zilongwang/ReadingBank huggingface dataset:
Before your first Council meeting Have you completed the ‘? Have you completed the ‘? Do you have a copy of your Regional Council’s Charter? Do you have a copy of your Council’s Statement of Expectations with the ACFE Board? Have you reviewed your Regional Council member Code of Conduct? What would you like to discuss before your first Council meeting? Your Regional Council’s Charter Your Council’s Statement of Expectations with the ACFE Board After your first Council meeting Having attended your first Council meeting, is there anything you reflect on that you would like to discuss? Do you have a copy of the Council’s Consultation Plan? Do you have a copy of the Regional Council Plan? What projects is the Council undertaking? Where are the Learn Local organisations and other providers in the region? Where is ACFE being delivered in the region? Where are the opportunities for supporting disadvantaged learners? Where are the opportunities for connecting learners into the community, further learning and/or work? Your Regional Council’s Consultation Plan Your Regional Council Plan Regional demographic information – disadvantaged learners, Learn Local organisations, other providers and industry Within the six months Reflecting on the first six months in your role, is there any aspect of your role that you would like to discuss? What programs are available to disadvantaged learners in the region? What types of providers and Learn Local organisations are located in the region? What education, training and employment pathways are available to learners in the region? Engagement with Learn Local organisation/s and other stakeholders in the region Latest There are also a number of Fact Sheets that members can and should use as required. These include: Further information All Fact Sheets are available at
Leading Regional Council Fact Sheet | Leading Regional Council | September 2015 Audience | Chairperson, deputy chairperson, all members This Fact Sheet outlines the duties of the Regional Council (the Council) chairperson. It is based on advice provided by the Victorian Public Sector Commission. Duties of the chairperson The chairperson leads the Council and manages its principal relationships, especially with Department staff. The chairperson ensures compliance with the Education and Training Reform Act 2006, the Public Administration Act 2004 and other legislation and obligations. The chairperson is responsible for: building an effective Council with the necessary skills and capabilities leading members and developing them as a cohesive and effective team assisting member to understand their role, responsibilities and accountability, including the need to comply with their Code of Conduct informing members about developments in government policy, priorities and financial reporting setting the Council’s agenda and ensuring issues are discussed and there are no potential conflicts of interest or duty ensuring interactive participation by all members arranging adequate support for members welcoming new members and leading the process for their induction, which includes appointing them a mentor managing an annual review of the Council representing the Council to external parties as an official spokesperson for the Council establishing an effective and constructive working relationship with Department managing the performance of the Council, including outputs from its Statement of Expectations acting as the liaison point between the Council and Department staff informing the Board about significant issues and events in conjunction with the Department ensuring that all policies adopted by or relevant to the Council are given or made readily accessible to all members (s. 80 of the Public Administration Act) in conjunction with the Department ensuring that the Council is compliant with the requirements of s. 81 of the Public Administration Act, which sets out the duties of the board of a public entity. Chairpersons’ Forum The chairperson of each Council and the chairperson of the Board meet four times a year at a Chairpersons’ Forum to discuss issues of mutual interest. Electing a chairperson and deputy chairperson to Council Councils should have a clear, well-understood and accepted process for electing the chairperson and deputy chairperson of Council and to transition Council leadership. Members should consider the skills of people nominating when electing a chairperson and deputy chairperson to Council. The will assist with this task.
Working with the Department Fact Sheet | Working with the Department | September 2015 Audience | All members This Fact outlines the roles of the Department and senior Department staff that Regional Council members may work with. The Participation Branch ACFE Board (Board) planning, policy and decision implementation and resource allocation are supported by the Participation Branch of the TAFE and ACFE Governance Division, which comprises one central and four regional offices. Staff support the eight Regional Councils (Councils) and Learn Local organisations in meeting the Government’s goals and targets for adult, community and further education. The role of the Branch is to: strengthen participation in and benefits from senior secondary, vocational training and adult education settings, with a strong focus on high-needs learners support the Board to develop and implement its strategic directions and support the implementation of the Regional Council Plan and decisions of Council provide administrative services for Councils including preparing meeting agendas, minutes of meetings, and meeting papers, and project management of Council projects. Additionally, the Branch: advises the Minister, Secretary and Deputy Secretary on adult, community and further education manages the provision of government supported adult education in the community negotiates a range of contracts and performance agreements on behalf of the Board, including those with adult education institutions and Learn Local organisations monitors and manages performance and ensures financial accountability develops and maintains strong working relationships with agencies and organisations relevant to adult, community and further education in Victoria. Staff maintain a range of working relationships with other areas of the Department, including those working with schools, TAFE institutes, higher education and industry, and through programs such as apprenticeships, accredited training and senior secondary certificates of education. Council relationship to the Department The authority of each Regional Council is vested in its meetings. Each Council carries out its legislated functions, determines its own Regional Council Plan and monitors the plan’s implementation. Individual members of the Council, including the chairperson and deputy chairperson, do not have management authority between meetings or outside meetings. This means they do not have authority as individuals to intervene in implementation issues or to take decisions on behalf of the Council. Further information
