zilongwang/ReadingBank huggingface dataset:
TAKING NOTES FROM WRITTEN INFORMATION: THE STEPS Prepare: Gather note-taking materials, e.g., note cards or notebooks, pencil, sticky-notes. Write subject/date/topic at top of note card or page. Preview written information: Note headings/subheadings; tables/charts/info boxes/illustrations Develop questions you want to answer, based on headings/subheadings Write questions on paper or note cards As you read, seek answers to questions; write your answers under/next-to your questions Place sticky notes next to information you think is especially important (or interesting) Write only key words and phrases (the most common mistake students make is attempting to write every word): Write legibly; use your own words; keep your notes brief Look for: bold, underlined or italicized words; dates/events/people and their importance Develop your own abbreviations/codes to use over and over Use graphic organizers (e.g., Venn diagram, T-chart, mind-maps) or rough sketches to identify relationships and/or make comparisons. Organize notes with bullets to keep track of main ideas and indentation for supporting information. Use “?” to mark information you do not understand. Ask questions: About information marked with “?”. About what you still want or need to know about information. Review notes ASAP: Read notes to make sure you understand what you have written; re-read add clarifying information as needed. Have you answered the questions formulated during preview? Compare notes with another student’s (find a “study buddy); Revise notes as necessary; condense whenever possible. Review notes after school and again before the next class on the same subject. Test yourself/review written information Concept: AD.4.B. Self-management for educational achievement (note-taking skills) HELP WANTED: TAKING NOTES FROM WRITTEN INFORMATION
Concept: PS.2.B. Respect for Self & Others (Conflict Resolution) TYPES OF CONFLICTS AND RESOLUTIONS Directions: Working in groups, answer the first two questions (a & b) for your group’s assigned conflict situation. Then, for 1 minute, brainstorm resolutions. Generate as many resolutions as possible for the conflict. From your brainstormed list, select two or more of the options that are likely to solve the conflict in a win-win way (neither party loses). Write your options as your group’s response to “c” OR create new win-win solutions. Lucinda and Anna both like Hector. Beverly tells Anna that Lucinda has been talking about her to Hector. Anna spreads the word that she is going to confront Lucinda after school. What is the real problem? Who are the parties involved in the conflict? What are two or more options for resolving the conflict? John is cheating on the spelling test and his answers fall on the floor in front of his friend Nadim's desk. The teacher walks by and picks up the paper and accuses Nadim of cheating. What is the real problem? Who are the parties involved in the conflict? What are two or more options for resolving the conflict? Towanda's mother makes her baby-sit for her brothers whenever she is busy or has to run errands. Her teacher has been on her back because she doesn’t get her homework done. Towanda does not have any quiet time to do her homework. Towanda is also unhappy about not having any free time in the evening. What is the real problem? Who are the parties involved in the conflict? What are two or more options for resolving the conflict? Concept: PS.2.B. Respect for Self & Others (Conflict Resolution)
In the box below, draw a 2-circle Venn diagram that fills the entire box. Label one circle “My Favorites”. Label the second circle “(Partner)’s Favorites”. Label the overlapping area “Our Favorites”. Write the favorites you have in common in the space where the circles overlap. In the “My Favorites” circle, write your favorites that differ from your partner’s. In the other circle, write your partner’s favorites that differ from yours. Complete the sentences below the box. Am I the same as all other people? Am I the same as some other people? Am I different from everyone else? _________________________________________ From this activity I learned I __________________________________________ _________________________________________________________________. Concept: PS.3.A. Safe and Healthy Choices (How to Say “NO”! Student Resource)
justice by which we can evaluate current social arrangements. So far as the political constitution of society goes, justice requires that such arrangements are democratic. Keeping both of these notions in focus at the same time, we can say that while democratic deliberation determines justice, justice is necessary to ensure that such deliberation is fair. 3. Two preconditions Although, as I have said, I accept Fraser’s general claim that there is a circular relationship between democracy and justice, I shall now argue that her particular account of this relationship fails. In sub-section (a), I contend that there may be vicious circles of democratic justice, in which a lack of democracy and injustice reinforce one another. Then, in sub-sections (b) and (c), I argue that Fraser does not provide a plausible account of how such vicious circles can be avoided or escaped. I shall organize my critique around her discussion of two preconditions which she says are necessary if the boundaries of political communities are to be determined democratically. My argument will be that each as it stands is inadequate, and that even both together are not sufficient to escape vicious circles. (a) vicious circles There is no doubt that in many cases the conditions needed for a virtuous circle to exist do hold, so that democracy and justice do support one another. Yet there are also plenty of cases in which such fortuitous conditions are not
