delivered on your organisation’s premises, or have any queries please contact: Telephone: 01204 365677 or e-mail: gill.smallwood@fortalice.co.uk To be confirmed 9.30am- 4.00am Raise further awareness of domestic abuse, who it affects and how Examine the cycle of abuse Explore diversity issues affecting groups Look at and prejudices about domestic abuse Develop standards of good practice Inform of services available in Workers/ volunteers in local organisations who would like to feel more confident working with clients suffering or fleeing domestic abuse
9. Synodical deputy reports -- The stated clerk is responsible to forward one copy of the report of synodical deputies to the Office of Synodical Services. -- Retain a second copy for the files of classis. See the Manual for Synodical Deputies posted on the stated clerk web page. Always use the updated forms for each action with which the deputies must concur (uploaded each August). 10. Name(s) of persons nominated for or elected to all denominational boards Submit denominational nomination forms to the Office of Synodical Services by the November 15 deadline as a separate communication. (Please see Rules for Synodical Procedure, section VI, D, 6 for rules for eligibility and term of office.) Classis is reminded to consider diversity when presenting nominees. All nominations are processed by synod or by the Council of Delegates of the CRCNA between synods. III. Certificates for classis use A. Available on the Stated Clerk web page () -- Classical Credentials -- Classical Diploma – issued for candidates who are admitted to the ministry of the Word -- Certificate of Ordination -- Certificate – Colloquium Doctum -- Classical Certificate for Commissioned Pastor -- Classical Certificate for Exhorter -- Letter of Call for Minister of the Word – U.S. or Canada -- Letter of Call for Commissioned Pastor – U.S. or Canada -- Ecclesiastical Credential for a Minister -- Transfer of Supervision for a Retired Minister B. Available from the Office of Synodical Services -- Certificates of Ordination for candidates ordained to the ministry of the Word -- Certificates of Ordination for those entering the ministry via Church Order Articles 7 and 8 -- Certificates of Ordination for Commissioned Pastor Enclosed are two signed copies of Certificates of Ordination and two copies for Commissioned Pastor (to be signed by stated clerk). If you are in need of more copies of the certificate for candidates, the certificate for one entering the ministry of the Word via Articles 7 or 8, or the certificate for commissioned pastor, please request copies from the Office of Synodical Services. IV. Ordination materials
Week Eleven The Liar Wednesday 8th August 2012 Wednesday 31st October 2012 Thursday 30th August 2012 Thursday 22nd November 2012 10.00am – 11.30am 10.00am – 11.30am 5.15pm – 6.45pm 5.15pm – 6.45pm Aims Learners will have identified the role played by dishonesty in abusive behaviour Learners will have identified more characteristics of a non-abusive person Objectives To enable learners to understand why abusive men lie about their behaviour, in what way and with what effects To enable learners to continue to identify more ways a non-abusive person behaves Week Twelve Warning Signs Wednesday 15th August 2012 Wednesday 7th November 2012 Thursday 12th September 2012 Thursday 29th November 2012 10.00am – 11.30am 10.00am – 11.30am 5.15pm – 6.45pm 5.15pm – 6.45pm Aims Learners will have the ability to recognise the early stages of the process of abuse Learners will demonstrate through completion of a questionnaire what they have learned as a result of The Freedom Programme Learners will have identified a wide range of attributes possessed by non- abusive people Objectives To enable learners to know what resources are available to women who are being abused To enable learners to recognise early warning signs of abuse before it is too late To enable learners to recognise how they may have changed as a result of attending the programme To enable women to recognise a wide range of non-abusive behaviours
Learning Outcomes Have fun Learn about different cultures Interaction: Hang-out Attend programs Large gatherings Cooking Keeping an open mind Sharing music Academic success Study groups Weekly culture nights International programming Faculty: Roz Moes International Center 106 (509) 963-3614 Living Learning and Theme Community Responsibilities The following is a basic outline of general responsibilities to show what and how each LLC and TC Faculty/Staff work in conjunction with the University Housing Professional Staff (ACC/RHCs) and University Housing Student Staff (RAs and CPs). Living learning and Community Professional Housing Staff (ACC/RHC) Responsibilities: Supervise CPs and/or RAs Work with LLC/TC Faculty/Staff and CP/RA to ensure monthly advisory board meetings are scheduled; attend and actively engage. If