zilongwang/ReadingBank huggingface dataset:
Sample Course Guidelines for your Syllabus This document is not meant to be prescriptive. Rather, it is to give you an idea of some things that Hampshire faculty often include in their syllabi. The items that must be included are noted with an asterisk. [Course Number] – [Course *Professor: [Name][Office] [email] [phone] *Office hours: [Say how to make an appointment – sign up on Hampedia, use the sign-up sheet on your door, email ahead of time, just drop in, or other] About the Course Course Description: [can add from what you posted] *Distribution: This course [does/does not] satisfy [type] distribution *Objectives: Let students know what they will know, understand, and be able to do as a result of your course. You can consider the cumulative skills, but also the discipline specific knowledge and skills you hope students will gain. about the kinds of assignments and the conceptual, procedural, factual, and/or metacognitive skills students will use in completing your assignments or doing their own projects. These will also be helpful to you to have articulated when you evaluate students Example (from Laura Wenk, How People Learn) This course is designed to help you with the following skills and understandings: Understand current state of theories and knowledge about how people learn. Understand how scientific research on cognition leads to instructional recommendations Interpret primary literature on cognition and education Construct an argument or strong thesis in your writing Examine and critique learning environments, curricula, and/or theories about learning (entails practical work in a classroom) Complete library and/or classroom research on cognition and instruction Present your findings orally and in writing Example (from Kristen Luschen, The American School) The class will examine research, film, and personal narratives in order to: Examine the common school movement and key aspects of the history of public education Identify ways that nationalism and citizenship are significant processes shaping the articulation of public education. Develop the capacity to examine educational tensions from multiple perspectives. Explore current federal education reform and school choice efforts in historical and political context. Understand the concepts of segregation and integration as they relate to the experiences of educational inequality and privilege for members of various social identity groups (e.g. race, gender, disability)
Sample Texas Examination: Part Two—Texas State-Specific Law and Regulations 1. The Texas Real Estate Commission is composed of 9 members—6 broker members and 3 public members. 9 members—6 public members and 3 broker members. 9 members—6 appointed by the governor and 3 appointed by the state bar. 12 members—6 appointed by the governor and 6 appointed by the state bar. 2. The penalty for a A misdemeanor for acting as a real estate broker or salesperson without a license is $1,000 or six months’ imprisonment or both. $2,000 or six months’ imprisonment or both. $3,000 or one year’s imprisonment or both. $4,000 or one year’s imprisonment or both. 3. Under the provisions of the Texas Real Estate License Act, a licensee must inquire about and make disclosures related to whether a previous or current occupant of a property has or may have AIDS or an HIV-related illness. death occurred on a property by suicide. death occurred on a property by natural causes. death occurred on a property by accident related to the condition of the property. 4. The License Act provisions for the real estate recovery trust account allow for the Commission to collect $25 on each original application for license or registration to deposit into the recovery trust account. assess an additional fee to each broker and salesperson if the recovery trust account balance falls below $1 million. hear consumer complaints against licensees and settlements from the recovery trust account. make payments from the recovery trust account not to exceed $100,000 for claims arising out of one transaction. 5. For which of the following would a real estate license NOT be required? An auctioneer who both the auction and negotiates the contract for the sale of real property A property manager who specializes in the lease of single-family homes for owners who have retained them as investments after purchasing new homes A property owner’s employee who leases single-family homes for the owner An attorney who wishes to receive a referral fee from a broker for assisting with a sales transaction
For throwing events, determine distances of or between, and bearings, of attempts, and explain whether a particular attempt of a particular distance and bearing is a fair or foul attempt. Determine how much further a distance runner will travel if they are forced to run at least a metre outside the ideal line for a specified number of laps. For sailing events, the race officer will need to set a particular course depending on the direction of the wind. Draw an accurate scale diagram of a sailing course for a particular event according to specified dimensions and conditions. Part 3 Consider travel to international competition events. a. Select an international competition, and specify its location. Find another town/city in a different country on the same meridian of longitude and also another town/city in yet another country on the same parallel of latitude b. Calculate the distances between each of the towns and an estimate of the area bounded by arcs that connect them. c. Calculate the time difference between this competition location and a of capital cities from around the globe. A reporter from one of these has to present live reports to their home country to be received at a specific local time. Determine the local time at the venue for these reports to be made. e. Determine the travel time for an athlete departing a specified location at a particular local time and arriving at the venue at a particular local time. Areas of study The following content from the areas of study is addressed through this task. Area of study Content dot points Module – Geometry & measurement : Measurement & trigonometry Module – Geometry & measurement : Spherical geometry 1, 2, 3, 4 1, 2, 3, 4, 5, 6, 7 Outcomes The following outcomes, key knowledge and key skills are addressed through this task. Outcome Key knowledge dot point Key skill dot point 1 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6 2 1, 2, 3, 4 1, 2, 3 3 1, 2, 3, 4, 5 1, 2, 3, 4, 8, 9, 10, 11
Victim Eligibility for Services [Insert name of tribe or organization] will use a portion of the funds that it received as part of its Fiscal Year [Insert Fiscal Year in which award was received] Grants to Indian Tribal Governments Program (Tribal Governments Program) award to provide transitional housing assistance exclusively to adult and youth victims of domestic violence, dating violence, sexual assault, or stalking. [Insert name of tribe or organization] will employ the following practices and procedures in order to ensure that the funds are used only to assist eligible victims: General Statement About the Provision of Services [Insert name of tribe or organization] will take steps to ensure that the Tribal Governments Program funds are not used to provide transitional housing assistance to individuals who are not adult or youth victims of domestic violence, dating violence, sexual assault, and stalking. Screening Process [Insert name of or organization] will carefully screen each client who is seeking transitional housing assistance. Specifically, [Insert name of tribe or organization] will: Describe in detail how the grant-funded program will screen clients for eligibility for assistance. Requests for Assistance [Insert name of tribe or organization] will document the following information regarding the request for assistance: (Insert a description of the specific documentation that will be maintained to support a request for assistance, including information the type of assistance requested, the amount, and the duration of the assistance.) Scope of Available Assistance [Insert name of tribe or organization] will use its Tribal Governments Program funding to provide the following assistance to qualified adult and youth victims of domestic violence, dating violence, sexual assault, or stalking: (Insert list of specific types of assistance that will be provided with grant funds, such as rental and utility assistance, transportation, child care expenses, etc.)