Syllabus PSC 242: Research Practicum in U.S. Criminal Justice Reform Spring, 2016 Table of Instructors Justina Elmore jelmore@library.rochester.edu Gipsy Escobar escobar@measuresforjustice.org Gretchen Helmke gretchen.helmke@rochester.edu Stu Jordan stuart.jordan@rochester.edu Overview This course is a collaboration between the and , a Rochester-based non-profit that supports criminal justice policy reform. The course introduces students to current issues in criminal
used. The proposed project must include as least of the following: 1) a substantial period of research within South Asia, 2) work with unpublished primary sources, 3) the analysis of quantitative data. Readings Week 1: Introduction Introduction: September 1st An Introduction to the Geography and Culture of South Asia: September 3rd Week 2: The Colonial Legacy Class: September 8th, September 10th Readings: Bose and Jalal P.1-108 Banerjee, Abhijit and Lakshmi Iyer. “History, Institutions and Economic Performance: The Legacy of Colonial Land Tenure Systems in India,” American Economic Review 95 (4): 1190-1213.2005. Week 3: The Nationalist Movement and Partition. Lecture: September 15th, September 17th Readings: Hardgrave and Kochanek Ch.2 Bose and Jalal P.108-166 Week 4: The Constitutional Settlement Class: September 22th, September 24th Readings: Hardgrave and Kochanek Ch.3, Ch.4 Paul Brass, The Politics of India Since Independence. Cambridge University Press, 1990, Chapter 4. The Constitution of India, Part IV. Week 5: The Army and the State in Pakistan Class: September 29th, October 1st Readings: Noman, Omar. Pakistan: Political and Economic History Since 1947. London: Kegan Paul, 1988, 3-73, 117-156. Ayesha Jalal, Democracy and Authoritarianism in South Asia. Cambridge University Press, 1995. Ch. 2. Week 6: The Congress System Class: October 8th Readings: Hardgrave and Kochanek Ch.6
OWNERS. Government and Utilities. PARCEL DEVELOPERS. . of OWNER in the funds and assets is non assignable. OWNERS’ . Does not exist in the Documents. Each OWNER shall have the number of votes. PARCEL DEVELOPER has 3 votes per UNIT. Annual Meeting. – DIRECTORS managed by BOARD. by OWNERS. 2.01. DECLARANT’s right to appoint directors. 2.02. DECLARANT’s right to appoint majority. 2.03. DECLARANT’s loss of right to appoint directors. 3. of Florida Statutes. (Revised to Chapter to 720) 4. by DECLARANT. 5. Appointed Directors . - OFFICERS Original Officers: PRESIDENT Gregory W. Jordan VICE PRESIDENT/TREASURER Roger Heftler VICE PRESIDENT/SECRETARY Bonnie L Renzi – INDEMNIFICATION 1. All parties to DIRECTOR. 2. Successful claims. 3. COMMUNITY ASSOCIATION . 4. incurred in civil and criminal actions. 5. Indemnification . 6. Indemnification insurance.
Appendix A - Action Plan CAMBRIDGESHIRE AND PETERBOROUGH SAFEGUARDING CHILDREN BOARD (Agency Name) - ACTION PLAN FOR D.O.B D.O.D RECOMMENDATION ACTION RESPONSIBLE OFFICER (NAME AND JOB TITLE) DATE DUE TO BE COMPLETED RECOMMENDATIONS FOR MONITORING AND REVIEWING IMPACT ON PRACTICE EVIDENCE OF COMPLETION DATE OF AGENCY SIGN OFF DATE OF CPSCB CHALLENGE FOR NON-COMPLETION / IMPACT (IF APPROPRIATE)
or add your own info below Other Required Materials None. Course Goals, Objectives/Outcomes: Goals for Earth Systems History-PHSC 205 1. To provide students with a firm background in the basic properties of the earth’s composition. 2. To provide students with the knowledge of how the earth changed over time. 3. To provide students with the knowledge of how environmental factors affect the earth. The student will be able to: 1. Explain the formation of the continents and the rock. 2. Recognize how water has affected the earth over millions of years. 3. Summarize how plants and animals evolved. 4. Describe how man has affected earth systems. Grading Tests (3) 150 pts. each 450 points Assignments (12) 10 pts. each 120 points Wiki Posts (12) 5 pts. each 60 points Discussion Board Posts (12) 10 pts. each 120 points Online Quizzes (5) 20 pts. each 100 points Total: 850 points Grading (credit) Criteria Midterm and Final grades are determined using the Keystone Grading Policy. Letter grade GPA Percentage of total totals A 4.0 94-100 935-1000 A- 3.67 90-93 895-934 B+ 3.33 88-89 875-894 B 3.0 84-87 835-874 B- 2.67 80-83 795-834 C+ 2.33 77-79 765-794 C 2.0 74-76 735-764 C- 1.67 71-73 705-734 D+ 1.33 66-70 655-704 D 1.0 61-65 605-654 F 0.0 0-60 0-604 Inability to submit work on time or missing a final exam does not constitute a valid reason for an “incomplete” grade as described in the course catalog. No written work will be accepted late. Please note: Any student with any kind of special need or accommodation that may impair or influence participation in the activities of this course should notify the course instructor as soon as possible. Tests Tests will be given in the online environment. Each test will contain 40 multiple choice questions. Students have 60 minutes to complete each exam. Assignments Each week students will be required to complete assigned questions from the end of each chapter. Assignments are to be submitted via online and are worth 10 points each. The assignments will be evaluated based on content and accuracy.
