zilongwang/ReadingBank huggingface dataset:
What are the skills being provided and by what institutions; how can skills be classified and measured; what skills exist (or should exist) in the system? Understanding Skills for Employment: Provides guidance on skills systems; approaches to classification and measurement; industry trends; performance benchmarks; ways people learn; and stocks and flows.* Determines current and potential future skills gaps and needs (nationally, by sector, and by value chain) Target Population Dynamics: (Youth, women, disabled): What are the experiences of users of the workforce development system, including both the target population(s) and employers?* Guides focus/discussion group planning and facilitation and provides explicit guidance on capturing priorities among different communities. DEMAND FOR SKILLS Which sectors are likely to see increases in employment and what are the skill sets required? What is a framework for linking sector growth and skill s demand? Quantitative and Qualitative Sector Selection Methods: Where is employment and where is it growing/shrinking?* Guides sector selection. Information may also come directly from priorities. Private Sector Demand Analysis: What occupations, processes, skills, requirements, and certifications are associated with specific value chains?* Analyses include: 1) product space analysis; 2) assessment of export and investment data; and 3) workforce value chain overlay. trade and investment data to domestic value chains, required skills (and bottlenecks) and entry points. Understand how work processes differ technologically across channels, and explore the implications for current and future skills needs. POLICY What policies impact the labor market and what are the implications of reform? Policy Analysis Guide: What are the policy areas that impact employment; how do different legal traditions impact employment outcomes?* Improves understanding of underlying policy factors and legal structures, and provides guidance for reform needs. *=Core component of an LMA
Fire Drills--Two first month 8/17, 8/31, 9/6, 10/11, 11/1, 12/6, 1/3, 2/7, 3/7, 4/11, 5/2 Lockdown Drills August, September, October, February, Principal’s Advisory Council Meeting Dates 10/12, 11/2, 12/7, 1/18, 2/15, 3/15, 4/12 Tornado Drills 9/28, 3/22 Club Meeting Times/Location & Enrichment Schedule 1st week of month 2nd week of the month 3rd week of the month 4/5th week of month 8/17, 9/7, 11/2, 12/7, 1/4, 2/1, 3/1, 5/3, 4/26 9/14, 10/12, 11/9, 12/14, 1/11, 2/8, 3/8, 4/12, 5/10 8/24, 9/21, 10/19, 11/16, 1/18, 2/15, 3/15, 4/19, 5/17 8/31, 9/28, 10/26, 11/30, 1/25, 2/22, 3/22, 3/29 Homeroom FCCLA—Auditorium HOSA—BCATC FFA—Auditorium For. Lang.—Rm. 8 Skills USA—BCATC FBLA—Room 9 Student Council-Rm. 28 Beta—Commons Area FCA—Gym PRIDE—Commons Area Safety Ambassadors-Library Renaissance—Rm. 34 Law Club-- Art Club—Art Room Science Club—Rm. 22 TSA—Auditorium STLP—Tech Lab Band Club—Band Room
Monday, Tuesday & Thursday Bell Schedule 7:55-9:20 1st Block 9:25-10:45 2nd 10:50-12:35 3rd Block 12:40-1:20 Enrichment 1:25-2:45 4th Block Semester 2 Wednesdays & Fridays Bell Schedule 7:55-9:20 1st Block 9:25-10:45 2nd Block 10:50-12:35 3rd Block 12:40-1:15 Enrichment 1:15-1:25 Break 1:25-2:45 4th Block Duty Assignments Before 1st Between 1st and 2nd Between 2nd and 3rd Between 3rd and 4th Front Girls’ RR Burdette Wood Custodian Poston Front Boys’ RR Melton Blanton Redmond Lowe Gym Hallway Daugherty Carson Daugherty Carson Upstairs Girls’ RR McKinney Deweese K. Embry Southerland Upstairs Boys’ RR House Burden Burden House Downstairs Girls’ RR Johnson Arnold Ringl Glass Downstairs Boys’ RR Ayer Fuller Bivens Robbins Upstairs Elevator Rice Clark Murphy K. Flener Downstairs Elevator Davis B. Embry McDowell S. Flener Lunch Schedule 10:50 – 11:15 1st Shift 11:18 – 11:43 2nd Shift 11:46 – 12:11 3rd Shift Melton/Redmond, ATC, Bivens, Burdette, House, Deweese, Lowe Davis, Johnson, Burden, McDowell, Poston, Southerland, Blanton, Carson Ayer, Arnold, B. Embry, Rice, K. Flener, S. Flener, Rhoades, K. Embry
Solid Feed Storage Silos and storage sheds integral Sample finished feed mix Ingredients for final mixing are protected from contamination Sample individual ingredient Feed Supply Measures present to prevent fouling of feed and water with faeces Sample water from feeders and mains if supplied by tank Comments/Observations: 2. Laying Shed Environment and Equipment Farm Operational steps Salmonella Reduction Strategies Y or No Sampling Verification protocols Y or No Laying Sheds – Caged N.A: Faeces are not reaching the floor of the cages or accessed by the birds Sample large areas from floors, equipment and fans for dust Eggs are rolling away from the birds promptly Swab egg conveyor belts Conveyor belts are dry Conveyor system is not causing egg breakages Adequate daily cleaning programme in place and working Directly sample faeces from under cages or large sections of manure belts Laying Sheds – Barn/Free Range N.A: Manual nests Clean nests –faeces removed daily Swab the egg belts Egg Collection – collected as many times a day as possible. Collect as much fresh faeces as possible Eggs are as clean as possible Facilities for cleaning hands installed and operational Swab any of open water (bell drinkers, puddles) especially organic films Collection packaging clean and not reused cardboard trays Boot swab the floor areas
2 — 506. (1) The Commonwealth will not introduce a Bill that would repeal or amend the national law, or make a regulation under the national law unless, before its introduction or making, the Forum has been consulted about it and, except as provided by this Part, has approved it. (2) The Commonwealth is not obliged to introduce, make or support any legislation, or proceed with any legislative proposal, with which it does not concur. 507. (1) The approval of the Forum is not required for a Commonwealth Bill or regulation, so far as it relates to: (a) subject matters for which Chapters 2L, 5C, 6, 6A, 6B, 6C, 6D, 7 and 8 of the Corporations Law as in force on 1 July 2000 made provision, in particular: debentures; managed investment schemes; takeovers, compulsory acquisitions and buy-outs, and rights and liabilities in relation to matters; information about ownership of listed companies and managed investment schemes; fundraising; the securities industry; and the futures industry; and (b) subject-matters for which Chapter 9.10 of the Corporations Law as so in force made provision; and (c) subject-matters for which the other provisions of Chapter 9 of the Corporations Law as so in force made provision, to the extent that those other provisions apply to the chapters referred to in paragraph (a) or the subject-matters referred to in paragraph (f); and