REQUIRED STANDARD Form SF-424 Instructions Form SF-424, “Application for Federal Assistance” Form SF-424-A Instructions Form SF-424A, “Budget Information-Non-Construction Programs” Form SF-424B, “Assurances - Non-Construction Programs” Form AD-3030, “Representations Regarding Felony Conviction and Tax Delinquency Status for Corporate Applicants”
Jan. 6 Baptism/Confirmation 9:00 AM Jacky Jacky Jan. 13 Eucharist 9:00AM Fr. Tom Jacky Jan. 20 Winter Break No Class -- -- Jan. 27 Hebrew Scriptures 9:00AM Bob Foley Steve Feb. 3 Christian Scriptures 9:00AM Steve Dickoff Jacky Feb. 10 Marriage/Vocations 9:00AM Steve & Ann Bohrer Fr. Tom Jacky Feb. 17 Moral Decision Making 9:00AM Ken Ripp Jacky Feb. 24 Sacrament of Reconciliation and Anointing of the Sick 9:00AM Christine Warloski Mar. 3 Lent/Scrutinies Rite of Sending 9:00AM Jacky Jacky Mar. 6 ASH WEDNESDAY Attend any of services -- -- Mar. 10 Rite of Election—LaCrosse Leave St. James Parking Lot following 10:00AM Mass - 11:15AM -- -- Mar. 17 Prayer Catholic Practices & Devotions 9:00AM Jacky Jacky
Mar. 24 Retreat Following 10:00 Mass 11:00AM-3:00PM Jacky -- Mar. 31 Catholic Social Teaching 9:00AM Christine Jacky Apr. 7 Rite of Scrutiny Triduum/Mass Review/Questions 9:00AM Jacky Jacky Apr. 14 PALM SUNDAY Practice for Vigil following 10:00 Mass Jacky -- Apr. 18 HOLY THURSDAY 7:00PM -- -- Apr. 19 GOOD FRIDAY 1:00PM . -- -- Apr. 20 EASTER VIGIL 8:00PM Be in place by 7:40PM -- -- Apr. 21 EASTER No Class -- -- Apr. 28 Reflection on Easter Sacraments Stewardship / Parish Ministries 9:00AM Jacky --
RCIA INQUIRY Session X: November 17, 2015 TOPIC: History of the Church, Part II Presenter: Donna Couch Opening Prayer: To see the videos used tonight, recording of tonight’s session, the calendar and all of tonight’s resources, to: Follow the Parish on Facebook: Join our RCIA Group on Facebook: JOURNAL QUESTIONS FOR THIS WEEK: What did you learn about the History of the Church tonight that you want to remember? What feeling or thought is stirring within you after this evening’s presentation? What questions, if any, are you holding within you? What do you want to ask next time? FINAL PRAYER: To View Videos and everything else on FORMED go to: PARISH ACCESS CODE: 68K27J Create a Profile Click on “Programs” NEXT MEETING – DECEMBER 1 (NO MEETING 11/22): Advent/Liturgical Year
†: And now, my dear friends, I address you. Your own sponsors—in union with this assembly— have spoken in your favor. The Church, in the name of Christ, accepts their testimony and sends you to Bishop Hubbard, who will exhort you to live in deeper conformity to the life of Christ. Intercessions for the Catechumens and Candidates: †: Brothers and sisters, as we journey together to the Easter sacraments, these catechumens and candidates will look to us for examples of Christian renewal. Let us then pray to the Lord, that we may be renewed by one another’s efforts and together come to share the joys of Easter. [Intercessions appropriate to the community and RCIA are shared] [following the intercessions, with hands outstretched:] Prayer Over the Catechumens and Candidates: †: Father of love and power, it is your will to establish everything in Christ and to draw us into his all-embracing love. Guide these catechumens and candidates in the days and weeks ahead: strengthen them in their vocation, build them into the kingdom of your Son, and seal them with the Spirit of your promise. We ask this through Christ our Lord. ‡ Amen.
Parvez finds out that Ali is making money from selling his possessions. has started to practice his faith. looks unhealthy because he has given up sports. Reference: p. 199 l.52 “The boy was praying.” Parvez has come to steer clear of religion because he had had bad experiences. his colleagues made jokes about the Mullahs. he wanted to integrate into English society. Reference: p. 199 l.58 “After this indignity…avoided all religions.” After the evening at the restaurant Parvez finally talks things over with his wife. wants to give up on Ali. is able to convince Ali of his views. Reference: p. 204 l.12 “…the hardest thing….I’m going to do it.” Complete the sentences in your own words. 1 point each Unlike Parvez who loves England and wants to fit in, Ali is disgusted with Western civilization and materialism. p. 202 l.10,14. Being drunk Parvez stumbles leaving the restaurant, but makes no move to help him up. p. 203 l.53. Parvez does not want to give his son more love, because he thinks Ali is ungrateful and not the effort. p. 204 l. 19. Although Parvez has started to grow a beard, his son does not seem to appreciate this. p. 204, l.31. Match the sentence halves. There are two too many 1 point each. b) children have to obey their parents. Parvez wants Ali to accept the fact that f) he is unable to communicate. Ali is convinced that e) he has to sit in the back seat of the taxi. In the taxi Ali reacts angrily because a) children have to respect their parents. Parvez beats up his son because western life affects religion in a negative way. his father treats a prostitute like a friend.
(Name) Hospital Pre-/Post-Project Outcomes Work Sheet CEO: County/State: Project: Revenue Cycle Management PI Project Consultant: Completion Date: Anticipated Outcomes and Project Measures* Anticipated Outcome Submitted in Scope of Work Measure Pre-Project Values Values obtained from either the Consultant report or RHPI data request Post-Project Values To be completed concurrent to RAP interview, which will be scheduled 9 – 12 months post-project Improved Revenue Cycle Processes to improve collections and increase revenue Cash collected and cash percentage of net revenue Gross accounts receivable Gross accounts receivable days Net accounts receivable Net accounts receivable days In-house and discharged not-final-billed receivables Third party aging over 90 days Cost to collect Bad debt and charity as a percent of gross charges Denials as a fraction of gross charges Point of service (POS) collections as a fraction of gross charges *Data will be used to determine project progress and outcomes, and impact of the program on the hospital.