SAMPLE TRANSPORTATION LOG Date: __________ Driver Name: _________________________________________ Vehicle: _______________________________ Driver Instructions: Before transporting the children, the driver must record the current date, departure/pick up location, each child’s first and last name, and enter the time “In Vehicle” for each child as the child enters the vehicle. Upon arrival at the destination, the driver must: (1) Record the arrival time, (2) watch each child exit the vehicle, (3) conduct a physical inspection and visual sweep of the entire vehicle, including all rows, seats and under seats to ensure all children have exited the vehicle and no children were left in the vehicle, and (4) sign and date the log after the physical inspection and visual sweep, attesting all children have exited the vehicle. Child’s Name (First, Last) Pick Up Location Pick Up Time Destination Location Drop Off Time Who was child released to? By signing I attest to the following: (1) I have performed a physical inspection and visual sweep of the entire vehicle from front to back, including all rows, seats and under seats, (2) All children safety exit the vehicle and are accounted for, and (3) No children were left in the vehicle. Signature of Driver/Date: _______________________________________________________________________________________
Welcome to Intro to Crisis. I am your instructor and I will begin by introducing myself. I presently work for NSCC as casual faculty in both the CCA and PN program. My entry into nursing was a struggle. I first worked as a Personal Care Worker in a Nursing Home in Truro. My desire to become a nurse, led me back to High School and then to finish my RN’s and my BScN. over a period of 10 years. I re-entered High School when my youngest daughter started primary. I worked in many fields of nursing including othropedics, neurology, and psychiatry. I also worked as a residence nurse in the School for the Visually and Hearing Impaired. Recently, I worked as a Palliative Care Coordinator where I encountered crisis on a daily basis. I am looking forward to working with all of you.
Here’s the tentative schedule we’ll follow. Remember that this is not a self-directed course. There are due dates for each component of the course. Lateness will be penalized unless you’ve made prior arrangements with your facilitator at least 24 hours before the due date for the assignment. Look at your course outline on the course sidebar in The Learning Manager for more information. 1 – 3 Explore the concepts of crisis across the life cycle according to educational materials. Participate in WebBoard activities regularly throughout the course (10%) DUE: weekly Critical Observation Reflection (20%) DUE: February 5th 4 - 7 Identify challenging behavior as it relates to crisis according to educational materials. Newspaper Article (20%) DUE: February 20th 8 - 11 Identify strategies used in crisis intervention according to educational materials. Critical Questions & Case Study (30%) DUE: 10th WEEKS 12 - 15 Explore models for managing crisis currently used in health and human services settings. Final Exam (15%) DUE: April 11th – April 18th WEEK 15 Demonstrate respectful, appropriate professional behavior and effective interpersonal interactions with others in the learning environment in accordance with their standards of practice as well as the protocol outlined in NSCC Great Expectations Professional Conduct Rubric (Pass/Fail)
Schedule Week Date Units Assignments 1 September 10-14 Introduction WebBoard post 2 September 17-21 Unit 1 WebBoard post 3 September 24-28 Unit 1 WebBoard post 4 October 1-5 Unit 2 WebBoard post 5 October 8-12 Unit 2 WebBoard post Test – chapters 1 & 2- Oct. 12 6 October 15-19 Unit 3 WebBoard post 7 October 22-26 Unit 3 WebBoard post 8 October 29 – November 2 Unit 4 WebBoard post 9 November 5-9 Unit 4 WebBoard post 10 November 12-16 Unit 5 WebBoard post Dev. Influences – Nov. 16
Develop and implement boomerang employment for retirees. HR director By December 20XX - Reduced on boarding costs - Less time taken to fill vacancies T M A Utilise capability frameworks to develop internal mechanisms/tools to enhance the authority’s workforce capacity. HR director June 20XX At least four internal mechanisms/tools developed T M A T M A T M A T M A T M A T M A T M A T M A T M A Commentary Example: Our Alumni network indicated that we have a significant volume of employees who took leave or retired but wish to remain actively involved with the authority. It was agreed at CE meeting to set-up and manage a boomerang employment network. We believe this will also assist with knowledge management within the organisation and may leave an opening for active mentoring to commence between retirees and new employees. This program will be highly monitored, potential candidates identified for boomerang employment through future exit interviews. It is believed that the intrinsic benefits of this program will add to the culture and moral of the authority. The boomerang employment program will be a long term strategy for the authority.