you are working with a Theme Community you will take the lead in scheduling these meetings with the TC Faculty/Staff. Ensure an informative and attractive monthly newsletter is produced and distributed to students, LLC/TC Faculty/Staff, and Residence Life Leadership Team. If you work with a Theme Community you and/or the RA will need to produce the newsletter. Develop positive relationships with LLC/TC Faculty/Staff – stay in weekly contact with them. Attend LLC/TC programs Support the LLC/TC Faculty/Staff and Advisory Boards to develop mission statements and learning outcomes involving students from the community. Work with LLC/TC Faculty/Staff to determine ways to assess if the mission and learning outcomes of the community are being met Review MAP-Works to assess and determine appropriate programs and events based on student’s needs. Support CP and LLC/TC Faculty/Staff in creating programs and events. Ensure intentional programming is happening. The following LLCs have a Community Programmer: Aviation
I Component 1 – Support to SWRPD for Water Sector Reforms 54.00 53.89 101.07 51.12 151.81 271.04 333.18 941.64 1128.05 501.74 II Component 2 – Sustainable Water Campaign 780.02 833.51 36.47 61.79 406.59 665.00 400.00 367.25 280.52 131.16 III Component 3 – Institutional of Line 1.00 46.70 61.65 77.32 805.94 1574.30 2509.71 1270.45 2231.62 1177.85 IV Component 4 – Institutional of PRIs and User groups 0.00 0.00 0.00 0.00 0.00 1084.40 2017.46 642.77 1479.28 1737.36 V Component 5 – Capacity of PRIs/User groups 0.00 500.00 0.00 0.00 6.48 0.00 0.00 0.00 0.00 0.00 VI Component 6 – Investment component of PRIs/User group plans 0.00 0.00 2000.00 0.00 0.00 0.00 1866.00 2000.00 1813.10 1438.00 Total 835.02 1434.10 2199.19 190.23 1370.82 3594.74 7126.35 5222.11 6932.57 4986.11 9. Status of pending assembly questions: There is no pending assembly question in SWRPD & ID&R, Jaipur 10. Status of pending VIP petitions, CMIS & Sampark portal: There is no pending petition in SWRPD & ID&R, Jaipur
Objectives and Topics The event will bring together teachers, scientists, technologists, policy makers and graduate students from across the globe to promote exchange and discussion of issues relating to the theme and sub-themes. Our aim is to inspire and provoke crucial discussions and debates. The event will boast critical thinking and reconsider policies and practices. The program includes a wide range of activities designed to facilitate the exchange of expertise, experience, and resources with your colleagues. These include keynote sessions, technical sessions, panels, round table discussion and exhibitions. Authors are required to submit proposals for papers, panels, best practices, roundtables, tutorials, posters/demonstrations, and workshops. Conference Theme Teaching and Learning in a Changing Environment Sub-Themes Historical Foundations and Heritages Philosophical Issues of Education Sociological Perspectives Psychological Aspects Political Dimensions Legal and Institutional Issues Education Practice: Issues and Experiences Economics/Management of Education Indigenous Education Internationalization and Globalization Adult Education/Life-Long Learning Instructional Materials and Design Active Learning and Blended Instructions The Classroom and New Learning Distance Education and Open Education E-Instruction, Virtual Education and Learning Technologies, Strategies and Methods Modeling, and Learning Organizational Learning Research and Development Online Systems and Forums Teacher Education
A message from the Chair of the School Teachers’ Review Body Dear candidate, Thank you for your interest in these posts. The STRB’s role is to make recommendations to Ministers on matters relating to the pay and conditions of school teachers referred to it by the Secretary of State for Education. In recent years, we have been asked to report on establishing a stronger link between teachers’ pay and performance, and on reforms to pay and conditions to raise the status of the profession and support the recruitment and retention of high quality classroom teachers and school leaders in all schools. We receive written and oral evidence from the Government and organisations representing the teacher workforce and its employers. STRB members work cooperatively to assess and, as appropriate, challenge evidence from the Government and others and to develop coherent recommendations on the teachers’ pay system. We submit our reports to the Prime Minister and Secretary of State for Education. We also visit schools and local authorities to develop our understanding of issues facing teachers and school leadership teams. The STRB’s members contribute knowledge and experience of education, labour market, HR and pay issues, and of managing change in complex organisations. We are now looking for two members with skills and experience that will complement those of existing members.