Recommended Readings: John Gunnell, “Desperately Seeking Wittgenstein,” European Journal of Political Theory, vol 3, no. 3, (January 2004): 77-98. Marc Stears, “The Vocation of Political Theory, European Journal of Political Theory, vol. 4, no. 4 (October 2005) 325-350. George Sabine, “What is a Political Theory,” The Journal of Politics, vol. 1, no. 1 (February 1939): 1-16. Sheldon Wolin, “Political Theory as a Vocation,” American Political Science Review, vol. 63, no. 4 (December 1969): 1062- 1082. Judith Shklar, “Review.” Political Theory, vol. 1, no 15 (February 1987).
Traditional report writing is very time consuming and inefficient. Information is currently hand written into field notes, then typed into a report, printed, and later re-entered into the system by a records technician. This practice, along with the additional time it takes for officers to travel back and forth to the office for each report, results in wasted time and increased errors. A field reporting system would allow officers to enter data into the system right from the scene. New data could be regenerated from existing data already in the system and officers could have victims validate the accuracy of the information right on the spot. The City of ________ is a ________ suburb of Minneapolis, Minnesota. The ________employs ________officers and ________civilian members, all who work together to protect and serve the ________ residents of the community. The ________is known as the “Silicon Valley of the Midwest” (Jerde, 2005). Additionally, Money Magazine reports that ________ is the “Best Place to Live in America” (Braverman et al., 2010). The members of the community are affluent, diverse, and forward thinking. As a result, they expect their local police department to be on the cutting edge of technology. Processing police reports the old fashioned way is no longer considered an acceptable solution. It is time to change the practice of redundant data entry and hand written reports. It is time to progress forward to an environment of real time reporting with a fully automated solution. Problem Statement Background From the viewpoint of other Minnesota police agencies, the ________Police Department has always been very progressive in implementing community programs and in their technology.
"The Human Side of Enterprise" by McGregor __________ "Representative Bureaucracy" by Krislov __________ "From Affirmative Action to Affirming Diversity," by Thomas _______________ Session 10 Public Budgeting: The Concept of Budgeting as Political Choice (October 31) Stillman: Chapter 12 "The Politics of Public Budgets" by Rubin __________ Case Study: "Wisconsin's Budget Deficit," by Conant Case Study 9/e: "Death of a Spy Satellite Program" by Philip Taubman Shafritz and Hyde: "The Lack of a Budgetary Theory" by Key _________ "Public Budgeting Amidst Uncertainty and Instability" by Caiden __________ "The Movement for Budgetary Reform in the States," by Willoughby ___________ Greene: Chapter 6, Public Budgeting PART THREE: Enduring and Unresolved Relationships: Central Value Questions, Issues, and Dilemmas of Contemporary Public Administration Session 11 The Relationship Between Politics and Administration: The Concept of Issue Networks (November 7) Stillman: Chapter 14 "Issue Networks and the Executive Establishment" by Helco __________ Case Study: "Reinventing School Lunch: Transforming a Food Policy into a Nutrition Policy" by Sims The Relationship Between Bureaucracy and the Public Interest: The Concept of Public Sector Deregulation Stillman: Chapter 15 "Bureaucracy and the Public Interest" by Wilson __________ "Public Policy and the Nature of Administrative Responsibility" by Carl J. Friedrich __________ (9/e) Case Study: "The Human Genome Project," by Lambright Case Study 9/e: "Torture as Public Policy" by James P. Pfiffner
Handling Objections 9.2 Handling Objections (role play) Green Supplies - provided 4/October October 31, 2013 Closing 10.1 Closing the Sale (role play) Green Supplies - provided 4/October October 31, 2013 Certificate Completion Day Live review and feedback in the morning followed by final role plays in the afternoon Green Supplies - provided November 8, 2013 Questions Phone: 419-530-6133 Email:
Completely fill out and mail with payment, or pay on line Page 2 Mail Application & Payment to: (Deadline October 5th, 2017) Pay online at www.sjpumpkinshow.com B & K Enterprise, P.O. Box 925, Millville NJ 08332 Booth assignment at check in, Fri. 10am to 4pm, Saturday & Sunday 7:00 am to 9:30am. No late arrivals carry in only after 9:30am. All Vehicles have to be in the vendor parking area before the show can open. NO PACKING OUT EARLY! Please be thoughtful of others. Event runs rain or shine. No refunds of any kind. This application is for artists and craftsmen, Home Party Companies & Farm Markets only. All arts & crafts must appear to be handmade, no commercial items. Novelties/Face painting/Sand art must call 856-765-0118. Send one photo of your crafts or booth display. We do not provide tables and chairs. You can rent them for your booth for a charge. Space Type Cost # OF SPACES Total Due Enclosed Building C Cement Flooring, /w/electric 2 or 3 days 10 x 10, See site map for locations Bring your own table and chairs. $125.00 Open sided Pole Barn E & F/ with overhead lighting, electric/ Bring your own Canopy allowed inside/2-3 days/cement Flooring-See site map 10 x 10 area. $90.00 Covered Awning Spaces/Building B -10 x 10 cement flooring- Overhead lighting. Cost for all 2-3 days/canopy permitted, See site map $100.00 Outside two days, 12 x 12, bring your own canopy, tables and chairs. Pick two days. Friday Saturday Sunday _ $80.00 One Day: Saturday or Sunday Only Outside 12 x12 Outside Area-Bring your own cover Saturday Only Sunday Only $45.00 Parking Passes. Extra Passes. Only one vehicle per booth. (2) weekend pass per booth. $5.00 Good all 3 days How Many 8ft table with (2) chairs Rental Only $20 x Table only Rental Only $15 x $ $ Total Due Payment in Full $ Name: Date: Business Name: Address: City State: Zip: Telephone: Email: Years Attending? Description of Craft: Signature Date By signing this application, you are agreeing to the terms and conditions as stated on page 3 of this contract.