Initiatives: What can we do to bridge the gap between we are and where we are heading? Business imperative: plan/initiative does this link to? Responsibility: Who is the responsible officer? Timing: When will it be done? Performance indicators/outcomes: How will we know we got there and what will success look like? Progress: How are we tracking? Determine appropriate networks and build information sharing within those networks. All staff Throughout the year - Accessing network groups - Increased knowledge and capabilities noted in meeting customers’ demands. T M A Establish an evaluation cycle that meets the requirements to monitor performance Workforce planning and diversity committee by May 20XX - Greater cohesion between authority Plan and PS strategies - Stronger reporting stemming from evaluation process T M A Integrate our workforce plan with our EEO management plan. HR director Mar 20XX - Greater cohesion in reporting, one report one message approach - Alignment with PS directions T M A Establish a process to conduct periodic reviews on internal procedures and practices to determine effectiveness in meeting employees needs HR manager Annually, August - Effectiveness determined through Employee Perceptions surveys. - Procedures and practices conform with PS guidelines. T M A Commentary Example: Working across business areas to adopt and develop an integrated workforce and diversity action plan. T Target met or improved upon M Requires monitoring A Immediate attention needed Chief Executive Officer sign off: Ms C. E. Officer Date: 28 February 20XX HR Director sign off: Dr Di Versity Date: 25 February 20XX
Works Cited Applebaum, Robert. "Debate on Student Loan Debt Doesn't Go Far Enough." Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. Ed. Sylvan Barnet and Hugo Adam. Bedau. Boston: Bedford/St Martin's, 2014. 464-67. Print. Jimenez, Jacques. “Letters of Response by Charles Axilund, Jacques Jimenez, Jeff Adler, Lillian Hoodes, Larry Hoffner, Sandra Sherman, and Michel Dedina.” Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. Ed. Sylvan Barnet and Hugo Adam. Bedau. Boston: Bedford/St Martin's, 2014. 530-533. Print.
Accessibility Work Plan The following work plan provides an example of the details required to achieve a single action. See . Action: Provide information in an accessible format on request. Actions Responsibility Budget Time required / Completion Date Keep original format (i.e. Word) to offer options to view documents. All staff who create documents and admin staff Nil Immediately Develop procedure to respond to requests for alternate formats. Accessibility Coordinator with Accessibility Working Nil 1 month / September 1, 2019 Receive training on how to make documents accessible. Accessibility Coordinator $150. 1 morning / September 2019 Identify funding. Management Contingency budget 1 month/ Sept 1, 2019 Increase accessibility of organizational fact sheets. Accessibility Coordinator with assistance from Admin. Staff Nil 6 months / February 1, 2019 Inform public that information is available in alternate formats on request. Accessibility Coordinator and Webmaster Nil 1 week / November 1, 2015
Field Monitoring Equipment Reference (network sites): Particulate Matter BAM 10 BAM 2.5 Gravimetric Filter: PM10 PM2.5 Meteorology station met Toxics VOC canisters (910) Metals filters (924) Portable (day-week): Particulate Matter EBAM 2.5 Meteorology WEATHERPAK iMet Toxics VOC canisters (910) Metals filters (BGI) Mobile (hour-day): Particulate Matter MicroDust Toxics areaRAE (PID) Canister (critical orifice) Survey/Confirmation (min-hour): Toxics (field IR) ppbRAE (PID) Colorimetric tubes Sorbent tubes Canister (grab sample) areaRAE (PID)
Monitoring Resources Employed Instrument Pollutant Location Date Sampling Complete (initials) Frequency Duration Interval Change* Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ Loc: GPS: daily hourly other______ 1hr 24hr ________ * Include any scheduled changes; Specify any dates.
Data Disposition Reference Portable Mobile Survey/ Confirm Data Location PM BAM 10, BAM 2.5 EBAM 2.5 MicroDust A, AQI AN, AQI I Met Station met WEATHERPAK iMet A I M Metals and Gases VOC canisters (910) Metals filters (924) VOC canisters (910) Metals filters (BGI) areaRAE (PID) Canister (critical orifice) Miran (field IR) ppbRAE (PID) Colorimetric tubes Sorbent tubes Canister (grab sample) A I I I Continued from Page 1 Field Staff Deployed Name Contact Info Agency Assignment
TSQF Internal Verification documentation SAMPLING REPORT FORM Name of Candidate Candidate No Name of Assessor Name of Internal Verifier Date of Internal Verification Report No: Type of evidence sampled: Work-based evidence Assessor Observation Witness Observation Questioning Witness Testimony Other (please state below) Sampling Method used (tick) Records only Records & Evidence Has Assessor Performance been monitored during the verification of this portfolio? Yes No If Yes, please tick appropriate box Observation Assessor Interview Candidate Interview YES NO Did the assessor directly observe the candidate? Have all of the assessment criteria been met? Has all of the range been met? Was knowledge and understanding assessed? Is work product evidence available? Has the candidate supplied sufficient job/personal details? Are the candidate’s assessment records completed on an ongoing basis? Has the assessor confirmed authenticity, sufficiency, accuracy, consistency and validity? Summary of Findings:
II). Assume that the site is an urban site that contains a clearly visible structure in stratum I and no visible structure in stratum II. Thus, archaeologists might wish to sample the area that contains the visible structure at a higher intensity than the remainder of the site. Stratum I Stratum II 1 2 3 4 5 6 7 8 9 10 11 12 14 15 16 17 18 20 21 22 X 23 X 24 X 25 26 27 28 29 30 31 32 X 33 X 34 X 36 37 38 39 40 41 42 X 43 X 45 46 47 49 50 51 52 X 56 57 59 60 61 62 X 63 X 64 X 65 67 68 69 70 71 72 X 73 X 76 77 78 80 81 82 83 X 84 85 86 87 88 89 90 91 92 93 94 95 96 97 99 100 We want to use class data to determine if, for an archaeological site with the above layout, repeated stratified random sampling of 20 test-pits (16 test-pits from stratum I and 4 from stratum II) will result in estimated total numbers of finds that are less variable than the estimated totals resulting from repeated simple random sampling (20 test-pits sampled). 1. Do you think that repeated stratified random sampling of test-pits from the above site will be likely to produce less variable estimates of the total number of finds at the site than will repeated simple random sampling of test-pits? Why? Or, why not? 2. Using ANY SEED select a simple random sample of 20 of the test-pits from the above site. What is the estimated total number of finds at the site? your estimated total number of finds for your simple random sample on one of your sticky notes and place your sticky note in the appropriate position on the frequency plot on the white board labeled “Simple Random Sample Estimated Totals.” 3. Using ANY SEED, select a stratified random sample of 20 of the test-pits from the above site (sample 16 test-pits from stratum I and 4 test-pits from stratum II).
