zilongwang/ReadingBank huggingface dataset:
Demonstrates skillful written and oral communication that is clear, focused and relevant to practice context (3c). Apply research skills to the evaluation of practice and the use of research to inform practice (PO 6). Integrate practice wisdom into research and evaluation activities (6a). Critically analyze research evidence in order to identify benefits and limitations of findings for use within particular practice contexts (6c). Integrate knowledge and theory of human behavior and the social environment from diverse perspectives into advanced social work within the context of a specific field of practice (PO 7). Demonstrate the ability to critically evaluate and information about human behavior and the social environment from diverse perspectives (7b). Apply a multi-systems and transcultural perspective in analyzing and responding to contexts that shape practice in specific social work fields (PO 9). Demonstrate skill in interagency and multidisciplinary practice including effective collaboration with other professionals and organizations (9b). Consistently employ reliable and valid methods for monitoring and evaluating practice and/or policy interventions and use the results to improve practice and policy (PO 10d). Demonstrate aptitude in the use of reliable and valid research methods within program evaluation, and the ability to apply evaluation findings to improve practice and/or policy (10da). Required Texts/Readings The following textbooks are required: American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN 9781557987914. Available at Spartan Bookstore. Pyrczak, F., & Bruce, R. R. (2011). Writing empirical research reports: A basic guide for students of the social and behavioral sciences (7th ed.). Los Angeles: Pyrczak Publishing. ISBN 1-884585-97-3. Available at Spartan Bookstore. Recommended Sources: Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five traditions (3rd ed.). Thousand Oaks, CA: Sage. ISBN 9781412995306. Available at Spartan Bookstore.
counsellor under section 20 of the Act, read with section 24 of the Act, must pass, to the satisfaction of the Council and in addition to the other requirements prescribed by or under the Act, the additional examinations prescribed by subregulation (2). (2) The prescribed additional examinations referred to in subsection (1)(b)(ii) of section 23 of the Act and in subregulation (1), are examinations in or relating to - (a) each of the domains of - (i) Psychological Assessment Techniques; (ii) Basic Therapeutic Skills; (iii) Vocational Guidance; and (iv) Psychopathology; (b) Psychological Counselling Ethics and Jurisprudence; and (c) the Social Work and Psychology Act, 2004 (Act No. 6 of 2004), including the regulations and rules made or in force under that Act, in so far as that Act, and those regulations and rules, relate to psychological counselling. Conducting of examinations 5. (1) The examinations prescribed by regulations 2, 3 and 4 - (a) must be conducted - (i) by the Council; or (ii) for and on behalf of the Council by a person or institution, whether in Namibia or elsewhere, appointed by the Council for that purpose; or (iii) by an institution outside Namibia recognised by the Council as competent to conduct those examinations; (b) may be written, oral or practical examinations, or written, oral and practical examinations; and (c) must be taken by the applicant on the date and at the time and venue notified in writing by the Council to the applicant. (2) A notice by the Council under paragraph (c) of subregulation (1) must be sent to the applicant - (a) by pre-paid registered post, addressed to him or her at his or her postal address as it appears on his or her application for registration; and (b) not less than 30 days and not more than 60 days, before the date of the examinations prescribed by subregulation (1).
Secretary Marylou Sudders, MSW Executive Office of Health and Human Services Commissioner Monica Bharel, MD, MPH Massachusetts Department of Public Health Commissioner Joan Mikula Massachusetts Department of Mental Health Allison F. JD, LISCW Director, Bureau of Substance Abuse Services Massachusetts Department of Public Health Rebekah Gewirtz, MPA Executive Director The National Association of Social Workers, MA Chapter Gautam N. Yadama, PhD Dean and Professor Boston College School of Social Work Thomas Walsh, PhD Associate Dean and MSW Program Director Boston College School of Social Work Mary Collins Associate Dean for Academic Affairs Boston University School of Social Work Arnaa Alcon, PhD, MSW School of Social Work Bridgewater University E. Bonner, MSW, MBA, EdD Associate Dean State University School of Social Work Cheryl A. Parks, MSW, PhD Dean & Professor Simmons College Marianne Yoshioka Dean College School for Social Work Francine J. Vecchiolla, MSW, PhD Dean Springfield College Robert C. Kersting, MSW, PhD Chair Department of Social Work M.S.W. Program Director Westfield State University Hope Haslam Straughan, PhD, MSW, ACSW Interim Dean School of Social Work, Leadership, & Youth Advocacy Wheelock College
DIRECT OBSERVATION OF PRACTICE – OBSERVATION ONE SOCIAL WORKER OBSERVING MANAGER DATE OF OBSERVATION SECTION 1 – TO BE COMPLETED BY THE SOCIAL WORKER PRIOR TO THE OBSERVATION TAKING PLACE Brief description of the intervention to be observed and the context in which the observation will take place Planning for the observation: Please include preparation planning and specific objectives to be achieved How was the service user prepared for the observation and how was their consent obtained? SECTION 2 – TO BE COMPLETED BY THE OBSERVER Service User Feedback: To be completed by observing manager directly following the observation Comments Did the social worker give you information about the observation before it took place? (Note: Are you confident the service user fully understands their participation in the observation and understands they are free to withdraw at any time?) Did the social worker ask for your consent? Did you feel able to participate in the situation being observed? Is there anything the social worker did well? Is there anything the social worker could have done better? Do you have any other comments to make? OBSERVER ASSESSMENT Assessment of the observation including whether the Social Worker met their specified objectives?