Upon expiration of the initial term, the contract may be renewed in accordance with the terms and conditions in the original solicitation. Renewal shall be subject to prior approval from the Secretary of the Finance and Administration Cabinet or his authorized designee and the LRC Government Contract Review Committee in accordance with KRS 45A.695 and KRS 45A.705, and contingent upon available funding. 010.10 LRC Policies: Pursuant to KRS 45A.725, LRC has established policies which govern rates payable for certain professional services. These are located on the LRC webpage () and would impact any contract established under KRS 45A.690 et seq., where applicable. 010.15 Choice of Law and Forum: All questions as to the execution, validity, interpretation, construction and performance of this agreement shall be governed by the laws of the Commonwealth of Kentucky. Furthermore, the parties hereto agree that any legal action which is brought on the basis of this agreement shall be filed in the Franklin County Circuit Court of the Commonwealth of Kentucky. 010.20 Cancellation: The state agency shall have the right to terminate and cancel this agreement at any time not to exceed thirty (30) days' written notice served on the contractor by registered or certified mail. 010.25 Funding Out Provision: The state agency may terminate this contract if funds are not appropriated to the contracting agency or are not otherwise available for the purpose of making payments without incurring any obligation for payment after the date of termination, regardless of the terms of the contract. The state agency shall provide the contractor thirty (30) calendar days written notice of termination of the contract. 010.30 Reduction in Contract Worker Hours The Kentucky General Assembly may allow for a reduction in contract worker hours in conjunction with a budget balancing measure for some professional and non-professional service contracts. If under such authority the agency is required by Executive Order or otherwise to reduce contract hours, the contract will be reduced by the amount specified in that document. 010.35 Authorized to do Business in Kentucky: The contractor affirms that it is properly authorized under the laws of the Commonwealth of Kentucky to conduct business in this state and will remain in good standing to do business in the Commonwealth of Kentucky for the duration of any contract awarded. The Contractor shall maintain certification of authority to conduct business in the Commonwealth of Kentucky during the term of this Contract. Such registration is obtained from the Secretary of State, who will also provide the certification thereof.
or external] that may affect your proposal. Consider this in terms of: Statutory requirements; local policies e.g. WCBC Housing Policy; Regional decisions e.g. those made by cross county partnerships for your sector e.g. Chief Officers Board; and / or National policies e.g. Welfare Reforms only statutory service it may impact upon is Extending Entitlement. However it is felt that with the Info Shop, the TRACK database, the Kite - marking Scheme and the recommendations within the review, that the duty laid upon the LA by Extending Entitlement to provide, oversee and co-ordinate youth support services will be satisfied.
Screening Tool As part of our Annual Equality Return we have to evidence what we have actively done to support people with Protected Characteristics who receive our services. We also have to evidence what we are doing to reduce any negative impact. Note: Poverty and Welsh language and culture are not protected characteristics but we have included them because they are important considerations. Please place a ‘+’ or ‘-‘symbol in every box to indicate whether your proposal with have a positive or negative affect note: people may have one or more of the protected characteristics. If there is no impact at all place ‘n/a’. If there is a positive and negative effect indicate both i.e.. ‘+/-‘: Carers Age CYP Age Adults Disability Gender / Sex Pregnancy and Maternity Race/ Ethnicity Religion or Belief Sexual Orientation Marriage and Civil Partners-hip Gender Poverty Welsh language / culture Q1 Would this proposal significantly affect how functions are delivered to any of these groups? n/a - n/a - n/a n/a n/a n/a n/a n/a n/a n/a n/a Q2 Would this discriminate against any of these groups? n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Q3 Would this proposal advance the equality of opportunity for these groups? n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Q4 Would this promote good relations between these groups and the wider community? n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a
TSOs, particularly if run by volunteers. disabled CYP. The new youth worker should create links with the AVOW youth worker Make arrangements to ensure the youth worker is aware of the smaller CYP TSOs Age Adult Disability Consultation This contracts works directly with young people in the equalities and diversity group, to ensure representation at the Two day a week youth work post based at AVOW. Joint facilitation of the 3rd sector Donna Dickenson Prevention and Social Care and Life Long Learning April 1st 2014
Screening Tool As part of our Annual Equality Return we have to evidence what we have actively done to support people with Protected Characteristics who receive our services. We also have to evidence what we are doing to reduce any negative impact. Note: Poverty and Welsh language and culture are not protected characteristics but we have included them because they are important considerations. Please place a ‘+’ or ‘-‘symbol in every box to indicate whether your proposal with have a positive or negative affect note: people may have one or more of the protected characteristics. If there is no impact at all place ‘n/a’. If there is a positive and negative effect indicate both i.e.. ‘+/-‘: Carers Age CYP Age Adults Disability Gender / Sex Pregnancy and Maternity Race/ Ethnicity Religion or Belief Sexual Orientation Marriage and Civil Partners-hip Gender Poverty Welsh language / culture Q1 Would this proposal significantly affect how functions are delivered to any of these groups? - - n/a n/a n/a n/a n/a n/a n/a n/a n/a - n/a Q2 Would this discriminate against any of these groups? n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Q3 Would this proposal advance the equality of opportunity for these groups? n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Q4 Would this promote good relations between these groups and the wider community? n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a