How to These notes are provided to assist you in the preparation of your application and to help the selection panel judge your application. Application Cover Sheet Please ensure you complete the ‘Application Cover Sheet’ and include in your application. The personal information collected on this form will be used solely by the Council for that primary purpose for which it was collected or a purpose the person would reasonably expect. If this information is not collected your application will not be processed. The applicant understands that the personal information provided is for recruitment purposes and that he or she may apply to the Council for access to and/or amendment of the information. Addressing Key Selection Criteria The Key Selection Criteria are listed in the Position Description. Each criterion must be addressed and it is essential that the information you provide is clear, concise and most importantly relevant, so that the selection panel can readily assess your application for the above position. It is up to you to demonstrate that you understand the requirements of the position and that you have the necessary knowledge, experience and qualifications to successfully carry out the duties of the position. It must be noted that it is not practical to interview all applicants and therefore only those who best meet the requirements will be short-listed for interview. Applications Ensure that you have read the position description and understand the requirements of the position Your application should include; Application Cover Sheet A covering letter A document addressing the key selection criteria A current resume All applications will be treated with the strictest confidentiality and are to be submitted by email to: . Alternatively, you may post your application to; “Private and Confidential” Resources City of Ballarat PO Box 655 BALLARAT VIC 3353
Information Pack Kohinoor Day Program Assistant Thank you for your interest in applying for the position of Kohinoor Day Program Assistant with the City of Ballarat. Please find enclosed an information package for the position. The package includes the following documents: Employment Details Benefits of working with the City of Ballarat Position description including the ‘Key Selection Criteria’ ‘How to Apply’ Application Cover Sheet For general details of the Council, please refer to the following web site: For further information about the position or duties involved; please contact Ann Pitt, Manager Community Care & Access, on (03) 5320 5761. If you wish to for this position, please refer to ‘How to Apply’ notes at the end of this document. Employment Details for the Position Status: Casual On an as needs basis Location: The position will be based at Kohinoor Community Centre, 417 Errard Street South, Ballarat Agreement: Ballarat City Council Enterprise Agreement No 6, 2013 Classification: Band 3 Salary: Hourly rate $31.99 to $34.23, plus 9.5% superannuation Payment Details: Salary is paid on a fortnightly basis into a nominated bank account by direct bank deposit
Sue Gethen Aviation Coordinator USFS Vacant Logistics Coordinator USFS Deneen Cone Logistics Coordinator USFS Carmie Biaggi Logistics Coordinator USFS Juel Logistics Coordinator USFS George Smith Logistics Coordinator USFS Cathy Johnson Intelligence Coordinator USFS Brendan Neylon Intelligence Officer USFS John Predictive Services Program Manager USFS Brenda Belongie Meteorologist USFS Basil Newmerzhycky Meteorologist USFS Dept of Interior Ken Hood DOI Emergency Operations Coordinator BLM Leech Meteorologist BLM California Dept of Forestry Doug Wenham Region Chief CAL FIRE Larkin, Asst. Region Chief – Operations CAL FIRE Kelley Gouette Staff Chief Operations CAL FIRE Will Darnall Deputy Chief Operations CAL FIRE John Erwin Division Chief-OCC CAL FIRE Dave Munro Battalion Chief CAL FIRE Patty Hood Battalion Chief CAL FIRE Chris Hardy Battalion CAL FIRE John Wilson Battalion Chief CAL FIRE
25. PRT M.A B.Ed B.Ed 13 years ROY THOMAS 10-03-1977 26. PRT M.A, B.Ed B.Ed 2 Years SOLLY JOSEPH 01-02-1972 27. PRT B.Sc B.Ed B.Ed 13 years ALEYAMMA JOSEPH
37. PRT M.A B.Ed B.Ed DENNY ANTONY 09-09-1988 38. PRT B.Sc B.Ed B.Ed 12 years REJANI MADHU 21-12-1973 39. PRT M.A B.Ed B.Ed 12 years BEENA JACOB
52 TGT GEETHU V 30.05.1990 MSc BEd 2 Years 53 TGT TINTUMOL JOSEPH 03.04.1989 MA M Ed 1Year 54 PTI JIJO MATHEW 21.03.1984 CPEd 7 Years 55 PRT BA B Ed
CEMP Awareness/Orientation training: a high-level overview presentation of CEMP concepts for all OIT staff (both mission critical/emergency personnel and non-mission critical/emergency personnel, to include contractors). Annually Table : Facility Name TT&E Calendar
