zilongwang/ReadingBank huggingface dataset:
Mayhew, Congress: The Electoral Connection. ALL. Selection of Legislators Topics: Districting and Apportionment, Nomination Politics, Campaign Finance, The Voter, Election Outcomes ,Campaign Reform Readings: Davidson et al. Chapters 3 and 4. Murray, July 6, 2006, Washington Post online. @ The Legislator Topics: Membership Profiles , Members and Their Districts Readings: Davidson et, Ch. 5. Term Limits: The Cato Institute, .@ @ Organizing Congress Topics: Informal Norms, Informal Groups Readings: Davidson et al. pp. 110-111, 157-58. Topic: The Committee System Readings: Davidson ,et al. Chapter 7. Special Report: National Journal Online @ June 2013. Topic: The Party System Readings: Davidson et al. Chapter 6. Kane “The Rise, fall, and rise of ,” Washington Post Online. October 27, 2010, @
Line management The Policy Officer reports directly to the Chief Executive Officer. Special conditions This is a Canberra-based position Primary responsibilities include; On behalf of the CEO and membership, interpret National Aboriginal and Torres Strait Islander Health Plan and other relevant documents and develop policy responses as required. Identify and pursue opportunities for cooperation and collaboration with relevant stakeholders on initiatives aligned with NATSIHWA priorities. Assist with implementation of advocacy and promotion strategies in line with NATSIHWA priorities. Represent NATSIHWA on external working groups, committees, forums or events as delegated, and report on the outcomes. Support the development and implementation of the NATSIHWA three-year Strategic Plan, Annual Activity Plan, Annual Report and Evaluation Strategies. Support the development and implementation of the NATSIHWA Communication Strategy. Assist in identifying and implementing self-generating funding initiatives to support NATSIHWA’s sustainability into the future. Person specification Demonstrated ability to work with Aboriginal and Torres Strait Islander communities and their leaders, respecting cultural values and ways of doing business. Demonstrated ability to communicate effectively, both verbally and in writing, to a wide range of audiences on a range of sensitive and complex issues, especially with regard to Aboriginal and Torres Strait Islander peoples. The ability to interpret and identify key information within policy and other relevant publications relevant to the sector and its members. Demonstrated ability to communicate effectively with various audiences and across a range of approaches.
POSITION ESTABLISHMENT FORM Please send to Senior HR Officer for checking prior to approval HR ENDORSED POSITION DESCRIPTION APPROVED and ATTACHED? (PROFESSIONAL STAFF ONLY) Yes No (Refer to the HRAM) Creation of New Position (If Professional Staff Position Refer to Establishment Guidelines) Close an Existing Position (position must be vacant before it can be closed) Vacant Modification of Existing Position Indicate modification category below Vacant Occupied Classification – Supporting Material Attached Position/Business Title NB: If making an adjustment to an occupied position, ensure that a new employment contract is issued where necessary. Change of Cost Centre Fixed-term End Date Status (Ongoing / Fixed-Term) Location - Campus Reporting Line Other POSITION DETAILS Position Number: Classification: Business Title: School / Centre: Business unit: Reports to (name): Reports to (position number): Reports to (position title): Position Location JO ML SW ML&JO Off Campus within WA Off Campus outside of WA: NSW / VIC / TAS / NT / QLD / SA Off Campus outside of Australia: Please state country: Building No: Room No: Work Phone: Position status: Ongoing Full-Time 100% FTE Ongoing Part-Time (Indicate FTE %) % Fixed-term Full-Time 100% FTE Fixed-term Part-Time (Indicate FTE %) % Date effective: (For Ongoing) For Fixed-term (From: To: ) SPECIAL CONDITIONS ATTACHED TO THE POSITION (if in doubt, discuss with HRAM) Pre-Placement Medical & Health Statutory Declaration Medical Health Assessment Required Working with Children Check National Police Check 50(d) Identified Indigenous Position WA driver’s licence Immunisation Details: Other Special Licences (please indicate) Details: Professional registration/membership Details: Other (e.g. ASIO, Financial Regulatory, etc.) Details: REASONS TO CREATE/MODIFY/CLOSE FUNDING DETAILS Recurrent Ongoing Non-Recurrent (Fixed-term) (End Date) External (End Date) No Change Project Cost Centre Account Activity Location Comp. - - - - - 0 1 AUTHORISATION RECOMMENDED: Position title: Name: Ext: Signature: Date: APPROVED: (AS PER HR DELEGATION) Position title: Name: Ext: Signature: Date:
Dr. Benjamin L. Hooks Job Corps Center 1555 McAlister Drive Phone (901) 396-2800 ~Fax (901) 344-5930 EMPLOYMENT (2nd Internal/External Posting) (2 Positions) Residential Advisor Prime and Residential Advisor (Night) Department: Career Success Reports To: Supervisor of Dorm Life Classification: Non-Exempt Dates of Posting: 6/6/2018-6/13/2018 SOC Code: 39-9041 Salary: Contact Human Resources Status: Full Time GENERAL FUNCTIONS: Provide guidance, direction and supervision to students in the assigned dormitory in accordance with PHR Chapter 3; 3.16. Assist students in achievement of academic, career technical training, and employability goals. Assist students in development of self-management, independent living and community living skills. Model workplace expectations, and mentor and monitor students in achieving the Career Success Standards competencies. MINIMUM QUALIFICATIONS: A High School Diploma or equivalent required. Education above the high school level with experience working with youth in a residential setting preferred. KNOWLEDGE, SKILLS, AND ABILITIES: Effective verbal and written communication skills; Effective organization skills; Effective interpersonal skills. LICENSES OR CERTIFICATES: A valid Regular Driver License is required. DAYS/HOURS: (PRIME) Sunday Monday Tuesday Wednesday Thursday Friday Saturday OFF OFF (NIGHT) Sunday Monday Tuesday Wednesday Thursday Friday Saturday OFF OFF Interested internal applicants apply online, forward a letter of interest with current updated resume and appropriate credentials to: Dr. Benjamin L. Hooks Job Corps Center ATTN: Human Resources 1555 McAlister Drive Memphis, TN 38116 Visit our website at Your application will not be considered if you fail to meet the required deadline. An Equal Opportunity Employer M/F/Veterans/ Disability MINACT is a Federal Contractor and desires priority referrals of protected veterans
work of various departments and is the liaison between the vendor and user agencies to implement fulfillment of contracts and preparation of purchase orders and related documentation. Acts as the City's Purchasing-Card Program Coordinator, as well as the City's Surplus Property Coordinator. Serves as the Procurement Agent III in their absence. For the full job description of the Procurement Agent II position including specific duties and responsibilities, click . Procurement Agent I Under direction from the Assistant Chief Procurement Officer, responsible for work involving the procurement of diversified commodities or services on a competitive basis. Works within the appropriate guidelines set forth in State and Local laws and ordinances, department policies and procedures. Responsible to acquire services, supplies and goods as necessary for end-user departments at a competitive price in a time-efficient manner. Position is responsible for issuance of competitive solicitation, submittal review and analysis; and purchase of supplies, equipment and services; review of methods of acquisition, and preparation of purchase orders and related documentation. Performs related work as directed. Serves as the Procurement Agent II in their absence. For the full job description of the Procurement Agent I position including specific duties and responsibilities, click .
8.0 Calibration: 8.1 Manual calibration 8.2 Auto calibration required 9.0 Enclosure: 9.1 Engineered plastic 9.2 Coated aluminium 9.3 Stainless steel 10.0 Ingress Protection: 10.1 Not important 10.2 IP56 or better 10.3 IP65 or better 10.4 IP67 or better 10.5 Other (Please specify) 11.0 Hazardous areas: 11.1 Non hazardous area 11.2 Hazardous area – Exi protection 11.3 Hazardous area – Exd protection 11.4 Hazardous area – Exn protection 11.5 Zone - 0, 1 or 2 11.6 Gas or dust group - IIA, IIB or IIC 11.7 Temperature class (T6 - T85oC) 12.0 Ambient temperature: 12.1 Ambient temperature is in the range -20 to +40 degrees C. 12.2 Ambient temperature range (please specify) 13.0 Vibration: 13.1 No vibration 13.2 Vibration is likely to be significant 14.0 Air quality: 14.1 Instrument quality 14.2 Poor 15.0 Other features: 5.1 Partial stroke testing function required 15.2 Defined safety integrity level (SIL) required (please specify) 15.3 Operation with natural gas 15.4 Valve diagnostics required (please specify) 15.5 Positioner self diagnostics required 15.6 Positioner to be mounted remotely from the actuator. 16.0 Quantity required 17.0 Delivery required
Facilitator/Grantmaker- making hard choices to achieve effective grants taking into consideration age and location, but without leading. A question arises around the extent to which achieving social justice in each field is a priority. Community leader- conflict or duality of interest, potential for partisan ensnarement, incompatibility with the foundation’s grantmaking or other programmatic interests, staffing capacity. Capacities for this role include the ability to lead with grace and to step away if achieving the desired outcomes requires others to bask in whatever glory may be forthcoming, skill and high regard. As a maturing field, it seems community foundations will have to give themselves permission for a lateral and vertical stretch as needs change and arise. Table 1 summarise the deeper consequences of the conceptual and philosophical choices for community foundations.