EIA: Are we being fair? Please complete the relevant sections of the Matrix below that correspond to any ‘-‘ symbols you have recorded in the screening tool List what information you have used to identify these issues e.g. consultation, stakeholder involvement, reports, data … Based on the information you have gathered give a summary of key issues that have been identified. How will you mitigate these issues to improve the service? Who is officer responsible for delivering the mitigation? Which other departments will you work with to achieve this? By when Service Plan Reference Carers Cordis Bright vulnerable families mapping Flying Start expansion plan Childcare Sufficiency Assessment WFIS operational plan. WIMD 2014 Consultation on this proposal has taken place as part of the WCBC Reshaping Services consultation. This contract supported childcare settings in Caia Park, an area of multiple deprivation. A small amount of funding is available through this contract to support a playgroup with rent costs. As a result of the expansion of Flying Start free childcare for 2 year olds, it has been identified that there is no further need for financial support for places at Gwenfro playgroup. There was good support for this proposal with over 71% of respondents agreeing or strongly agreeing with it. These settings can, along with other childcare settings, apply to WFIS for support with business planning and sustainability should the need arise. Head of Department for Prevention and Social Care April 2015 Reshaping Services 2015/16 Age CYP Poverty
c. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. d. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. Assessment Knowledge a. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students. b. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs. c. Identifies various forms of needs assessments for academic, career, and personal/social development. Skills and Practices a. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. b. Selects appropriate assessment strategies that can be used to evaluate a student’s academic, career, and personal/social development. c. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. d. Makes appropriate referrals to school and/or community resources. e. Assesses barriers that impede students’ academic, career, and personal/social development. Research and Evaluation Knowledge a. Understands how to critically evaluate research relevant to the practice of school counseling. b. Knows models of program evaluation for school counseling programs. c. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation). d. Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). e. Understands the outcome research data and best practices identified in the school counseling research literature. Skills and Practices a. Applies relevant research findings to inform the practice of school counseling. b. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences.
12.40 CLOSED SCHOOL WITH EMPLOYEES This NOTE indicates there is a closed school in a district that is reporting employees. Verify the school referenced by the note is a valid school by going to this website: . 22.00 SCHOOL MEDIA LIBRARIAN NOT REPORTED FOR SCHOOL—JOB CLASS CODE = 1060 This NOTE indicates there is a school without a media librarian. KRS 158.102 requires every school to have a media librarian. A district must have an explanation before web submission will occur, if there is a school with no media librarian submitted on the PSD file. Options to select: Position is vacant as of 9/15 Current staff is pursuing certification Temporary employee is assigned – not to exceed 60 days Location is not a valid school number 23.00 DPP NOT REPORTED FOR DISTRICT—JOB CLASS = 0080 This NOTE indicates there is no Director of Pupil Personnel (DPP) reported for the district. KRS 159.080 requires every district to have a DPP. A district must have an explanation before web submission will occur, if there is no DPP submitted on the PSD file. Options to select: Position is vacant as of 9/15 Superintendent is DPP 29.00 NO SUPERINTENDENT REPORTED FOR DISTRICT JOB CLASS CODE = 0010 This NOTE indicates there is no superintendent reported for the district. KRS 160.350 requires every district to have a superintendent. A district must have an explanation before web submission will occur, if there is no superintendent submitted on the PSD file. Options to select: Position is vacant as of 9/15 Interim Superintendent is in place 31.00 IS THE SUPERINTENDENT SALARY REPORTED FOR MULTIPLE PEOPLE? This NOTE asks if the salary reported for the superintendent is for multiple people using summary class code 0010. For example, is the salary for an interim and a new superintendent reported by the district? Options to select:
Able to anticipate the service needs of key clients and customers AI Experience of liaising over the development of systems and improving business efficiency Demonstrable experience of successful organisation and management of a small group of staff, whether direct reports or not. Demonstrable experience of advising senior managers. A lively approach to own continuing professional development. AI AI AI AI 4. IT Good competence in spreadsheets and presentation applications A Excellent use of Adobe or other ‘publication quality’ software. AI 5. Communication Excellent written and verbal communication. AI 6. Behavioural Able to deal calmly and productively with situations of conflict and pressure. To be able to handle multiple competing deadlines and demands AI AI Welcomes and initiates appropriate change. Enables the team to change. AI