Purchasing rubber barn boots for students to wear when investigating the wetland can help keep them dry and reduce mud tracked into the school. These boots can be shared by classes and typically cost around $10/pair. Field Guides “A Field Guide to the Animals of Vernal Ponds” by Leo Kenny and Matt Burne @ $12.00/each, (http://www.mass.gov/dfwele/dfw/nhesp/nhpubrare.htm) Viewing Scopes Acorn Naturalists () sells a great Two-Way Magnifying Viewer (#T-1245) for use examining wetland life for $8.95 each. You may wish to purchase a couple of these. Prepared by: Thomas R. Biebighauser Wildlife Biologist & Wetland Ecologist Sheltowee Environmental Education Coalition Center for Wetlands and Stream Restoration 3415 Sugar Loaf Mountain Road Morehead, KY 40351 (606) 356-4569 web-site: e-mail: January 6, 2012
Description This work shall be done in accordance with Section 204 of the 2012 Michigan Department of Transportation Standard Specifications for Construction, except as herein provided and the Utility Coordination Notice to Bidders. This work consists of the Contractor providing all labor, equipment and materials necessary to remove out of service and abandoned utility manholes, hand holes, vaults, valves, gas lines, water mains, conduits, pipe, duct banks, and other appurtenances; and placement of backfill material where required as shown on the plans or directed by the Engineer. Asbestos may be present for some of the out of service and abandoned utilities. Materials All work must be in accordance with the contract documents. Construction The Contractor is to coordinate with the utility company owner prior to starting work to verify that all existing facilities to be removed are out of service and abandoned. The size, type, depths, and construction installation methods, if available, are shown on the plans. The information should be verified in the field and with the utility company. The work includes the following unless otherwise directed by the Engineer: The out of service utilities to be removed are located as shown on the plans. Remove all wire and cables from the conduit system prior to removing the conduit ducts, unless deterioration has made this work impossible. Remove all liquids from the water mains and gas lines using methods approved by the Engineer to protect the ground from possible contamination. Engineer needs to coordinate with utility to determine appropriate removal method. The existing main is known to contain asbestos and the removal and disposal will be paid for separately. Dispose of waste materials in accordance with applicable, federal, state, and local regulation and permit requirements. Backfill trenches according to Standard Plan R-83 Series. Utilities that are to be removed will be taken out of service by their respective owners prior to their removal. The main/conduit will only be removed where they are in direct conflict with the installation of storm sewer, pavement, wetland excavation, gabion wall and culvert construction,
Backfilling Backfill structures with granular material Class II up to the subgrade elevation, or to an elevation determined by the Engineer. Place backfill in layers no greater than 10 inches thick and compact each layer to at least 95 percent of the maximum unit weight. Maintain at least 3 feet of cover during construction, unless trimming for final grades. Structure Covers / Access Provide and install covers, including any frames on or in the new structures as required by the manufacturer. Place casting in a full motor bed in accordance with manufacturer specifications or as directed by Engineer.. After final adjustment of the structure to the proposed elevation, the void area around the structure shall be completely backfilled with sand-aggregate-water-cement mixture as directed by the Engineer, to provide a stable base around the structure. A minimum 24 hours cure time shall be provided prior to beginning paving operations in these areas. A direct access route, as approved by the Engineer, allowing a minimum of HS20 loading requirements or greater must be provided to the treatment system to facilitate maintenance. The cost of direct access shall be paid for separately as shown on the plans. Measurement and Payment The completed work, as described, will be measured and paid for at the contract unit price for the following pay item: Pay Item Pay Unit Hydrodynamic Separator Structure, ___ cfs Each Payment for Hydrodynamic Separator Structure, __ cfs includes all equipment, labor, hydrostatic testing and materials to complete this item in accordance with the plans and specifications. The Hydrodynamic Separator Structure, __ cfs shall be cleaned, per the manufacturer's guidelines prior to final acceptance and is included in the contract unit price. Actual sizes of structures are not shown on the plans and all earthwork related items required to install the structure and associated piping shall be included in the contract unit price. The cost of piping and pipe connections between the external bypass structure(s) and the hydrodynamic separator structure shall be included in the unit price. Dewatering shall be considered as part of the necessary work, and will not be paid separately.