and organized to make the process of data sharing with the New York State Department of Health efficient. [Outline the activities and interventions used to protect patients and employees at a facility that tests greater than 30% positive for Legionella.] Procedure designator Procedure/activity 1 2 3
1. Summary of Recent Literature on BSS Study Temporal Level Spatial Level BSS Sample size Analysis Level Analysis Framework Employed Buck & Buehler 2012 Daily Station Capital Bike, Washington 91 System Linear Regression Rixey 2013 Monthly Station 3 Cities in US 265 System Multiple Regression Faghih-Imani et al. 2014 Hourly Station BIXI, Montreal 16400 System Linear Mixed Model Faghih-Imani & Eluru 2014 5 periods in a day TAZ BIXI, Montreal 8225 System Panel Ordered Logit Model Gebhart & Noland 2014 Hourly System Capital Bike, Washington 10968 System Negative Binomial for Trip & OLS regression for Trip Duration Rudloff & Lackner 2014 Hourly Station CityBike Wien, Vienna 16489 System Various Count Models Zhao et al. 2014 Daily City Various Cities in China 69 System Linear regression and its variants such as Partial Linear regression Mahmoud et al. 2015 Monthly Station Bike Share Toronto Station analysis: 960 OD-Pair analysis: 6316 System and OLS regression Wang et al. 2015 Daily Station Nice Ride, Minneapolis 116 System OLS regression and Negative Binomial Faghih-Imani & Eluru 2015 Station DIVVY, Chicago 6000 Users Multinomial Logit Model
Allow for uncertainty: calculate best-case/worst-case sample size to select For example, for a study involving screening in which only 12-15% of the households will have an eligible person, and you want to end up with 200 completed cases, you might project the following situation, assuming occupancy rates of 94-96% and response rates of 45-50%: Best case OR = .96, ER = .15, RR = .50 Required sample size = 200 / (.96 * .15 * .50) = 2,778 Worst case OR = .94, ER = .12, RR = .45 Required sample size = 200 / (.94 * .12 * .45) = 3,940 In this situation, you should select a large enough sample for the worst-case scenario. Then subselect at random enough sample for the best-case scenario, and start the survey with those sample selections. But be prepared to add more selections as needed, up to the sample size required for your worst-case scenario. Source of information on these factors: Field outcome reports for previous studies HANDOUT C. Administer the Sample by Using Replicates or a Reserve Sample In the example above, begin field work with at least 2,778 sample units, but be prepared to put up to about 3,940 into the field. In this situation, you could think of designing a sample of 4,000 households, which you would then divide at random into 16 replicates of 250 each. You would begin fieldwork with 11 of the replicates, for an initial sample of 2,750. The other 5 replicates would be used as needed. (If necessary, a partial replicate could also be used, by dividing a full replicate into random parts.) The various adjustment factors be monitored as field work proceeds, to see if field results are getting closer to the best-case or to the worst-case scenario. As soon as it became clear that the best-case scenario was not going to materialize, you would start putting in some of the reserve sample. Remember that you must complete fieldwork on all of the replicates or reserves that you put into the field. If you just stop doing callbacks in a replicate when you reach a target number of completes, you will only get the easy cases in that replicate, and your
Critical Important Informational Critical Important Informational Critical Important Informational Important 10.1.1.1 HostQ Cisco 2811 SanSite 1 0 1 1 0 0 0 1 0 0 10.1.1.2 HostW Cisco 2801 SanSite 1 0 1 0 0 0 0 1 1 0 10.1.1.3 HostR Cisco 2611 SanSite 0 1 1 0 0 1 0 0 0 0 10.1.1.4 Cisco 2811 SanSite 0 1 0 0 0 0 0 0 1 1 10.1.1.5 HostY 1801 SanSite 0 0 0 0 0 0 0 0 0 1 Type PSIRT Severity Critical URL Headline SIP Packets Reload IOS Devices with support for SIP - CSCsh58082 IP Address Device Type OS Type and Version Serial Number Product ID 10.1.1.1 2811 12.4(12) SAMPLE170WA CISCO2811 10.1.1.2 2801 12.4(12) SAMPLE 521YQ Alert Type PSIRT Severity Important URL Headline Cisco IOS Software Mobile IP and Mobile IPv6 Vulnerabilities IP Address Device Type OS Type and Version Serial Number Product ID 10.1.1.3 Cisco 2811 12.4(12) SAMPLE 170WA CISCO2811 10.1.1.4 Cisco 2801 12.4(12) SAMPLE 521YQ Type PSIRT Severity Informational URL Headline Cisco IOS Software H.323 Denial of Service Vulnerabilities IP Address Device Type OS Type and Version Serial Number Product ID 10.1.1.1 Cisco 2811 12.4(22)T SAMPLE 5A0JD C2811-15UC/K9 10.1.1.2 2811 12.4(12) SAMPLE 170WA CISCO2811 10.1.1.3 Cisco 2801 12.4(12) SAMPLE 521YQ Alert Type HW EOL Severity Critical