C. 506 C. 507 C. 508 C. 509 C. 510 C. 511 C. 514 C. 515 C. 516 C. 517 C. 518 C. 519 C. 520 C. 601 C. 602 C. 603 C. 605 C. 606 C. 607 C. 608 Part 7 C. 803 C. 804 C. 902 C. 1003—1006 am. 2017 No. 1 am. 2005 No. 1; 2017 No. 1 am. 2017 No. 1 am. 2005 No. 1; 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2005 No. 1; 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 rep. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 rep. 2017 No. 1 rep. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 rep. 2017 No. 1
Have a working knowledge of Prevention Classifications: “Universal”, “Selective” & “Indicated” Articulate a working definition of substance abuse prevention & current prevention approaches. Sources: SAHMSA/CSAP National Prevention Strategy, June 2011 SAMSHA’s Behavioral Health Lens for Prevention Substance Prevention: The Intersection of Science and Practice, Julie Hogan, 2003 Brain Trust Alliance, February 2007 “Use It or Lose It,” 2004 National CAPT Substance Prevention Specialist Training Manual, June 2006 NIDA: Drugs, Brains, and Behavior: The Science of Addiction National Research Council (NRC) – Preventing Mental, Emotional, and Behavioral Disorders Among Youth, 2009 IOM Continuum of Care Protractor TCBAP.org CPS Domains: II. Prevention Education and Service Delivery, III. Communication and VI. Professional Growth and Responsibility Trainer(s): Kathy Daley, Jill Darling PST: Substance Abuse Prevention Across the Lifespan (3 hours) This workshop covers knowledge items in Prevention Specialist Domain 1: Planning and Evaluation Task 10. Upon completion of this program the participant will be able to: Articulate a working definition of substance abuse prevention Define the IOM’s Continuum of Care and Prevention Classifications: “Universal”, “Selective” and “Indicated” Discuss strategies to provide services at various stages of life Sources: National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (O’Connell, M. E., Boat, T., & Warner, K. E., Eds.) (pp 78–80, Appendix E). Washington, DC: National Academies Press. Substance Abuse and Mental Health Services Administration, Leading Change: A Plan for SAMHSA’s Roles and Actions 2011-2014. HHS Publication No. (SMA) 11-4629 (pp. 5,13). Rockville, MD: Substance Abuse and Mental Health Services Administration, 2011. SAMHSA, Practicing Effective Prevention (2016). Retrieved from Trainer(s): Mitchell Moore
appreciation and awe when I witness inspiring work. students might ask: What are some ideas I have for how to invent something that is new? Who would I want my audience to be for this work? Who can give me feedback along the way so that I can keep developing and improving my work? When confronted with a challenge to develop something that might be useful and make a contribution to the world, students might ask: What are some problems or innovations that might make a contribution to the world? Who would I want to be the audience for my work? Who can give me feedback along the way so that I can keep developing and improving my work? How can I describe what inspires my feeling of wonder about my work or the work of others? they are inspired by others’ works. When confronted with a challenge to develop an innovative or creative idea that will make a contribution to the world, students might ask: What is a problem or need in the world that I feel I can use my talents to address? Which of the strategies that I have been learning will be most useful as I plan for this work? How will a make my work available to others who are interested in the same issues as I am? How will I identify and invite feedback from expert sources? How might I reach out to others to describe my response to their work? examples in the world that are like the work that I am considering? How do I find meaning and purpose for my work in order to effect or inspire others? How can I use similes, analogies and metaphors to encourage my thinking differently? How could I show my appreciation for my work and the work of others by describing how the work affected me? CAPACITY DESIGN LEVEL 1 DESIGN LEVEL 2 DESIGN LEVEL 3 DESIGN LEVEL 4
IN THE COURT OF COMMON PLEAS DOMESTIC RELATIONS DIVISION MEDINA COUNTY, OHIO Judge Mary R. Kovack DISSOLUTION CHECKLIST (without children) PETITIONER-1: Counsel: PETITIONER-2: Counsel: Case number: Marriage date: Pursuant to Loc. R. 7.01 (check off if needed and included) CASE DESIGNATION FORM PETITION FOR DISSOLUTION Includes both parties’ names, addresses, dates of birth, marriage date Statement regarding jurisdiction and venue Signed by attorneys/parties If applicable, the attorney’s address, telephone, and bar number WAIVER OF SERVICE executed by both parties SEPARATION AGREEMENT, original, executed by both parties Disclosure statement Personal property division addressed (including vehicles) Real property division addressed Financial division of property addressed (accounts, investments, life insurance, etc.) Pension division addressed If applicable, must address QDRO and jurisdiction over them Liabilities and debt division addressed Taxes Spousal support addressed - including jurisdiction Spousal support must have an effective date and must address duration Mandatory CSEA language, if spousal support will go through CSEA JUDGMENT ENTRY DECREE OF DISSOLUTION Includes both parties’ names, addresses, dates of birth, marriage date Jurisdiction and venue requirements met Contains date of hearing Signed by attorneys/parties Contains mandatory CSEA language if applicable Statement that wife (1) wishes to be restored to former name or (2) does not wish to be restored to a former name Payment of court costs and attorney fees (please acknowledge that court costs must be paid from any deposits first; then, indicate any additional formula for sharing them between the parties, as appropriate)