7. Instruments in General principles module - 8. Surgical positioning in General principles module - https://stratog.rcog.org.uk/tutorial/general-principles/surgical-positioning-6755 9. Suture and needles in General principles module - https://stratog.rcog.org.uk/tutorial/general-principles/suture-and-needles-6758 10. Anterior abdominal wall in the Gynaecology module - You will be required to present us with a certificate of completion of the tutorials and assessments. The certificate of completion is available to access by clicking on learning history (a link to your 'learning history' is located in a grey box at the of the page in each tutorial). Please contact StratOG at stratog@rcog.org.uk if you have any problems accessing the tutorials and assessments. You will have up until [DATE, 1 WEEK AFTER THE LAST DAY OF THE COURSE] to present us with your certificate of completion in order to receive a certificate of attendance for the BPS course. Unfortunately, the RCOG will be unable to issue a certificate of attendance to you for this course if you have not completed the e Learning assessments and tutorials and presented us with a certificate of completion before this period. Registration form attached with this brochure Rs. 8,000.00 course fee + Rs. 2000.00 for RCOG Manual = Total Rs 10,000.00 (1/3 rd UK Fee) Only 20 Seats
Post 0 Libya, Israel, Jordan Sm. 2 (3) Egypt, Libya, Cyprus, Iran, Israel, Jordan, Lebanon, Syria, Turkey Daucus mauritii (1) Morocco & Gauba 0 Iran, Iraq Humb. & Bonpl. ex Schult. 0 Mexico, Costa Rica, El Salvador, Guatemala, Honduras, Venezuela, Bolivia, Colombia, Ecuador, Peru, Argentina, Chile Daucus minusculus Pau (2) Spain (L.) L. 9 (27) Portugal, Algeria, Libya, Morocco, Tunisia, Italy, France, Portugal, Spain Daucus pumilus (L.) Ball (9) Spain, Tunisia Michx. 8 (35) Canada, United States, Mexico, Brazil, Argentina, Chile, Uruguay Coss. 0 Algeria, Tunisia Daucus Spalik & Reduron (1) Tunisia Murb. 0 (7) Egypt Desf. 0 (6) Algeria, Morocco, Tunisia, Portugal, Daucus setulosus 19 Greece, Turkey Murb. 0 (10) Egypt, Libya, Tunisia Coss. ex Batt. 0 (4) Morocco (Poir.) Maire 0 Algeria, Tunisia (no designation as to 70 (12) New generic Daucus ingroups based on taxonomic expansion of Banasiak et al. (2016) Daucus annuus (Bég.) Wojew. & al. [≡ Tornabenea annua Bég.] 0 Cape Verde Daucus insularis (Parl. ex Webb) Spalik & al. [≡ Tornabenea insularis (Parl. ex Webb) Parl.] 0 Cape Verde Daucus tenuissimus (A.Chev.) Spalik & al. [≡ Tornabenea tenuissima (A.Chev.) A.Hansen & Sunding] 0 Cape Verde Daucus rouyi Spalik & Reduron [≡ Rouya polygama (Desf.) Coincy] 1 Tunisia, Italy (Corsica) Daucus pumilus (L.) Hoffmanns. & Link [≡ Pseudorlaya pumila (L.) Grande] 5 Portugal, Spain, Morocco, France, Italy, Greece, Israel
REESE ATWOOD CONNER Department of English P.O. 870302 Tempe, AZ 85287 (480) 965-3853 (messages only) _______________________________________________________________ EDUCATION Master of Fine Arts. Creative Writing, Poetry. Arizona State University. Tempe, AZ. May, 2015. Bachelor of Arts with Honors. English. The Ohio State University, Columbus. Columbus, OH. December, 2011. UNIVERSITY TEACHING English Instructor. Arizona State University. 2016 – present. ENG 108: First-Year Composition for Multilingual Writers. 2 sections. ENG 101: First-Year Composition. 10 sections. ENG 102: First-Year Composition. 3 sections. Faculty Associate Instructor. Arizona State University. 2015 – 2016. ENG 387: Intermediate Poetry Workshop. 1 section. ENG 107: First-Year Composition for Multilingual Writers. 3 sections. Graduate Teaching Associate. Arizona State University. 2012 – 2015. ENG 287: Beginning Poetry Workshop. 1 section. ENG 102: Composition. 3 sections. ENG 101: Composition. 2 sections. RELATED TEACHING EXPERIENCE Reading & Writing Tutor. Lindamood-Bell Learning Processes. 2016. Online Writing Tutor. Pearson. 2015 – 2016. Creative Writing Instructor. Florence State Prison. Florence, AZ. 2015. RELEVANT COURSEWORK English 594: Conference and Workshop – L2 Teaching Practicum. Fall 2015. English 594: Conference and Workshop – Teaching Assistants. Fall 2012. PROFESSIONAL DEVELOPMENT Workshop Series – Hybrid/Online Teaching Certification. Fall 2015, Spring 2016. ASU Department Teaching Assistant Training. Summer 2012.
MISSION The Shelby County Relative Caregiver Program is a comprehensive public/private collaboration designed to support children whose parents are not able to raise them. These children may be cared for by a grandparent, aunt, uncle or other extended family member. Program staff respects what is unique and special within each family and provides accurate, easy-to-follow information about existing resources available to families. Staff works to eliminate gaps in service. What We Caregiver Support Groups Information and Referral Groups for Children and Education and Informational Workshops Respite and Recreation Family Advocacy Emergency Financial and/or Start-up Assistance Who May Receive Our Services: Children and their caregivers living in Families requesting financial assistance must meet income eligibility guidelines. T he UT Boling Center for Developmental Disabilities (UTBCDD) is a for Excellence in Developmental Disabilities, Education, Research and Service. BCDD goals are attained primarily through interdisciplinary and exemplary service programs for children and adults with developmental disabilities and their families. OUR LOCATION: UTBCDD 711 Jefferson Ave. (between Orleans and Manassas) , 38105 For more information, or to make a referral: Phone: (901) 448-3133 Fax: (901) 448-3534 Stephanie Nunn Email: snunn1@uthsc.edu OFFICE HOURS: 8:00 a.m. – 5:00 p.m. Monday - Friday SHELBY COUNTY RELATIVE CAREGIVER PROGRAM “Supporting Relatives Raising Children in Their Families” The project is funded under an agreement with the TN Department of Children’s Services. UT Health Science Center is an Equal Employment Opportunity/Affirmative Action/Title VII/Title IX/Section 504/ADA/ADEA Employer R07-3977-059-001-02 (1574)