Experience of advising senior managers. A lively approach to own continuing professional development. AI AI 4. IT Good competence in spreadsheets and presentation applications. A Excellent use of Adobe or other ‘publication quality’ software. AI 6. Communication Excellent written and verbal communication. AI 7. Behavioural Able to deal calmly and productively with situations of conflict and pressure. To be able to handle multiple competing deadlines and demands. AI AI Welcomes and initiates appropriate change. AI
Appendix A Physical disability CRITERIA EVIDENCE A significant physical disability; AND/OR A significant health impairment; AND Requires regular paramedical support. Note: Schools can refer students with a mild physical disability or health impairment for support by a visiting teacher. Note: It is recommended that a medical management plan be developed for any student with a health impairment. A statement detailing the disability or health impairment from a paediatrician or relevant medical specialist; AND A statement detailing paramedical service requirements from a registered physiotherapist or occupational therapist. Note: Written agreement for a formal assessment or statement must be provided by the student’s parent/ guardian/carer(s). Note: Professionals are requested to refer to the Department guidelines for assessment of physical disability/health impairment, available from Regional Disabilities Coordinators. Visual impairment CRITERIA EVIDENCE Visual acuity less than 6/60 with corrected vision; OR That visual fields are reduced to a measured arc of less than 10 degrees. Note: Partially sighted students may obtain support from visiting teachers and/ or the Statewide Vision Resource Centre. Eligibility for these services is: visual acuity of less than 6/18 with corrected vision OR visual fields reduced to a measured arc of less than 20 degrees Assessment/report from the Educational Vision Assessment Clinic; OR Assessment/report from the student’s ophthalmologist. OBTAINABLE FROM: Educational Vision Assessment Clinic PO Box 201 Nunawading Vic 3131 Telephone (03) 9841 0807 Note: Professionals are requested to refer to the Department guidelines for assessment of visual impairment available from Regional Disabilities Coordinators. Hearing impairment CRITERIA A bilateral sensori-neural hearing loss that is moderate/ severe/profound. AND The student requires intervention or assistance to communicate. Note: Schools can refer students with a mild bilateral hearing loss for support by a visiting teacher. An audiogram with a written statement is required from a qualified audiologist. Note: Professionals are requested to refer to the Department guidelines for assessment of hearing impairment, available from Regional Disabilities Coordinators
NSW Through-put & Output Through-put Student-centred funding model based on number of children, school level and climate Output ‘Every Student Every School’ resource allocation for low level adjustments based on 3 year data from NAPLAN School Learning Support Team NT Input Input Based on application through Support Service Request Form in consultation with Student Services Case Manager Special Needs using Special Needs Profiling Instrument (SNPI) Special Education Teacher (SET) School Support Team School Contact Qld Through-put Through-put Whole-school student learning support resources (WSSLS) School Team, Case Manager / School Contact Person Advisory visiting teachers (AVT) Therapists Teacher Aides TAS Through-put Through-put ‘Fairer funding Model’ Base funding per capita + loadings for five key areas of disadvantage linked to Schooling Resource Standard Support teachers in each school Learning Service Teams (Regional) include: Speech & Language Pathologists SA Input Input Disability Support Program allocated on a per capita basis through Education Office in collaboration with team leaders Team leaders Regional Disability Coordinators ACT Input Student Support VIC Through-put Through-put Base funding per capita + equity loadings for student family occupation, middle years, secondary years and mobility Student Support Group Student Resource Package
For some time there was very little published research on the impact of integration aides working in general classes with students with disabilities (; ). Recently, however, many rigorous empirical studies have been published that shed light on the effects of large-scale use of integration aides. The findings of these studies have revealed several unintended and serious consequences, particularly in the areas of students’ learning, social inclusion, and independence. Their findings have also clarified ways in which the use of integration aides can positively affect inclusion and learning for students with disabilities. This literature review presents these findings, as well as recommendations that have been made for improving the ways in which integration aides are utilised and for alternatives to a heavy reliance on integration aides to support inclusive education. Roles and responsibilities of integration aides Integration aides are employed in schools to provide support to students and teachers, specifically to support students with disabilities in general education classes. The duties of these support staff can include providing administrative assistance to teachers, preparing materials, supervising students in group settings such as playgrounds, and providing personal care, social and behavioural support, and supervision to students; however, their roles have become increasingly instructional (; ; ). Integration aides may be assigned to support a teacher and classroom or to support an individual student. Support is more often provided to individual students when those students have more severe disabilities or behavioural difficulties. Support is also more likely to be provided on an individual basis to students in secondary school than to primary students (; ). In most jurisdictions, formal qualifications are not a prerequisite for employment as an integration aide. In the United Kingdom, “teaching assistants” need no set qualifications, but there is a category of “Higher Level Teaching Assistant” for which a nationally recognized qualification in literacy and numeracy is required (). In the USA, the No Child Left Behind Act 2002 mandates minimum qualification levels for “paraprofessionals” employed in schools receiving federal funds. The paraprofessional must have completed two years of study at an institution of higher education; or “be able to demonstrate, through a formal State or local academic