Food and Politics – Introduction Marion Nestle, EAT DRINK VOTE Film – HARVEST OF SHAME Who Decides What We Eat? The food industry/government/media complex Recommended – Nestle, FOOD POLITICS (2013 ed.) Recommended – Nestle, WHAT TO EAT Film – FOOD INC. The Ethics of Food and Eating Readings TBA (will include at least one selection from Michael Pollan) Food and Culture Readings TBA Film – BABETTE’S FEAST Fast Food, Bad Food Suggested – Eric Schlosser, FAST FOOD NATION Film – SUPERSIZE ME Government, Industrial Agriculture, and Bad Food Bittman - Sustainable Food, Organic Food, Slow Food, Urban Food Jennifer Cockrall-King, FOOD AND THE CITY Local Food, Locavores, The Farm to Table Movement Mark Bittman, FOOD MATTERS -OR- Michelle Obama, AMERICAN GROWN Food as the Enemy: Food Pathologies and their Politics Obesity, childhood and adult – Is there a role for Government? Suggested – Frank Bruni, BORN ROUND Trans Fats and High Fructose Corn Syrup – is our government, in collusion with agribusiness, trying to poison us? Film – King Corn Eating Disorders – Medical condition or political/social construct? Film - THIN Genetically Engineered Food – Do we need a policy? Film – THE WORLD ACCORDING TO MONSANTO CLASS Assignments:
The report should be 5-7 pages in length (or the equivalent if it is not written) and be fully documented and referenced; Groups should consult with the instructor about their choice of topics and the format of their report. Note: In the past one or another student has not joined a group. The instructor allowed them to complete the assignment individually. THIS IS NO LONGER THE CASE. Failure to join a group and participate actively results in a grade of ZERO (0) for the assignment. NO EXCEPTIONS, don’t even ask. Due date: April 16, 2015, at the end of class; no late reports will be accepted without prior approval of the instructor. Individual project – Each student must complete ONE (1) short individual project: The project is on a topic of the student’s choosing; It must be compatible with the subject matter of this course, but it need not overlap with the subject matter; Projects can be written up as a paper (3-5 printed, double-spaced pages), but other formats are possible; Regardless of the format, projects should be fully documented and referenced; Students should consult with the instructor about the topic chosen and preferred format; Due Date: April 9, 2015, at the end of class; no late reports will be accepted without prior approval of the instructor. Action project – Students, either individually or in their groups, must find and investigate a specific instance they identify in the world outside the classroom which demonstrates how government policy creates and perpetuates inequalities. The example can be on campus, or someplace off of it (it need not be limited to the United States). Students will prepare a brief (3-5 page, printed double spaced, fully documented) paper (or short video, or some other medium/format) which illustrates both what is happening, how it happened, and what if anything can be done to turn it around. Students should consult with the instructor about the topic chosen and preferred format; Due Date: April 21, 2015, at the end of class; no late reports will be accepted without prior approval of the instructor. Criteria for Grade: Group Project – 25 pts. Individual Project – 25 pts. Action Project – 25 pts Final Examination – 25 pts. Grading Scale: 90-100: A
Position Description – Aboriginal Program Officer Hours of work – 0.6 FTE short term contract until 30th June 2018 with possibility for extension Location – Perth Reporting to – Regional Coordinator (Education) Direct reports – nil Red Nose Red Nose is dedicated to saving the lives of babies and children during pregnancy, birth, infancy and childhood and supporting bereaved families. Red Nose delivers on its vision by funding world class research, providing evidence based education to the community, grief and loss support for those impacted by the death of a child and advocacy. As a national not-for-profit company limited by Guarantee we rely on the help of many people and organisations who donate their time and funds to support our community activities and delivery of services to enable us to achieve our purpose. Position Summary Reporting to the WA Regional Coordinator (Education), the Aboriginal Program Officer’s primary focus is on delivering an exceptional culturally contextualised education provision in Aboriginal communities across WA. As part of the Red Nose National Services team this position will assist with the delivery of the RROSIAC Program and other Red Nose activities within metro and regional WA including contributing to the evaluation and reporting for the program. This position will also provide culturally relevant expertise, knowledge and context to organisational activities for Aboriginal communities supporting the development of any relevant educational programs and materials. This position will also be instrumental in supporting culturally appropriate partnerships in regional and remote Aboriginal communities. Where appropriate this role will also offer support to other Red Nose activities locally and nationally as part of a skills network across the services team. Approach to achieve - Discover – Define – Design – Deliver – (Review) Red Nose Education Services works constantly to achieve continuous improvement across all of its activities. This work is predicated upon an approach that comprises four key stages to achieve an evidence base and success. Discover – Don’t presume, engage with stakeholders and staff to explore and understand the situation/activity under review.
Robert A. Jackson et al., “Examining the Possible Corrosive Impact of Negative Advertising on Citizens' Attitudes toward Politics,” Political Research Quarterly (March 2009). Richard Forgette and Jonathan S. Morris, “High-Conflict Television News and Public Opinion,” Political Research Quarterly (September 2006). Kevin B. Smith et al., “Evolutionary Theory and Political Leadership: Why Certain People Do Not Trust Decision Makers,” Journal of Politics (May 2007). Joshua J. Dyck, “Political Distrust and Conservative Voting in Ballot Measure Elections,” Political Research Quarterly (September 2010).
TITLE NO. OF POSITIONS Not Applicable 0 Key Responsibilities DUTIES TO BE COMPLETED General Ensure a tenancy agreement that outlines tenant rights and responsibilities and an ingoing property condition report is in place for all Ngaanyatjarra public housing stock Undertake ‘Routine Property Inspection’ assessments in line with Housing Authority and Council guidelines of all residents within the Ngaanyatjarra Council Regional Housing Program (NCRHP) Document information collected at the time of assessment using the appropriate Housing Authority assessment tools Support other Tenancy Officer’s during peak periods Arrange rent deduction and arrears forms from tenants as required Contribute to the planning and review of the NCRHP service Document information collected at the time of assessment using the appropriate HA assessment tools Ensure accurate tenancy data is provided to NCRHP Perth Office within a timely manner Participate and prepare for relevant internal and external meetings Identify opportunities for service improvement Responds to enquiries quickly Liaison with Ngaanyatjarra Community Service managers in relation to community and tenancy matters Finance Adherence to the NCAC Delegation policy Reporting Requirements Ensure accurate tenancy data is provided to NCRHP Perth Office Provide statistical information and prepare all relevant Housing Officer reports Daily telephone debriefs with NCRHP Perth Office Provide a weekly report on program issues and achievements Collaboration Implement new strategies to improve the way we work Community Demonstrate a willingness to work with community members Decision Making Information is acquired and documented appropriately Engagement
8 JOB DUTIES AND RESPONSIBILITIES Provide a brief statement describing the function of work or reason why the position exists. List duties indicating the percent of time spent for each area of responsibility. If applicable, describe any unusual physical demands and/or unavoidable hazards of the position. Attach additional pages if necessary. PERCENTAGES MUST TOTAL 100% LIST DUTIES IN DECREASING ORDER OF IMPORTANCE / COMPLEXITY. THE NEED FOR SPECIAL LICENSE, POLICE COMMISSION, KNOWLEDGE OR TRAINING MUST BE INDICATED BELOW, IF APPLICABLE.