Site IP Address Device Type OS Type and Version QoS Enabled? Last Assessment Date SanSite 10.1.1.1 Cisco ASA 5520 8.2(2) No Dec 25 2010 08:00 SanSite 10.1.1.2 Catalyst 295048SX 12.1(22)EA8 No Apr 25 2010 07:00 SanSite 10.1.1.3 ASA 5520 8.2(1) No Oct 25 2010 07:00 IPv6 Assessment Action Needed IPv6 Assessment Number of devices assessed 45 Number of issues open 45 Device details of IPv6 Assessment IP Address OS Type and Version Device Type SN PID Assessment run date Assessment result 192.168.99.76 Catalyst 2960-24-S Mar 13 2014 Further Analysis Required 192.168.99.78 Catalyst Mar 13 2014 Further Analysis Required 192.168.99.116 12.4(25) 1701 Mar 13 2014 Further Analysis Required 192.168.99.103 12.3(26) 1750 1750 Mar 13 2014 Further Analysis Required 192.168.99.39 12.3(18) Cisco 1760 1760 Mar 13 2014 Further Analysis Required 192.168.99.98 Catalyst Mar 13 2014 IPv6 Not Capable 192.168.99.101 12.4(21a) Cisco SB 107 Secure Mar 13 2014 IPv6 Not Capable
CLIENT NAME/ID: CASE MANAGER: SSVF COMMUNITY RESOURCE REFERRAL CHECKLIST FOOD/EMERGENCY FOOD □ Abbott Loop Church □ Bean’s Café □ Crisis Center □ Eagle River Food Pantry □ FISH □ Food Bank (referrals) □ Food Shelf □ Food Stamps □ Kid’s Kitchen □ Lutheran Social Services □ St. Francis house □ Salvation Army CHILDCARE □ Campfire □ Thread □ Cares for Kids □ Childcare Connection □ Boys and Girls Club □ Head Start/Kid’s Corp □ SCF Head start SUBSTANCE ABUSE □ Akeela □ Veteran’s Affairs □ Clitheroe □ Ernie Turner □ Genesis Recovery □ Intervention Helpline □ Center for Drug Problems □ Providence Breakthrough □ Reflections □ RITE, Inc. □ Starting Point □ Stepping Stones SHELTER/EMERGENCY □ Abbott Loop Church □ Anchorage Rescue Mission □ AWAIC □ Beyond Shelter □ Booth Home □ Brother Francis □ Clare House □ McKinnell House □ Passage House FINANCIAL ASSISTANCE □ ATAP □ Human Services Safety links □ American Red Cross □ Child Care Assistance □ State Heating Assistance □ Energy Assistance □ Weatherization Assistance EDUCATION □ University of Alaska □ Charter College □ AVTEC □ Alaska Pacific University □ Anchorage School District □ Alaska Career College □ Alaska Construction Academy EMPLOYMENT □ State of Alaska Job Centers □ Anchorage Labor Ready □ Army Community Service □ Alyeska Vocational Services □ Vets helping Vets □ ACMHS Community Driven Services □ U.S. Department of Veterans Work Therapy Program □ MASST/Nine Star HEALTH CARE INFO/SUPPORT □ Access Alaska □ Alaska Info Line □ AK Native Medical Center □ Alzheimer’s Association □ American Cancer Society □ Anchorage Neighborhood Health Cntr. □ Anchorage Project Access □ Municipality Public Health □ Baby Connection □ Providence Family Practice □ Alaska Regional Hospital □ Matsu Regional Medical Center □ RURAL CAP □ UAA Dental Hygiene □ Alaska Tobacco Quit Line COUNSELING □ Veteran’s Administration □ AK Baptist Family Services □ Alaska Counseling Services □ Alcoholics Anon □ ACMHS □ AWAIC □ Four A’s □ Reflections □ Victims for Justice □ central Foundation CLOTHING/HOUSEHOLD □ Abbott Loop Church □ Bishop’s Attic □ Value Village □ Salvation Army □ Crisis Pregnancy Center TRANSPORTATION □ Lutheran Social Services □ Cook Inlet Tribal Council □ People □ AnchorRide MATSU REGION
Page 18 – Tell students what “gammy”, “narry”, “folly”, and “bootless” mean. . Model what it might sound like in modern language. Have students take turns with a partner saying that paragraph in modern language. Page 19-21 – “How is Samuel feeling on these pages?” Page 22 – Model how this might be read in modern language. Have students practice with a partner. Page 27 – 30 – “How is Samuel feeling about his day now that he’s home? Why does he feel this way?” “When I am learning to tie the rye I’m clumsy because it is so hard. And the rough straw makes my hands burn and itch and my neck is getting sunburned. But I won’t complain because it won’t do any good.” Samuel is hungry and sore and he is feeling discouraged because the work is so hard. He feels like crying. Mother – “Let’s soak your hands in cool water so they’ll feel better. Are you okay, Samuel? Do you want to come home with me?” Samuel – “I’m tired but I really want to stay and help”. I’m glad that Mam doesn’t keep pushing and I know she won’t tell Father. Samuel is proud of himself. Both Father and Robert Bartlett told him he did a good job. THIRD READING: “Say: Today, we will retell the story as a group using the pictures and yesterday’s chart as a prompt to guide discussions.” Students will work in partners to create a circle map or flow map of Samuel’s day. (Please see attached examples of flow/sequencing maps). Students will verbally retell the story.