Limnanthes macounii Macoun’s meadowfoam Threatened S3-Blue G3 Sanicula bipinnatifida Purple sanicle Threatened S2-Red G5 Sericocarpus rigidus = Aster curtus White-top aster Threatened S2-Red G3 Castilleja victoriae Victoria Status report in progress [proposed for ranking as S1] [proposed for ranking as G1] Ranunculus californicus California buttercup Status report in progress S2-Red G5 Alopecurus carolinianus Carolina S2-Red G5 Crassula aquatica Pigmyweed S3-Blue G5 Isoetes nuttallii Nuttall’s quillwort S3-Blue G4? Lotus unifoliolatus var. unifoliolatus G5T5 Piperia elegans Elegant rein orchid S3-Blue G4 Polygonum paronychia Black knotweed S3-Blue G5 Spergularia macrotheca Beach G5 Butterflies Coenonympha california insulana Common ringlet, insulana subspecies S2-Red G5T3T4 Euphydryas editha taylori Taylor’s checkerspot = Edith’s checkerspot, taylori subspecies Endangered (extirpated from Trial Island) SH-Red G5T1
Coastal Fluvial Dundalk Area to East of town protected by ramparts and lands adjacent to Castletown River. Lands adjacent Urban Streams Incorporation of recommendations in CFRAM study as variation into local area plans for Dundalk and Environs local area plan. Implement appropriate improvement works and condition appropriate catchment based SUDS provisions for new developments. OPW undertaking CFRAM for Dundalk area. Coastal Fluvial Drogheda Areas adjacent to River Boyne Lands adjacent Urban Streams Incorporate appropriate policies to flood proof redevelopment of brownfield sites along quays and preserve appropriate flow channels through setting back of development and creation of open space amenity along river bank. Implement appropriate improvement works and condition appropriate catchment based SUDS provisions for new developments Table 11: Reports extracted from Office of Public Works, National Flood Hazard Mapping Application (), County Louth, Towns
SANDPIT Sources of Flooding The PFRA flood mapping indicates a small number of areas as vulnerable to Pluvial Flooding within Sandpit. Lands within development boundary in Flood Risk Areas The main flood risk in Sandpit is from a small number of areas of pluvial flooding where a site specific FRA would be required for any development to demonstrate provision of appropriate mitigation as recommended by the Sequential Approach.
9/21 Monday – Reading quiz over “The Cask of Amontillado,” plot diagram, and characterization Tuesday – Literary devices hunt; annotations of close reading passages Block Day – Short answer introduction, single selection as a class, individual single practice (Complete for HW if needed); poetry pairing Friday – VW Unit 2 activities due and quiz, partner short answer critique Non-linear plot Character development Imagery Diction Irony Hyperbole Pun Inferencing Reading quiz Short answer (individual) VW Unit 2 quiz VW Unit 2 Activities 9/28 Monday – “The Cask of Amontillado” Review Tuesday – “The Cask of Amontillado” Test Block Day – Library orientation + research, HW: complete Greek god or goddess card Friday – Research due, Greek family tree Epic poetry Character motivation Theme Hubris “The Cask of Amontillado” Test Research cards Revised Unit Plan 9/21 Monday – Reading quiz over “The Cask of Amontillado,” plot diagram, and characterization Tuesday – Literary devices hunt; annotations of close reading passages Block Day – Short answer introduction, single selection as a class, individual single practice (Complete for HW if needed); poetry pairing Friday – VW Unit 2 activities due and quiz, partner short answer critique Non-linear plot Character development Imagery Diction Irony Hyperbole Pun Inferencing Reading quiz Short answer (individual) VW Unit 2 quiz VW Unit 2 Activities 9/28 Monday – “The Cask of Amontillado” Review Tuesday – “The Cask of Amontillado” Test Block Day – Library orientation + research, HW: complete Greek god or goddess card Friday – Research cards due, Greek family tree Epic poetry Character motivation Theme Hubris “The Cask of Amontillado” Test Research cards Revised Unit Plan
Local Studies My Family My school Homes and pastimes in the past Feasts and festivals in the past Buildings, sites or ruins in my locality My locality through the ages Early People and ancient societies Stone age Bronze age Egyptians Greeks Romans Celts Early Christian Ireland Vikings Story Stories from the lives of people in the past Myths and legends Life, society work and culture in the past Life in Norman Ireland Life in mediaeval towns in Ireland and Europe Life in the 18th century Life in the 19th century Life during World War 2 Life in Ireland the 1950s Politics, conflict and society 5th/ 6th 16th/17th century Ireland Revolution and change O’ Connell & Catholic Emancipation Continuity and change over time Food and farming Clothes Homes and houses Transport Schools and Education Communications and fairs Eras of change and conflict 5th/6th Renaissance Reformation Traders, explorers from Europe Famine Industrial Rev
Section A: Contact Information Name of House of Worship: Phone Number: Fax Number: Facility Address: Facility Coordinator: Head of Establishment Website Address: Section B: Administrators Names & Positions Name: Position: Name: Position: Name: Position: Name: Position: Name: Position: Name: Position: Section C: Facility Information Size & Type Building (per Building) Congregants & Staff Rooms #of Buildings # of Children/Youth # of Interior Rooms #of Floors # of Adults # of Miscellaneous # of Exits # of Staff # of Kitchens Type of Structure # of Individuals with Disabilities # of Bathrooms Approximate Square Footage # in attendance for largest service of year # of Rooms-Total Maximum Capacity # of public safety personnel # of Elevators Additional Information # of congregants present during the week days (average) Is an AED machine on the campus? If so, are there people trained to use it? Who? Additional Considerations Is the facility used by organizations outside of the house of worship? How often is the facility used by non-members of the house of worship? Is the facility accessible to people with disabilities? How often is the facility used for outreach ministries?