CONFIDENTIAL Child Protection Conference Service Worrall House Kings Hill Avenue West Malling ME19 4AE Tel: <<INSERT>> District Hunt Group Number Social Worker: <<INSERT>> Date: <<INSERT>> Dear <<INSERT>> I am writing to invite you to attend a Review Child Protection Conference regarding: <<INSERT>> DOBs: <<INSERT>> The conference is to be held on: Date: <<INSERT>> Time: <<INSERT>> Venue: <<INSERT>> To ensure the conference begins on time and that family and professionals are fully prepared, you should arrive 30 minutes early. FOR PARENTS ONLY The Review Child Protection Conference brings together family members, the children who are the subject of the conference (where appropriate) and those professionals most involved with the children and family, to discuss what has gone well since the last conference and what else still needs to change before the conference can decide to end the Child Protection Plan. The social worker will have shared their report with you and have explained what will happen at the Review conference. To help you to contribute your views about the progress of the Child Protection Conference plans we have enclosed a “Parents report to review conference” for you to complete and give to your social worker. If you need help to complete this report the social worker and many other professionals involved with your family will be able to offer you the support you need.If you prefer you can also access this report format electronically by following this link:
Instruction to your bank or building society to pay by Direct Debit Please fill in the form including official use box using a ball point pen and send it to: Service user number Member Services Royal College of Paediatrics and Child Health 5-11 Theobalds Road London WC1X 8SH 9 8 1 9 6 0 FOR OFFICIAL USE ONLY This is not part of the instruction to your bank or building society. Name(s) of account holder(s) Bank/building society account number Branch sort code Instruction to your bank or building society Please pay RCPCH Direct Debits from the account detailed in this Instruction subject to the safeguards assured by the Direct Debit Guarantee. I understand that this Instruction may remain with RCPCH and, if so, details will be passed electronically to my bank/building society. Name and full postal address of your bank or building society To: The Manager Bank/building society Address Signature(s) Postcode Date Reference (RCPCH number) Banks and building societies may not accept Direct Debit Instructions for some types of account This guarantee should be detached and retained by the payer. The Direct Debit Guarantee This Guarantee is offered by all banks and building societies that accept instructions to pay Direct Debits If there are any changes to the amount, date or frequency of your Direct Debit RCPCH will notify you at least 10 working days in advance of your account being debited or as otherwise agreed. If you request RCPCH to collect a payment, confirmation of the amount and date will be given to you at the time of the request. If an error is made in the payment of your Direct Debit, by RCPCH or your bank or building society, you are entitled to a full and immediate refund of the amount paid from your bank or building society – If you receive a refund you are not entitled to, you must pay it back when RCPCH asks you to You can cancel a Direct Debit at any time by simply contacting your bank or building society. Written confirmation may be required. Please also notify us.
Yes, definitely Yes, definitely Yes, to some extent -.1734* .01814 .000 -.2160 -.1308 No -.2340* .000 -.2863 -.1816 Yes, to some extent Yes, definitely .1734* .01814 .000 .1308 .2160 Yes, to some extent No -.0606 .060 -.1230 .0019 No Yes, definitely .2340* .02230 .000 .1816 .2863 Yes, to some extent .0606 .02662 .060 -.0019 .1230 No Based on observed means. The error term is Mean Square(Error) = .043. *. The mean difference is significant at the .05 level. 2.3 Post-hoc test of “experience of the call” composite score on Q13+. Multiple Comparisons Dependent Variable: Composite_3.4.5.12 Tukey HSD (I) Q13+ Did you follow the advice or action you received from the NHS 111? (for whom it was necessary) (J) Q13+ Did you follow the advice or action you received from the NHS 111? (for whom it was necessary) Mean Difference (I-J) Std. Sig. 95% Confidence Interval Lower Bound Upper Bound
2016 RCPRS Faculty/Staff Advisory Board (College Contact Information) Member College E-mail Phone Department Building Maureen Carroll AAP mfc85 255-2538 AAP Dir. of Admissions B-1 W. Sibley Cooker CALS 255-2036 CALS Admissions 167 Roberts Hall Margaret Frey HE mfw24 255-1937 Assoc. Dean & Professor of Fiber Science & Apparel Design 1300 B HEB Kevin Harris ILR kfh4 255-2223 ILR Student Services 101 Ives Hall Richard Keller AS rfk46 255-4833 AS Admissions & Advising 172 Goldwin Smith Shawn Meyer Hotel smm236 255-2282 Hotel School Student Services 180 Statler Hall Berry Perlus AAP bap8 255-6720 Dean & Assoc. Prof. of Art 220 Olive Tjaden Hall Lisa EN lms3 255-4621 Director, Engineering Learning Initiatives 167 Olin Hall Laurel Southard Admin les3 255-6445 Director of Undergraduate Research 501C Day Hall Don Viands CALS drv3 255-3081 CALS Assoc. Dean & Professor of Plant Breeding 174 Roberts Hall Frequently Asked Questions Use of Money (RSA) May I receive credit and wages for the same research project? No, students working on a single research project may receive one or the but not both wages and credit for the same work. May I receive credit for one project and wages for a separate project? This needs to be evaluated on a case-by-case basis. It is important that these are two clearly-defined and distinct projects. May I receive wages from my mentor in addition to what RCPRS covers? RCPRS covers wages at the rates listed below. If your mentor wishes to pay you more per hour, the increase would come from his/her budget, not your RSA, and be arranged through his/her payroll representative.