would be a reasonable accommodation to have someone else move it for you. In that case, you would not consider moving the box as a required part of your position. Not Required Seldom Often Nearly Continuously Sitting Repetitive hand motion (such as typing) Hearing, listening Talking Standing Walking Bending Stooping Climbing stairs Climbing ladders Kneeling, squatting Crouching Crawling Balancing Reaching overhead Pulling, pushing Shoveling Lifting – up to 10 pounds Lifting – up to 20 pounds Lifting – up to 30 pounds Lifting – up to 50 pounds Lifting – over 50 pounds Equipment used:
Race October 23: Lincoln, Civil War, and Reconstruction Primary: The Portable Abraham Lincoln (entire) Secondary: Hofstadter, American Political Tradition, Chapter 5; Robert Bellah, “Civil Religion in America”; Rogers Smith, Civic Ideals, Chapters 9 and 10 (“Dred Scott Unchained,” and “The America That ‘Never Was’”) For Further Reading: Paul M. Angle, ed., The Complete Lincoln-Douglas Debates Harry Jaffa, Crisis of the House Divided Joseph R. Fornieri, Abraham Lincoln’s Political Faith Gary Wills, Lincoln at Gettysburg Eric Foner, Reconstruction October 30: The Thought and Fate of the First Americans Primary: Black Elk Speaks (entire); Josiah Strong, Our Country (1885); Theodore Roosevelt, The Winning of the West (1889-1896); Henry Cabot Lodge, Speech on a Literacy Test for Immigrants (1896); Albert J. Beveridge, The March of the Flag (1898) (K&L, pp. 901-919) Secondary: Michael Rogin, “Liberal Society and the Indian Question” For Further Reading: Dee Brown, Bury My Heart At Wounded Knee Robert A. Williams, The American Indian in Western Legal Thought: The Discourses of Conquest Reginald Horsman, Race and Manifest Destiny: The Origins of American Racial Carole Pateman and Charles Mills, Contract and Domination November 6: Social Darwinism and American Radicalism Primary: Emma Goldman, Anarchism and Other Essays (entire); William Graham Sumner, What Social Classes Owe to Each Other (1884), The Absurd Effort to Make the World Over (1894); The Challenge of Facts (1895), Consolidation of Wealth: Economic Aspects (1902); Andrew Carnegie, The Gospel of Wealth (1889); Russell H. Conwell, Acres of Diamonds (1891):
Call 1800RESPECT on 1800 737 732. This is the National Sexual Assault, Domestic Family Violence Counseling Service. These services are available for all women and are free. Visit 1800RESPECT online at Visit or contact a disability advocacy service in your area. Speak with someone you trust or call an advocacy, violence or crisis service in your area. 8. Endnotes
apps, we have been in the workshop for about 4 hours – has there been any new entrants announced in the OVD or OTT space? I say this partly in jest, but certainly there is no day goes by without some company in this arena not announcing something or some competitive company such as a cable MSO responding to some action by an OTT or OVD service. The third reason I am so pleased to be here is the mere fact that the FCC is asking for input on these important questions. While some of us might differ as to the need of FCC involvement in this burgeoning industry, it is extremely gratifying to see this agency asking these questions. The FCC has somewhat different goals than other government agencies, such as program diversity, and it is important to assess whether the marketplace is working towards those other goals. So, let’s begin. What are the major hurdles facing these OVDs and OTT services? At first glance they do not seem to be very much given
behavioral climate of classrooms and schools. What is meant by practices” and interventions? Practices are what students directly experience to facilitate their mastery achievement of academic and social skills. “Empirically-supported” means that evidence exists to support Efficacy - intervention is causally linked to outcome Effectiveness - intervention outcomes are achievable and replicable in applied settings) Social and cultural relevance - intervention can be implemented by natural implementers with high fidelity) Durability - intervention implementation is sustainable and student outcomes are maintained). Intensity of implementation is matched to the intensity of behavioral challenge. “Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education (Horner et al., 2005) Research in Special Education: Scientific Methods and Evidence-Based Practices (Odom et al., 2005) What are PBIS “systems?” PBIS emphasizes the establishment of organizational supports or systems that give school personnel capacity to use effective interventions accurately and successfully at the school, district, and state levels. These supports include (a) team-based leadership, (b) data-based decision- making, (c) continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-going professional development. State, district, and school leadership teams develop implementation action plans that give priority to organizational infrastructure (e.g., funding, policy, personnel) and capacity development (e.g., professional “SWPBS Implementation Blueprint and Self- Assessment” (PBIS Center, 2015) “SWPBS Professional Development Blueprint and Workbooks” (PBIS Center, 2010) “SWPBS Evaluation Blueprint” (PBIS Center, 2010) supported
•liaise with external agencies, as necessary, to support and guide the progress of each child eg discuss the needs of a child with the education social worker or LA behaviour support service •discuss with parents about the child’s social and emotional development, including behaviour and relationships. We use ‘Hand in Hand’ parenting method and material to support the development of positive behaviour in our setting. Positive Behaviour Policy Forest Kindergarten Sevenoaks 1