Influence and Persuasion Getting Results without Direct Authority: Influencing Your Boss Influencing Key Decision Makers Leadership Essentials: Building Your Influence as a Leader Influencing Strategies Partnering for Results Cross-functional Team Fundamentals Find opportunities for innovation Generating Creative and Innovative Ideas: Maximizing Team Creativity Leading Innovation Approaches to Risk Management Communicating a Shared Vision Business Execution: Linking Strategy to People and Operations Communication Skills and Project Management Conflict Management Strategic Approaches to Labor Relations (HRCI/SPHR) Managing Project Human Resources Budgeting Effective Budget Management Creating and Designing a Project Addressing Attrition in High Performance Teams Compensating Employees (HRCI/PHR) Developing Employees (HRCI/PHR Management of the HR Process (HRCI/SPHR) Thinking like a CFO: Mind-set and Financial Priorities Organizational Budgeting Activities and the Master Budget 101 Tips for Telecommuters: Successfully Manage Your Work, Team, Technology and Family Guide to the Project Management Body Of Knowledge Advanced Scheduling Management with Project 2010 Capital Budgeting: Capital Allocation Business Analysis Requirements Management and Communication Developing and Controlling the Project Schedule Communication Skills and Project Management Controlling Costs Developing and Controlling the Project Schedule Introduction to Program Management
Pg 20 – Pilot studies & Experiments Pg 21-22 – Extraneous/confounding & Controls Pg 23-24 – Experimental designs Pg 25-27 – Class assessment Pg 28-33 - Your experiment Pg 34 – Observation Pg 35 – assessment Pg 36-37 – Ads/Dis Observations techniques Pg 38-44 – Your observation Pg 45 – Self report Pg 46 – Class assessment Pg 47 – Interviews Pg 48-50 – All about Questionnaires Pg 51-55 – Your questionnaire Pg 56-57 – Correlations Pg 58-62 – Your correlation Pg 62-63 – Content analysis Pg 64 – Case Studies Pg 65-67 – Examples of Case studies Pg 68 – Reliability & Validity Pg 69-70 – Test your knowledge Pg 71-72 – Types of data Pg 73-74 – Normal distributions Pg 75 – Exam Questions Pg 76 – Graphs Pg 77-78 – Levels of data Pg 78-79 – Inferential Stats Pg 80 – Levels of significance Pg 81-90 – Which test? Pg 91-92 – Features of Science Pg 93-96 – How to report Investigations Pg 97-100 – Peer review Pg 101 – Implications of research Pg 102-104 – Exam! The Scientific Method What is science? ‘Science’ refers to a body of knowledge that has been gathered in a systematic way that covers general truths, principles and laws. These are then found and tested using ‘scientific methods’ – a systematic process designed to obtain objective information. Scientific truths are based on observable phenomena not opinion. In other words, science is objective rather than subjective. Empiricism: information gained through direct observation or experiment. Objectivity: Observations and experiments should be unaffected by bias (such as researcher expectations).