Boundary Fence/Walls: Click here and insert details Site Security: Click here and insert details Access for all: Click here and insert details Road Frontage : (Length & description) Click here and insert details Site entrance location: Click here and insert details 2.3 Traffic management/Parking Details of existing Traffic system Click here and insert details Car Parking Spaces Click here and insert details Health & Safety Issues Click here and insert details Will possible locations for the development adversely affect traffic/parking? Click here and insert details Comment on implications for current development: Click here and insert details 2.4 Recreation areas Is there room on site for recreation areas? Click here and insert details Optimum location of recreation area(s): Click here and insert details 2.5 Ground Conditions & Topography
The nth spectral moment for a PSD is (B-1) where f is frequency G(f) is the one-sided PSD The expected peak rate is (B-2) The Dirlik histogram formula N(S) for stress cycles ranges is (B-3) where T is the duration S is the stress cycle range (peak-to-peak) The function p(S) is (B-4) The coefficients and variables are (B-5) (B-6) (B-7)
ADMINISTRATIVE SITE VISIT CHART/ CHARGES REVIEW The organization should pull 5 recent client charts. CDPHE staff will review what services were received, confirm the income code and then ensure the sliding fee scale was correctly applied to the visit (either by hand or in an electronic health record). CHART # (icare #) WHERE IS INCOME CODE RECORDED? IS IT CURRENT? WAS CLIENT ASSIGNED THE CORRECT INCOME CODE? WERE CHARGES FOR SERVICES COMPLETE & ACCURATE? WERE CHARGES, COLLECTIONS, BALANCE DUE, & DONATIONS DOCUMENTED AND RECORDED? Comments 1 2 3 4 5
PSAT TUTORIALS TUESDAYS/THURSDAYS SEPTEMBER 22 THRU OCTOBER 8 LEGACY PREP CHARTER ACADEMY 601 ACCENT DRIVE, PLANO, TX 75075 RETURN THE BOTTOM PORTION TODAY!!! ---------------------------------------------------------------------------- I want my child, _____________________________ currently in the _____ grade, to receive FREE tutorials and FREE snacks in preparation for the PSAT. x_______________________ Date:___________ Parent signature BENEFITTING GRADES 8-10 SNACKS PROVIDED FREE!!! NO COST!!! GRATIS!!! RSVP REQUIRED RETURN NO LATER THAN TUESDAY, SEPTEMBER 22 Scholarship opportunities available for our high school graduates!!! TEST TAKING SKILLS · ALGEBRA · GEOMETRY · WRITING · READING · LANGUAGE ARTS · STUDY SKILLS · CALCULATOR USE
Appendix A – CURRICULUM MAPPING PSHE units and their focus’ Term Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year group Me and my Relationships inc. bullying Health, Hygiene, Lifestyle and Well-being Drugs education Citizenship My World and the Wider World Financial capability Growing and changing Feelings emotions People who help us dentist/doctor Self-awareness, self -esteem Managing feelings and emotions Choosing how to behave Communicating and co-operating Empathy Basic hygiene - Washing hands Safety medicines Health workers To value each other Sights and sounds in and around the school environment Different types of money and why we need it. Ways we use money Cedar Class Growing and changing Feelings and emotions Families Self-awareness, self -esteem Managing feelings and emotions Choosing how to behave Communicating and co-operating Empathy Fruit and vegetables Hygiene Medicines Health workers Discarded syringes To prepare to be an active citizen Exploring the immediate local environment Spending & saving Ways we use money Elm Class Growing and changing Feelings and emotions Self-awareness, self -esteem Managing feelings and emotions Choosing how to behave Communicating and co-operating Empathy Balanced diet Medicines Hazard safety To learn about the Community Caring for the school environment Value of money Ways we use money
Families Food Groups Willow Class Growing and changing Feelings and emotions Personal responsibility Gender issues Self-awareness, self -esteem Managing feelings and emotions Choosing how to behave Communicating and co-operating Empathy Dental care Healthy eating Medicines Discarded syringes Solvents To take responsibility for own actions Looking after the local environment Personal spending How children get money Ash Class Life cycles Feelings and emotions Personal responsibility Self-awareness, self -esteem Managing feelings and emotions Choosing how to behave Communicating and co-operating Empathy Exercise 2.Healthy eating Medicines Legal and Illegal drugs What makes a good citizen? Habitats in the environment and to take care Internet Safety Personal spending Different types of savings Pine Class Body image Friendships and relationships Puberty Gender issues Self-awareness, self -esteem Managing feelings and emotions Choosing how to behave Communicating and co-operating Empathy Personal hygiene Alcohol Tobacco Working with others for others (valuing diversity) Local environmental issues Internet Safety Spending and saving Generating personal spending/saving plan Oak Class Transition Influences and pressures Puberty Self-awareness, self -esteem Managing feelings and emotions Choosing how to behave Communicating and co-operating Empathy Health and the media Tobacco Unknown substances Awareness of illegal substance Active citizenship Global environmental issues Internet Safety Money, a material world – other values Generate a spending/saving plan. Think about credit/profit Spending in the community.