Royal College of Psychiatrists Alternatives to admission problem solving workshop When: Friday 8 July 2016 Department of Health, Richmond House, 79 Whitehall, London, SW1A 2NS. Chairs Mary-Jane Tacchi, Consultant Psychiatrist, Northumberland, Tyne and Wear NHS Foundation Trust Jacqui Dyer, Vice Chair Mental Health Taskforce, Expert by experience Wi-Fi: 2016@dhWRH Time Item Who 9.30 – 10.00 (10 mins) Registration and refreshments 10.00 – 10.10 (10 mins) Welcome and introductions Aims and purpose of the day Key issues for the workshop Chairs 10.10 – 10.20 (10 mins) Setting the scene Evidence, policy and funding opportunities NHS England investment in crisis care Ruth Davies, Adult Crisis & Acute Care, Mental Health Clinical Policy & Strategy Team, NHS England 10.20 – 10.35 (15 mins) Setting the scene continued: evidence What’s required to deliver safe and effective alternatives to acute admission UCL CORE fidelity model for CRHTTs Sonia Johnson, Professor of Social and Community Psychiatry, University College London 10.35 – 10.55 (20 mins) The lived experience perspective John Lucas, Expert by experience Angela Etherington, Expert by experience
U167 134-32-7 alpha-Naphthylamine U168 91-59-8 beta-Naphthylamine U217 Nitric acid, thallium(1+) salt U169 98-95-3 Nitrobenzene (I,T) U170 100-02-7 p-Nitrophenol U171 79-46-9 2-Nitropropane (I,T) U172 924-16-3 N-Nitrosodi-n-butylamine U173 1116-54-7 N-Nitrosodiethanolamine U174 55-18-5 N-Nitrosodiethylamine U176 759-73-9 N-Nitroso-N-ethylurea U177 684-93-5 N-Nitroso-N-methylurea U178 615-53-2 N-Nitroso-N-methylurethane U179 100-75-4 N-Nitrosopiperidine U180 930-55-2 N-Nitrosopyrrolidine U181 99-55-8 5-Nitro-o-toluidine U193 1120-71-4 1,2-Oxathiolane, 2,2-dioxide U058 50-18-0 2-oxide
ILLINOIS ENVIRONMENTAL PROTECTION AGENCY RCRA STANDARDIZED PERMIT APPLICATION COMPLETENESS & TECHNICAL EVALUATION CHECKLIST Facility Name: Date application received: Log No. Revision No: State ID No. Reviewer: No. Review Dates: Section Complete (Y/N) Technically Adequate (Y/N) Location Comments A FORMS, CERTIFICATIONS, CONFIDENTIALITY XX A.1 & General Information XX A.1.1 BOL Form LPC-PA23 A.1.2 Part A Form A.1.3 General Information XX A.1.3.1 Facility information A.1.3.2 information A.1.3.3 Operator information A.1.3.4 Latitude & longitude A.1.3.5 Nature of business
Confirm that many to many relationships are being correctly constructed The correct entities should be associated to one another in RCRAInfo (e.g. Violation / Evaluation Perform an overall record count assessment The correct number of records should be expected in each table in RCRAInfo
Appendix B – RCRAInfo Data Access Services Below is the list of RCRAInfo data access service requests that are available over the Exchange Network and/or REST. Service Parameters EN EN Solicit REST GetCADataByHandler handlerId changeDate Yes No Yes GetCADataByState state changeDate No Yes No GetCEDataByHandler handlerId state agency changeDate Yes No Yes GetCEDataByState state changeDate No Yes No GetCEEvaluationDataByHandler handlerId state agency fromDate toDate changeDate Yes No Yes GetFADataByHandler handlerId changeDate Yes No Yes GetFADataByState state changeDate No Yes No GetGSDataByHandler handlerId changeDate sequenceNumber Yes No Yes GetGSDataByState state changeDate No Yes No GetHDDataByHandler handlerId changeDate state sourceType sequenceNumber Yes No Yes GetHDDataByState changeDate No Yes No GetPMDataByHandler handlerId changeDate Yes No Yes GetPMDataByState changeDate No Yes No GetHDMaxSequence handlerId sourceType stateId Yes No Yes GetCADataByHandler:
RED CARD / MATCH DAY MISCONDUCT FORM This form is to be completed by the umpire following the issuing of a Red Card or to report a Match day Misconduct Offence (MMO). The other umpire may comment if they wish – see section 15 below. The completed form should be signed and dated, and sent as soon as soon as possible (and in any event within 72 hours of the offence) by email or First Class post to the County Disciplinary Administrator as per the Jersey Hockey Website. Please tick appropriate box - Red Card - Match day Misconduct Offence Name and shirt no. of offender Is the player U18? YES / NO Name of offender’s club / affiliated body Date of Title of competition if applicable Name of opposition team Category of offence. If the offence is one where physical violence is used, attempted or threatened against another player or an umpire ie boxes (b) or (c) below, please also delete the two alternatives which do NOT apply a) □ physical violence was not used, attempted or threatened. b) □ physical violence was used, attempted or threatened to a player or any other person c) □ physical violence was used, attempted or threatened to an umpire or properly appointed tournament or match official. d) two separate, but duplicate, minor offences for which a yellow card was awarded for the first offence Full details of the offence Please state what was said and/ or done, and also clarify anything which might influence the penalty eg was the offence spontaneous or had there been previous concerns, were any apologies offered etc? If necessary please use an additional sheet. Name of umpire Qualification of Umpire (tick one box) Unregistered, L1, L2, L3, National Badge Telephone and email address of umpire Signature of umpire Date: Name of 2nd umpire Qualification of 2nd Umpire (tick one box) Unregistered, L1, L2, L3, National Badge Optional additional comments / endorsement by second umpire Please provide details of the incident. If necessary please use an additional sheet
Basic Data Meetings Please explain the or classes that needs to use equipment that is not available in any other centrally-scheduled classroom or equipment travel restrictions for classes. Subject Area Catalog Nbr Class Section Facility ID Request Mtg Start Mtg End Mtg Days Instructor Step 3: If you meet CRITERA 3, please fill out the information. If you do not meet CRITERIA 3, please skip and move on to Step 4.