Lesson Question: What role did samurai have in Medieval Japanese society? Lesson Teaching Thesis: In Medieval a warrior class called samurai evolved in response to disorder in the countryside. Samurai were expected to serve their lords, protect their lords, and be educated. Text: Burnstein, S. M., Shek, R. History Medieval to Early Modern Times, Holt, Reinhart and Winston, Austin, 2006, p. 212 – 217. You Tube: Samurai – Sekigahara, 1600 Primary Sources: Steenstrup, Carl. “Hojo Soun's Twenty-One Articles. The Code of Conduct of the Odawara Hojo.” Monumenta Nipponica 29, No. 3 (Autumn, 1974): 283-303. Armor and helmet 1 Helmet H15.0 body-front H32.5 sleeve-front L28.5 Muromachi period/15th century Donated by Akita Kazusue Tokyo National Museum F-20153 link to Tokyo National Museum: . Short sword (wakizashi) and Long sword (katana) with blade mountings. Japan. Muromachi period (1333-1573). Forged and tempered steel, sharkskin, black lacquer, gold on bronze. The Avery Brundage Collection, B64W7 and B64W8. Asian Art Museum. Matchlock pistol (bajozutsu). Edo period (1615-1868). Iron, wood, lacquer, gold, and silver. Gift of Dr. and Mrs. William Wedmeyer, 2004.39. Asian Art Museum. Matchlock gun Japan. Edo period (1615-1868). Iron, wood, and ivory. Gift of Dr. and Mrs. Wedemeyer, 2004.38. Asian Art Museum. Writing Instruction: Writing Question: What role did samurai have in Medieval Japanese society? Writing Strategy: Graphic organizers and structured expository writing paragraph. Lesson Procedure Lesson Focus Question: What role did samurai have in Medieval Japanese society?
Language Arts Reading Spelling Math Science Social Studies Topic: Sentences A test on sentences will be given Thursday. Weekly Story: Sam, Come Back! Phonics: short a and consonant pattern –ck. An individual Read the Words Test & Weekly Selection Test will be given Friday. We will begin taking Spelling Tests this week. We will practice writing Dictation Sentences, but will not take a grade on them at this time. We will continue Topic 2: Understanding Subtraction. Each week, a practice book page will be given as a minor test grade. This week it will be given on Friday. Topic: The Nature of Science Social Studies Weekly : Welcome to Grade
Works Cited Ṭayyib, Ṣāliḥ Al-, and Denys Johnson-Davies. Season of Migration to the North. London: Heinemann Educational, 1976. Print. "History of Sudan." History of Sudan. N.p., n.d. Web. 18 Dec. 2012. "History of Sudan." Wikipedia. Wikimedia Foundation, 17 Dec. 2012. Web. 18 Dec. 2012. Profile." BBC News. BBC, 31 Oct. 2012. Web. 18 Dec. 2012. Timeline." Crawfurd Homepage. N.p., n.d. Web. 18 Dec. 2012.
“Outstanding Teacher 2002” Award Winner for Teaching Excellence by the Student Council of Medical University of South Carolina “Outstanding Teacher 2003” Nominee by the Student Council, MUSC Golden Apple Award Nominee, 2003, MUSC, College of Medicine, AAMS “Outstanding Teacher 2004” Nominee by the Student Council, MUSC Golden Apple Award Nominee, 2004, MUSC, College of Medicine, AAMS “Outstanding Teacher 2005” Award Winner for Teaching Excellence by the Student Council of Medical University of South Carolina Golden Apple Award Nominee, 2005, MUSC, College of Medicine, AAMS National Recognition Award for Directing a Successful Written Board Review Course in Emergency Medicine, February 2005, at the Scientific Assembly of the American Academy of Emergency Medicine, San Diego, California Runner-Up Award at the Clinico-Pathological Conference, EM Mediterranean Congress, Nice, France. September 2005 “Outstanding Teacher 2006” Award Nominee by the Student Council, MUSC Nominee for the Health Sciences Foundation Teaching Excellence MUSC 2006 “Outstanding Teacher 2007” Award Nominee by the Student Council, MUSC Nominee for the Health Science Foundation Teaching Excellence Award, MUSC 2008 Winner, Golden Apple Award: “Best Clinical Educator of the Year” by the EM Residents, 2008 Life Fellowship at the American College of Emergency Physician, 2007
studies have proven EVT treatment to be effective in saving lives and lowering disability from stroke.” “With the recent advances in endovascular therapies for acute ischemic stroke, it’s important to recognize hospitals which can perform this critical intervention safely and effectively and we commend [ORGANIZATION NAME] on this designation,” said Edward C. Jauch, MD, chair of the American Heart Association/American Stroke Association’s Hospital Accreditation Stroke Subcommittee. “The TSC certification helps prehospital providers better understand hospital stroke capabilities and assist in regional EMS triage of stroke patients so that the patient gets to the right hospital for the right treatment.” For more information on [ORGANIZATION NAME], visit [WEB LINK]. For more information on the TSC certification program, visit . ### [ORGANIZATION BOILERPLATE] About The American Heart Association/American Stroke Association The American Heart Association and the American Stroke Association are devoted to saving people from heart disease and stroke – the two leading causes of death in the world. We team with millions of volunteers to fund innovative research, fight for stronger public health policies, and provide lifesaving tools and information to prevent and treat these diseases. The Dallas-based American Heart Association is the nation’s oldest and largest voluntary organization dedicated to fighting heart disease and stroke. The American Stroke Association is a division of the American Heart Association. To learn more or to get involved, call visit or call any of our offices around the country. Follow us on and . About The Joint Commission Founded in 1951, The Joint Commission seeks to continuously improve health care for the public, in collaboration with other stakeholders, by evaluating health care organizations and inspiring them to excel in providing safe and effective care of the highest quality and value. The Joint Commission accredits and certifies more than 21,000 health care organizations and programs in the United States. An independent, nonprofit organization, The Joint Commission is the nation’s oldest and largest standards-setting and accrediting body in health care. Learn more about The Joint Commission at .