Experimental Design: - Type of Data: Test: A of research being conducted in a hospital out-patient department expecting to find that blood pressure goes up as waiting time increases. Experimental Design: - Type of Data: Test: A cohort study of identical twins predicting that they will have very similar IQ test scores as measured by standardised IQ tests. Experimental Design: - Type of Data: Test: A piece on bio psychological research predicting that asthma sufferers will score higher on anxiety scales than people who do not have asthma. Experimental Design: - Type of Data: Test: Research conducted in an eating disorder clinic aiming to show bulimics will demonstrate food preferences for saltier snacks, while anorexics will demonstrate preferences for sweeter snacks. Experimental Design: - Type of Data: Test: A survey of gender and self-esteem predicting that have higher self-esteem than females. Experimental Design: - Type of Data: Test: An observational piece of research on gender and pro-social behaviour predicting that females are more likely to give up their seat on a crowded bus. Experimental Design: - Type of Data: Test: A research project conducted by the ministry of Defence to assess the effects of anxiety on active service, predicting that soldiers will score higher on anxiety scales on their return from active service than before active service. Experimental Design: - Type of Data: Test: Fathers are more likely than mothers to report feelings of euphoria at the of their first child. Experimental Design: - Type of Data: Test:
Table of Amendments ad. = added or inserted am. = amended rep. = repealed rs. = repealed and substituted Provision affected How affected of agreement C. 1.3 C. 4,1 C. 4.4 C. 4.6 C. 5.1 C. 5.4 C. 7.2 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1 am. 2017 No. 1
Key Learning Outcomes by Degree Level Associate Bachelor Master Doctoral 1 Critical Thinking Recognize existing connections among ideas or solutions. Demonstrate an ability to obtain and process information in order to make decisions and solve problems. Integrate theory and practice in the process of complex problem solving. Integrate alternate, divergent, or contradictory perspectives or ideas fully. 2 Teamwork Recognize the key elements of a successful team. Contribute to the development of a high performing team and collaborative environment. Contribute effectively to the achievement of organizational in a team environment. N/A 3 Communication Communicate effectively via multiple channels of exchange/interaction, including oral and written. Deliver effective and professional communications using a variety of delivery venues. Demonstrate communication and collaboration skills needed by effective business professionals. Present scholarly work via appropriate communication channels. 4 Business Core Describe the introductory concepts of traditional areas of business. Apply major concepts within the traditional areas of business. Demonstrate knowledge of business concepts and functions in an integrated manner. Demonstrate advanced knowledge and competencies in a major field of study in business 5 Analytical Tools Utilize decision-support tools Apply decision-support tools to business decision making. Analyze complex data with multiple implications for business decision-making Analyze existing theories to draw data-supported conclusions 6 Leadership Recognize skills required in planning, organizing, controlling, and leading in a business scenario. Apply strategic planning skills to effect a change initiative in a business scenario. Analyze leadership and strategic management skills for a significant change initiative. Execute a plan to complete a significant piece of work in a specific discipline of study. 7 Environment Recognize business, ethical, and cultural issues within a global environment. Apply legal, ethical, and economic standards of business within a global environment. Evaluate the legal, social, economic, and global environments of business Evaluate the impacts of global, ethical, and social responsibilities of business. 8 Scholarship Demonstrate an ability to find and use reference tools. Utilize research skills in business problem solving Integrate research and theory in complex business problem solving. Contribute to the body of knowledge in the study of business
Section 3-(25%) Indicate the 2 activities chosen to target clients and external stakeholders from your HIV sector plan Q1 Q2 Q3 Q4 Activity 1 Indicator 1: (Type indicator here) 10 Activity 2 Indicator 2: (Type indicator here) 10 Submission of quarterly reports to NACC using the HIV & AIDS mainstreaming reporting tool and clearly indicating HIV and AIDS interventions implemented during the reporting quarter Submit quarterly report to NACC in line with PC requirements by the 15th day after the end of the quarter 5 MARKS 100 *Please note that Condom Promotion in Section 3 is a cascade and therefore additional rows have to be added to accommodate all four indicators under this intervention Name Contact Signature Date Prepared by ……………………………………………… ……………………………………… ………………….… ………….…… Verified by ……………………………………………… ……………………………………… ………………….… ………….…… Institution Stamp
All applications for membership must be made on the enclosed membership form All completed forms must be signed and returned to Parent in Partnership Stockport, Membership Secretary c/o 16 Helston Grove, Heald Green, SK8 3EU. Alternatively, it can be handed to a PIPS representative or emailed to info@pipstockport.org Upon receipt of a successful application you will receive your Max card Benefits of becoming a member of Parents in Partnership Stockport (PIPS) All our members will have access to a variety of services and resources as followed; Free Max Card which can be used for free or discounted entry to a variety of attractions nationwide. For further detail’s please see www.mymaxcard.co.uk To have a say on the workshops and training that PIPS deliver Receive news updates and the latest information and events locally, regionally and nationally via our email service and social media Be involved in consultations on new and current issues, policies, legislation and services in Stockport Attend coffee mornings, workshops, road shows and training events Become a PIPS representative, attend meetings and shape local services The more parents that are involved, the more accurate the views we have on how Stockport’s family’s needs are being met. All families living with a child or young person experiencing a disability or additional need are paramount to PIPS whether in time or in skills are valuable and we appreciate you sharing them with us.
WORKING My Child, My Story Parent Carer contribution for the Education Health and Care Assessment Part A: Personal details Name of your child /Young Person: Your full name (first parent carers): Home Address: Telephone Number: Email Address: Relationship to child/Young Person: Your full name (second parent/carer): Home Address: Telephone number: Home: Mobile: Email Address: Relationship to Person: Child/Young person’s date of birth NHS/NI/Hospital number is: The language we use at home is: Is an interpreter needed? Please circle one: Yes / No Language information should be written in: My child, My story was completed on: Date: Details of my child/young person’s Education setting: Name of Early years setting/school/post-16 education provider: Address:
should include vehicle base price plus all optional equipment requested. Pricing estimate should match figures shown above. Authorizing Signature: Printed Name: Title: Organization: Date: Attachment I Coordinating Agencies Provide a list of all agencies you currently coordinate with. For each agency, please tell us how you coordinate with them, specifically noting how this coordination results in transportation efficiencies. Please limit this information to the space provided below.