Basic Data Meetings Please the instructor is registered with DRC. If not, explain what travel restrictions exist for classes for the instructor that needs to use a centrally scheduled classroom. Subject Area Catalog Nbr Class Section Facility ID Request Mtg Start Mtg End Mtg Days Instructor
the regulator of the employee who is the subject of the reportable allegation or has engaged in reportable conduct an independent investigator engaged by a regulator or the Commission. We may also disclose your personal information in other circumstances when it is permitted by law. This may include disclosure to: prevent a serious and imminent threat to any person’s health, safety or wellbeing report concerns about alleged criminal conduct to Victoria Police. When sharing information, we will have regard to our obligations under the Privacy and Data Protection Act 2014, Health Records Act 2001 and the Privacy Act 1988 (Cth). If you have questions or concerns the collection, use of disclosure of your information, please contact the Commission. What is the link between the Reportable Conduct Scheme and Child Safe Standards? Safe Standards are minimum standards that must be met by a broad range of organisations that provide services to children and young people. The standards support organisations to reduce the risk of child abuse, to respond appropriately if and when it occurs and to embed child safety into everyday thinking and practice. The Child Safe Standards require organisations to have: strategies to embed an organisational culture of child safety, including through effective leadership arrangements a child safe policy or statement of commitment to child safety a code of conduct that establishes clear expectations for appropriate behaviour with children screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel processes for responding to and reporting suspected child abuse strategies to identify and reduce or remove risks of child abuse strategies to promote the participation and empowerment of children. The Commission oversees organisations’ compliance with the Safe Standards. Our role includes providing education, advice and support to organisations about meeting the standards, making inquiries with organisations about whether they are child safe, and where necessary, taking enforcement action. Organisations that meet the standards are likely to have the systems in place to meet the requirements of the Scheme. How does the Reportable Conduct Scheme interact with the Working With Children Check Unit? The Commission may report a substantiated allegation to the Working With Children Check Unit where it considers it is appropriate to do so. The Working With Children Check Unit may ultimately decide to suspend a person’s Working With Children Check, having regard to that finding. Further information the Working With Children Check card is available at
We are unable to consider applications from individuals who would be disqualified from being a trustee by the Companies Act or the Charity Act including anyone who has been convicted of a crime of deception or dishonesty unless the conviction is spent. Trustee Duties, Rights and Responsibilities The main general duties of a charity trustee under OSCR are to: 1. Act in the interest of the charity. Trustees should put the interests of charity before their own interests, or those of any other person or organisation. 2. Operate in a manner consistent with the charity's purposes. Trustees should carry out their duties in accordance with their governing document. 3. Act with due care and diligence. Trustees should take such care of their charity's affairs as is reasonable to expect of someone who is managing the affairs of another person. 4. Ensure that the charity complies with the provisions of the 2005 Charities Act, the Companies Act 2006, and other relevant legislation. More detailed information can be found on the OSCR website. In addition to the legal requirements Rape Crisis Scotland Directors trustees have the following rights and responsibilities. Trustee rights and responsibilities As a Director at Rape Crisis Scotland you have the right to: Have access to any information regarding the organisation that is necessary for the execution of your duties. Have access to support from other trustees and staff that is necessary for the execution of your duties as charity director. Receive training that relates to relevant areas of Board of Trustees work. Claim reasonable out of pocket expenses (including phone calls, travel, accommodation, meal allowance and care for dependents) incurred in the course of your duties as trustee. As a Director at Rape Crisis Scotland you have a responsibility to: Uphold Rape Crisis Scotland’s values and ethos, and comply with the Memorandum and Articles, policies and protocols.