The minimum necessary Immediate and short lived Consistent Focused upon the act not the child Expected and understood by the child Delivered in a calm way Accompanied by a model of acceptable behaviour Not humiliating to the child or the adult Avoided where possible Sufficiently disagreeable to discourage a repetition Involving parents where deemed appropriate – any behaviour where the child is sent in – a letter should be sent home which needs signing and slip returning. Home/school books for every class We have divided inappropriate behaviour into three categories. Examples are as follows Procedures Start of day From 8:40 to 8:50 – Staff member on duty on the main yard to supervise years 3, 4, 5, 6 Bell rung at 8:50
Drums Girls and Dangerous Pie Name:___________________________________________________ Date:_________________ Positive-Negative Chart Track Steven Alper’s specific behaviors—both negative and positive—in the story, Assign the event either a positive or negative rating, and then score the event using a range of negative five to positive five. CHAPTERS EVENT AFFECTING STEVEN ALPER +/- --5 TO +5 CHAPTERS 1 &2 CHAPTERS 3 & 4 CHAPTERS 5 & 6 CHAPTERS 7 & 8 CHAPTERS 9 & 10
This is a report prepared to assist the Court in deciding the suitability and content of positive requirements in an Injunction under the ASB Crime and Policing Act 2014. The Respondent Name Tenant/ household member/ visitor? Age Date of Birth Address Postcode Sources of Information for Report Who has been spoken to when preparing this report? Has the respondent been assessed by any agency? Has the parent/guardian been involved if a minor?
“The Pleasant Life is realised if we learn to savour and appreciate such basic pleasures as companionship, the natural environment and our bodily needs. We can remain pleasantly stuck at this stage or we can go on to experience the Good Life, which is achieved through discovering our unique virtues and strengths, and employing them creatively to enhance our lives. According to modern theories of self-esteem life is only genuinely satisfying if we discover value within ourselves. Yet one of the best ways of discovering this value is by nourishing our unique strengths in contributing to the happiness of our fellow humans. Consequently the final stage is the Meaningful Life, in which we find a deep sense of fulfilment by employing our unique strengths for a purpose greater than ourselves.” Essentially, the three can be broken down as follows The Pleasant Life: positive emotions and daily satisfaction The Good Life: discovering our strengths and enhancing our lives The Meaningful Life: using our strengths for a greater purpose Seligman argues that the way to live a good life is to develop positive connections with others, to have positive individual traits, and develop life regulation qualities (see pg 90 for more information) What do you think of this idea of the pleasant, good and meaningful life? What kind of life do you feel you have? Do you aspire to a “meaningful” life?
1 - Green Pupil respects others, is cooperative and self-controlled. Positively reinforce behaviour with appropriate comments and specific feedback. Praise class for behaving in the expected way. Involve colleagues and parents/carers in celebration of pupils’s achievements. 2 - Yellow Basically respects others but has difficulties that affect self-esteem. Some degree of frustration, low level concentration. Minor disruptions, eg rudeness and annoying others, no homework. Supportive teachers seek a solution to the problem with the pupil. Reinforce success, ‘green’ behaviour reminders, class meetings. If the behaviour is persistent then the pupil will receive a yellow warning card and might be asked to work away from peers, spend 5 minutes in Time Out, miss some of break time / playtime. Informal consultation with class teacher and other colleagues, support staff and parents/carers. 3 Yellow to Red Persistently violates the rights of others in a minor way. Has continuing but minor problems eg violates rights of others, continues level 2 behaviour, poor attitude to learning and work, rude and unresponsive in class. Teacher speaks to child and member of SLT. Child will lose playtime and/ lunchtime to discuss behaviours. Parents/carers should be contacted. 4 – Persistent red behaviours Continually breaches the The pupil will need to be reported to a All colleagues aware of the child,
Name: Where applicable… How is your mental wellbeing? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your use of non-prescription drugs? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your dependence on alcohol? Issue not present Outcomes achieved Making progress Needs to improve Area of concern Name: Where applicable… How is your mental wellbeing? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your use of non-prescription drugs? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your dependence on alcohol? Issue not present Outcomes achieved Making progress Needs to improve Area of concern Name: Where applicable… How is your mental wellbeing? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your use of non-prescription drugs? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your dependence on alcohol? Issue not present Outcomes achieved Making progress Needs to improve Area of concern Name: Where applicable… How is your mental wellbeing? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your use of non-prescription drugs? Issue not present Outcomes achieved Making progress Needs to improve Area of concern How significant an issue is your dependence on alcohol? Issue not present Outcomes achieved Making progress Needs to improve Area of concern Copy and paste if more individual progress monitoring forms are required.
Drinking Water Program Contacts Notifications for Total Coliform Positive and Nitrate exceedance Samples (update 8/08/17) Anchorage DEC Office Anchorage Area, Western Area and Pipeline Corridor Heather Newman – 269-7619 Email – FAX – 269-7650 Carey Thissen – 269-7653 Jessica Cahill – 269-7517 Justin Fenzl – 269-7623 James Latimer – 269-7521 Fairbanks DEC Office Northern Area Marci Irwin – 451-2168 Email – FAX – 451-2188 Teslyn Visscher – 451-3038 Clarissa Bearden – 451-2137 Dawhn Bodyfelt – 451-2170 Michael Sharp – 451 -2178 Soldotna DEC Office Kenai and Southeast Area Jeri Forgue – 262-3404 Email – FAX – 262-2294 Eric Burg – 262-3420 Jamie Bjorkman – 262-3423 Amanda Millay – 262- 3410 Samantha Jones – 262-3403 Wasilla DEC Office Mat-Su Area Amy Hill – 376-1861 Email – FAX – 376-2382 Tee Little – 376-1860 Darryl Gillespie – 376-1824 Kellie Alvstad – 376-1859 Statewide Emergency Contact: Cindy Christian – 451-2138 or 460-6056 The region that oversees the PWS can be found using this map .
Anyone wishing to request monetary or in-kind donations from a company should first seek approval from benefiting Charity Partners. This will avoid duplicating efforts or jeopardizing current corporate partnerships. RAFFLES AND OTHER GAMES OF CHANCE Positive Tracks strongly discourages organizers of Independent Fundraising Efforts from conducting raffles or other gaming activities in connection with their fundraising activities without checking with legal sources first. It is the responsibility of the organizer of the Independent Fundraiser to be sure that fundraising activities comply with all state and federal laws. Positive Tracks takes no legal responsibility for the activities conducted by an Independent Fundraiser benefiting one of its Charity Partners. AVAILABILITY OF POSITIVE TRACKS/CHARITY/EVENT STAFF Please inform Positive Tracks and your charity’s staff well in advance if you’d like a representative of Positive Tracks or your charity/event to attend in an official capacity (to welcome guests, thank participants, make any remarks or join in the ceremonies). While we can’t guarantee attendance, we’ll do our best to have a representative attend your event to thank and support you! INDEMNITY & LEGAL REQUIREMENTS While charity/event staff is pleased to answer questions and provide general information, the ultimate responsibility for meeting these obligations rests with the Independent Organizer or group. Positive Tracks takes no legal responsibility for the activities conducted by an independent fundraiser benefiting a Positive Tracks Charity Partner. Failure to comply with guidelines and rules may result in immediate removal from the Charity Partner’s Athletic Event and outside reporting of behavior as appropriate. TAKE A DEEP BREATH If you’re overwhelmed by all these rules and request, take a deep breath, Glow-Getter, and realize that you’re learning important stuff about how to steward your charity’s brand and values. Please with any questions you have about promotional efforts or logo usage. And thanks in advance for your support of Positive Tracks’ partnership with your charity.
Kirkby College An Academy with Sport Specialism Learn today, lead tomorrow Principal: Mr S A Taylor BA (Hons) PGCE NPQH MG/AF 13th January 2017 Dear Parent/Carer Positively Mad Event – Friday 20th January 2017 I am writing to inform you of an upcoming Positively Mad Event which is to take place on Friday 20th January 2017. Students will be engaged in two presentations during the day, Resilience Workshop and Exam Busters. Both sessions have the aim of supporting students in maximising their potential in terminal examinations. Further details of each presentation can be found below. Resilience Workshop This workshop looks at all the demands being placed on today’s teenagers and shows them how to find balance, look after themselves, become resilient and take control of their future. Stress is the number one cause of illness for today’s teenagers. They are living in an increasingly fast-paced environment preparing themselves for jobs; many of which don’t yet exist and with every aspect of their progress being scrutinized relentlessly. The workshop is designed to help teenagers become resilient to these pressures showing them how to spot and deal with the danger areas in their own lives whilst looking forward in a positive and inspiring way. Exam Busters This is a fast-paced, high-energy, highly interactive workshop designed to improve memory skills, increase self-confidence, understand the importance of reflective practices and regular review, and to prepare for exams. It provides a heightened sense of aspiration and self-belief and promotes a positive attitude towards learning. The skills learned in this workshop will improve exam performance. As this activity takes place within the school day all students are expected to be in uniform and equipped for learning. If you have any queries about this or any other matter please make contact with school at the earliest opportunity. Yours sincerely Mr M Golden Deputy Head of School
Classroom rules written as do’s and not do not’s Keep the rules simple and few Know your children really well Rewards as well as sanctions Praise loudly and reprimand quietly Blame the action not the child Model required behaviour Use an effective seating plan Have a routine that is agreed with the class from the beginning of term Registration games Meet and greet pupils at the start of the day Use positive reinforcement 1. Establishing Effective Routines THE TOOLS Establishing routines Display the class routines and go over them with the pupils on a regular basis. Check pupils’ understanding of the routines. Explain the rationale behind the routine. Model the routine or procedure for the pupils. Be consistent. Take time re-enforcing the routines because when they are established at the beginning of the year, the entire rest of the year will be more enjoyable and productive for both teacher and pupils. Pupil voice It is important to include the children in your class when creating routines as this gives them ownership and they’ll be more likely to reinforce them. The more involved children are in routines the smoother your class will run. Do we need a routine?
PARTNERSHIPS WITH FAMILIES KEY POINTS WHEN ESTABLISHING AN EFFECTIVE PARTNERSHIP WITH PARENTS, CARERS AND FAMILIES HOW MIGHT THIS BE ACHIEVED? BY… Show how much you are prepared to support and encourage their child • Rewards to go home • Informal and formal reports Show how much you know about their child • Parents’ evenings • Informal conversations at school gate • Informal and formal reports home Let them know any concerns about their child’s behaviour • Phone calls • Meetings Involve the parents, carers or family in assessing the needs of the pupil • Informal meetings • Parents’ evenings Involve the parents, carers or family in planning and reviewing the support the school provides for the child • Involve the parents, carers or family in drawing up and reviewing pupil friendly IPPs, IEPs, IBPs • Parents’ evenings Use effective home-school liaison methods to keep open, positive and supportive communication • Books/notes sent home in which teacher or LSA writes only positive comments about the pupil • Phone calls to inform parents of positive behaviours • Ensure parents know they are welcome in school to discuss their child, explaining when teachers are available to do this Always discuss their child’s needs in the context of his or her strengths and positive qualities • Reference to work displayed • Redirection techniques to focus on more positive aspects of behaviour Adopt a ‘no blame approach’ – see the home and school as the solution not the problem • Referring to a team approach Make sure all actions you take are based on the need to protect the self-esteem of the child and everyone directly concerned with his or her welfare • Refer to section 2.6 of this toolkit Encourage their contribution to a profile • Support parents, carers and families to keep informal records of positive as well as negative behaviours at home and the triggers to those behaviours
POSTCARDS Students will receive a departmental ‘postcard’ which will be sent direct to their home. It will be expected that no more than two or three students from each teaching group will be identified each term. Space will be left for a teacher comment, though a signature alone will be quite sufficient. Three identified department meetings each year must be used to review student progress with the intention of awarding postcards. A postcard chart, filled in by students, will be displayed in all rooms. It should be noted that SUBJECT AWARDS are intended to operate in harmony with other letters of praise sent home to parents. All teachers are free to involve themselves in such positive communication. LEADERSHIP TEAM INVOLVEMENT Senior Staff will provide a high presence across all year groups during PD lessons. An identified member of the Leadership Team members will operate from their own office and will be available to receive students who are referred to them by teachers. Students will be sent individually with their Student Planner and, in general, to be praised. It is anticipated that no more than three students from a form group will be referred to the LT member within one lesson. Members of the Leadership Team will visit year groups during the PD sessions and will award a Leadership Team Special Stamp. Students who are working exceptionally well will be referred on to the Principal in order to receive the Principal’s Special Stamp. THE MAJOR AWARD CEREMONIES Much of the detail concerned with the main awards ceremonies is included at the top of the pyramid structure. In the final term we will attempt to establish an activities plan for students who have achieved a bronze Certificate or above, met the schools attendance target and who have not been expelled, served a period of isolation or missed a school detention. SECTION V – SANCTIONS FOR CLASSROOM BASED MISDEMEANOURS In terms of classroom based sanctions seven key phases were identified. It is hoped that the good majority of students will simply choose to spend their time with us operating with the rewards framework. It is also expected that, of the students whose performances are deemed to be unsatisfactory, only a small minority will move beyond PHASE THREE. It is essential that all students, parents and teachers understand this framework and its consequences. At all times the intention of the policy is to bring a halt to unacceptable working performance and from this point to encourage each child to re-join the road to achievement.
Self Referral Risk Assessment Referrer’s/person’s perception of risk (please rate the following): Risk/Level None Low Medium High Not known Of self injury To others - public To others - staff To property Of isolation Of self neglect Of relapse Of offending Is the person being referred subject to any of the following? (Tick as appropriate) MAPPA MARAC CAF CTO Probation Is there any risk issues (including criminal convictions) involved in visiting the client? YES / NO / NOT KNOWN If YES, please specify For agencies making the referral PLEASE ENCLOSE A FACE RISK ASSESSMENT (or other appropriate risk assessment) Self-referrals – information sharing explained and agreed (please tick box) Date completed Assessment, Outcome Star, FACE risk Support Plan CLIENT NOTES (for Positive Pathways use only)