Foster, Norah. “Pay Equity for University of California Library Assistants Supported.” Library Mosaics 16, no. 4 (July/August 2005): 8-9. Frawley, Candy. “Better Pay at Live Oak Public Libraries in Savannah, GA.” Library Worklife 1, no. 9 (September 2004). (accessed January 18, 2013). Gass, Beverley. “NCLA’s Pay Equity Project: It’s about more than loving to be a librarian,” North Carolina Libraries 67, nos. ½ (2009): 17-19. “Good News!: Successful reclassification at the Huntington Beach Public Library.” Library Worklife 1, no. 11 (November 2000). (accessed January 18, 2013). Kinnaly, Gene. “Salary and Pay Equity Issues for Library Support Presentation given at the ALA Annual Conference, Atlanta, GA, 2002. (accessed January 18, 2013). Library Worklife, a monthly electronic newsletter which ALA-APA began in 2004, includes an article on salaries and pay equity in each issue. Full text is available from 2004 through the previous year; the current year is available only to subscribers; see (accessed August 6, 2013). Oder, Norman. “Salary Boost at Two NYC PLs.” Library Journal 129 (September 2004): 17. (accessed January 18, 2013). Orenstein, David. “Fair Pay is an Issue for Managers, Too.” Library Journal 128 (April 2003): 45. (accessed January 18, 2013). Pepper, John. “Good News!: Making a Case to Your Funders.” Library Worklife 2, no. 9 (September 2005). (accessed January 18, 2013). “Providence PL Unionizes; Cincinnati and Hamilton PL Gearing Up,” Library Journal 130 (September 2005): 24. (accessed January 18, 2013). Schmidmaier, Dagmar. “Pay Equity for the Library Profession: An Employer’s Perspective.” The Australian Library Journal 57, no. 1 (February 2008). Library Issues Related to Pay Equity Certification “Certified Public Library Administration Program.” American Library Association-Allied Professional Association. (accessed January 18, 2013). Describes the voluntary post-MLS certification program and what the program enables public librarians to do.
PHIL 400 STUDY OR AIID 388 REQUIRED X *The above map uses current course titles and numbers (with possible, pending General Education changes in parentheses). Supplemental Curriculum Map of Student Learning Outcomes for the Philosophy Major Elective Courses Outside Philosophy (up to 3 non-PHIL courses may be electives in the major) ELECTIVE NON-PHIL COURSE* SLO 1: KNOWING THE TRADITIONS SLO 2: KNOWING VALUE THEORY SLO 3: KNOWING METAPHYSICS & EPISTEMOLOGY SLO 4: USING LOGIC SLO 5: VALUING PHILOSOPHY AFST 308 AFRICAN AMERICAN SOCIAL & POLITICAL THOUGHT x x ANTH 235 RELIGION: X ENST 209 WORLD X HIST 277 TO EAST ASIAN CIVILIZATION X HIST 289 ISLAMIC ART & ARCHITECT- URE X
School Core: Language I* 4 School Core: Language II* 4 Major and Gen Ed: Historical Perspectives PHIL 143 Love and Friendship in Philosophy+ 4 Major and Gen Ed: Quantitative Reasoning PHIL 106 Introduction to Logic+ 4 Total: 16 Total: 16 Second Year Fall Semester HRS ✓ Spring Semester HRS ✓ Gen Ed: Global Awareness 4 (choose 1) Gen Ed: Culture and Creativity; or Gen Ed: Systems, Sustainability, and Society or Gen Ed: Values and Ethics 4 Gen Ed: Scientific Reasoning 4 (choose 1) Gen Ed: Culture and Creativity; or Gen Ed: Systems, Sustainability, and Society or Gen Ed: Values and Ethics 4 School Core: Language III* 4 Elective 4 Major: PHIL 201 World Wisdom Traditions 4 Major: PHIL 3XX Reality and Knowledge 4 Total: 16 Total: 16 Year Fall Semester HRS ✓ Spring Semester HRS ✓ Major: PHIL 321 Phil of Art and Beauty 4 Abroad Elective** 4 Major: PHIL 233 Ethics 4 Study Abroad Elective 4 Major: 200/300 level PHIL◊ course 4 Study Abroad Elective 4 Elective 4 Abroad Elective 4 Total: 16 Total: 16 Fourth Year Fall Semester HRS ✓ Spring Semester HRS ✓ Major: PHIL 328 Bioethics 4 Major: 200/300 level PHIL◊ course 4 Major: 200/300 level PHIL◊ course 4 Major: CAPSTONE (PHIL 400 Independent Study in Philosophy) or AIID 388 (Co-Op) 4
Environmental Studies ENST 209 PHIL to be counted into PHILOSOPHY Supplemental Signatures SUBJECT CLASSES TO INTO PHIL MAJOR NAME PRINTED NAME SIGNED DATE History HIST 277 HIST 289 Classes outside PHIL To be counted into PHILOSOPHY major Supplemental Signatures Classes outside PHIL SUBJECT CLASSES TO INTO PHIL MAJOR NAME PRINTED NAME SIGNED DATE
Grades Exams, papers, and the final grade will be based on the following scale: A = 100 - 89.5 B = 89.49 - 79.5 C = 79.49 - 69.5 D = 69.49 - 59.5 F = 59.49 – 0 Readings (Hypothetical Fall Semester) Readings (Before Class) August 17 NO CLASS August 19 Introductions and Syllabus None August 22 History Environmental Policy VK 11-26 August 24 Current Environment Landscape Posted Reading 1 August 26 Unorthodox Lawmaking Posted Reading 2 August 29 The Environmental Congress VK 103-128 August 31 The Environmental Congress VK 103-128 September 2 Budget Simulation NA September 5 NO CLASS September 7 Budget Simulation NA September 9 The Environmental Presidency VK 80-103 September 12 The Environmental Presidency Posted Reading 3 (Bush and the Environment) Posted Reading 4 (Obama and Environment); Skim September 14 EPA Rulemaking MEMO 1 DUE - Budget September 16 Environment and the Courts VK 128-151 September 19 States and the Environment VK 33-58 September 21 Local Governments and the Environment VK 265-287 September 23 Test Prep and Review September 26 TEST 1 September 28 Policy Process - Problem Definition Posted Reading 5 September 30 Policy Process - Agenda Setting Posted Reading 5 October 3 Policy Process - Implementation Posted Reading 5
October 5 Policy Process – Implementation Debate Posted Reading 6 – Mosquito Abatement October 7 Risk Communication and Management Posted Reading 7 October 10 Market Approaches VK 215-239 October 12 Energy Efficiency Debate VK 215-239 Posted Reading 8 October 14 NO CLASS October 17 Alternative 1 – Collaboration Posted Reading 9 October 19 Alternative 2 – Voluntary Environmental Programs Posted Reading 10 October 21 Alternative 3 – Third Party Certification Programs Posted Reading 11 (read through executive summary through combined heat and power) October 24 Alterative 4 – Corporate Sustainability Memo 2 Due (City Zika Response) October 26 Test Review and Preparation October 28 TEST 2 October 31 Global Population Issues VK 311-333 November 2 Global Population Issues VK 311-333 November 4 Food Policy/Local Food Movement VK 194-215 November 7 Food Policy/Local Food Movement VK 194-215 November 9 Oil and Gas Development VK 172-195 November 11 Oil and Gas Intergovernmental Debate Posted Reading 12 November 14 The Politics of Climate Change Posted Reading 13 November 16 Climate Change Simulation (Individual and Small Group) Posted Reading 14 November 18 Climate Change Simulation (Class) Posted Reading 15
12. Work by firm which best demonstrates experience relevant to the scope of work of this contract (List not more than 5 projects) a. Project number, name & location b. Project description c. Nature of firm’s responsibility & key personnel involved d. Owner’s name, address, and telephone number e.Firm’s Contract Completion Date
REVISED IDP AND BUDGET PUBLIC PARTICIPATION PROGRAMME: 19-24 APRIL 2018 DATE AND TIME CLUSTER AND WARD VENUE Thursday, 19 April 2018 18:00 – 20:00 Lillian Diedericks Wards: 29, 34, 35, 37, 38 & portion of 41 Chatty Community Hall Thursday, 19 April 2018 18:00 – 20:00 Molly Blackburn Ward 40 Seaview Community Hall Monday, 23 April 2018 10:00 – 12:00 Municipal Unions Council Chamber, City Hall Monday, 23 April 2018 17:00 – 19:00 Champion Galela Wards 25, 26, 27 & 28 Soweto Multi-Purpose Centre Tuesday, 24 April 2018 17:00 – 19:00 Champion Galela Wards 30, 33 & 36 Mbeki Multi-Purpose Centre
BBA 324 Introduction of Marketing Core Discipline 5 100 30 12 70 28 BBA 325 Business Statistics Elective course Inter Discipline 5 100 30 12 70 28 Semester - III BBA 331 Business Mathematics Core discipline 5 100 30 12 70 28 BBA 332 Fundamentals of Finance Core discipline 5 100 30 12 70 28 BBA 333 Fundamentals of Marketing Core discipline 5 100 30 12 70 28 BBA 334 Macro Economics Elective course Discipline 5 100 30 12 70 28 BBA 335 Fundamental of Computer Application Foundation Course Skill Based 2 100 30 12 70 28 BBA 336 Business Communication Foundation course Compulsory 2 100 30 12 70 28 Semester - IV BBA 341 Research Methodology Core discipline 5 100 30 12 70 28 BBA 342 Legal Aspects of Business Core discipline 5 100 30 12 70 28 BBA 343 Fundamentals of International Business Core discipline 5 100 30 12 70 28 BBA 344 Economic Development of India Elective course Discipline 5 100 30 12 70 28 BBA 345 Entrepreneurship Foundation Course Skill Based 2 100 30 12 70 28 Semester - V
Dementia Treatment and Cognitive Evaluations For some patients, it is important to assess cognitive functions such as memory, recall, alertness and overall aptitude. This is formally done via neurocognitive testing. This type of testing can be ordered following medical illness such as stroke or other brain-based diseases such as Parkinson's Disease or Multiple Sclerosis. It is also used to characterize childhood developmental illness such as Autism Spectrum Disorders. Dementia is the decline in cognitive functioning, including most notably, memory and related cognitive processing skills. The most common type of dementia is Alzheimer's Type. Dementias are important diagnoses early on, in order to maximize treatment efficacy. Some dementias are reversible if caught early. For other types, such as Alzheimer's and vascular dementias, newer cognitive enhancing medications are available which can improve functioning and prolong quality of life. Outpatient Alcohol and Addictions Treatment Program OPA providers offer an innovative multidisciplinary treatment approach to recovery. OPA’s program has been developed through years of experience working with addicted patients. In addition, OPA has utilized many exciting new discoveries in the field of neurobiology. Recent discoveries in the field of addiction science have expanded our understanding of addictions and their impact upon the human brain. OPA has years of experience with cutting edge discoveries in neuroscience in order to provide highly effective treatment for our patients. Research has shown that the combination of medication and therapy has proven to be the most efficacious approach in treating mental health conditions. This is the model that we utilize at OPA. Substance Abuse & the Law Our advice to you: Take control of your addiction. Do not wait for the legal system to make treatment mandatory; acknowledge responsibility and voluntarily seek treatment. Take your addiction seriously. It is a life threatening problem. But remember there is hope. . . We can help by: Communicating with your attorney & the court system, at your request. Ordering laboratory alcohol and drug tests. Providing psychiatric consultation. Offering individualized and family counseling. When appropriate, utilizing cutting edge medications specially developed to help people with alcohol and substance addictions. Understanding Addictions
Time over which standard is measured: Quarter Telephone Call Abandonment Rate Abandonment Rate of 3% or less Self Reported Frequency of report: Quarterly $500 per percentage point over 53% per reporting period. Contractor attendance at State-sponsored annual Open Enrollment meetings and orientation meetings Attendance by plan representative(s) trained on State of Maryland plan benefits at 100% of meetings scheduled by the State, for 100% of the meeting’s duration. Representative must arrive enough to have their table set up prior to meeting start time. Display must be organized and include appropriate covering of table. Representative must have detailed plan knowledge, interact with members, and exhibit professional appearance and behavior. Sign-in sheets at Open Enrollment meetings Frequency of report: Annually $500 per scheduled meeting not attended. Claims processing time Upon receipt of all required documentation, 95% claims processed accurately within five business days; 98% within 10 business days. Self Reported Frequency of report: Quarterly $500 per period in standard is not met.
Complaint Resolution Time Plan will: acknowledge receipt of the written complaint to the State and Member within two business days of receipt of the complaint letter; and provide a written complaint response to the State and Member within 21 business days of receipt of the initial complaint letter Self Reported and correspondence logs $250 for each late acknowledge- ment letter, and $250 for each late written complaint response. Provision of Draft Plan Documents of Coverage of Self-Insured plans and Summary Plan Description for the fully-insured plans Draft Plan Document (Certificate/Evidence of Coverage or Summary Plan Description as appropriate by plan) including all required updates is provided to the State at least three months prior to the first day of the plan year. For example, if the plan year effective date is January 1st, the vendor must provide the State the draft by October 1st of the prior year. Receipt date as documented by vendor and confirmed by State $500 per day for the three calendar days that the draft document is not received. $1,000 per calendar day for each day the draft document is not received for the fourth calendar day and beyond. Provision of Final Plan Documents Final Plan Document (Certificate/Evidence of Coverage or Summary Plan Description as appropriate by plan) including all of the required edits and in Receipt date as documented by vendor and confirmed by State $500 per day for each calendar day the plan document is not received for the first 3 calendar days.
At least one elected member of each of Carmarthenshire County Council, Ceredigion County Council and Pembrokeshire County Council Councillor Jane Tremlett (Carms) Councillor Catherine Hughes (Ceredigion) Councillor Tessa Hodgson (Pembrokeshire) At one member of Hywel Dda University Health Board Bernadine Rees OBE The persons appointed as Directors of Social Services under section 144 of the Act in respect of Carmarthenshire County Council, Ceredigion County Council and Pembrokeshire County Council Jake Morgan (Carmarthenshire) Sue Darnbrook (Ceredigion) CHAIR Jonathan Griffiths (Pembrokeshire) An executive of Hywel Dda University Health Board Jill Paterson At least one person who represents the interests of care providers in the area covered by the Regional Partnership Board Melanie Minty (Care Forum Wales) At least one person to represent people with needs for care and support in the area covered by the Regional Partnership Board Alan Thomas James Tyler One person to represent carers in the area covered by the Regional Partnership Steven Griffiths One representative of the Carmarthenshire, Ceredigion and Pembrokeshire Voluntary Services Councils Hazel Lloyd Lubran (Ceredigion Association of Voluntary Organisations) One representative of a national third sector organisation Tracey Price (Carmarthenshire and Pembrokeshire Mind) Others: National workforce and improvement Cathryn Thomas (Social Care Wales)
and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices organization, content, presentation, and stylistic choices Control of syntax and mechanics Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually Uses straightforward language that generally conveys meaning to readers. The language has few errors. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Uses language that sometimes impedes meaning because of errors in usage. Ethical and use of information sources The following information use strategies are used correctly all the time: use of citations and references; choice of paraphrasing, summary, or quoting; use of information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The following information use strategies are used correctly most of the time: use of citations and references; choice of paraphrasing, summary, or quoting; use of information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). At least two of the following information use strategies are used correctly most of the time: use of citations and references; choice of paraphrasing, summary, or quoting; use of information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The following information use strategies are either not used correctly or effectively: use of citations and references; choice of paraphrasing, summary, or quoting; use of information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution).
Withdrawn and replaced by revalidated programme(s) - no further students admitted on old course code/title and continuing students transferred to new programme. (NB. student permission should be sought and received for the full cohort before this can be implemented) For option ii) Please include a record of whether a curriculum match has been done, whether any bridging work will be required and what this will involve, and whether student agreement has been sought. Details of the individual student cohorts and the version of the programme it has been agreed they will follow: for use with 3 year honours programmes – delete as appropriate) Students who will commence Year 1 in 2015/16 Old /New validation Students who will commence Year 2 in 2015/16 (2014/15 entrants) Old /New validation Students who will commence Year 3 in 2015/16 (2013/14 entrants) Old /New validation Other intakes (including part time, intercalating students) Old /New validation (Table for use with FD and top up programmes - delete as appropriate) Students who will commence Year 1 in 2015/16 Old /New validation Students who will commence Year 2 in 2015/16 (2014/15) entrants Old /New validation Students who will commence the BA top up year in 2015/16 (2013/14 FD entrants) Old /New validation Other intakes (including part time, intercalating students Old /New validation (Table for use with Ord/Hons programmes - delete as appropriate) Students who will commence Ord year in 2015/16 Old /New validation Students who will commence Hons year in 2015/16 (2014/15 Ord students) Old /New validation intakes (including part time, intercalating students Old /New validation 8. Good/Innovative/Commendable Practice