APS Policy Manual Enhancements: Existing APS policy as well as policies being utilized during the specialization will be available online. Region 5 APS staff will be responsible for following policies located and accessible on APS Manual via the “Specialized APS” button. All APS policies and memos associated with the Region 5 Implementation will be accessible through the DSDS Resource page by clicking on the Adult Protective Services Staff Information to access the “Specialized APS” button. Next Steps: These policy enhancements, as well as changes to Case Compass in Region 5 will be evaluated throughout implementation to allow us to build on successes and address any areas that need improving prior to rolling out to other regions. The Region 5 Implementation Team, comprised of Keven Nance APCW, Jennifer Brand APCW, Angie Cullifer APCS, Danielle McCartney APCS, Chrissie Sherman APCS, Matt Hoerr ARM, and Carey Boyer RM, have been meeting throughout the process to help shape policies and protocols. The team will continue to meet throughout the rollout of specialization to evaluate the system changes, policies, and practices. KSS/av
Begin skippable content. A. Ryan Hodson of Kodiak Capital Group and Arianna Huffington of the Huffington Post Media Group have promoted napping throughout their workers and have been effusive about the results. B. Ryan Hodson of Kodiak Capital Group and Arianna Huffington of the Huffington Post Media Group have promoted napping among their workers and have been effusive about the results. C. Ryan Hodson of Kodiak Capital Group and Arianna Huffington of the Huffington Post Media Group have promoted napping between their workers and have been effusive about the results. D. Ryan Hodson of Kodiak Capital Group and Arianna Huffington of the Huffington Post Media Group have promoted napping into their workers and have been effusive about the results. End skippable content. (Follow link to explanation for question 9.) Question 10. (Follow link back to location in passage.) A. NO CHANGE (and again to) B. but it benefits C. as also to D. but also to Answer choices in context. Begin skippable content. A. In light of the benefits not only to employees’ efficiency and again to their health and sense of wellbeing, these executives’ enthusiasm is not surprising.
B. crops, this is an expensive proposition when there is a shortage of bees. C. crops, an expensive proposition when there is a shortage of bees. D. crops; an expensive proposition when there is a shortage of bees. Answer choices in context. Begin skippable content. A. Some farmers have resorted to renting hives from beekeepers to pollinate their crops; when there is a shortage of bees this being an expensive proposition. B. Some farmers have resorted to renting hives from beekeepers to pollinate their crops, this is an expensive proposition when there is a shortage of bees. C. Some farmers have resorted to renting hives from beekeepers to pollinate their crops, an expensive proposition when there is a shortage of bees. D. Some farmers have resorted to renting hives from beekeepers to pollinate their crops; an expensive proposition when there is a shortage of bees. End skippable content. . (Follow link to explanation for question 20.) Question 21. (Follow link back to location in passage.) A. NO CHANGE (they’re) B. there C. their D. its
PSEO Checklist Before Registration Day Ask High School staff about your requirements for graduation Go online to check for class availability Registration Day – Returning students be sure to bring your Star ID and password to log into registration New students will need to know their Social Security #. Report to the Library at assigned time Meet with an advisor (students only) Get Campus ID card (Maxwell 2nd Floor at the Hub) Drop off final schedule at bookstore in the basement of Kryzsko Commons: Schedules presented to the WSU Bookstore by 5:00 PM on Friday: textbooks will be available for pickup after noon on Wednesday at the Bookstore Schedules presented to the WSU Bookstore after Friday: textbooks will be available 48 hours after submission An hour after you register you will be able to set up the password for WSU email at 1st Week of Classes Continue to check your email each day if you are on any course waitlists and call Jean Bellman at if you need help registering. Be sure to attend the first class meeting time to avoid being dropped from full courses Pick up your books from the bookstore Be sure to make any schedule changes and return materials to the bookstore for any classes you have dropped by Friday of the first week of classes. During Semester Call or visit the Warrior Success Center (Maxwell 314, 507 457-5878) for any issues with your schedule or for general assistance We encourage you to use Tutoring Services Please check your WSU email regularly for important communications End of Semester  If you plan to enroll as PSEO the following semester be sure to reapply by deadline.  Return your materials to the book store by the last the last day of the term.
From process to product. London: Routledge. Willig, C. (2000). A discourse-dynamic approach to the study of subjectivity in health psychology. Theory and Psychology, 10, 547-570. doi:10.1177/0959354300104006
Objectives Define the communication results that you want to achieve (e.g. visibility on government, media, community) Audiences List all the audiences that you aim to influence or serve (e.g. community, schools, government depts., etc.) Tools List the tools that will be used to accomplish the stated objectives (e.g. flyers, press release, etc.) Project Planning/Design Project Implementation Project Follow Up