Click on “Active” Click on the plus button “+” to and another layer of filtering on “Unit” Click on “In List” Click on the name of the unit desired. Example B: You need a report of Active members in a specific Unit, in a specific Committee. on the “Status” option Click on “in list” Click on “Active” Click on the plus button “+” to add another layer of filtering Click on “Unit” Click on “In List” Click on the name of the unit you would like the list sorted by Click on the plus button “+” to add another layer of filtering on “Committee” Click on “in list” on “committee name” Example C: You need a report by Retiree members who are in more than 1 Zip Code You click on the “Status” option Click on “in list” Click on “Retiree” Click on the plus button “+” to add another layer of filtering Click on “Zip Code” Click on “In List” While holding down the control key on your keypad you can select more than one zip code. When the Filter option is on, Quick Search is disabled. Just click switch it back to "Filter Off" to use Quick Search as usual again. Generate / Print Member Reports
Name of post holder ………………………………….. Signature ………………………………….. Date ………………………………….. HAZARDS Laboratory specimens Clinical contact with patients/residents Performing exposure prone invasive procedures Blood/body fluids Dusty environment VDU use Radiation Challenging behaviour Moving and handling Solvents Driving Noise Respiratory sensitisers Food handling Working in isolation Person Specification CRITERIA ESSENTIAL DESIRABLE Qualifications GCSEs (or equivalent) including English and Customer service training CLAIT Award / ECDL Experience Experience of working with the general public, face-to-face and telephone Experience of working in a pressurised environment Relevant experience gained within a care home environment
SELF-CONCEPT (6th - Adult) Develop positive self-identity and recognize self as a lifelong learner No. Responsive Classroom Competency CASEL Domain 6th-8th 9th-10th 11th-Adult 7 Assertiveness Self-Awareness Learners will be able to use optimism and a “growth mind set” to recognize strengths in self in order to describe and prioritize personal skills and interests they want to develop. Learners will be able to set priorities to build personal strengths, grow in their learning, recognize barriers, and employ solutions. Learners will be able to maintain a "growth mind set" about their abilities to succeed and grow and will persist through challenges. 8 Assertiveness Self-Awareness Learners will be able to self-reflect on their values and beliefs and how their behaviors relate to those values and beliefs. Learners will be able to use self-reflection to determine if their behavior is reflective of their personal values and modify behavior to match their beliefs. Learners will be able to use self-reflection to assess their behavior for authenticity, honesty, and respect and articulate how this impacts their greater community. 9 Assertiveness Empathy Self-Awareness Social-Awareness Learners will be able to identify how family and culture impact thoughts and actions. Learners will be able to reflect on their own beliefs relative to different familial and societal norms. Learners will be able to explain how their beliefs can impact their growth and success, and advocate for their beliefs. 10 Self-Control Self-Management Learners will be able to consistently set attainable, realistic and persist until their goals are achieved. Learners will be able to reflect on the progress of personal goals in order to adjust action steps and time frames as necessary. Learners will be able to set short- and group goals, and create a plan to execute those goals. They will be able to analyze progress and collaborate to adjust goals when needed. 11 Assertiveness Sefl-Control Self-Awareness Self-Management Learners will be able to identify successes and challenges, and how they can learn from them. Learners will be able to recognize barriers to succeeding and identify supports to help themselves. Learners will be able to demonstrate perseverance when dealing with challenges and adversity.
Signature ___________________________________________________ Date
1 Practice 3:15pm 2 Practice 3:15pm 3 Practice 9:00am 4 5 Practice 3:15pm 6 Scrimmage Bergen Home 7 Practice 3:15pm 8 Scrimmage Nutley Home 9 Practice 3:15pm 10 Weight Cert 9am Intersquad scrimmage to follow 11 12 Scrimmage Dumont Home 13 Practice 3:15pm 14 Scrimmage Ridgewood & Old Tappan @ Ridgewood 15 Practice 3:15pm 16 Practice 3:15pm 17 Cutter Classic @ Fair Lawn 9am 18 19 Practice 3:15pm 20 Practice 3:15pm 21 Demarest Home 7pm 22 Practice 3:15pm 23 Practice 3:15pm 24 Practice 9:00am 25 Day 26 Practice 9:00am 27 Practice 9:00am Ridgefield Park JV 28 BCCA Holiday Tournament Hackensack 11am 29 BCCA Holiday Tournament Hackensack 11am 30 Practice 9:00am 31 Practice 9:00am January 2017 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 New Year’s Day 2 Practice 9:00am 3 Practice 3:15pm 4 Northern Highlands 7pm Home 5 Practice 3:15pm 6 Pascack Valley Home 7pm 7 New Providence Pioneer Classic Tournament 10am 8 9 Practice 3:15pm 10 Practice 3:15pm 11 Mahwah 7pm Away 12 Practice 3:15pm 13 Old Tappan Away 7pm 14 Saddle Ridgefield Park and Hasbrouck Heights @ HH 10am 15 16 Practice 9:00am 2lb Growth Allowance 17 Practice 3:15pm 18 Fort Lee Home 7pm 19 Practice 3:15pm 20 Saint Joseph’s (Montvale) Away 7pm 21 Fair Lawn, Lodi & Cresskill Home 10am 22 23 Practice 3:15pm 24 Practice 3:15pm 25 Ramsey Away 7pm 26 Practice 3:15pm 27 Practice 3:15pm 28 Newark Academy & Orange @ Orange 10am 29 30 Practice 3:15pm 31 Practice 3:15pm February 2017 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 Pascack Hills Home 7pm 2 Practice 3:15pm 3 Westwood Home 7pm 4 Freshman County Tournament 10am @ Bergenfield 5 6 State Sectionals Quarterfinals TBA 7pm 7 Practice 3:15pm 8 State Sectionals Semifinals TBA 7pm 9 Practice 3:15pm 10 State Sectionals Finals TBA 7pm 11 Wayne Valley, Lyndhurst Home 10am 12 13 Practice 3:15pm 14 Practice 3:15pm 15 Practice 3:15pm 16 Practice 3:15pm 17 Practice 3:15pm 18 District 4 Home 10am 19 20 21 22 Region 1 PreQuarters 23 24 Region 1 Quarterfinals 6pm 25 Region 1 Semifinals Wrestlebacks Consolations Finals 10am 26 27 28 Date Opponent Location Time 12/17/2016 Cutter Classic Fair Lawn 9:00am 12/21/2016 Demarest Home 7:00pm
Name: Hourly Rate: € Number of hours: Role in Study: € 0.00 Total Personnel Costs € 0.00 Sub-contracting costs. For each cost attach a quote issued within the last 3 months. Supplier: Description of services and reason why it is relevant to the project: € 0.00 Supplier: Description of services and reason why it is relevant to the project: € 0.00 Supplier: Description of services and reason why it is relevant to the project: € 0.00 Total Sub-contracting costs € 0.00 Acquisition of Knowledge / Intellectual Property. For Source: Description and reason why it is relevant to the project: € 0.00
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