SCHEDULE B – FEES AND EXPENSES Part 1 - Maximum Amount Payable Part 2 - Fees Part 3 - Expenses Part 4 - Statements of Account Part 5 - Payments Due SCHEDULE C – APPROVED SUBCONTRACTOR(S) SCHEDULE D – INSURANCE SCHEDULE E – PRIVACY PROTECTION SCHEDULE SCHEDULE F – ADDITIONAL TERMS SCHEDULE G – SECURITY SCHEDULE
INSTRUCTIONS – PLEASE READ This document is used to support managers and supervisors in sharing important information with employees and creating an environment that encourages a dialogue. USING THIS TOOLKIT Communicating important information is a crucial part of your role and is an essential step when it comes to successfully implementing change. Use the Information Points below to support conversations with employees, in person, where possible. Learn the messages and use your own language and local context to create two-way conversations with employees. Allow time for questions. It’s okay if you can’t answer a question; collect feedback and email it to . CHECKLIST Read this toolkit and become familiar with the information. Do you need to set up a meeting with your team to answer questions and provide an overview of what’s changing? Ensure that your team is aware of this information and upcoming events.
Provider Lead Organisation PCPT service name Main Locations Telephone Web Link Derbyshire Healthcare NHS Foundation Trust Talking Mental Health Derbyshire Derbyshire Wide 0300 123 0542 Lincolnshire Partnership NHS Trust steps2change Chesterfield North East Derbyshire 01246 277440 Trent Psychological Therapy Services Trent PTS Derby City Chesterfield Swadlincote 01332 265659 Mental Health Concern and Oakdale Limited MHCO LTD Derbyshire-wide 0300 555 582 Nottinghamshire Healthcare NHS Trust Let’s talk Wellbeing Derbyshire/ Nottinghamshire border and Nottinghamshire 01159 560888 How to refer Referrals will be either by choose and book or by self-referral. Providers should be able to provide information packs as to how patients can self-refer to the service or you can give patients one of the leaflets or provider details and they can refer directly to their chosen organisation. Tina Pottrell, the C&B Lead for Derbyshire, will advise Practices as and when providers go live with their service on C&B. If you have any queries about the PCPT services under AQP please contact; Tracy McGonagle – Tel: 01773 599462
Release order Objava Security varnost Single Judge Sodnik posameznik Social Worker Socialni delavec Supreme Court Vrhovno sodišče Temporary detention Začasno pridržanje The accused Obtoženi To buy Kupiti To change Zamenjati denar To deport Deportirati Transfer to another prison Prevoz v drugi zapor Treason Izdaja or legal Veljavno/legalno Visit Obisk Visiting permit Dovoljenje za obisk Food Apple Jabolko Banana Banana Beans Fižol Biscuits Keksi Bread kruh Cake Kolač Chicken Piščanec Coffee Kava Drink Piti, pijača Eat Jesti Egg Fruit Hungry Juice Meat Milk Omelette Pancake Rice Sausage Sugar Sweet Vegetables Water Cutlery Cup Fork Plate Spoon Good morning Good afternoon Good night Day Week Month Year Today Tomorrow Tonight Monday Tuesday Jajce Sadje lačen sok meso mleko omleta palačinka riž klobasa sladkor sladkarije zelenjava voda pribor skleda vilica nož krožnik žlica dobro jutro dober dan lahko noč dan teden mesec leto danes jutri zvečer ponedeljek torek
WS2.14 Text Structure Organisational structure of exposition Lack of structure in the text. Has a general statement and at least one or two with basic descriptions. Contains a general statement, at least three subheadings with description and concludes with a fact. Uses correct textual features and informs the reader. Uses the correct textual features and detailed with factual, concise information. Paragraphs Does not attempt to use sub headings and paragraphs. Attempts to use sub headings and paragraphs but paragraphs contain one sentence. Attempts to use a new sub heading and paragraph for each new idea. Report is easy to follow. Organises text into sub headings and paragraphs correctly. Each sub heading and paragraph focuses on one area of the report and contains all related information. WS2.11 Spelling Spelling Attempts to spell using letter combinations and blends. Spells some high frequency words correctly. Spell unknown words phonetically. Spells most high frequency correctly. Uses knowledge of word parts, base words and spelling words to spell unknown words. Spells all high frequency words correctly. Consistently uses knowledge of word parts, base words and spelling words to spell unknown words. Spells all high frequency words correctly and also spells more difficult words.