Person Specification Job Title: Social Worker, Children With Disabilities Team Role Profile reference: PC3/PC4 Essential Requirements Qualifications: Educated to degree level with appropriate professional Social Work qualification i.e. CSS/CQSW or DipSW, MA SW, BA Hons SW and completion of ASYE first year. Current HCPC Registration. Evidence of continuous professional development. Current driving licence and access to a car, or means to mobility support. Application form Interview Experience of : Statutory social work with children with disabilities and families, in a statutory or third sector setting Working across agencies promoting understanding and good practice in relation to children’s safeguarding Applying principles of child care legislation relating to child protection, looked after children and the provision of services to children in need Undertaking child protection investigations; planning and organising workload to meet statutory timescales Providing direct professional social work to children and their families Managing an allocated caseload; planning and organising workloads Working in partnership with service users, carers service providers and other professionals Handling problems and difficult situations calmly and sensitively. Application Form Interview Knowledge and understanding of: Social care legislation, with current safeguarding policies and procedures; Understanding of Children Act 1989 and 2004, Leaving Care Act 2000, The Care Act 2014, The Mental Capacity Act 2005 and 2009. Application Form Interview Ability to: The ability to share information, obtain information and have dialogue with others, either in writing, in person or over the telephone. Application form Interview
Ability to independently interpret and analyse varied and complex information or situations and to produce solutions; uses a balanced, evidence-based, and reflective approach to direct work learning continuously and effectively I 2 IT literate; able to use IT / run reports / to use or quickly learn to use relevant IT information and data capture systems S/I 2 Ability to work under pressure meeting deadlines, managing competing demands and dealing with interruptions and has ability to manage own stress levels effectively I 2 Ability to communicate effectively at all levels verbally and in writing with a range of people; demonstrates a good level of written work, recording and evidencing appropriately S/I 3 Ability to work as a member of a multi disciplinary team I 2 Demonstrates an understanding and commitment to equality of opportunity and anti-discriminatory practice and the ability to challenge and discriminatory practice. I 3 Qualifications / Training: specify type and required; if any. It is essential that the post holder has/is; Social work qualification, BA, MA, CQSW, CSS, DipSW, Registration with HCPC Evidence of CPD, i.e. Log of CPD as required for HCPC Practice Educator at Level 2 (or equivalent) S/I 3
Goudie, A., Havercamp, S., Jamieson, B., & Sahr, T. (2013). Assessing functional impairment in siblings living with children with disability. Pediatrics, 132(2), e476–e483. . Kang, Y. (2010). Self-regulatory training for helping students with special needs to learn mathematics. Iowa Research Online. Ph.D. (Doctor of Philosophy) thesis, University of Iowa. . Kuypers, L. (2011). The Zones of Regulation®: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Social Thinking Publishing. Lienemann, T. & Reid, R. (2006). Self-regulated strategy development for students with learning disabilities. Teacher Education and Special Education, 29(1), 3-11. Norris, L. A. (2016). Self-regulation strategies for students with disruptive behavior disorders. Culminating Projects in Special Education. Retrieved from . Sahoo, M. K., Biswas, H., & Padhy, S. K. (2015). Psychological co-morbidity in children with specific learning disorders. Journal of Family Medicine and Primary Care, 4(1), 21–25. . Self-regulation in young children. Raising Children Network. (2017). Retrieved from http://raisingchildren.net.au/articles/self-regulation_children.html.
SE579** The Anthropology of Amazonia 6 15 2 SE583** Pacific Societies 6 15 2 SE584 The Anthropology of Business 6 15 2 SE585 The Anthropology of Eating 6 15 1 The Anthropology of Law 6 15 2 SE591** Mediterranean Societies 6 15 2 SE592** Central Asian Societies 6 15 2 SE593 The Evolution of Human Diversity 6 15 1 Anthropology and Development 6 15 1 SE595 Social Computing 6 15 2 SE601** European Societies 6 15 2 SE607 and Muslim Lives in the Contemporary World 6 15 1 Anthropology and Creativity 6 15 2 Where only 75 credits have been chosen from the above list, students may select 15 credits of wild modules with the approval of the programme convenor. 18 Work-Based Learning Disability Statement: Where disabled students are due to undertake a work placement as part of this programme of study, a representative of the University will meet with the work placement provider in advance to ensure the provision of anticipatory and reasonable adjustments in line with legal requirements. Where relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students: Arrangements for oversight and support at the partner university, and preparation for the year abroad follow the framework established for our existing degrees with a year abroad. The School has a Year Abroad Coordinator who is responsible for academic matters such as degree requirements, advising and approving module choice, in consultation with the programme convenor for Anthropology year-abroad programmes. The School already runs successful year abroad programmes in all of the destination universities. The International Development Office (for Universities outside Europe) or the Erasmus Office (for European Universities) maintain close contacts with the partner institutions and will advise students on all aspects of living and studying abroad; they are responsible for matters such as help with travel permits, accommodation and registration at the host
The following questions are not assessed or evaluated. They are intended to give us an insight of your suitability as an Intermediary and to help us plan for future work. Size of Pilot Project Please indicate the size of pilot project in total cash terms you would be interested in being the Intermediary for: Total Cash Dollar value over a 3-5 year period In the first few Social Bonds Pilots (e.g. Once there is a track record of success (e.g. longer term) $0 to $5 million Yes/No/Maybe Yes/No/Maybe $5 million to $10 million Yes/No/Maybe Yes/No/Maybe $10 million to $15 million Yes/No/Maybe Yes/No/Maybe $15 million to $20 million Yes/No/Maybe $20 million to $25 million Yes/No/Maybe Yes/No/Maybe Over $25 million Yes/No/Maybe Yes/No/Maybe Any Comments on Value Potential Areas of Social Bonds Below are some ideas on possible Social Bond Topic Areas. This is not an exhaustive list, nor intended to be a representation of the Social Outcome areas from the ROI responses we received. Please indicate your interest on a scale of 0 to 5 (where 0= not interested, and 5 = very high level of interest) including any comments on specifics in these areas. Sector Target Outcome Interest Ranking 0-5 Comments Education Improving early childhood education outcomes Improving employment outcomes from targeted skills training Employment Improving return to work outcomes for long –term unemployed Improving employment outcomes for selected segments of the population Improved outcomes associated with mental health Health Improved outcomes associated with management of chronic illness Improved physical health for selected segments of the population Reducing the incidence of latter stage chronic diseases for selected segments of the population Justice Reducing crime rates Reducing recidivism Community and Social Development Reducing the incidence of child poverty Reducing the number of children taken into care Aged Care
An introduction to your organisation/service – its ethos, values and structure 5.1 An understanding of your role in the organisation/service – what are the requirements and limitations of your role? 5.1 An introduction to the principles and values that underpin social care practice and the Code of Professional Practice for Social Care 1.1 – adult pathway 2.1 – children and people pathway An introduction to the principles of confidentiality in relation to your organisation/service 5.1 An understanding of fire safety procedures for your work setting 7.3 An understanding of what you should and shouldn’t do in relation to important areas of health and safety, at this stage of your training 7.1 An introduction to safe practice in relation to work place security 7.9 An understanding of your responsibility to report matters that affect the welfare and safety of individuals, carers or colleagues, or practices that are unsafe or conflict with the ethos and values of your organisation/service 5.1 Additional activities include: Meeting colleagues and individuals who are supported by your organisation / service Getting to know your work environment and facilities Completing HR-related documents and processes for new employees Being told about supervision and probation processes. By the end of your week, you should begin to address these learning priorities: Area of learning Framework section/ heading An introduction to person-centred/child-centred approaches and ways of working that support it 1.3 – adult pathway 2.3 - children and young people pathway An introduction to relationship-centred working and the need to maintain professional boundaries 1.6 – adult pathway 2.6 - children and young people pathway An introduction to the importance of effective communication in health and social care, and the barriers to effective communication 1.7 – adult pathway 2.7 - children and young people pathway
NAME – ______________________________________ Activity Date & cost (proposed Dates Yes, I would like to attend April 21.4.2018 Movies, pizza Saturday April 21st Movies, and pizza night at the Karden community Hub 6pm till 9pm Cost $5 May 26.5.2018 Art gallery Ballarat Saturday May 26th Art Gallery Ballarat- free entry Followed by bring enough money for lunch Meeting at art Gallery Lydiard street 11.00am-1.00pm June 23.6.2018 Ballarat bird world Saturday June 23rd Meeting at Ballarat bird 408 Eddy Ave Mt Helen 10am till 1pm Cost $10.00, plus spending money July 29.7.2018 Football Mars stadium Sunday 29.7.2018 Western Bulldogs V Port Adelaide- Mars stadium, Creswick road Ballarat Meeting of stadium 2.30pm-6.30pm August 25.8.2018 Movies /dinner Saturday Aug 25th Time TBA Movies regent multiplex Meeting at front of theatre Cost $15.00 movies, extra money for Dinner September 22.9.2018 Botanical gardens Saturday September 22nd Games and BBQ in the botanical gardens Ballarat Cost $5.00 BBQ Meeting at cannons near pipers by the lake 12.00pm-2.00pm October 27.10.2018 Tramway Museum Saturday 27.10.2018 Tramway museum, 100 Gillies Street Wendouree Meet at Museum-2.00pm-4.00pm Cost $5.00 plus spending money November 24.11.2018 Saturday Nov 25th Meet at corner of Creswick road and Howitt St 11am till 2pm Ballarat Show
A: This IP has been developed specifically for SoAZHCC Home Health / Hospice agencies as a result of SoAZHCC Home Health / Hospice Table Top exercise conducted on May 1, 2018. Core Capability Issue/Area for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Core Capability 1 Practice Incident Command and train staff to play command positions. Maintain multiple people who can complete ICS positions All Agencies May 1, 2018 Dec 31, 2018 Core Capability 2 Agencies need Back up Communications Plan Know additional communication capabilities across community All Agencies May 1, 2018 Dec 31, 2018 Core Capability 2 Maintain awareness of weather situations Monitor Weather All Agencies May 1, 2018 Dec 31, 2018 Core Capability 2 Determine if additional patients need to be on EM Power and work through process with patient. Patient to qualify and have Dr. Signature to complete process All Agencies May 1, 2018 Dec 31, 2018 Core Capability 2 Check on Care Homes Back up capability. Do they Does licensure for care homes require All Agencies May 1, 2018 Dec 31, 2018
have generators or solar? generators or solar? Core Capability 3: Determine triage and decide if community shelter is required and notify County Health. County plans activate Shelter locations when requested and approved based on shelter requirements All Agencies May 1, 2018 Dec 31, 2018 Core Capability 4: Response need to include alternatives to EMS Should include Dual Use Vehicle from VA, Military High vehicles and process to access them All Agencies May 1, 2018 Dec 31, 2018
4-H Common Measures Social-Emotional Development Confidence How much do you agree or disagree with the following statements? Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree Most of the time, I like myself At times, I think I am no good at all I am glad I am me Sometimes I am not proud of myself Sometimes, I feel like my life has no purpose When I am an adult, I think I will have a good life Self-Efficacy How much do the following statements describe you? Not true at all A little true Somewhat true Usually true Very true I am sure that I could deal with unexpected events I know how to handle unexpected situations I can solve most problems if I try hard I have the skills to remain calm when facing difficulties When I am confronted with a problem, I can usually find several solutions Emotion Regulation Please select the appropriate response for each item below. Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree I get a lot of headaches, or other sickness I worry a lot I am often unhappy, sad, or tearful I am nervous in new situations I have many fears, and I am easily scared Please select the appropriate response for each item below. Never Rarely Sometimes Often Always
Able to work with numerous community partners and communicate the value of collective impact to all members of the community Resourceful and independent An effective communicator, both written and oral Flexible in working hours, able to work days, evenings and weekends Able to prioritize multiple projects, and keep them moving in a timely manner Understanding of the roles and responsibilities of not-for-profit organizations Able to maintain and promote a positive image of the local youth and the Youth Centre to the general community This description reflects the general duties necessary to describe the principal functions of the job. Other duties may be requires and assigned as necessary. EDUCATION/EXPERIENCE/SKILLS TRAINING Education College Diploma or University Degree in a related field desired, but we welcome applicants with an appropriate level of education and experience Valid First Aid and CPR level C is an asset but will be provided to the successful candidate Experience Minimum of one (1) year experience working for a not-for-profit or volunteer organization Have a solid background in a programming role, curriculum development, and/or business operations Demonstrated experience and success with supervising other staff or volunteers, especially those between the ages of 15 - 18 Solid ability and comfort level performing supervisory tasks including delegation of tasks, scheduling, review of performance Previous work or volunteer experience with youth aged 15-18 would be considered an asset Self-motivated, goal oriented team player with superior leadership ability and excellent interpersonal, organizational, oral and written communication skills Proficiency in the use of computers for: word processing, financial management, e-mail, social media, creation of marketing materials and internet Valid police record clearance with vulnerable sector check Valid Class G Ontario Driver’s License and access to a vehicle Experience writing grant applications and reports for not-for-profit organizations is a strong asset WORKING CONDITIONS Required to work 30 hours per week. Flexibility in scheduling work hours is required to best accommodate the organizational demands of the operation (days, evenings, weekends) and/or to accommodate activities such as meetings, public events and other functions as required Overtime and travel may be required WAGE: $17.00 - 18.00 per hour based on qualifications and experience Please email your resume and cover letter, in confidence, to Janet at: director.mmyc@gmail.com
office can also provide additional information about what types of behavior constitute sexual harassment. Social Media/Networking Use With increased use of social media among students, staff, and faculty, the University has a policy in place regarding Internet use, which the Psychology Department endorses. Below is the policy statement, followed by the guidelines. University of Utah’s General Statement Regarding Social Media Many students use various forms of social media, including but not limited to wikis, blogs, listserves, fora, websites, and social networking sites. Facebook, MySpace, and Twitter are specific and frequently used examples of these media. When using social media, students are expected to act with courtesy and respect toward others. Regardless of where or when they make use of these media, students are responsible for the content they post or promote. Students may be subject to action by the University for posting or promoting content that substantially disrupts or materially interferes with University activities or that might lead University authorities to reasonably foresee substantial disruption or material interference with University activities. This action may be taken based on behavioral misconduct, academic performance, academic misconduct, or professional misconduct, and may range from a reprimand or failing grade to dismissal from a program or the University. Prior to taking any action against a student, please consult with the University’s Office of General Counsel. University of Utah’s Guidelines for Use of Social Media Use of social media is prevalent among students. Students should be aware that unwise or inappropriate use of social media can negatively impact educational and career opportunities. To avoid these negative impacts, students should consider the following: Post content that reflects positively on you and the University. Be aware not only of the content that you post, but of any content that you host (e.g., comments posted by others on your site). Content you host can have the same effect as content you post. Though you may only intend a small group to see what you post, a much larger group may actually see your post. Be aware that your statements may be offensive to others, including classmates or faculty members who may read what you post. Employers and others may use social to evaluate applicants. Choosing to post distasteful, immature, or offensive content may eliminate job or other opportunities. Once you have posted something via social it is out of your control. Others may see it, repost it, save it, forward it to others, etc. Retracting content after you have posted it is practically impossible.
TABLE OF CONTENTS Page Housing Assistance in Australia 2018 2 Author: Australian Institute of Health and Welfare (AIHW) Date of release: 28 June 2018 Students and Courses 2017 3 Author: National Centre for Vocational Education Research (NCVER) Date of release: 3 July 2018 Northern Territory Statistics, May quarter 2018 4 Author: Northern Territory Police, Fire and Emergency Services (NTPFES) Date of release: 20 July 2018
Health and Wellbeing Directorate Seminar Public Health Approaches to Social Isolation & Loneliness 17 May 2013, LG17 Wellington Time Session Speaker Welcome & Introduction Gregor Henderson Social Isolation and Loneliness Research Dr. Justin Varney Public Health Interventions and Behavioural Insights Research Mara Hyatt 11:30- 11:40 Mindings Stuart Arnott Campaign to End Loneliness Laura Ferguson Cabinet Office’s Work Regarding Wellbeing and Social Isolation Ewen McKinnon Group Collaboration & Discussion Questions Gregor Henderson Gregor Henderson
Adding Captions to Videos To add captions to a video as you : After you click Post, click Edit This Video. Click Choose File to select a SubRip (.srt) file from your computer. You can add files in additional languages after you save the video. Click Save. YouTube Every day hundreds of thousands of videos are shared on YouTube. There are several ways to add captions to a YouTube video, you can send the video out to get it captioned professionally and upload the caption file. You can take the transcript of the video and paste it into the editor and have YouTube sync the words to the video or you can have YouTube create auto-captions and then edit the captions for accuracy. Uploading a Caption File In the Manager find the video that you want to add the caption to, click on the drop down beside edit and select Subtitles and CC Select Add New Subtitles and CC Select English Select Upload a File Select Subtitles File, and Choose File Find the file on your computer and click on Open and then Upload You will see the captions along with the timecodes in the editor pane. This is a good time to double check that everything has been captioned accurately, particularly any difficult names or words. Once you are satisfied with the captions click on Publish. Uploading a Transcript File In the Video Manager find the video that you want to add the caption to, click on the drop down beside edit and select Subtitles and CC Select Add New Subtitles and CC Select English Select Upload a File Select Transcript File, and Choose File Find the file on your computer and click on Open and then Upload You will see the captions in the editor pane. This is a good time to make sure the text is accurate. Once you are satisfied with the transcript click on Set timings. It will take a bit of time for the system to set the timings for the video. YouTube AutoCaption The YouTube auto-captions are not sufficient without being edited!
Social Media Advertising – COWORKING DAY 09:30 – 10:00 Welcome and Introductions to Social Media ‘Coworking Day’ AM: ASK QUESTIONS & LEARN 10:00 – 11:00 First Coaching Session 11:00 – 11:15 Morning Break 11:15 – 11:30 Digital Debrief #1 – Linkedin Paid Adverts with Judy Parson 11:30 – 12:30 Second Coaching Session 12:30 – 13:15 Networking lunch PM: TAKE ACTIONS & PLAN 13:15 – 13:30 Digital Debrief #2 – Facebook Paid Adverts with John Ward 13:30 – 14:45 Coworking Session (solo or group work)* 14:45 – 15:00 Afternoon Break 15:00 – 16:00 Coworking Session (solo or group work)* 16:00 – 16:15 Digital Debrief #3 – 2019 Social Media Strategy with Pascal Fintoni 16:15 – 16:30 Wrap up, action planning and next steps 16:30 Close DYIE
Social media ‘The behind the scenes’ Kenan Arig Quincy Hopmans Martijn Verdaasdonk Social media ‘The story behind the scenes’ Kenan Arig Quincy Hopmans Martijn Verdaasdonk Online Marketing Avans Hogeschool Breda Onderzoek naar de mogelijkheden van verscheidene social media platformen
Project number: Reporting year: Date of submission of report: 2016-19 Note: A list for the complete reporting (narrative, financial and audit) has been attached at the end of this template. Please do not hesitate to contact your assigned Programme Manager at the Palme Center if you have any questions on reporting. SUBMISSION OF REPORTS Send the narrative report and the financial report by e-mail to “Report, project number (X)” in the subject line. Please note, if you have your own auditor (i.e. your project is not being audited by an auditor contracted directly by the Palme Center), the hardcopy of the audited financial report must also be sent by post, 1 signed original and 1 copy, to: The Olof Palme International Center Box 836 SE - 101 36 Stockholm Sweden Dates for submission of the reports are: February 1st (for partners directly supported by OPC) March 1st (for Swedish OPC member organisations) Instructions for reporting This template has been designed for reporting on results for the agreement period 2016 to 2019. The purpose of the template is to document results and lessons learned, and to provide the Palme Center with the necessary information for reporting to Sida (Swedish International Development Cooperation Agency) Who should fill in the template and submit the report? The template is to be filled in electronically by the implementing organisation in the project country and with the support of the Swedish member organisation (when applicable). The Palme Center´s contractual organisation (either the implementing organisation in the project country or the Swedish member organisation) is responsible for submitting the report to the Palme Center. CSO NARRATIVE
2.1 What kind of source is each of the above sources? (3) Source A:____________ Source B:____________ Source C:____________ 2.2 How can you tell that Mansa Musa was rich? (Refer to Source B) (2) 2.3 Which religion is being referred to in Source C? (1) ______________________________________________________________________________ 2.4 According to Source C what were the TWO reasons for Mansa Musa to travel to Mecca. (4) Question 3: 3.1. Match concepts in column A to their relevant definitions in column B: Column A Column B Answers 1. 2. 3. 4. 5. Pilgrimage Islam Nomads Timbuku Pastoralists A. B. C. D. E. Type of religion People who move from one place to another Important city in the Kingdom of Mali People who move from one to another A journey to a sacred place or shrine 1._____ 2._____ 3._____ 5._____ (5x2) 10
Social Sciences and Citizenship KS3 Overview Task weighting Total% Year 7 Source analysis: viewpoints on rights and responsibilities at school 33.3% 100 Building a persuasive argument: Dragon’s Den 33.3% Making a change: Global Citizenship 33.3% Year 8 Building a persuasive argument: Political Party speech 33.3% 100 Making a change: viewpoints on economic issues 33.3% Source analysis: refugees 33.3% Year 9 Building a persuasive argument: Legal rights 33.3% 100 Making a change: VAWG 33.3% Source analysis: Prevent 33.3% Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 7 Me and my school Me and my community Keeping me safe Healthy me Global Citizenship Making a change / Campaign fair Year 8 Alternative forms of government Economics Rights and migration British Democracy Health Careers Year 9 rights and the legal system Violence against women and girls (VAWG) / Critical thinking Communities and identities KS3 Curriculum Map
The health sector in Pakistan has always lacked in meeting the of rapidly growing population. The blame simply falls upon the level of corruption with the sector, lack of research based practices. OVERALL CONCLUSION. From the years 1999-2000 the life expectancy in males was 64 whereas for females it was 66. For % Disabled Population (1998)* it was 2.54. The crude death rate decreased from 8.3 to 7.8. And the growth rate also decreased from 2.19 to 1.13. Women's Health Birth Rate: 30.2-29.1 General Fertility Rate: 134.9-127.6 Total Fertility Rate: 4.5-4.3 % Births at Non-Medical places: 76.7-76.2 Child Health Ratios: 2000-2001 Infant Mortality Rate: 81.5-79.8 Population per bed: 1,495-1,490 Neo-Natal Mortality Rate: 51-51.5 Population per Doctor: 1,529-1,516 Post Neo-Natal Mortality Rate: 30.5-28.3 Population per Nurse: 33,629-31,579 % Vaccinated (1998): 70.7 Populations per Dentist: 3,732-3,639 Estimated number of with HIV/AIDS in Pakistan The estimated number of adults and children is 78,000 with age ranging from 15-49 is 76,000 , women aged 15-49 years are 16,000, children of 0-15 age group are 2200 and adult rate(%) is 0.1 .The estimated number of deaths due to AIDS Deaths in 2001 were 4500, the estimated number of orphans (current living orphans) is 25,000 Urbanization:
(a) who employs, or provides work for, any person and who remunerates or expressly or tacitly undertakes to remunerate that person; (b) who permits any person to assist him or her in any manner in the carrying on, or conducting of, his or her business, and “employ” and “employment” shall have corresponding meanings; “employers’ organization” an employers’ organization registered under section 54 of the Labour Act; “executive officer” means the executive officer of the Commission appointed under section 12, or any other employee of the Commission designated to act as executive officer under that section; “financial institution” means - (a) any banking institution registered section 4 of the Banks Act, 1965 (Act 23 of 1965); [The Banks Act 23 of 1965 has been replaced by the Banking Institutions Act 2 of 1998.] (b) any building society registered under section 4 of the Building Societies Act, 1986 (Act 2 of 1986); (c) any insurer registered under section 4 of the Insurance Act, 1943 (Act 27 of 1943); [The Insurance Act 27 of 1943 has been replaced by the Insurance Act 4 of 1998 and the Long-term Insurance Act 5 of 1998.] “fund” means the Development Fund, Maternity Leave, Sick Leave and Death Benefit Fund, National Medical Benefit Fund or National Pension Fund, as the case may be; “Labour Act” the Labour Act, 1992 (Act 6 of 1992); [The Labour Act 6 of 1992 has been replaced by the Labour Act 11 of 2007. Section 16 of Act 11 of 2007 provides that “any reference to a provision of the previous Act must be read as if it were a reference to the corresponding provision of this Act, in so far as possible”.] “maternity benefits” means maternity leave benefits payable in terms of section 29; “Maternity Leave, Sick Leave and Death Benefit Fund” means the Maternity Leave, Sick Leave and Death Benefit Fund established by section 28; “member” in relation to any fund concerned, means an employee who is a member of such fund by virtue of section 21(1); “Minister” means the Minister of Labour and Human Resources Development; “National Medical Benefit Fund” means the National Medical Benefit Fund established by section 32; “National Pension Fund” means the National Pension Fund established by section 34; “Permanent Secretary” means the Permanent Secretary: Labour and Human Resources Development;
The Exchange, 150 Morrison St, Edinburgh EH3 8EE Glasgow Glasgow Teachers Building, 14 St Enoch SQ Glasgow G1 4DB 06 Nov 14:00 16:30 23 Oct Aberdeen Jurys Inn, Union Square, Guild St, Aberdeen AB11 5RG 08 Nov 14:00 16:30 25 Oct Inverness Royal Highland Hotel, 18 Station Square, Academy St, Inverness IV1 1LG 14 Nov 14:00 16:30 31 Oct Edinburgh Hilton Carlton, 19 North Bridge, Edinburgh EH1 1SD 20 Nov 14:00 16:30 06 Nov Dumfries Cairndale Hotel, English St, Dumfries DG1 2DF 22 Nov 14:00 16:30 08 Nov Thank you N.B. Please be aware that the information you have provided on this form will only be held for the purpose of organising these events. Thereafter, the information will deleted/destroyed.
ADVOCACY SERVICE USER MEETINGS Area Venue Date of meeting Starting Ending Closing date for request to attend Please select 1st choice 2nd choice Glasgow Marriott 500 Argyle St, Glasgow G3 8RR 30 Oct 10:30 13:00 16 Oct Edinburgh Edinburgh International Conference Centre, The Exchange, 150 Morrison St, Edinburgh EH3 8EE 01 Nov 10:30 13:00 18 Oct Aberdeen Jurys Inn, Union Square, Guild St, Aberdeen AB11 5RG 08 Nov 10:30 13:00 25 Oct Inverness Royal Highland Hotel, 18 Station Square, Academy St, Inverness IV1 1LG 14 Nov 10:30 13:00 31 Oct Dumfries Cairndale Hotel, English St, Dumfries DG1 2DF 22 Nov 10:30 13:00 08 Nov ADVOCACY SERVICE PROVIDER MEETINGS Area Venue Date of meeting Starting Ending Closing date for request to attend Please select 1st choice 2nd choice Glasgow Marriott 500 Argyle St, Glasgow G3 8RR 30 Oct 14:00 16:30 16 Oct Edinburgh Edinburgh International Conference Centre, 01 Nov 14:00 16:30 18 Oct
Conferences, Meetings, etc.: Enter the amount budgeted for the costs of registration and materials for staff, board, or clients attendance at meetings and conferences allocable to the funded project or for the costs of meetings conducted by the agency in connection with that contract. Direct Assistance to Beneficiaries: Enter the costs budgeted for the payment of participant wages and benefits, stipends, food, clothing, and other goods and services purchased directly on behalf of clients. Membership Dues: Enter the amount budgeted to pay the costs of dues paid by the agency on behalf of staff, board members, or the agency itself to professional organizations related to the purposes of the project. Equipment, Land, Buildings: Enter the amount budgeted for the purchase of equipment, land, and for the acquisition or construction of buildings allocable to the project, the cost of which exceeds $5,000. Costs charged to Equipment, Land, Buildings, or renovation capital costs must conform to Administrative Requirements Insurance: Enter the amount budgeted to pay the costs of insurance, including bonding, allocable to the project. Total Operating Costs: Enter the sum of all line items under operating costs. Total Direct Costs: Enter the sum of Total Personnel Costs and Total Operating Costs. Indirect Costs: Enter the amounts budgeted to pay indirect costs for the project. Costs charged to Indirect must conform to Administrative Requirements Total Project Expenses: Enter the sum of Total Direct Costs and Indirect Costs. City of Albuquerque Department of Family and Community Services APP #2: Expense Summary Form 1. Applicant Agency: 2. Project Expenditure Category Program Total City Funding Requested Percent Requested Personnel Costs Salaries & Wages Payroll Taxes and Employee Benefits Total Personnel Costs Operating Costs - Direct Contractual Services Costs Consumable Supplies Telephone Postage and Shipping
Southeast Region narrated PowerPoint video 2 Strand: Geography: Standard 2: Places and Regions , , , , , , , , , , 3 Strand: Geography: Standard 2: Places and Regions , , , , , , , , , , Northeast Region Resources: 4 Strand: Geography: Standard 2: Places and Regions , , , , , , , , , , 5 Strand: Geography: Standard 2: Places and Regions , , , Caribbean Region Resources: 6 Strand: Geography: Standard 2: Places and Regions , , , 7 DBQ- Citizenship: What types of citizen does a democracy need? , , , , 8 DBQ- Citizenship: What types of citizen does a democracy need? , , , , 9 DBQ- Citizenship: What of citizen does a democracy need? , , , , Quarter 3 Jan 6 – Mar 17 Week Major Concepts / Topics Possible Resources 1 Strand: Geography: Standard 2: Places and Regions , , , , , , , , , , West Region Resources: 2 Strand: Geography: Standard 2: Places and Regions , , , , , , , , , , Southwest Region Resources: 3 Strand: Geography: Standard 2: Places and Regions , , , Canada Resources:
4 Strand: Geography: Standard 2: Places and Regions , , , 5 Strand: Civics & Government: Standards 1, 2, 3: Foundations of Government, Law, and the American Political System/ Civic and Political Participation/ Structure and Functions of Government , , , , , , , National Government Resources: 6 Strand: Civics & Government: Standards 1, 2, 3: Foundations of Government, Law, and the American Political System/ Civic and Political Participation/ Structure and Functions of Government , , , , , , , Florida State Government Resources: 7 Harriet Tubman DBQ: What was Harriet Tubman’s Greatest Achievement? , , , , 8 Harriet Tubman DBQ: What was Harriet Tubman’s Greatest Achievement? , , , , 9 Harriet Tubman DBQ: What was Harriet Tubman’s Greatest Achievement? , , , , Quarter 4 Mar 29 – May 26 Week Concepts / Topics Possible Resources 1 Strand: Geography: Standard 2: Places and Regions (Midwest Region) , , , , , , , , , , 2 Strand: Geography: Standard 2: Places and Regions (Midwest Region) , , , , , , , , , , 3 Strand: Geography: Standard 2: Places and Regions (Mexico) , , , 4 Strand: Geography: Standard 2: Places and Regions (Mexico) , , ,
Ch. 3 The Peopling of the United States 3.1 Introduction Key Idea: The United States is a diverse nation made up of many different groups of people all living together under one government. 3.2 Native Americans Where they came from How they got here Why they came Where they settled Asia (Russia) Crossed a land bridge connecting Russia to Alaska Followed migrating of animals All over North, Central, and South America 3.3 Contributions Dogsled Thanksgiving Igloo Appreciation of Nature p. 24 3.4 Spanish Where they came from How they got here Why they came Where they settled
Initially then traveled up from Mexico Boat across the Atlantic To start colonies for Spain after Columbus told Spain what he found Caribbean and Mexico before moving to Florida, Texas, New Mexico, Arizona, California 3.5 Contributions Mining Desert Farming Cowboys Tacos p. 25 3.6 Europeans they came from How they got here Why they came Where they settled Spain, France, Russia, Netherlands, England Boat across the Atlantic To find land or work or to search for freedom to follow religion, escape jail 13 American colonies on East coast 3.7 Contributions
Inventions Government Christmas Pizza p. 26 3.8 Africans Where they came from How they got here Why they came Where they settled Africa On a slave ship across the Atlantic Ocean Taken from Africa by force and sold as slaves to be unpaid workers on farms Mostly on Southern plantations but some escaped to the free North 3.9 Contributions Stories Music Fight for Equal Rights Quilts
Effect (What happened?) Cause (Why did that happen?) Growing and raising animals was the Southeast’s largest industry. Coal-mining, oil, steel, iron ore, and lumber industries are important to the economy. Land was natural resource that attracted people to the Southeast. Southeast is rich in natural resources. Natural Resources p. 66 7.6 Long Growing Season Effect (What happened?) Cause (Why did that happen?) Agriculture is an important part of the Southeast’s economy and many crops grow well here. Farmers were ruined and learned not to depend on just one crop. is good soil, plenty of rain, and a long growing season. A bug called the boll weevil destroyed the cotton before it was ready for harvest. Long Growing Season
Health care providers are trusted & valuable sources of health info. Recommend #flu vaccine for all patients 6 months and older. #FightFlu HCP should make plans to vaccinate patients, staff & themselves against #flu. #FightFlu Research shows that a health care provider recommendation for a yearly #flu vaccine is very important to patients. #FightFlu. Even if you do not stock #flu vaccine, you can assess your patient’s vax needs & make a strong rec for them to get a flu vaccine. Get a #flu vaccine to help protect yourself from flu & to keep from spreading it to your family, coworkers & patients. Chronic DYK? Antiviral drugs are a treatment option for #flu illness. Check w/ your doctor if you’re at high risk of serious flu complications and get flu symptoms. Age & certain long-term health problems can put you at high risk of getting serious #flu complications. Get vaccinated! #FightFlu #Flu can make some chronic medical conditions worse, even if they are well managed. Protect yourself & get a flu vaccine! LAIV Recommendation CDC says spray #flu vaccine (trade name FluMist) should not be used during the 2016-17 flu season. CDC & ACIP recommend yearly #flu vaccination for everyone 6 months and older. #FightFlu Facebook Messages General Take these 3 steps to #FightFlu this season: Get a flu vaccination Take preventive actions to stop the spread of germs Take antiviral drugs if your doctor prescribes them A yearly flu vaccine is the first and most important step to #FightFlu. Flu vaccination can reduce flu illnesses, doctor visits, missed work and school due to flu, as well as prevent flu-related hospitalizations. People who live with or care for people at high risk of serious flu complications should get a yearly flu vaccine. Protect yourself, and protect your love ones from flu! #FightFlu Flu vaccines are offered in many locations including doctor’s offices, clinics, health departments, retail stores, pharmacies, health centers, as well as by many employers and schools. Find a location near you offering flu vaccines.
The Lancashire Colleges 01772 225128, Working days committed from business volunteers to support careers education and information and/or curriculum development in schools and colleges in Lancashire per year. Number of work experience placements for 15-18 year olds per year (based on a placement being one week) at Lancashire schools and colleges. Number of undergraduate project placements per year offered to Lancashire's Universities & Colleges. Number of apprenticeships (16-18 year old and Adults). Commitment to workforce planning and investment in training of employees. The Lancashire Colleges (TLC) comprises 12 general further education and sixth form colleges in Lancashire. Collectively we are committed to delivering high-quality education and skills provision to promote economic growth and social cohesion within our local communities. Through TLC employers can access information about the apprenticeship, pre-employment and work-based learning provision which is available through the Colleges and receive support to develop bespoke programmes to meet workforce development needs. Further information is provided on our website: The Lancashire Work Based Learning Executive Forum (LWBLEF) Raeleen Duthoit, 07890 169586 Number of apprenticeships (16-18 year old and Adults). Working days committed from business volunteers to support careers education and information and/or curriculum development in schools and colleges in Lancashire per year. The LWBLEF represents the main apprenticeship providers based in Lancashire. Through the LWBLEF, employers can access information about the apprenticeship provision on offer across the County by subject area. Contact details for the providers are also provided on the website, along with links to websites: The LWBLEF, in collaboration with the Lancashire Skills & Employment Hub, also looks after the network of Lancashire Young Apprentice Ambassadors (LYAAN) – the ambassadors promote apprenticeships to young people and employers through events and activities. Employers can nominate their apprentices to volunteer time to