Formal Letter in Response to RFP No. DHSES/OCS 01-2012 Page 2 of 2 PLEASE SUBMIT WITH ADMINISTRATIVE PROPOSAL Please Note: A “No” response may be grounds for disqualification from this procurement. 1 Information Regarding the Proposer’s Firm: 2 Primary Contact Concerning this Proposal: 3 Irrevocable The rates quoted are an irrevocable offer that is good through the execution of a contract. Yes No 4 Willingness to Perform All Services: The Proposer is willing to, and capable of performing and providing all of the Deliverables, products and services described in this RFP. Yes No 5 Appendix A: The Proposer has read, understands, and accepts the provisions of Appendix A, Standard Clauses for New York Contracts, which will be incorporated, without change or amendment, into the contract entered into between the OCS and the selected Proposer. Yes No 6 Vendor Responsibility Questionnaire Requirement: The Proposer has (Please the appropriate box.): Certified and filed the Vendor Responsibility Questionnaire on-line via the New York State VendRep System. OR Included a properly executed paper copy of the Vendor Responsibility Questionnaire with the Administrative Proposal. 7
Table 1 San Rafael Hazard Identification Table Hazard Extent Likelihood of Future Occurrences Magnitude/ Severity Significance Climate Change Impacts Climate Change Likely Limited Medium N/A Coastal Flooding and sea level rise Likely Critical Medium High Dam Failure Limited Unlikely Negligible Low Low Drought and Water Shortage Likely Critical Medium Medium Earthquake (& Liquefaction) Occasional Catastrophic High Low Flood: (100/500 year) Occasional/Unlikely Critical High Medium Flood: Localized/Stormwater Highly Likely Limited Medium Medium Landslide, Mudslides, Hillside Erosion, and Debris Flows Likely Limited Medium Low Levee Failure Occasional Limited Medium Medium Severe Weather: Extreme Heat Highly Likely Critical Medium High Severe Weather: Heavy Rains and Storms Highly Likely Critical Medium Medium Tsunami Limited Unlikely Limited Medium Medium Wildfire Likely Catastrophic High Medium
Publications and Presentations 2015 , , , , . Study of the effect of antidepressant drugs and donepezil on memory impairment and biochemical alterations in rats. Comparative Clinical Pathology 2015;24:847-60. Yasmeen M. Attia, Olfat A. Hammam, Nagwa Elkhafif, Tarek Mansour, Mohamed M. Elmazar, Rania M. Abdelsalam, Sanaa A. Kenawy and Aiman S. El-Khatib. Successful integration of transplanted mesenchymal stem cells into the livers of Schistosoma Mansoni-infected mice. International Journal of Development Research, 2015; 5(3):3847-51 Yomna T. Abdou, Hala F. Zaki, Sanaa A. Kenawy. . 17th International Conference on Stem Cells and Regenerative Medicine (ICSCRM), 2015, (e-poster, London UK) Rofida A Saleh, Noha F Abdelkader, Amina S Attia and Sanaa A Kenawy. Neuroprotective effects of saxagliptin against scopolamine-induced pathology in rats. Clin Pharmacol Biopharm 2015, 4:4 (Poster abstract; Pharma Middle East, Dubai, UAE) Mahmoud Nour El-Deen, Azza Sayed Awad, Rehab Fawzy abdel-Rahman, Hisham A. Salem, Sanaa Abd El-Baky Kenawy. The possible effects of thymoquinone and parsley in experimentally induced renal injury associated with gastric ulcers in rats. International Journal of Advanced Research 2015;3(6):413-26
bones, give some medicines, but there was nothing… We didn’t know about mental illness… But what we are learning, we’re passing on.” –Promotor As discussed, there is a considerable gap between what can be written off as “nervios,” and the kinds of psychotic behaviors most associate with “loco.” As a consequence, people whose behavior falls in that gap – those who are struggling to function at work and at home - are often labeled as weak, lazy, irresponsible or otherwise somehow to blame. “There are some people who think maybe the person has been cursed for some reason… that [they asked for it] somehow.” –Promotor Promotores from Stanislaus County said the lack of understanding regarding the genesis of mental illness contributes to stigma. “…there are people who [believe] if you’re from a certain town or of certain social standing, that’s why you are mentally ill.“ –Promotor If a child is facing mental health challenges, key informants and Promotores said family and friends tend to blame the parents for one reason or another. “(Family members) will tell them, ‘You can’t get your kid to listen to you!’ which just puts more blame and shame on (the parents).” –Key Informant “… A husband can say his wife is ‘débil de la mente’ (mentally weak) and say this is why their child is autistic.” –Promotor Cultural Differences between Spanish Dominant and Indigenous Latinos of Mexican Origin According to Promotores who work with the Mixtec and Zapotec populations in Ventura County, indigenous peoples are even more reticent than the average Spanish dominant Latino when it comes to discussing emotional problems they may be experiencing. Many do not consider it appropriate to discuss personal problems even with those close to them. “… There is concern they will look weak if they talk about how they feel. …For (indigenous peoples), talking about mental health is not just difficult. It’s taboo.” –Promotor THE PRESENCE The majority of key informants and Promotores said they believe that while the stigma surrounding mental health issues has not gotten worse, it has not improved either. However, several think that while there is a long way to go, things have improved. This is attributed to two factors: ILLNESS