Informative Coffee Chat Beltsville Academy - Workshop School Technology and Apps for Parents Bilingual Presentation When: Tuesday, October 16, 2018 Where: School Cafeteria Time: 8:00 a.m. and 6:30 PM Presenters: Mrs. Samuel, Ms. Akanni, and Mrs. Reynolds Topics:  Prince Georges County Public Schools Website  Beltsville Academy Website SchoolMAX Family Portal Lunch Application Class Dojo (App) Remind (App)  Here the Bus Do you have questions? Please, bring all your questions for the presenters. Roxana Reynolds Parent Engagement Assistant Please visit me at the Guidance Office, or call me at 301-572-0630 Ext.74473, or e-mail me at
The Japanese lost most of their troops on Iwo Jima (G. Brown). Just 1,083 out of 22,000 Japanese soldiers were alive at the end of the Battle of Iwo Jima (G. Brown). Works Cited "Battle of Iwo Jima." Officer Review Magazine 44.7 (2005): 23. Academic Search Complete. Web. 10 Feb. 2011. Brown, Gerry. “Iwo Jima.” Infoplease. Pearson Education, 2007. Web. 10 Feb. 2011. Brown, Jerold E. "Iwo Jima: Hell on Earth." Military Review 75.2 (1995): 112. Academic Search Complete. Web. 10 Feb. 2011. Frank, Richard B. "The Marines' Most Famous Battle." Naval History 24.2 (2010): 58-59. Academic Search Complete. Web. 10 Feb. 2011. Avan P. "Letters to Iwo Jima." Naval History 23.1 (2009): 44-51. Academic Search Complete. Web. 10 Feb. 2011.
30 points total- All components 1 point each (10) Future Paragraph – 10 points (grammar, structure, 5 Ws + H) Presentation – 10 points (Eye contact, clear, composed, all group members share) Due at the end of class September 25th (P4) / September 26th (p5)
Were Authentic/Were Yourself – 2 points Verbal Avoided Filler – 2 points Watched Your Pace/Enunciated Clearly – 2 points Projected Clearly/Spoke with Proper Tone – 2 points Spoke with Expression – 2 points Presented Organized Thoughts/Clear Progression Through Speech – 2 points Practiced/Polished Presentation (including proper grammar) – 2 points Content Clearly Presented Introduction –5 points Presented at least 5 facts (5 points for each fact)–25 points Cited (said, “according to” or something similar) at least 3 sources IN THE SPEECH (5 points for each )—15 points 3+ visual aids presented (photos, PowerPoint, video, storyboard, drawn pictures=5 points; fewer=0)—5 points Clearly Presented Conclusion –6 points 3 MLA formatted sources (bibliography) on separate paper (5 points each)—15 points Time (at least 1-1/2 minutes) 1:30+--15 points (Distinguished) 1:15-1:29—10 points (Proficient) 1:00-1:14—5 points (Apprentice) :59- or less—0 points (Novice) SPEECH TOTAL: 110 points PARTICIPATION/BEHAVIOR Distinguished: 15 points Proficient: 12-14 points Apprentice: 9-11 points Novice: 0-6 points PROJECT TOTAL: 125 points
Gives more than enough support. Gives variety of support. only. Small variety of support. facts or statistics. common knowledge. Organization Uses transitions between points and during. Organizational method is clear and easy to follow. Points are unified. Uses transitions between points and some during. Organizational method is clear; some Points connect with each other. Only uses transitions between points. Organizational method is unclear, though points all work together. Transitions are incorrectly used or missing some. Hard to follow organization; unclear during parts. One point is out of place. Does not use transitions. Speech does not follow an organizational method and points do not go together. Conclusion Transition Thesis AG Strong transition and thesis. AG is strong; finishes the speech. Uses “in conclusion.” Thesis is strong. AG is not memorable Forgets transition. Thesis is present and AG is short. Only contains thesis and statement of end. Forgets parts of or whole conclusion. Length Speech is five minutes or more. Speech is four minutes. Speech is minutes. Speech is two minutes. Speech is one minute. Comments on Nervous Habits and Other Items:
Terminology Term Meaning/Application This term is used to state a Mandatory requirement of this policy SHOULD This term is used to state a Recommended requirement of this policy MAY This term is used to state an Optional requirement Policy The Information Security Policy outlines the approach, methodology and responsibilities for preserving the confidentiality, integrity and availability of <insert name of organisation> information. It is the overarching policy for information security and supported by specific technical security, operational security and security management policies. It supports the 7 Caldicott principles and 10 data security standards. This policy covers: Information Security Principles. Governance – outlining the roles and responsibilities. Supporting specific information security policies – Technical Security, Operational Security and Security Management. Compliance Requirements. [This section aims to outline why the policy is required and the main drivers for it.] Information Security Principles The core information security principles are to protect the following information/data asset properties: Confidentiality (C) – protect information/data from breaches, unauthorised disclosures, loss of or unauthorised viewing. Integrity (I) – retain the integrity of the information/data by not allowing it to be modified. Availability (A) – maintain the availability of the information/data by protecting it from disruption and denial of service attacks. In addition to the core principles of C, I and A, information security also relates to the protection of reputation; reputational loss can when any of the C, I or A properties are breached. The aggregation effect, by association or volume of data, can also impact upon the Confidentiality property. For the NHS, the core principles are impacted, and the effect aggregated, when any data breach relates to patient medical data. [This section describes the main information properties and the additional issues of the impact on confidentiality of aggregated data, either by association or volume, and the requirement to consider reputational impacts.]
School of Social Welfare University at Albany Fall 2018 M.S.W. Information Session Schedule Date Time Location Wednesday, September 19 Dawn 12:00p.m.-1:00p.m. RI 109 Thursday, September 20 Dawn 4:30p.m.-5:30p.m. RI 109 Wednesday, September 26 Dawn 12:00p.m.-1:00p.m. RI 109 Thursday, September 27 Nick 4:30p.m.-5:30p.m. RI 109 Wednesday, October 3 Eileen 12:00p.m.-1:00p.m. RI 109 Thursday, October 4 Nick 4:30p.m.-5:30p.m. RI 109 Wednesday, October 17Eileen 12:00p.m.-1:00p.m. RI 109
Thursday, November 29 Nick 4:30p.m.-5:30p.m. Wednesday, December 5 Eileen 12:00p.m.-1:00p.m. RI 109 Thursday, December 6 Nick 4:30p.m.-5:30p.m. RI 109 Wednesday, December 12 Dawn 12:00p.m.-1:00p.m. RI 109 Thursday, December 13 Nick 4:30p.m.-5:30p.m. RI 109 Wednesday, December 19 Dawn 12:00p.m.-1:00p.m. RI 109 Thursday, December 20 Nick 4:30p.m.-5:30p.m. RI 109 JANUARY 2019 INFORMATION SESSIONS Wednesday, January 9, 2019 Dawn 12:00p.m.-1:00p.m. RI 109
Thursday, January 10, 2019 Nick 4:30p.m.-5:30p.m. RI 109 Wednesday, January 16, 2019 Dawn 12:00p.m.-1:00p.m. RI 109 Thursday, January 17, 2019 Nick 4:30p.m.-5:30p.m. RI 109 Wednesday, January 23, 2019 Eileen 12:00p.m.-1:00p.m. RI 109 Thursday, January 24, 2019 Nick 4:30p.m.-5:30p.m. RI 109 If you would like to attend an information session, please RSVP to the School of Social Welfare Help Desk by email at: or phone (518) 442-5320.