18 Short Happiness and Affect Research Protocol (SHARP) Stones, Kozma, Hirdes, Gold, Arbukle, Kolopack, 1996 Happiness 1 19 Job-related Affective S scale (JAWS) Van Katwyk, Fox, Spector, & Kelloway, 2000 Work affect 1 20 Self-developed self-efficacy scale based on Bandurra (2012) Ouweneel, Le Blanc, & Schaufeli, 2013 Self-efficacy 1 21 Utrecht Work Engagement Scale (UWES) Schaufeli, Bakker, & Salanova, 2006 Work engagement 1 22 EuroQol Group 5-Dimension Self-Report Questionnaire (EQ-5D) The EuroQol Group, 1990 Health Outcome 1 23 Generalized Anxiety Disorder 7-item scale Spitzer, Kroenke, Williams, Löwe, 2006 Anxiety 1 24 SF-36 Health Survey (SF-36) Ware & Sherbourne, 1992 Health Status 1 25 Hopkins Symptom (HSCL-25) Derogatis, Lipman, & Rickels, 1974 Anxiety / Depression 1 26 Self-Management (SMAS-30) Schuurmans, Steverink, Frieswijk, Buunk, Slaets, & Lindenberg, Unpublished Self-Management Ability 1 27 PsyCap Questionnaire (PCQ) Luthans, Avolio, Avey, & Norman, 2007 Psychological capital 1 28 World Health Organization Quality of Life Inventory – Brief (WHOQOL-BREF) The WHOQOL Group, 1998 Quality of Life 1 29 Flourishing Scale (FS) Diener, Wirtz, Tov, Kim-Prieto, Choi, Oishi, & Biswas-Diener, 2009 Flourishing 1 30 WHO-5 Wellbeing Index (WHO-5) Primack, 2003 Quality of life / Wellbeing 31 Personal Wellbeing Index (PWI-A) International Wellbeing Group Deacon University, 2006 Wellbeing 1 32 Assessing Emotions Scale (AES) Schutte, Malouff, Hall, Haggerty, Cooper, Golden, et al., 1998 Emotions 1 33 Affective Well-being Scale (AWS) Daniels, 2000 Emotions 1 34 Orientations to Happiness Questionnaire (OTHQ) Peterson, Park, Seligman, 2005 Wellbeing 1
Limitation in Using Only Consequences in Behavioral Support William asks the same question repeatedly. Staff offers William a better way to get his needs met. William and staff are both happy. A Last Word on Consequences Using reinforcement for reducing the occurrence of challenging behaviors is almost always acceptable because: Reinforcement focuses on what the person is doing right. People do not feel as frustrated. They are less likely to engage in more extreme behaviors. You are a role model for behavior. People will learn the right way to behave by watching you. You do not have to worry about making a choice that will be harmful to the person, demeaning, or illegal. Even if this strategy hadn't worked, the staff has not demeaned, frustrated, or harmed William. Lesson Review: Always describe behavior objectively. Descriptions are based on things you can see and measure. Challenging Behavior can be defined as behaviors that: are harmful; are consistently or extremely disruptive; result in serious or repeated property destruction. Often these behaviors cause others to avoid the person. They limit opportunities and the achievement of personal goals. The "ABC's of behavior" are Antecedents, Behavior, and Consequences. These are important terms that you should know.
policy-making and its implementation require a form of positivist belief in the underlying regularity of human affairs. Despite the regularities in human affairs, however, I do not accept the idea that we can construct a completely neutral theory that valid across time and space. It is too difficult to formulate the International Relations theory that allows us to predict in the same way as takes place in the natural science. A multitude of diversity and transition of the International Relations theories so far have testified this difficulty. Hence, positivist attempt of “generalization” is effective only in a limited sense that we can recognize a pattern within international relations and to formulate a general proposition. The possibility of prediction of actual human behavior by theories, which is a starting point in examining international relations, is fairly limited, much less of control of the action. In this regard, I assume that classical approaches are more suitable in raising a theory by adapting the complicated international phenomena with flexibility and grasp the core factors of them. In addition, positivism implies an image of the world in which some things are regarded as central in relation to international events whereas others are seen as specific and as such irrelevant. As a result, it becomes virtually impossible to think of a way in which any International Relations paradigms could be tested against one another. It is not simply because they have different views of the world but because they define what is the evidence in a different way. If it is not possible to provide an objective test against which explanations may be verified or falsified, it is likely that we prefer one theory to another for other non-factual reasons: normative considerations. The international system of states is related to one another in terms of common practices, customs, norms, principles and rules. They provide the basis for determining what is just or unjust on human behavior in the context of international relations. Therefore, it is crucial to have a comprehensive International Relations theory which incorporate the normative aspects with the positivist approaches. [Bibliography] Booth, Ken and Smith, Steve eds, International Relations Theory Today (Cambridge: Polity Press, 1995)
related to the pathway concentration, access to a pathway assessment and development of an employability profile and a postsecondary career plan. (7 credits) Commencement Concentration Pathways College and Career Readiness for All Students (7 Credits) Element Humanities CTE STEM Arts LOTE Social Studies: discrete, integrated or specialized 2 1 1 ELA: discrete, integrated or specialized 1 1 1 1 Science: discrete, integrated or specialized 1 1 1 1 Math: discrete, integrated or specialized 1 1 1 1 Technical Writing, Speaking and Listening Option for 4th ELA 1 Option for 4th ELA Option for 4th ELA Option for 4th ELA Regents/AP/IB or College Level Math 2 Regents/AP/IB or College Level Science 2 Concentration: At least one career or college ready course: AP, IB, CTE or college level 2 4 2 3 3 Work-Based Learning: Integrated into the concentration or stand alone; visitations, presentations, shadowing, internship or paid work in a workplace germane to the pathway Required Required Required Required Required Employability Profile: inclusive of academic and technical skills and life/career abilities Required Required Required Required Required Graduation, Postsecondary and Career Plan: At 11th and 12th with a career portfolio Required Required Required Required Required Pathway Assessment: All students completing a program of study within a pathway will have access to the pathway assessment and challenge it Required Required Required Required Required Commencement Concentration Pathways — Required Examinations College and Career Readiness for All Students Element Humanities CTE STEM Arts LOTE