zilongwang/ReadingBank huggingface dataset:
Proactive cross promotion of services i.e. Mental Health & drug and alcohol Better relationships between Drug & Alcohol and mental health services – ‘Getting to know you’ event November 2014 Mental Health attendance at monthly D&A panel To publicise self-referral as a way to provide details of Service User organisations 2 days a week access to alcohol liaison nurse. SG Drug and Alcohol services AWP Developing Health and Independence PHE SGC AWP May2015 A1.4 Improving Access to Psychological Therapies services (IAPT) Improving access for BME, older adult groups Continued development of services for people with Autism and people with a learning difficulty Work via Healthwatch to consult different communities of interest about their experiences of IAPT. Analysis of needs of IAPT service users through mental health cluster data and ICD 10 codes CCG IAPT providers 2015 March 2015 A1.5 People with a learning difficulty with mental ill health Audit against green light toolkit Aim for October LDPB CCG AWP Sirona Care and Health Learning Difficulties Partnership Board Oct 2015 A1.7 Appropriate and proportionate responses to Implementation of the joint Police and Mental Health supervision group. Open to other agencies. AWP Police October 2014
their immediate care and effective liaison with mental health services to ensure they get the right ongoing support Psychiatric Liaison and staff in the Emergency Department use the risk matrix. This supports the patient pathway. B10.1 Psychiatric liaison team Service development and expansion NBT recruiting to expand the team. This will provide a 9am – 8pm service 7 days per week. NBT ongoing B11 People in crisis who access the NHS via the 999 system can expect their need to be met appropriately Children and Young People Potential future piece of work linking SWAST with the on call CAMHS consultant for appropriate management and on-going referral of 999 calls. This is a current piece of working being looked at by South Glos and Bristol CCGs and SWAST. However it is in its early stages. CCG SWAST tbc B11.1 Adults Mental Health support available to 999 call rooms. protocol. ongoing B12 People in crisis who need routine transport between NHS facilities, or from the community to an NHS facility, will be conveyed in a safe, appropriate and timely way Timely and safe conveyance of routine transport. AWP to audit current transport contract provision. Feedback from people with lived experience of mental health services. AWP Mental Health service user and carer engagement forum May 2015 B13 People in crisis who are detained under section 136 powers can expect that they will be conveyed by emergency transport Transport for people in mental health crisis. Implementation of the South Western Ambulance NHS Trust S136 conveyance protocol. Review of transportation between SWAST and Avon and Somerset constabulary SWAST and Avon and Somerset Constabulary February 2015
War – 3 (Radicals) (Page 626 – 633) Describe how Europeans responded to the Revolution outside of France. Explain the significance of the Jacobins. Why did France declare war in 1792? What was the significance of the National Convention? Describe the sans-culottes and the role they played in the politics of the Convention. Explain the purpose the Committee of Public Safety and the Reign of Terror. Explain how the Revolution was able to defeat the First Coalition. Explain the Thermidorian reaction and the government it created. Napoleon Bonaparte – Stage 4 (Return of the Old Order) (Page 634 – 645)
2pm – 2:45pm 3pm – 3:45pm Thu 18-Apr 9am – 9:45am 10am – 10:45am 11am – 11:45am ESD 105 – Yakima 25 School Districts - 7 slots / 1 day Registration URL: Address: 33 S 2nd Ave, Yakima, 98902 Dates & Times: Fri 19-Apr 8am – 8:45am 9am – 9:45am 10am – 10:45am 11am – 11:45am 1pm – 1:45pm 2pm – 2:45pm 3pm – 3:45pm ESD 101 - Northeast - Spokane 59 School Districts - 15 slots / 2.5 days Registration URL: Address: 4202 S. Regal, Spokane, 99223 Dates & Times: Tue 23-Apr 9am – 9:45am 10am – 10:45am 11am – 11:45am 1pm – 1:45pm 2pm – 2:45pm 3pm – 3:45pm Wed 24-Apr 9am – 9:45am 10am – 10:45am 11am – 11:45am 1pm – 1:45pm 2pm – 2:45pm 3pm – 3:45pm
Thu 25-Apr 9am – 9:45am 10am – 10:45am 11am – 11:45am ESD 123 - Pasco 23 School Districts - 6 slots Registration URL: Address: 3918 W. Court St, Pasco, 99301 Dates & Times: Fri 26-Apr 9am – 9:45am 10am – 10:45am 11am – 11:45am 1pm – 1:45pm 2pm – 2:45pm 3pm – 3:45pm ESD 112 - Vancouver 30 School Districts - 8 slots Registration URL: Address: 2500 N.E. 65th Ave, Vancouver, 98661-6812 Dates & Times: Mon 29-Apr 9am – 9:45am 10am – 10:45am 11am – 11:45am 1pm – 1:45pm 2pm – 2:45pm 3pm – 3:45pm Tue 30-Apr 9am – 9:45am 10am – 10:45am 11am – 11:45am
Friction requirements Friction requirements Coefficient of friction, static Coefficient of friction, dynamic Wear rate Wear rate of friction lining (cm³/kWh) Wear rate of friction partner (cm³/kWh) Environmental details Climatic influences Ambient temperature (°C) Min Nominal Max Operating temperature (°C) Min Nominal Max Air humidity % Min Nominal Max Others Local influences Liquids (e.g. water, acid, lye, etc.) Gases (e.g. Ozone, Ammonia, nitrogen oxide, etc.) Others Cables Special requirements for lead or cables? Supply/delivery details and commercial information Dispatch (DHL, UPS, standard) Potential quantities per year Delivered in batches of? Is safety stock required? Target Is a NDA required for your project? Are there any patent issues relating to your product? Contacts Purchasing Project Manager Technical Manager Notes Special work instructions or assembly issues? Are there any drawings or sketches available? When do you require delivery by / when does the project start / lead times? Any import/export issues, licence requirement for military applications? To enquire, send your completed form to To receive marketing emails with information about our products, services and company news please click this box. to find out more about our privacy policy.
Generic To liaise with external agencies, organisations and suppliers, as appropriate, on the University’s behalf Managing Self To contribute to the development of office processes Ability to work accurately without supervision To have a willingness to develop professionally Willingness to maintain and develop technical and personal skills in line with the evolving nature of the work Demonstrable ability to successfully work as part of a team but also an ability to work autonomously with initiative where necessary Core Requirements Adhere to and promote University Policies in relation to Information Assurance and Security Adhere to and promote the University’s Equality and Diversity policies Ensure compliance with Health & Safety regulations Support and promote the University’s Sustainability policies, including the Carbon Management Plan, and carry out duties in a resource efficient way, recognising the shared responsibility of minimising the University's negative environmental impacts wherever possible. Additional Requirements Any other duties as appropriate to the post and grade A willingness to travel to any of the University’s sites as necessary KEY PERFORMANCE INDICATORS To produce high quality work delivered to the agreed timescales To contribute positively towards and with colleagues be accountable for service level indicators which are defined for the team KEY RELATIONSHIPS (Internal & External) University staff within Schools and Offices Colleagues across the sector in related fields PERSON SPECIFICATION Essential Experience High level of IT/IS experience including exposure to web development Desirable Experience Development, implementation and/or support experience of one or more of the following system areas – Virtual Learning Environment, Portal,
Student Government Association Meeting Minutes 9/21/15 I. Call to order President Katherine Hahnel called to order the regular meeting of the NKU Student Government Association at 3:34 p.m. on September 21, 2015 in NKU Governance Room (SU104). II. Roll call Secretary of Administration Amanda Rogers conducted a roll call. Executive Board Katherine Hahnel – President William Weber – Vice President Joey Yerace – Secretary of Student Involvement Sami Dada – Secretary of Public Relations Amanda Rogers – Secretary of Administration To be Appointed – Finance Committee Chair Julia Steffen – Student Rights Committee Chair Ella Mravec – University Improvements Committee Chair Donald Taylor – Academic Affairs Committee Chair Joey Smith – Chief Justice Kristian Johnson – Legislative Liaison Senators:
SGA and ARH Elections: 2017-18 Candidates SGA Executive Ticket Beau Grzanich, Student Body President Ashley Shannon, Vice President Idan Rafalovitz, Chief of Staff ARH Executive Ticket Cody Jesswein, President Ann Kamps, Vice President Board of Trustee Zach Schaab Academic Senators Magalie Baker, CAST Austin Bertschy, CAS Jackson Earl, CAS Billy Stripeik, CAS Andrew Jacobs, CFA Joshua Payne, COE Lauren Porter, COE Joe Standridge, COB Ian Mayster, COB Off-Campus Senators Jake Bollman Khyla Breland Alex Campbell Kristina Cosic Lucas Fulton Jason Hale Luis Hizo Samantha Lewis Jonathan Monroy Daniel Muñoz Jack Whitsitt Lucas Wolbers On-Campus Senators Jackson Pryhuber, Watterson Chirayath, West Campus Amina Jinadu, Cardinal Court Student Life Senators Andy Byars Antonio Crossley Michael Michael Shurhay Sean Sibley Tyra Smith Anna Whiters Graduate Senator No candidates
The SGA Executive Board will serve as a steward of this money and use it to maximize student experience at Butler University. Budget. The yearly budget, presented by the Executive Board, shall be subject to a affirmation of the present Assembly. (Article XII, Section 1) The Vice President of Finance will present a monthly budget update to SGA Assembly. New Student Organization Endorsement General. Prior to approval by the necessary administrative official in accordance with University regulations, the SGA Executive Board shall be empowered to endorse the constitution of any organization of students which is seeking recognition on the Butler University campus. Any decisions made by the Executive Board in regards to endorsement of student organizations may be appealed by the SGA Assembly by a majority vote. (From Article XIII, Section 1). Amendments. An organization already established which makes extensive revisions or amendments to its constitution must follow the procedure established for the approval of constitutions of new student groups. (From Article XIII, Section 2). Oversight. The Vice President of Operations will oversee all procedures regarding the endorsement of new student organizations. (From Article XIII, Section 3). Process: Aspiring new student organizations will contact the Office and meet with office designee. The SGA Executive Board will hear from the organization at regularly scheduled executive board meeting. The SGA Executive Board will vote whether to endorse or not endorse the organization. If endorsed, SGA Assembly will vote to either approve or not approve the decision made by the board at the next regularly scheduled assembly meeting. Questions SGA Executive Board may consider when deciding whether or not to endorse: Logistics What is the purpose of the organization? What inspired the founders to start the organization? How many people are interested in joining the organization? What types of activities and events is the group planning? How often will the organization be meeting? Is the group part of a national organization? Role on Campus Are there any organizations on campus with similar missions/purpose? What sets the organization apart from the other organizations? What need or niche does this organization fill on campus? How will students benefit from the organization’s presence on campus? How will the campus benefit from the organization’s presence on campus? How will the larger community benefit from the organization’s presence on campus? Sustainability How will the group be financed?
Seton Hall University Student Senate April 20, 2015 Call to order Invocation by Kraft Roll Call Gallery Approval of Minutes 1. Watts, 2. Puleo (18-0) Approval of Agenda 1. Krause, 2. De La Cruz (18-0) Public Forum Advisor’s Report No Report President’s Report The SAB-SGA Ultimate Frisbee match will take place on April 29th! Sign up on googledoc for practices. Reminded the body that the Facebook page is primarily for time sensitive information rather than for committee correspondence Please fill out Senator Green’s google docs! Commended Treasurer Regalado and Senator Howard for their hard work with club budgets Treasurer’s Report Budget season is in full swing. All budgets will be done by tomorrow. Clubs will receive final budgets by Wednesday afternoon, and the appeals deadline is Friday afternoon. Get excited- the budget appeals meeting is next week! 24 clubs weren’t able to submit their budgets on time. They will therefore receive nothing. Finances are looking great for the rest of the semester Speaker’s Report No report; Motion to suspend the rules to allow cosponsorship to go first; 1. Morbelli, 2. Puleo (18-0) Committee Report Student Life Congrats on winning your senate seats Spoke with Kayla Toomer, previous chair of Student Life, and will be meeting with her next Monday to facilitate the transition of leadership Only 2 people responded to her email about committee meeting times. Please respond to her email about when we can meet this week! Academic Affairs Sent an email out to schedule first meeting!
Chavez Chavez is a literary magazine that their club publishes several times throughout the semester. They received $631 this year and estimated raising $350 from fundraising. However, they did not deposit their fundraising into their account, which is why it was not reflected in the considerations for their budget. They would like to have a minimum $750 budget to increase production and have more launch parties for their publication. Voting Procedure (20-0) Nothing: 10- 8- 2 PASSES $660 which is $30 increase: English Club They state that their budget was evaluated before they had finished their spending for the semester. They spent an additional $300, have $106 in roll-over funds, and were allocated $406. Their club has doubled in size since the past years when they were allotted the same amount as a budget and thus believe their budget should be increased accordingly. They calculate that they should receive $886 based on the formula as they spent $930 this year and fundraised $130. Voting Procedure (20-0) No Change: (1-19) $500: (17-2-1) PASSES Harry Potter Club The co-treasurer made an appeal on the that their former treasurer and president were out of the country this semester and did not properly inform the new E-Board how to access the budget. As they did not know how to access the budget, they did not spend any of the funds and therefore received an amount smaller than they desired. They would like an additional $150 as their club has large attendance and multiple incentives to ensure member retention. Voting Procedure (20-0) No change: (6- 11- 3) $55: (12- 5- 3) ISU They issued an emotional appeal for additional support for the club. They deeply desire to expand their mission beyond ‘pasta and Nutella’. They care for the Seton Hall community and wish to show the school how brilliant ISU can be. Voting Procedure (19-1) No Change: ( 3-12-3)
Safety Group Sponsor Name: Firm Name: Date: WSIB Account #: WSIB Firm #: Completed by: Job Title: Telephone: Email: 2017 Advantage Program Completed Program Requirements (Refer to the 2017 Employer Requirements for details) Ongoing Program Requirements to complete Assignment of Responsibilities Reviewed Due Dates Reviewed Write & Implement Standard for HSMS Audit Program: Write/review & implement standard (policy & procedures) for HSMS Audit Program including: Current (2017) date Company reference Roles & Responsibilities Auditor qualifications Documented Audit Plan Documented Continual Improvement Plan (CIP) process. Auditor Training: (Refer to page 4 & 8 of 2017 Employer Requirements for qualification standard) Specify Auditor training qualifications in the written standard. Train or verify Auditor(s) meet the specific qualifications of the written standard. Review 2016 HSMS and Continual Improvement Plan (CIP): (1st year SGAP firm’s review their 2016, or most recent, Evaluation and Making Improvements steps). Auditor formally reviews 2016 or most recent HSMS Audit and CIP (or SG Evaluation and Making Improvements) for deficiencies. Refer to page 4 and 5 of 2017 Employer Requirements for details.
2. Will as a member of the Diversity/Inclusion Council. 3. This representative will as the chair of the SGA Diversity/Inclusion Committee. The committee represents diverse and inclusive interests at Westfield State University. This committee will organize one (1) or two (2) programs per semester around diversity and inclusion initiatives. 4. The Diversity/Inclusion Committee will consist of the following student representation from the SGA: Vice President of Student Life, one (1) SGA Representative at Large, one (1) Class Council Representative (from each of the four (4) classes), one (1) Hall Council Representative (from each of the residence halls), and one (1) Commuter Council Representative. SECTION 4 - EXECUTIVE COUNCIL RECALL PROCEDURE A. Any member of the Executive Council may be recalled by a two-thirds (2/3) vote of the Legislature. 1. In this event, a general election must be held within two (2) weeks to elect a new officer. 2. Any member of the Legislature may run in this election with the exception of the officer who was recalled. This individual must wait the next regular election held for the Executive Council. B. All Executive Council Officers must be elected from the total campus student population except in the case of an opening. ARTICLE VIII THE PARLIAMENTARIAN A. Shall serve SGA as the ex officio authority of Robert’s Rules of Order and make certain that all meetings are run in accordance with the current edition of Robert’s Rules of Order. B. Shall serve as Chair whenever there is a motion on the floor as directed. C. Shall serve as Chair of the SGA Meeting whenever directed by the President. D. Shall serve as Chair of the Rules and Regulations Committee. E. Shall monitor all SGA club, organization, and class council constitutions and ensure that all constitutions meet current SGA standards. F. Shall review and approve all resolutions brought forth by members of the Legislature. 1. The Parliamentarian may only check for procedural matters that may affect the resolution and will remain impartial at all times. G. Shall refrain from all voting while acting as chair, unless needed to break a tie. H. Shall be responsible for the upkeep of the Constitutional Journal (Refer to Article X, Section 5). I. establish, post, and spend a minimum of four (4) hours per week in the SGA Office. ARTICLE IX AND REGULATIONS COMMITTEE SECTION 1 - PURPOSE
(v) Termination of appointment; (vi) Death. Rule 9.2 Resignation (a) A resignation, within the meaning of the Staff Regulations and Staff Rules, is a separation initiated by a staff member. (b) Unless otherwise specified in their letters of appointment, three months’ written notice of resignation shall be given by staff members holding continuing appointments, 30 calendar days’ written notice by those holding fixed-term appointments and 15 calendar days’ written notice by those holding temporary appointments. The Secretary-General may, however, accept resignations on shorter notice. (c) The Secretary-General may require the resignation to be submitted in person in order to be acceptable. Rule 9.3 Abandonment of post Abandonment of post is a separation initiated by the staff member other than by way of resignation. Separation as a result of abandonment of post shall not be regarded as a termination within the meaning of the Staff Rules. Rule 9.4 Expiration of appointments A temporary or appointment shall expire automatically and without prior notice on the expiration date specified in the letter of appointment. Rule 9.5 Retirement Retirement article 28 of the United Nations Joint Staff Pension Fund Regulations shall not be regarded as a termination within the meaning of the Staff Regulations and Staff Rules. Rule 9.6 Termination Definitions (a) A termination within the meaning of the Staff Regulations and Staff Rules is a separation from service initiated by the Secretary-General. (b) Separation as a result of resignation, abandonment of post, expiration of appointment, retirement or death shall not be regarded as a termination within the meaning of the Staff Rules. Reasons for termination (c) The Secretary-General may, giving the reasons therefor, terminate the appointment of a member who holds a temporary, fixed-term or continuing
(l) The Secretary-General may apply such of the foregoing provisions as are appropriate in the case of a staff member who, with the advance approval of the Secretary-General, volunteers for military service or requests a waiver of immunity under section 18 (c) of the Convention on Privileges and Immunities of the United Nations. Appendix D Rules governing compensation in the event of death, injury or illness attributable to the performance of official duties on behalf of the United Nations See D/Rev.1 and Amend.1 and Rules/1/Rev.7/Amend.3, issued separately Article 16 Advisory Board on Compensation Claims (d) The shall consist of: (i) Three representatives of the Administration appointed by the (ii) Three representatives of the staff appointed by the Secretary-General on the recommendation of the Staff Committee; who should have the necessary expertise in administrative and human resources matters.
Special Government Employee (SGE) Training Course FY16 Month/Year Dates Location Region August 2016 Application deadline: 6/17/16 26-28 32nd Annual National VPPPA Conference Gaylord Palms & Convention Center Kissimmee, Florida 4 September 2016 Application deadline: 7/15/16 15-17 NASA – Johnson Space Center Houston, TX 5 September 2016 Application deadline: 7/15/16 20-21 Quadrant EPP Scranton, PA 6 October 2016 Application deadline: 7/15/16 4-6 MillerCoors Shenandoah Brewery Elkton, VA 4
NSF "Statistical Analysis of Emergency Services Data." 7/1/09-6/30/12. Co-PIs David Matteson and Dawn Woodard. NSF “Collaborative Research: Inference, Analysis, and Assessment in Simulation Optimization." 7/1/08 – 6/30/11. (Collaboration with Raghu Pasupathy, Virginia Tech.) NSF “Approximate Dynamic Programming, Simulation Optimization, and Emergency Services.” 7/1/08 – 6/30/11. Co-PI Huseyin Topaloglu. NSF “Workshop: Simulation for better decisions in an uncertain world. July 5-7, 2007 at INSEAD in Fontainebleau, France” Cornell Engineering Learning Initiatives - Undergraduate research award. Fall 2006. NSF “Structured Simulation Optimization and Analysis.” 2004 - 2007 IBM Ph.D. Fellowship for Soumyadip Ghosh, September 2002 – May 2004 NSF “Large Scale Simulation of Manufacturing and Communication Systems.” 2000 – 2004. NSF CAREER “Resource Allocation Under Uncertainty.” 2000 – 2004. Chrysler Challenge Fund. “Problem solving utilizing statistical simulation models.” 1997 – 1998. Rackham Graduate School, University of Michigan. 1996 – 2000 Professional activities Faculty Advisor: Cornell Quidditch Club. Jan 2012 – Dec 2016. Organizational Leadership Chair: INFORMS Applied Probability Society. Oct 2010 - Oct 2012. Member: INFORMS Subdivisions Council. 2005 – 2006. Member: INFORMS Sections and Societies Committee. 2010-2014. Council Member: INFORMS Applied Probability Society. 2002 – 2004. Newsletter Editor: INFORMS College on Simulation. July 2002 – June 2004. Secretary: INFORMS Simulation Society. July 2004 – 2005. Treasurer: Operational Research Society of New Zealand 1999. Conference Organization Conference Co-Chair (With Mark E Lewis): 2009 INFORMS Applied Probability Conference Conference Program Co-Chair: Simulation Society Research Workshop. 2007, 2011. Conference Review Committee: 2012 Winter Simulation Conference: Analysis Methodology. Organizing committee: 33rd Annual Conference of the Operational Research Society of New Zealand. 1998. INFORMS Applied Probability Conference (Program committee only) 2005, 2007 INFORMS Practice Meeting, 2005, 2006, 2007 Track Coordinator: IFORS Hawaii 2005. Applied Probability WSC 2005. Analysis Methodology
FIT CLINIC REFERRAL FORM For GP Referrals please attach to eRS. For non-GP Referrals please e-mail to the following address with ‘First Fit’ in the title. Email: stgh-tr.Neuro@nhs.net Tel: 0208 725 4321 Source of referral (please ring): Name of referrer and contact phone number: SGH Consultant code: __ __ __ Date and time of referral: Date__ /__ /__: time __ : __ (24h clock) GP STAMP( name and address) Patient details Name : Sex : D.O.B. : Address: Tel. No.: name: Carer’s Tel. No.: For seizures or unclear blackouts where seizures can not be excluded as differential diagnosis (the latter might be referred to arrhythmia clinic, cardiology at same time) Yes No Above 16 years old? New onset seizures/blackouts within last 12 month? Latest seizure/blackout within last 3 month? Not started on anti-epileptic drugs? Refer only for rapid access first fit clinic if all above are yes. Sheldon’s Questionnaire ≥1 (see bottom of form) Handed Left / Right Preferred language Interpreter needed Yes / No Is Hospital transport required? Yes / No Type required Car Ambulance Summary presenting event, past medical history and relevant family history: Current Drug Therapy: Witnesses to event(s): PLEASE ASK ANY WITNESS(ES) TO COME WITH PATIENT TO CLINIC; Provide contact details here if this may not be possible:
2-7 Guide and Intervention (continued) Parent Functions and Transformations Transformations Transformations of a parent graph may appear in a different location, may flip over an axis, or may appear to have been stretched or compressed. Example: Describe the reflection in y = –|x|. Then graph the function. The of y = –|x| is a reflection of the graph of y = |x| in the x–axis. Exercises Describe the translation in each function. Then graph the function. 1. y = x – 4 2. y = |x + 5| 3. y = – 3 Describe the dilation in each function. Then graph the function. 4. y = 5x 5. y = |x| 6. y = 2
2-7 Skills Practice Parent Functions and Transformation Identify the type of function represented by each graph. 1. 2. Describe the translation in each equation. Then graph the function. 3. y = |x| – 2 4. y = Describe the reflection in each equation. Then graph the function. 5. y = –x 6. y = – |x| 7. Biology A biologist plotted the data from his latest experiment and found that the graph of his data looked like this graph. What type of function relates the variables in the experiment? 2-7 Practice Parent Functions and Transformations Describe the translation in each function. Then graph the function. 1. y = x + 3 2. y = – 3
employers. b. They bargained for better working conditions and higher pay. c. If factory owners refused these demands, union members could strike, or refuse to work. 2. British unions had shared goals of raising wages and improving working conditions. Reform Laws 1. New laws reformed some of the worst abuses of industrialization. a. Parliament passed the Factory Act, which made it illegal to hire children under 9 years old. b. The Mines Act prevented women and children from working underground. c. The Ten Hours Act of 1847 limited the workday to ten hours for women and children who worked in factories. Other Reform Movements Abolition of Slavery 1. Parliament passed a bill to end the trade in the British West Indies in 1807. 2. Britain finally abolished slavery in its empire in 1833. 3. In the United States the movement to fulfill the promise of the Declaration of Independence by ending slavery grew in the early 1800s. Women Fight for Change 1. factory workers usually made only one-third as much money as men. 2. Women formed unions in the trades where they dominated. a. served as safety inspectors in factories where other women worked. b. In the United States, college-educated women like Jane Addams ran settlement houses. These community centers served the poor residents of slum neighborhoods. 3. The movement for women’s rights began as they demanded suffrage.
SASKATCHEWAN GOVERNMENT INSURANCE has caused this Agreement to be executed by its proper officers in Regina, Saskatchewan this _______ day of __________________________, 2011. GOVERNMENT INSURANCE By: ___________________________________________ As Vice President ___________________________________________ As Vice President Name of School Board has executed this Agreement at _________________________, this _______ day of _____________________, 2011. Name of School Board By: ___________________________________________ As: ___________________________________________ As:
screening tool AND if positive, a plan is documented on the date of the positive screen Post-Partum Depression Screening Measure The percentage of postpartum patients screened for clinical depression using depression screen within 3 months of delivery One Health Quality Alliance Patient populations covered by the One Health Quality Alliance Smoking Screening/Cessation Education Measure Percentage of members 18 years of age and older who were current smokers or tobacco users & who were recommended cessation medications during the measurement year. One Health Quality Alliance Patient populations covered by the One Health Quality Alliance and MidAtlantic ACO Breast Cancer Screening Measure Breast cancer screening: percentage of women 50 to 74 years of age who had a mammogram to screen for breast cancer any time on/between October 1-2 years prior to the measurement year and December 31 of the measurement year One Health Quality Alliance Patient populations covered by the One Health Quality Alliance and MidAtlantic ACO Pediatric BMI screening measure Percentage of members 3–17 years of age who had an OP visit with a PCP One Health Quality Alliance Patient populations covered by the One Health Quality Alliance
IDENTITY Support Needs of Child and Carers Services to be Provided Person/Agency Responsible Frequency, Duration and Starting Date Planned Outcome and Plans for Review FAMILY AND SOCIAL RELATIONSHIPS Support Needs of Child and Carers Services to be Provided Person/Agency Responsible Frequency, Duration and Starting Date Planned Outcome and Plans for Review
SOCIAL PRESENTATION Support Needs of Child and Carers Services to be Provided Person/Agency Responsible Frequency, Duration and Starting Date Planned Outcome and Plans for Review SELFCARE SKILLS Support Needs of Child and Carers Services to be Provided Person/Agency Responsible Frequency, Duration and Starting Date Planned Outcome and Plans for Review
While newly arrived young people face many similar issues to adults, they also have different needs which require a more targeted service delivery approach by providers who can offer specialised and customised services to meet the unique needs of young people. SGP services include:  programs for newly arrived young humanitarian entrants that explore orientation to life in Australia including information on accessing education, employment and health services, and their rights and responsibilities under Australian law  specialist casework services, including assessment, development of case plans and group work activities  providing a brokerage role for government agencies by helping them to connect with refugee and migrant young people and their families  fostering, supporting and promoting community development activities that link refugee to existing youth services and help facilitate a sense of belonging in the local community  working in partnership with new arrival and refugee youth to develop programs that build their capabilities in leadership, and social skills and maintain links with their local communities  developing innovative approaches to engage young refugees and migrants. Support for Ethno-specific Communities Although there are many different ethno-specific communities in Australia, some are very large and well-established due to a long history of migration. Some communities however, are relatively new and lack ‘critical mass’ to develop information networks and advocacy strategies. Targeted support is available under the SGP for these emerging groups to build their capacity to assist with their settlement. Emerging community groups may need leadership, mentoring and advocacy to link with other communities and mainstream services and become self sustaining. Applications would be expected under this service type from ethno-specific organisations and ethno-specific peak bodies representing arrivals in new and emerging communities. SGP services include:  working in partnerships with new communities, building their capacity to be self sustaining  fostering community ability to connect with each other and with more established communities
10. Assignment Marking Criteria Fail, ( 0 – 24% recommendation to retake module at level 6) Fail (25 – 39% resubmit new assignment at level 6) Fail (40-49% resubmit reworked assignment with guidance for 50% pass only) Pass (50-59%) Merit (60-69%) Distinction( Strong distinction (80% or more) Knowledge and Understanding A relevant learning theory or research is poorly described and not related to the chosen theme. Issues relating to your practice are identified and some relevant evidence is described. However the evidence base is either weak or poorly used in your conclusions. An account of a relevant learning theory or research is presented but is descriptive and not clearly related to the chosen theme. Pertinent issues in relation to your practice are discussed. However, you have not fully engaged with an appropriate evidence base on which to draw firm conclusions. A clear account of a relevant learning theory or research is presented but not clearly related to the chosen theme. Some reflection on the issues is presented but it is not clearly related to the sources of evidence presented. Relevant learning theory, research evidence and/or professional guidance documents are clearly connected to the chosen theme. Analysis of the chosen critical incidents demonstrates an understanding of the issues discussed and synthesises sources of evidence within the chosen issues. Learning theories, research evidence and/or professional guidance documents are compared in connection with the chosen theme. Your analysis shows awareness of the complexity of the issues discussed in critically reflecting on the implications of the evidence sources for practice. Learning theories are synthesised and related to the chosen theme. The implications of research evidence to the chosen are communicated. Your work shows an awareness of the complexity of the issues identified and draws upon a range of sources of both research evidence and theory in exploring the implications of critical incidents. Learning theories are connected in novel and insightful ways that present new perspectives on the chosen theme. The implications of research evidence to the chosen theme are clearly articulated. Evidence and experience are synthesised in a way that presents an original perspective on the problems discussed in the essay.
10. Assignment Marking Criteria Fail, ( 0 – 24% recommendation to retake module at level 6) Fail (25 – 39% resubmit new assignment at level 6) Fail (40-49% resubmit reworked assignment with guidance for 50% pass only) Pass (50-59%) (60-69%) Distinction( Strong distinction (80% or more) Knowledge and Understanding A relevant learning theory or research is poorly described and not related to the chosen theme. Issues relating to your practice are identified and some relevant evidence is described. However the evidence base is either weak or poorly used in your conclusions. An account of a relevant learning theory or research is presented but is descriptive and not clearly related to the chosen theme. Pertinent issues in relation to your practice are discussed. However, you have not fully engaged with an appropriate evidence base on which to draw firm conclusions. A clear account of a relevant learning theory or research is presented but not clearly related to the chosen theme. Some reflection on the issues is presented but it is not clearly related to the sources of evidence presented. Relevant learning theory, research evidence and/or professional guidance documents are clearly connected to the chosen theme. Analysis of the chosen critical incidents demonstrates an understanding of the issues discussed and synthesises sources of evidence within the chosen issues. Learning theories, research evidence and/or professional guidance documents are compared in connection with the chosen theme. Your analysis awareness of the complexity of the issues discussed in critically reflecting on the implications of the evidence sources for practice. Learning theories are synthesised and related to the chosen theme. The implications of research evidence to the chosen theme are communicated. Your work shows an awareness of the complexity of the issues identified and draws upon a range of sources of both research evidence and theory in exploring the implications of critical incidents. Learning theories are connected in novel and insightful ways that present new perspectives on the chosen theme. The implications of research evidence to the chosen are clearly articulated. Evidence and experience are synthesised in a way that presents an original perspective on the problems discussed in the
PROJECT SUMMARY PROJECT (max 100 characters) ORGANISATION: (Name, address, telephone, e-mail address, and name of contact person – max 250 characters) PROJECT GOAL: (max 150 characters) PROJECT JUSTIFICATION Why is this project necessary? PROJECT JUSTIFICATION: (max 500 characters) PROJECT DESCRIPTION: Provide a clear explanation of what this project will do to achieve the project goal? PROJECT DESCRIPTION: (max 500 characters) KEY PROJECT ACTIVITIES: (Provide short bulleted list of key activities – max 700 characters) PROJECT DATES: (Proposed implementation period – max 30 characters) United States Embassy – Tirana, Albania
DIRECTOR AND COMMITTEE REPORTS There were no questions regarding the submitted director or committee reports and nothing more to be added. FINANCIAL REPORT Rhonda Kew moved to adopt the 2017/18 budget. Brian Pedlar seconded. All in favor. NEW BUSINESS Approve Updated Policies The decided to table the approval of updated policies until the next meeting. The board discussed the SGRA Apparel Policy and Rhonda Kew will work on the policy for the next meeting and will send out the policies before the next meeting for members to review. Review and Approve 2017/18 Budget The budget was reviewed and approved under the Financial Report. Set Dates for Parent, Coaches and Managers meetings in September Evaluations will be completed by September 21, 2017. The following meeting dates have been set: September 21 from 7-9 pm Coaches and Managers meeting for U12-U19 Divisions. September 28 from 7-9 pm Coaches and Managers meeting for U10 Division. Directors will help facilitate the meetings. We will not be holding Parent meetings, but will instead have all information relayed to parents through the team managers. Update on Referees Sherry Stypula has selected 6 new players to referee out of the 13 applicants. The players are either currently playing 2nd year U16 or U19 this season. SGRA will reimburse the new referees for course fees and will also reimburse Sherry for taking the First Level Referee and the Introduction to Evaluations courses. Update on Coaches Head coaches for AA have been selected. Dale Kew will be head coaching and Jason Stypula will be head coaching U16AA. There have not been a lot of coach applications that have been submitted yet but the numbers are on par with last year. Dillon Elliott will send out an email that the deadline to submit coach applications is August 31. Dillon will be booking a CI and a CSI coaches clinic. MED coaches clinics are free for a limited time and recommends all coaches take advantage of attending before there is a fee.
[For use by academies and free schools only:] We are required to share information about our pupils with the (DfE) under section 5 of the Education (Supply of Information about the School Workforce) (England) Regulations 2007 and amendments. [For use by pupil referral units only:] We are required to pass information about our pupils to the Department for Education (DfE) under section 5 of the Education (Supply of Information about the School Workforce) (England) Regulations 2007 and amendments. Data collection requirements The DfE collects and processes personal data relating to those employed by schools (including Multi Academy Trusts) and local authorities that work in state funded schools (including all maintained schools, all academies and free schools and all special schools including Pupil Referral Units and Alternative Provision). All state funded schools are required to make a census submission because it is a statutory return under sections 113 and 114 of the Education Act 2005 To find out more about the data collection requirements placed on us by the Department for Education including the data that we share with them, go to . The department may share information about school employees with third parties who promote the education or well-being of children or the effective deployment of school staff in England by: conducting research or analysis producing statistics providing information, advice or guidance The department has robust processes in place to ensure that the confidentiality of personal data is maintained and there are stringent controls in place regarding access to it and its use. Decisions on whether DfE releases personal data to third parties are subject to a strict approval process and based on a detailed assessment of: who is requesting the data the purpose for which it is required the level and sensitivity of data requested; and the arrangements in place to securely store and handle the data To be granted access to school workforce information, organisations must comply with its strict terms and conditions covering the confidentiality and handling of the data, security arrangements and retention and use of the data. For more information about the department’s data sharing process, please visit:
COURSE SYLLABUS HUM 2234 - 20481 HUMANITIES OF THE ENLIGHTENMENT AND ROMANTICISM VALENCIA COLLEGE—Spring 2018 Tuesday and Thursday 10:00 – 11:15 WC-005 Room 212 Instructor Information Instructor: Shawn Grant, PhD Office: 5-217 Office Hours: Monday 10:00-12:00 2:30-3:30 Tuesday 11:30-2:00 Wednesday 2:30-3:30 Thursday 11:30-2:00 Friday 9:00-10:00 (By email) Phone: 407-582-1717 Email: Sgrant43@valenciacollege.edu Valencia Core Competencies The faculty of Valencia College has identified four core competencies that define the learning outcomes for a successful Valencia graduate. These competencies are at the heart of the Valencia experience and provide the context for learning and assessment at Valencia College. You will be given opportunities to develop and practice these competencies in this class. The four competencies are: Think - think clearly, and creatively, analyze, synthesize, integrate and evaluate in the many domains of human inquiry Value - make reasoned judgments and responsible commitments Communicate - communicate with different audiences using varied means Act - act purposefully, effectively and responsibly. Course Information Course Description: HUM 2234 is an Integrated examination of dominant ideas in Western culture expressed in art, literature, music, philosophy and religion. This course covers period from Enlightenment through 19th century, emphasizing emergence of rationalism and modern science and Romantic rebellion. Students must demonstrate college-level writing skills through multiple assignments. Minimum grade of C required if used to satisfy Gordon Rule requirement. Textbook & Additional Materials Textbook: Voltaire. Candide. 3rd Ed. Norton Critical Editions. New York, 2016. 0393932524 Coleridge, Samuel and William Wordsworth. Lyrical Ballads. Edited by Michael Gamer and Dahilia Porter. Broadview Press. 2008. 1551116006
MEDIA RELEASE FOR IMMEDIATE RELEASE Contact: CFOV: (304)242-3144 Smith-Goshen Rice Enrichment Fund Awards Grants The Community Foundation for the Ohio Valley (CFOV) and its affiliate, the Rice Enrichment Fund, recently announced grant awards totaling $50,500 to organizations supporting projects in Belmont County. The funding cycle also celebrates a grant totaling $25,000 made in support of the Richard L. Doan Emergency Department at Barnesville Hospital. The Smith-Goshen Rice Enrichment Fund was created in 2013 by a group of landowners and Rice Energy in Belmont County, Ohio to give back to the community. The fund awards annual grants addressing a variety of community needs through a competitive application process. “The Smith-Goshen Rice Enrichment Fund has made tremendous strides towards philanthropy in Belmont County. We encourage others to learn more about how they can become involved in the giving process by contacting a committee member or CFOV directly,” shared Susie Nelson, executive director of CFOV. Grants were awarded to the following organizations: Organization Project Amount 5 Loaves Food Ministry Program Support $1,500 Barton Volunteer Fire Department Extrication Equipment Fund $5,000 Belmont County General Health District Belmont County WIC Child Literacy and Retention $2,500 Belmont Fire Department Turtle Cribbing $1,800 Bethesda Volunteer Fire Department Protective Safety Clothing $2,500 Bridgeport Volunteer Fire and Emergency Department Bridgeport Safety Project $2,000 Challenger Learning Center Emergency Response Training Distance Learning Experience $2,500 Cumberland Trail Fire District #4 Vests for Firefighters $1,200 Faith in Action Caregivers Volunteer Match Program $1,500 Gabriel Project of West Virginia Safe Nests for Belmont Babies $2,000 Glencoe Economic Development Committee Glencoe Community Center After School Program $3,000 National #348 of Questers, Inc. Tin Ceiling Replacement – Western School $2,000 Oglebay Institute REACH Environmental Education Program $3,000 St. Clairsville City Schools Technology Makes Learning Real $5,000 Sunset Heights Volunteer Fire Department Belmont County Foam Trailer $5,000 Tri-County Help Center, Inc. Peg’s House Shelter Procedure Update and Repairs $5,000 To learn more about the Smith-Goshen Rice Enrichment Fund, please call CFOV at 304-242-3144 or visit and click on the grants tab. ###
Office of International Relations IIT Kharagpur Shri Gopal Rajgarhia International Programme (SGRIP) Scheme: _____________________________________ Application No:________________________________ Visitor(s) Details*: Name(s) and affiliation Visit duration Activities undertaken: Check List: Claim Form One page report Form no 10F Tax residency certificate Travel tickets Boarding passes All other bills duly signed CLAIM FORM Table 1: Overall Expenses Sl No. Head Approved Amount (INR) To be filled up by Host Faculty Actual Expense (INR) To be filled up by Host Faculty Final Approval (INR) For IR Office Use Remarks By Host Faculty/Dean IR Name and A/C # of payee To be filled up by Host Faculty 1 Air Fare and visa fees 2 Local Travel 3 Local Hospitality 4 Honorarium
5 Contingency TOTAL Table 2: Expenses to be reimbursed to Host Faculty (if any) * Sl No. Head Approved Amount (INR) Actual Expense (INR) Final Approval (INR) Remarks Name and A/C # of payee Table 3: Local Travel* Sl No. Details Vendor & Bill details Expense (INR) 1. 2. TOTAL 4: Local Hospitality* Sl No. Item Vendor & Bill details Expense (INR) 1. 2. TOTAL Table 5: Contingency* Sl No. Details Vendor & Bill details Expense (INR) 1. 2. TOTAL *Please add tables and rows as necessary. Department/ School/ Centre: _______________________________ Host faculty Name & Signature with Date: _______________________ Signature of Head/School/Center with Date: ________________________