As we understand this better overtime, we will continue to evolve the service delivery models to ensure they are providing the most effective support to people. Why have the services changed? There were two main factors that influenced the need for change from the old Financial Management Program. The first is the need to better integrate our services. Historically, the FMP was made up of a number of separate but complementary services, including Emergency Relief; Commonwealth Financial Counselling; Money Management Services; and Microfinance products. Because they each have their own history of how they came to be funded by DSS, they tended to operate independently from each other. The second is that clients’ are changing. We have heard from current service providers that the complexity of needs experienced by clients has increased markedly. From simple assistance with paying their rent or electricity bills, clients are now seeking assistance with more complex issues like gaining access to appropriate loans and dealing with organisations seeking to take advantage of them financially. To address complex client needs, evidence suggests that the more support that is linked together to provide a “wraparound” approach, the better the outcomes for clients and their families. There are many organisations that already provide Financial Counselling or Financial Capability alongside a suite of other services which allows them to assist people at different points in the continuum. For example, 17 DSS funded organisations across Australia are providing Emergency Relief as well as Financial Counselling or Financial Capability services. This allows these organisations to help support clients in crisis and then assist them to build capacity with the aim of preventing further need for crisis support. We understand that a “one size” fits all model does not work in such a geographically and economically diverse country as Australia. However there are enough similarities across the client groups to indicate the value in providing closely linked services. This includes working more closely with other Financial Wellbeing and Capability services and with other programs such as employment services and the finance sector to ensure clients’ needs are being fully met. There is also a need for service delivery to become more efficient to ensure the funding available is targeted to need.
Classes and Activities – Information Sheet Drama Classes for Adult Drama – SPR2018 Category: Adult (18+ years) Dates: Tues 9 Jan – 20 Mar (exc 13 Feb) (classes resume 17 April – see website for details) Day(s): Tuesdays Time: 8.30pm – 10pm Student Fees: £8 per session | £72 for 10 weeks Tutor: Troublemaker Theatre Company Drama Classes for Adults at Norden Farm – A handpicked selection of bespoke theatre workshops for keen amateur actors, students and semi-professionals. All sessions are practical in nature and encourage meeting new like-minded friends and potential colleagues. 9 Jan - Pantomime 16 Jan – Armed Combat 23 Jan – The Audition Process 30 Jan – Slapstick Comedy 6 Feb – Improvisation 20 Feb – Vocal Technique 27 Feb – Devising 1 (objects as inspiration) 6 Mar – Devising 2 (music as inspiration) 13 Mar – Filthy Shakespeare 20 Mar – Acting for Camera biography: Troublemaker Theatre Company was formed in 2006, formally bringing together Directors David Farey and Catherine Lambert. Over the last ten years, Troublemaker’s staff have toured to over 600 schools across Europe performing shows, running workshops and directing productions. The company is based in Maidenhead, Berkshire – visit: for more information. To book please contact: Box Office on 01628 788997 / Norden Farm Centre for the Arts Ltd. (No. 5405277) & Norden Farm Centre Trust Ltd. (No. 2713653, Charity Registration No. 1013555) are companies registered in and . The Registered Office is .
INFORMATION SHEET 2 An interpreter assists effective communication. Communication comprises both verbal and non-verbal channels. The following information provides a brief overview of the advantages and disadvantages of three modes of interpreting. ONSITE INTERPRETING On-site interpreting (where the interpreter attends in person) provides access to both verbal and non-verbal communication channels. On-site interpreting should be used in situations when complex or lengthy matters will be discussed including documents and consent forms are involved (ie when an interpreter orally provides a sight translation of a written document). TELEPHONE INTERPRETING Telephone interpreting can be a cost-effective option for simple communications that are not lengthy. Telephone interpreting mainly involves verbal communication and is therefore not as detailed a communication option compared to on-site interpreting. Telephone interpreting may be more suitable in circumstances a client’s confidentiality can be better preserved (eg in small communities) and where an on-site interpreter is not available. It can also provide more immediate access to interpreters (eg in circumstances where pre-booking is not an option). VIDEO-CONFERENCING Video conference interpreting provides both verbal and non-verbal communication channels and is an alternative to telephone interpreting where agencies have access to video conferencing facilities.
2 - On arrival, the patients have been greeted by the research nurse, John, who sees them one by one. Dr France has not arrived at the clinic and the nurse doesn’t want to overrun the time allotted. John has been trained by Dr France to review the trial with the patients using the approved patient information leaflet. However, Dr France has decided that he must discuss the trial with the patient before the ICF is signed. The first patient is a 22 year old woman who has a long history of migraine headaches. Can John start the consent procedure? Can John take the patient’s vital signs? Can John collect for laboratory analysis? 3 - Dr Scotland is the clinical director of a phase 1 unit in London. The unit regularly conducts clinical trials in healthy elderly volunteers. The aim of the trials is to determine drug levels post-dosing with new drug. The clinic advertises widely for new volunteers to take part in the trial. The adverts have been approved by the Ethics Committee and the clinic is licensed to carry out phase 1 work. The following three potential participants have responded – should each one be permitted to take part in the trial? An 82 year old man in good health? A 67 year old woman with mild dementia? 70 year old man with severe dementia? 4 - Dr Holland has agreed to conduct a trial on children with Type 1 Diabetes. The protocol allows for patients between the ages of 6 and 16 to enter the trial. The first patient that is scheduled to enter the trial is a 15 year old girl, the second a 6 year old girl. Can the same ICF be used for both patients? Can the parents of the 6 year old review and sign the ICF on the child’s behalf? As her representative has taken this responsibility, does the 6 year old need to be involved in the consent process? Can the 15 year old can review and sign an ICF designed for parents/guardians of younger children? If the 15 year old has signed and reviewed an adult form, do her parents/guardians still need to grant consent on her behalf? Answers…
Statement of Consent: I certify that I am at least 18 years of age or older, that I have been offered or have received a copy of this consent document and, Yes, I agree to participate; No, I decline to participate; in the study as described above. ______________________________________________ _______________________ Signature of Witnessing Researcher (ONLY) Date
7. CHARGES AND FEES Initial Psychological Intake—$300 Individual Therapy—$200/session Family Therapy—$200/session Therapy—$85/session Consultation—$350/hour Interactive Complexity Add-on—$25/session (EMDR, Play Therapy, use of interpreters, arguing or emotional family members, third party involvement including parents, guardians, courts, or schools, or mandated reporting) Paperwork (e.g., court, disability hearings, and similar needs)—$350/hour Prices are generally those billed to insurance companies; what you owe may vary based upon the details of your insurance policy (co-pays, and our agreement with the insurance company. You will be responsible to check with your insurance about coverage of outpatient mental health services. It will be your responsibility to pay the co-pay for each client visit at the time of the appointment. You can set up a monthly payment plan with our Business Manager by completing the necessary Financial Payment Form. If your account is six months past due after your insurance has paid and we’ve sent you monthly statements with no response, we will send the account to our outside Collection Agency. The only information released to the collection agency is your name, address, phone number, and amount due. 6. CHANGING APPOINTMENTS If it is necessary to change or cancel your appointment, please call 507-449-6105 at least 24 hours in advance. However, we want to stress that a casual attitude toward keeping appointments can significantly hinder the counseling process. 7. MISSED APPOINTMENTS-AUTOMATIC TERMINATIONS is a No Show Charge of the full fee if notice of cancellation is not given at least 24 hours in advance. Billing for missed appointments is not covered by insurance and must be paid by you personally. If you miss an appointment without notice and have other scheduled appointments in the future, those appointments will be cancelled and offered to other clients, unless you contact us within 24 hours of the missed appointment. CONCLUDING REMARKS Therapy is a two-way effort entailing mutual respect, responsibility and consideration between you and your therapist. The policies outlined above are designed to make your therapy productive and to avoid any unnecessary problems. Should you have questions about any policy, whether mentioned here or not, please feel free to discuss them with your therapist or the Business Manager. By working together, we can establish a rewarding therapeutic relationship. SOCIAL MEDIA POLICY