At the close of this part of his reforms in dealing especially with the sabbath, Nehemiah uttered a prayer of remembrance. These reforms that Nehemiah was instituting took a lot of work, dedication, organization and a flat footed desire to do God’s will. With that he prayed, “Remember me, O my God.” Often in the Bible we see people praying for God to “remember” them (see Ps. 106:4; Jer. 15:15). Their desire is to call God’s attention to their cause and their case. Though humanity, I believe, will probably always pray this way, let me leave you with assurance from Psalms and Proverbs: “The righteous shall be in everlasting remembrance,” (Ps. 112:6) and “The memory of the just is blessed,” (Pr. 10:7). Hebrews 6:10 tells us, “For God is not unrighteous to forget your work and labour of love.” God is not absent-minded and does not forget you or all that you have done for Him. Conclusion As our lesson shows “Sanctifying the Lord’s Day” is a part of worship. In it we deliberately set aside time for God and give precedence to Him in our lives. To mark it as an ordinary day would be a great travesty to one’s relationship with God. If you will do right by God, God will remember you.
INSURANCE - Our Association now has insurance coverage for representative(s) including leadership and participants who will be in attendance at the [MEET_NAME] __________________ for the period of the meet. I hereby certify that YMCA has a minimum of $1,000,000/$2,000,000 in liability insurance that covers our coaches and swimmers during their participation in the [MEET_NAME] __________________. RELEASE - In consideration of your accepting this entry, I hereby, for myself, heirs, executor and administrators, waive and release any and all right and claim for damages I may have against the YMCA of the USA, [MEET_HOST_ORGANIZATION] ______________________, their agents, representatives or assigns, and the [MEET_LOCATION] ____________________ for any and all injuries which may be suffered by participants at the [MEET_NAME] ______________________. Furthermore, we understand that the YMCA of the USA and [MEET_HOST_ORGANIZATION] ______________________ are not responsible for any intended or unintended consequences related to removing an athlete from competition for a head injury. This includes, but is not limited to, any financial reimbursement associated with such removal. ____________________________ ________________________________ Name and Signature of Head Coach ____________________________ ________________________________ Name and Signature of YMCA Executive Director or Designee This is the last page of the Meet Announcement
Closing date: 12 May 2017 No applications will be accepted after this date. Please read the accompanying guidance notes carefully when completing this form. Sanctuary Award Application Form 2017/18 Please return the completed and signed form to: Jamie Morris Student Welfare Manager Student Support and Guidance University of Chester Parkgate Road Chester CH1 4BJ First name: Second name: Address: Phone: Postcode: Mobile: Email: Date of birth: Age: Male Female school or college do you attend currently? Which course or courses are you currently studying? If you are not currently studying please tell us which qualifications you already hold. (Please write course titles in full.) Personal Statement (student to complete) See guidance note 2. Please submit a separate written supporting statement answering the following questions in no more than 500 words (total). We cannot consider your application unless we receive your personal statement and reference. Please send your personal statement with your application and also email a copy of your personal statement to:
Disability / Learning difficulty Do you consider yourself to have a disability and / or learning difficulty? Please tick the appropriate box. □ □ None □ Moderate learning difficulties □ □ Deaf or hearing impairment □ Severe learning difficulties □ □ Visual Impairment □ Dyslexia □ □ Disability affecting mobility □ Dyscalculia □ □ Mental ill health □ Multiple learning difficulties □ □ Profound / complex disability □ Other specific learning difficulty □ □ Unseen disability or medical condition □ Emotional / behavioural difficulty □ □ Other physical disability □ Temporary disability after illness □ □ Multiple disabilities Leave to Remain - Please tick the box which best describes your current status in the UK Refugee Asylum seeker □ Refugee status + indefinite leave to remain (ILR) □ Awaiting a decision on application for refugee status □ Refugee status + 5 years indefinite leave to remain □ Refused Asylum Seeker - application for refugee status (ILR) has been denied □ Discretionary leave to remain (DLR) □ Humanitarian Protection (HP) Other details □ □ I am a care leaver. □ □ I am a carer (a carer is someone who, without payment, provides help and support to a friend, neighbour or relative who could not manage otherwise because of frailty, illness or disability ) How did you hear about the Sanctuary Award at the University of Chester? Section 4 – Referee’s supporting statement See guidance note 5 Student’s details (Student to complete. Please clearly) Name: Phone: Referee’s details (Referee to complete. Please print clearly) Name: Role in organisation: