zilongwang/ReadingBank huggingface dataset:
HSCRC Performance Measurement Workgroup Work Plan Updated 4/1/14 Meeting Date Meeting February 6 1:00-3:30 MHA Conference Center Review workgroup charge and draft schedule Discuss State Model Quality Targets and general approach for quality improvement February 20 1:00-3:30 MHA Conference Center Discuss State Quality Targets for CY 2014 and future policy change options, including introduction of: Readmission targets New potentially preventable complication model options Potentially avoidable utilization (synthesis of white papers) February 28 1:00-3:30 HSCRC Finalize hospital performance measurement policy and recommendations for reaching potentially preventable complication targets for FY 2016 Finalize measurement of readmissions and readmission targets for FY 2016 Discuss next steps on potentially avoidable utilization measurement and monitoring February Deliverables For Calendar Year 2014 Measurement Period: Potentially Preventable Complication Measures and Policy Readmission Measurement Policy April 2 1:00-4:00 HSCRC Review performance monitoring measures under new Model Discuss efficiency and cost measures, including framework and issues (Discern) HSCRC cost measures April 24 9:00-12:00 HSCRC Discuss strategy for patient-centered, population-based measurement, including: Vision Measure domains/measures—available measures and gaps (Johns Hopkins and Discern) Phasing Discuss balanced scorecard constructs to measure system/hospital performance May 9 1:00-4:00 HSCRC Discuss plan to develop balanced scorecard to measure system/hospital performance with 10 indicators Review measures for ambulatory care settings (Discern) May Deliverable Report on Efficiency/Cost Measures for CY 2014 May 28 1:00-4:00 HSCRC Finalize strategy for population-based, patient centered measurement, including phased implementation plan and balanced scorecard
Ref. Quality Standard code Professional, ethical & psychosocial issues: Communication with professionals and service users Communication with families under stress Non-technical skills, team working and leading a team Legal and clinical governance Professional development, to include advanced practice, extending roles, research. Organisation (centralisation and funding), leadership and managerial awareness o Time management, reflection, self-awareness Safe guarding Ethics Safety and quality Care of child with learning disabilities, communication with non-verbal patients End of life care Spiritual care Compassion fatigue Human Factors, Situation Awareness, Risk Management The political context of critical care delivery BI MP&S CNR Doc code Other key topics to be addressed: Revision of all aspects of essential nursing care Metabolic and endocrine emergencies, for example inborn errors of metabolism, adrenal insufficiency and DKA Specialist of the preterm neonate and the neonate in paediatric intensive care Oncology and Haematology Long-term ventilation and transitional care Quality Improvement and research BI Visit MP&S CNR Doc
Ref. Quality Standard EVALUATION OF THE PROGRAMMES code BI There should be an evaluation strategy to ensure the programme remains responsive to quality Visit assurance and workforce succession planning. If required the strategy will meet higher MP&S education benchmarks. CNR Doc 75% of students will pass the programme Participant feedback and monitoring change Positive staff retention through development Local workforce succession planning successes Nursing Care Quality Indicators or equivalent Safety thermometer or equivalent Meeting PICS standards for staffing and staff education, monitored by annual PICANet returns Learning from clinical incidents and near misses *HEE Quality Framework: Quality 6- Developing a Suitable Workforce) GOVERNANCE QUALITY ASSURANCE code Once approved a course should be reapproved every five years or more frequently if required. Please see partner document Standard Operating Procedure for Quality Assurance of Post Registration Education in Paediatric Critical Care Units BI Visit MP&S CNR Doc DOCUMENTS code All course validation and documentation are housed on the PICS website for members only. There is sharing agreement between all centres. Intellectual Property (IP) would be owned by the local organisations. Institutions are encouraged to house their documents on the PICS website for sharing with other centres. BI CNR Doc
TRUST-WIDE NON-CLINICAL / TRUST-WIDE CLINICAL / DIVISIONAL / WARD BASED / SERVCE BASED POLICY DOCUMENT INSERT NAME OF POLICY Further information about this document: Document name INSERT NAME OF POLICY AND (REFERENCE NUMBER) Document summary INSERT DESCRIPTION OF DOCUMENT Author(s) Contact(s) for further information about this document Insert Lead Author Name Insert Lead Author Job Telephone: 0151……… Email: ………… Published by Copies of this document are available from the Author(s) and via the trust’s website Mersey Care NHS Foundation Trust V7 Building Kings Business Park Prescot Merseyside L34 1PJ Your Space Extranet: Trust’s Website To be read in conjunction with INSERT Names and reference numbers of any other relevant policies This document can be made available in a range of alternative formats including various languages, large print and braille etc Copyright © Mersey Care NHS Trust, 2015. All Rights Reserved Version Control: Version History: COMPLETE THIS SECTION & REMOVE HIGHLIGHTING Here detail the stage of document, eg, Consultation Draft, Version 1 Confirm who document was circulated or presented to, eg, Presented to the Executive Committee for Approval date Version 2 Version 3 SUPPORTING STATEMENTS
Week Three Focus Question: How do we change things? Text: Little Blue and Little Yellow by Leo Lionni “Blending Song” discoveryeducaion.com Standards: RL.PK.1, RL.PK.2, RL.PK.3, RF.PK.4, W.PK.1 Students will explore mixing of primary colors as modeled in text and song. They will predict the outcome of color mixing based on information I text by completing a journal entry. here for lesson seed Text: What Happens? by Marsha Grant or video clip of physical changes of objects (Ice melting, blowing up a balloon). Standards: RL.PK.1, RL.PK.2, RL.PK.3, RF.PK.4, W.PK.1 Lead a collaborative discussion about physical changes observed previous day and in text or video clip. Students will write/draw about the changes that occurred. Click here for lesson seed Text: The Mixed Up Chameleon by Eric Carle Standards: RL.PK.1, RL.PK.3, RF.PK.7, W.PK.1, W.PK.3, SL.PK.2 Lead a collaborative discussion how the chameleon changed in the story both physically and emotionally. Click here for lesson seed Text: Kite Day, a Bear and Mole Story by Will Hillenbrand Standards: RL.PK.1, RL.PK.3, W.PK.2, SL.PK.2, RF.PK.4 Lead a collaborative discussion about how the characters changed the objects to make something new (kite). Students will draw/write about the changes in the kite throughout the story. Click here for lesson seed Text: Kite Day, a Bear and Mole Story by Will Hillenbrand Standards:RL.PK.1, RL.PK.2, SL.PK.6, Add STEM standards when available Review sequence of events from the Kite Day. Reread the story with the purpose of looking for changes in the kite throughout. Students will create something new from everyday objects. here for lesson plan
Cole states that . . . However, Swinburne’s Principle of Testimony William James – can see the change in people’s lives Can challenge Swinburne - J.L. Mackie and Michael Martin It can lead to a change of the type of faith – Buber Individual people’s religious experience within faiths can have an impact on others who already believe. Can’t be verified so not significant to others Origin of world religions based on religious experiences – believers unconcerned about verification In conclusion, ‘Religious communities are entirely dependent on religious experiences.’ Evaluate this view Introduction Argument – Religious communities are entirely dependent on religious experiences Counter-argument – Religious communities are not entirely dependent on religious experiences Evaluation All major world religions were founded on religious experiences However,
Is justification the gift of God or does it require human effort? What is the relationship between faith and good works? What is the relationship between justification and the sacraments? Can people know that they are justified? Can people earn justification through works? In 1547 it concluded that: God does not make people righteous; they become righteous. Good are required as a condition for ultimate justification. People cannot bring about their own salvation; they must cooperate with the grace of God. Justification works in two phases. In the first phase, righteousness is mediated through baptism, which is God’s gift of grace. In the second, righteousness is increased by participation in the Eucharist and penance, and by doing good works. There is a middle position between assurance of salvation and despair. People can have a relative (not absolute) certainty of justification. Neither faith nor works can be said to merit justification. Initial justification is by grace, but works are necessary for progressive salvation. What, according to the Council of Trent, are the two phases of justification? In you must each choose a conclusion made by the Council of Trent and then write about whether or not you agree with the conclusion and why. Then discuss your views. Protestant criticism of the Council of Trent are biblical grounds to support the doctrine that God acquits sinners of guilt in the sense of not counting their sins against them. There is an example in 2 Corinthians 5:19 where Paul says: ‘in Christ God was reconciling the world to himself, not counting their trespasses against them.’ Justification is thus a declarative act of God’s grace.
It can lead to a change of the type of – Buber Individual people’s religious experience within faiths can have an impact on others who already believe. Can’t be verified so not significant to others Origin of world religions based on religious experiences – believers unconcerned about verification In conclusion, ‘Religious communities are entirely dependent on religious experiences.’ Evaluate this view Argument – Religious communities are entirely dependent on religious experiences Counter-argument – Religious communities are not entirely dependent on religious experiences Evaluation All major world religions were founded on religious experiences However,
Prayer is a religious experience – all religious communities stress the importance of prayer. St Teresa of Avila taught . . . An alternative view has been presented by D.Z. Phillips – When someone prays, it is not about presenting facts. We must ask what a person is doing when they pray. It may be an appeal to their inner strength, for example. This would mean that prayer is not a religious experience . . . Religious communities develop their ideas about God based on religious experiences e.g. Moses and the 10 commandments Moses and burning bush ‘I am who I am’ Theological challenge - Knowledge of God is not possible – God is transcendent, outside space and time and does not reveal Himself to humans – Nelson Pike and Maurice Wiles. Religious practice is based on religious experience Islam – Ramadan Christianity – Easter Buddhism - Wesak Other things in religious have greater importance . . . In conclusion, is no adequate definition of miracles.’ Evaluate this view This will involve working with the definitions of miracle and assessing adequacy Introduction - What do we mean by adequacy? Definition Argue – no definition is adequate Disagree – a definition could be adequate Evaluation Miracle is a break in the laws of nature The ‘laws of nature’ can’t be broken – they are generalisations or hypotheses based on past experience An opposing viewpoint would be that it is adequate to say that a miracle is a break in the laws of nature as the law is the best explanation we have for the way the world has worked up until now. The law is so well
Counter-argument – all the definitions are not contradictory Evaluation and conclusion ‘Challenges to belief in miracles are effective.’ Evaluate this view Challenges to belief in miracles are effective e.g. Hume, science – complete using booklet 3 and pages 79-81 of the old WJEC textbook David Hume reasoned that it is not possible to prove that miracles occur, as they are a violation of natural laws. His argument may be summarised as: The laws of nature are based on past experience. The reliability of the witness is in The witness is sympathetic to the idea of miracles. Stories of miracles tend to be common amongst ignorant and barbarous communities All religions base their truth claims on the miraculous, but they cannot all be right. In an AO2 answer you need to evaluate and not list each challenge – are they effective
ASSUMPTION WHAT IT MEANS TO ME Adults are ready to learn when the need arises. Adults learn when they choose to learn and commit to learn. That desire to learn usually coincides with the transition from one developmental Be aware that some learners might not want to be there. In which case, be honest. Acknowledge that fact and the fact that nothing can be done about it.
stage to another and is related to developmental tasks, such as career, acquiring job competencies, improving job performance, etc. Often, however, adults perceive employer-provided training as employer-required training. Then, agree to make the most out of training nevertheless. On the other hand, be aware that for those who want to be in the class, training is important and they must walk away with something. Adults are task-oriented. Education is subject-centered, but adult training should be task-centered. For example, a child in a school composition class learns grammar, and then sentence and paragraph construction. An adult in a composition training program learns how to write a business letter, a marketing plan, etc. Organize content around tasks, not subjects. See Learning”, by Malcolm S. Knowles, The ASTD Training & Development Handbook: A Guide to Human Resource Development, Robert L. Craig, editor, 1996.
POLICY TITLE: PRIVACY NOTICE Information Sharing within the NHS Version: 1 Checked by: DR DAWN HEATH Date of approval: May 2018 Review Date: May 2019 Summary Sharing Data We acknowledge that GDPR is effective from 25th May 2018 and impacts on changes to data protection legislation, the Data Protection Act 2018 has now been passed into law. CLINICAL STAFF AT PRESCOT MEDICAL CENTRE – (PERMANENT) DR DAWN HEATH DR BARNABY FINLAYSON DR SAIMA RASHID DR FRANCESCO DE GIOVANNI ANNE MARIE MAJOR – (TRAINEE ADVANCE NURSE PRACTITIONER) RUTH CLARE – (PRACTICE NURSE) PRIVACY NOTICE
The description of set items must, at a minimum, state any essential characteristics or standards required for its intended use. Identify any and all other requirements that the offeror must fulfill in evaluating business proposals. This Page Intentionally Left Blank. Sample Policy for Methods for Conducting Technical Evaluations The (NAME OF ENTITY) hereby adopts the following policy applies to the selection of contractors relating to Federally funded contracts as required by 2 CFR 200.320(d)(3). EVALUATION TEAM
PRIVACY NOTICE The Privacy Act of 1974 requires that you be furnished this statement because you are being required to furnish your Social Security Account Number on the claim forms given to you. Your Social Security number is solicited under the authority of the Internal Revenue Code of 1954 (26 U.S.C. 85, 6011(a), 6050B and 6109(2). Disclosure of your Social Security number for this purpose is mandatory and must be entered on the forms you submit to claim unemployment compensation. Your Social Security Number will be used to report your unemployment compensation to the Internal Revenue Service as income that is potentially taxable; it will also be used as a record index for processing your claim, for statistical purposes, and to verify your eligibility for unemployment compensation. Should you refuse to disclose your Social Security number, your claim for unemployment compensation benefits cannot be processed. Public Law 98-369 amended XI of the Social Security Act and requires that income and eligibility information such as your wages and benefit amount must be available to the agencies which administer the following programs: Workforce Innovation and Opportunity Act programs (effective 8/ 7/ 98) Aid to Families with Dependent Children (AFDC), Medicaid under Title XIX, Food Stamps, and any program approved under a plan approved under Titles I, X, XIV, or XVI of the Social Security Act. RSA 282-A:118 and 282-A:123 cite specific circumstances under which information may or may not be disclosed by New Hampshire law.
I/We also submit the of our proposed SubContractors from whom subbids were received, and upon which my/our proposal is based. I/We also submit the subbid prices for the trades listed. TRADE COMPANY Conflict of Interest Declaration The Proponent must complete the following: If the box is left blank, the Proponent will be deemed to declare that: (1) there was no Conflict of Interest in preparing its submission; and (2) there is no foreseeable Conflict of Interest in performing the contractual obligations contemplated in the RFP. Otherwise, if the statement below applies, check the box. The Proponent declares that there is an actual or potential Conflict of Interest by marking the box above, the Proponent must set out below details of the actual or potential Conflict of Interest. Dated at this day of ________________ 20 . Legal Name of Proponent
List specific additional risk(s): Comments: SAFETY No risk identified in this section (skip to FINANCIAL section) Yes No Possible Water temperature safety: Needs any support to adjust water temperature to avoid scalding. Fire evacuation safety: Needs any assistance to evacuate when a fire or smoke alarm sounds. Household chemical safety: Needs any support to avoid serious injury from household chemicals. Vehicle safety: Needs any assistance to remain safe around traffic, while getting in or out of a vehicle, or while riding in vehicles. Court-mandated protection: Someone else has a court-mandated condition or restriction against them to address this person’s safety. (e.g. protective orders or restraining orders to keep this person safe) If yes, list court order and date: Significant risk of exploitation: Evidence, signs, or circumstances of significant increased risk of abuse or exploitation. Enters into contracts that he/she may not be able to complete: Consider the person’s capacity to make an informed decision about contracts or agreements he/she enters into. Safety and cleanliness of the residence: Conditions within the residence may lead to injury, illness, eviction, or significant loss of property. Other safety issues: Consider any other important, serious safety issues at home or in any other setting. (e.g. workplace equipment, bullying, harassment) List specific additional safety risk(s): Comments: FINANCIAL No risk identified in this section (skip to MENTAL HEALTH section) Yes Possible No History
A Notice of Completion and Wage Determination NOFA Section XV.F and File B Governing Board Resolution Application Section III C Tenant Selection Plan NOFA Section XV.C D Label each environmental document separately as D1, 2, 3, etc., in the order in which documents are requested in the application, If submitting environmental documents for multiple properties within the same application, Property #2 Environmental documents are Attachment E, 1, 2, 3, etc.; Property #3 environmental documents are Attachment F, 1,2,3, etc… Environmental Compliance Documentation NOFA Section XV.H and Application Section V.F G Current Rent Roll NOFA Section XIII and Application Section IV. * Add rows if necessary for additional attachments. II. APPLICATION SUMMARY FORM Applicant Name: Address: City: Zip: Applicant Contact Person:
June 2010 2. An experiment consists of selecting a ball from a bag and spinning a coin. The bag contains 5 red balls and 7 blue balls. A ball is selected at random from the bag, its colour is noted and then the ball is returned to the bag. When a red ball is selected, a biased coin with probability of landing heads is spun. When a blue ball is selected a fair coin is spun. (a) Copy and complete the tree diagram below to show the possible outcomes and associated probabilities. (2) Shivani selects a ball and spins the appropriate coin. (b) Find the probability that she obtains a head. (2) that Tom selected a ball at random and obtained a head when he spun the appropriate coin, (c) find the probability that Tom selected a red ball. (3) Shivani and Tom each repeat this experiment. (d) Find the probability that the colour of the ball Shivani selects is the same as the colour of the ball Tom selects. (3)
David see’s the wrong in this story and it makes him furious. He sees that this man has sinned against another. He sees that this man has taken advantage of someone who has nothing. David has a self-righteous anger – but David does not see that the story is about him. David does not see his own sin yet. But his own sin makes him declare a harsh sentence on this rich man. √ What does Nathan say to David in 2 Samuel 12:7? (you are the man) (The old saying is true; “When you point your finger at someone else – how many are pointing back at you.” David was quick to point the finger at the rich man but was not seeing his own sin in his life. ) √ What do you think that David was thinking at that pronouncement? Was he caught in his own sin? √ How do you feel when you get “caught” in sin? √ How do you react? Now Nathan let’s David know that God is speaking through Nathan. “Thus says the Lord God of Israel.” God says to David – “look what I have done for you.” I anointed you King over Israel I saved you from the hand of Saul I gave you Saul’s house and wives I have given you much more God asks David why: Why have you done evil and ignored my commandments? Why have you killed Uriah Why have you taken his wife 2 Samuel 12:10-12; “Consequence of Sin” Sword will not depart from David’s house. (in other words – there will be fighting among David’s family. His wives will be taken by others 2 Samuel 12:14 – the child will not live Caused the enemies of the Lord to blaspheme 2 Samuel 12:13; “Repentance from Sin”
־ישׂראל (5:3) זָקֵן = “old” under BDB 278b. כרת = Niphal “be cut off, be cut down” under BDB 503b, 504a. Here Qal so “cut”. בְרִית = "covenant" under BDB 136a. Root ברה II = “bind, fetter; treaty, covenant”. ויּכרת... ברית – לכרת ברית literally “cut a covenant” is the normal expression for “make a covenant”. משׁח = “smear, anoint” under BDB 602b. למלךְ ישׂראל (5:4) מלךְ II = “be, or become king, or queen, reign” under BDB 573b. Denominative. Good opportunity to observe the syntax for numbers in classical Hebrew. בן־שׁלשׁים הנה = literally “son of 30 year = 30 years old” and ארבעים שׁנה מלךְ literally “40 year he ruled”. (5:5) חֹדֶשׁ = “new moon, month” under BDB 294a. You might be interested to know I spent some time studying the chronology of the kings of Israel and Judah. It is a large and sometimes difficult topic in the study of ancient history. Many scholars (especially during the mid to late 20th century)
EDUCATIONAL WORK EXPERIENCE: List the number of contractual years of EDUCATIONAL WORK EXPERIENCE in the following areas: Elementary School Teacher # of Worked Counselor/Psychologist # of Years Worked Administrative Intern # of Years Worked Asst. Principal # of Years Worked Principal # of Years Worked Middle School Teacher # of Years Worked Counselor/Psychologist # of Years Worked Administrative Intern # of Years Worked Asst. Principal # of Years Worked Principal # of Years Worked High School Teacher # of Years Worked Counselor/Psychologist # of Years Worked Administrative Intern # of Years Worked Asst. Principal # of Years Worked Principal # of Years Worked District Position Held - Other # of Years Worked Position Held - Other # of Years Worked Position Held - # of Years Worked Position Held - # of Years Worked Position Held - Other # of Years Worked CURRENT EMPLOYMENT: Current Employer: Place of current employment Your current position: Current Position Immediate Supervisor: Name of immediate Supervisor Supervisor Contact #1: Supervisor's Work Number Supervisor Contact #2: Supervisor's Cell Number When may we contact your current employer for reference? Upon submitting application After the screening interview REFERENCES List five (5) references who know your professional abilities and personal character (do not include relatives): Name Relation to Applicant Cell Phone Work Phone E-Mail Address Name of Reference Reference's Employer Relationship Cell Number Work Number E-mail Address Name of Reference Reference's Employer Relationship Cell Number Work Number E-mail Address Name of Reference Reference's Employer Relationship Cell Number Work Number E-mail Address Name of Reference Reference's Employer Relationship Cell Number Work Number E-mail Address Name of Reference Reference's Employer Relationship Cell Number Work Number E-mail Address WRITTEN RESPONSE: Please respond to the following question. Written response must be written, edited and read only by the applying candidate. Response may not exceed 250 words per question. How would you promote equity, tolerance, and respect among all members and groups comprising the school community?
and the movement of our very being be one with You, O God who calls us to join the integrity of Your beloved creation. Flowers, figs, earth and sky, mountains, hills bursting with first fruit. They are the embodiment of life. We their story. May our roots go deep, plant us ground us, nourish us, yet let us stretch. Every growing thing does: leaves and lean towards the sun, faces turn skyward. A tree is a community in itself, a system of root and stem, branches and leaves and all intricately and intimately related. Like us – even though we deny it. Call us to that same integrity of creation. One body, indivisible and inter-dependent. Amen Musical suggestions Passing our planet on: God’s gift to us: CH4 147 – “All creatures of our God and King” CH4 63– “All people that on earth do dwell” CH4 189 – “Be for the presence of the Lord” CH4 465 – “Be thou my vision” CH4 543 – “Christ be our CH4 485 – “Dear Lord and Father of mankind” CH4 154 – “How great thou art!” CH4 626 – “Holy Spirit, truth divine” CH4 352 – “O for a thousand tongues to sing” CH4 243 – “Touch the earth lightly”
Item Item Class Category Grant Funds (60% Maximum) Matching Funds (40% Minimum, 10% as Cash) Total In Kind Cash A Personnel: One (1) (Name position if any) - xx FTE ($xx/year) for 1 year Description of Duties: (explain here) Sub Total: B Fringe Benefits: One (1) (Name position if any) - xx FTE (xx%) for 1 year Sub Total: C Travel: Staff Position: (Name position if any) Purpose of Travel: (Explain here) xx miles x $.54/mile Sub Total: D Equipment: Equipment: (What kind) Purpose/use: (describe) Sub Total: E Supplies: Supplies: (What kind) Purpose/Use: (describe) Sub Total: F Contractual: Contractor Name: (enter name) Description of Duties: (describe) Sub Total G Construction: Does not apply to Regional Water Plan Seed Grants N/A N/A N/A H Other: Sub I Total Direct Charges: (Sum of A-H) J Indirect Charges: Indirect Charge Rate N/A N/A K Total: (Sum of I and J) Budget Narrative Justification: Item Categories: (A) Personnel Budget Narrative Justification: (B) Fringe Benefits Narrative Justification: (C) Travel Budget Narrative Justification: (D) Equipment Budget Narrative Justification:
The Tempest (Prospero uses magic to reclaim his dukedom and find a husband for his daughter, Miranda) I must obey: his art is of such power, it would control my dam’s god, Setebos, and make a vassal of him. Prospero – old Duke Dam – (his) mother Vassal – holder of land
5 Starting Date month / day / year Ending Date month / day / year Employer/Company Name and address (city and state are required) Paid Work Volunteer (letter of proof needed) Hours per Week Name & Title of Immediate Supervisor Telephone Number Title of Position Held Reason for Leaving Describe job duties: 6 Starting Date month / day / year Ending Date month / day / year Employer/Company Name and address (city and state are required) Paid Work Volunteer (letter of proof needed) Hours per Week Name & of Immediate Supervisor Telephone Number of Position Held Reason for Leaving Describe job duties:
October 3rd 2010 Spruce Run Recreation Area Clinton NJ RAIN OR SHINE Schedule: 9 am Registration (at Spruce Run in the main parking lot) 10 am Family/Team Relay Race 11 am 5K Race 12 pm Awards and Celebration Start and Finish: Main parking lot Spruce Run Recreation Area Entry Fees: $20 (If postmarked by September 1st 2010) $18 (If Member and postmarked by September 1st 2010) $25 September 1st and day of race T-Shirts guaranteed to all 5K participants that sign up to September 15th $30 per team for Family Relay Race Register with a team of 4 and please remember to add your team name to the entry form. ALL TEAM MEMBERS MUST COMPLETE REGISTRATION 5K Run Age Groups (Male & Female) 14 and under, 15-19, 20-29, 30-39, 40-49. 50-59, 60+ The Course The Relay Race A flat and fast USATF-certified course through the beautiful Spruce Run Recreation Area. The races will start and finish at the park. The Relay Race The family/team relay will be a total of 2 miles long, with each team member completing a half-mile leg. Directions to Race From the intersections of Interstate 78W and Route 31N, follow 31 N to the third traffic light - Van Syckels Road. Turn left and continue 1.5 miles to the Park entrance, which is on the left. Make your second left into the parking lot. Registration, start and finish will be in the parking lot. Via Mapquest 1 Van Syckels Road Clinton, NJ 08809 Join us after the 5K for a post-race celebration as we recognize all who participate in this exciting event, and award those who’ve placed in various categories. Enjoy food, live music, giveaways and more! Awards Ceremony 5K Top three overall Top three male and female overall Age group awards Relay Race Awards for top three finishers Prizes for best team uniform or costume, best team name, spirit award, and more! Special thanks to the Hunterdon Central Regional High School Country teams and booster club! Without their help, this event would not be possible. www.safeinhunterdon.org/5k
Sample brochure assessment – student volunteer program Assessment form for your child’s volunteering brochure or webpage <This is aimed at older students. Please adapt to your student’s needs.> Task description for parents Now that your child has a deep understanding of the direct benefits of volunteering, we invite you to complete the rubric below to assess their work. Criteria Totally convincing Convincing Some doubts Needs work Content Demonstrates in depth understanding of volunteering Accurately utilises researched information in the brochure Demonstrates understanding of volunteering Employs research information with an adequate degree of accuracy Demonstrates little understanding of volunteering Employs research information with a fair degree of accuracy Lacks understanding of volunteering Reports only the most basic parts of the information Written presentation Well organised content Attractive and format Clear and easily understood message Computer generated with strong visual appeal Content is organised Format is adequate Message is sufficiently understood Computer generated with acceptable eye appeal Content lacks organisation Format is difficult to follow and poorly organised Message not clearly understood Computer generated but poorly designed Unorganised content Hard to follow Message difficult to understand; tendency to wander or ramble Handwritten or computer generated with little organisation or skill Research quality Five sources used Use of reliable sources Accurate analysis of research Three sources used Sources have some reliability Adequate analysis of research Two sources used Questionable reliability of sources Less than two sources used Little reliability of sources Inaccurate information
‘Maximum Funding Amount’ means the maximum amount of funding that OEH will provide under this Agreement, as set out in the Grant Details. ‘Milestone’ is a significant event in the Project that signals the commencement and/or completion of some part of the Project, or a stage at which agreed parts of the Project will be completed as specified in the Work Plan. ‘Milestone Date’ means the date by which each Milestone must be completed as specified in the Work Plan. ‘Milestone Report’ means the report which provides details of the activities carried out to achieve a Milestone. ‘Milestone Payment’ a progress or final payment made on the successful delivery of a Milestone. ‘OEH’ means the Office of Environment and Heritage representing the Crown in right of . The Office of Environment and Heritage is part of the Department of Premier and Cabinet. ‘Project Materials’ means anything brought or required to be brought into existence as part of, or for the purpose of, carrying out, or in connection with, the Project, including all reports, documents, computer models and field data. ‘Recipient’s Representative’ means the representative nominated by the Recipient to oversee the Project. ‘Recipient’s Core Activities’ means core activities undertaken by the Recipient, including preparation of study briefs, review of proposals and tenders, researching and copying the Recipient’s records, attending meetings, contract administration, accounting costs, and liaising with the public and government agencies. ‘Work Plan’ means the plan that outlines the Project’s planned activities, budget, timeline, outputs/outcomes and Milestones as agreed to by both parties. The following have the meaning ascribed to them in the Grant Details: ‘Commencement Date’, Completion Date’, ‘Grant Number’, ‘Project’, ‘Recipient’.
Site Map APPENDIX B – Authorized Facilities Facility Auth ID Use Building Tower Other Facility #1 Community TV Association BEC402301 CT 16’ x 38’ Concrete; 10’ x 14’ Concrete block Wooden structure located 300’ SW from building Propane Tank (500 gal.) Facility #2 Union Pacific Railroad BEC20 PMRS 14’x 24’ Concrete block 120’ Self-supporting steel lattice Propane Tanks (2 – 500 gal.) Generator on 10’ x 8’ cement pad inside 10’ x 8’ block wall Facility #3 Service N/A PMRS 12’ x 14’ Concrete 20’ self-supporting wood monopole; MIC on Union Pacific Tower Propane Tank (250 gal.) Facility #4 US Cellular BEC355 CEL 12’ x 20’ Metal Antennas located on Union Pacific Tower Propane Tank (500 gal.)
SAMPLE COMPLETED TILP Goal Activities Responsible Party Planned Completion Date Apply to College Meet with school counselor to strategize on finishing A-G requirements Take SAT prep class and take SAT exam Apply to college Youth CSW will assist locating SAT class if not offered at school CSW will refer youth to Education Consultant if additional assistance is needed ILP will fund SAT class and assist with college applications 9/10/2012 to meet counselor 10/9/2012 (date of next SAT exam, deadline to register is 9/10/2012.) No later than 11/30/2012 for college applications (follow specific college application deadlines) Obtain funding for college Attend ILP financial aid workshop Apply for scholarships, grants, and financial aid ILP will hold workshop and assist with financial aid applications CSW will youth to Education Consultant if additional assistance is needed 3/15/2013 Learn to drive Take driver’s training class Take driving exam Obtain driver’s insurance Youth Caretaker ILP/DCFS will provide funding for training and insurance 12/30/2012 Obtain part-time employment Visit school’s career center Obtain work permit Register at local OneSource Center Youth Caretaker CSW will take youth to register at OneSource ILP will provide funding for job transportation and job clothing 2/30/2012 Establish permanent connection Find mentor CSW/ILP will refer to mentoring program 2/30/2012 The purpose of employment is to enable the youth to gain knowledge of work skills, and the responsibilities of maintaining employment pursuant to Welfare and Institutions Code Section 11008.15.
CONTRACT NO. ___/F18 E-DOC NO.: CONTRACT FOR PROFESSIONAL ARCHITECTURAL DESIGN SERVICES FOR RICHMOND ELEMENTARY SCHOOL – MAJOR RENOVATION & ADDITION FOR THE CAPITAL IMPROVEMENT PROGRAM BETWEEN AND _____________________________________________________________
EXHIBIT A GOALS OF COUNSELING The court has found it in the child(ren)’s best interests to have ongoing contact and meaningful relationships with both parents. The following goals are intended to help the child(ren) have genuine relationships with both parents while minimizing exposure to adult issues. The primary goals of counseling shall be as follows: [Indicate goals as appropriate to the case] Parent-Child Interaction  Improve the relationship between the child(ren) and  Mother  Father  Both parents  Other: _____________________________  Work with each parent and child to identify and separate each child’s needs and views from each parent’s needs and views  Foster healthy child adjustment Parenting Focused Issues  Address emotional and behavioral problems of the parent(s) that impair compliance with, or implementation of, the parenting time schedule  Improve the parents’ understanding regarding the negative developmental repercussions for the child(ren) of disrupted or compromised relationships with their parents  Help each parent to distinguish valid concerns from overly negative, critical, and generalized views relating to the other parent  Improve parental communication regarding their child(ren)'s needs  Reduce conflict regarding parenting time schedules  Improve the quality of parenting skills  Increase parental insight regarding interpersonal issues  Protecting and removing the child(ren) from parental conflict  Fostering the child(ren)’s healthy relationship with both parents
A statement of personal assets and liabilities. For a new business owner, this will be part of your financial section. Credit Reports Business and personal from suppliers or wholesalers, credit bureaus, and banks. Copies of Leases, Mortgages, Purchase Agreements, Etc. All agreements currently in force between your company and a leasing agency, mortgage company or other agency. Letters of Reference Letters recommending you as being a reputable and reliable business person worthy of being considered a good risk. (both business and personal references) Contracts Include all business contracts, both completed and currently in Legal Documents All legal papers pertaining to your legal structure, proprietary rights, insurance, etc. Limited partnership agreements, shipping contracts, etc. Miscellaneous Documents All other documents which have been referred to, but not included in the main body of the plan. (for example: location plans, demographics, competition analysis, advertising rate sheets, cost analysis, etc.)
Sample examination materials Sample questions English as an additional language or dialect (EAL/D) Disclaimer – this sample examination was guided by the NSW Education Standards Authority (NESA) sample examination materials, assessment and reporting advice and examination specifications. The paper models the style and range of questions that could be asked of students in the HSC. Paper 1 General instructions Reading time – 10 minutes Working time – 1 hour and 30 minutes Write using black pen A Stimulus Booklet is provided with this paper Total marks: 45 Section I – 30 marks Part A – 15 marks Attempt questions 1 – 5 Allow about 30 minutes for this part Part B – 15 marks Attempt Example A or B or C Allow about 30 minutes for this part Section II – 15 marks Attempt example A or B about 30 minutes for this section Section I – Module A: Texts and Human Experiences
Your answers will be assessed on how well you: demonstrate understanding of how language is used to express cultural identity organise, develop and express ideas using language appropriate to audience, purpose and form Example A (20 marks) How does the language used in your prescribed text express the complexities and subtleties of personal, social and cultural identity? In your response, refer to your prescribed text and one related text of your choice. This is a generic question for all prescribed texts. Example B (20 marks) ‘Swallow the Air’ is described as ‘an unforgettable story of living in a torn world and finding the thread to help sew it back together’ Consider the impacts this text has had on shaping individuals’ or communities’ sense of identity. In your response, refer to at least two key chapters in the novel and the above quotation. The question will inform students of the level of textual reference and detail required. Example B is specific to a prescribed text. The prescribed texts for section I Criteria Content Prose fiction Tara June Winch ‘Swallow the Air’ Drama Ray Lawler ‘Summer of the Seventeenth Doll’ or Alana Valentine ‘Shafana and Aunt Sarrinah’ Poetry Adam Aitken; Boey Kim and Michele Cahill (eds) ‘Contemporary Asian Australian Poets’ The prescribed poems are: Merlinda ‘This is where it begins’ Eileen Chong ‘My Hakka Grandmother’ Ee Tiang Hong ‘Some New Perspectives’ Ouyang Yu ‘The Double Man’ Jaya Savige ‘Circular Breathing’ Maureen Ten (Ten Ch’in Ü) ‘Translucent Jade’ or Langston Hughes The prescribed poems are: The Negro Speaks of Rivers Aunt Sue’s Stories
Andrew B. Carter (Drew) DOB: 1/1/1950 in Wilmington, DE (Age 64) Contact Information 123 Applewood Street (primary address) Hockessin, DE 19707 (123) 456-7890 abcarter@aol.com 456 Beacon Avenue Naples, FL 34101 (980) 765-4321 [photograph of donor] Assets Annual compensation: $2M (Source: BusinessWeek) Real estate: home in Delaware estimated at $695,000; home in Florida estimated at $1.3M (Source: Zillow) Estimated total assets: $9M (based on real estate holdings) Education BS Political Science, XXXX University (1972) MBA University of YYYY (1978) Career 2010-Present: ZZZZ Inc., Chairman and CEO 2005-2009: ZZZZ Inc., COO 2000-2008: ZZZZ Inc., SVP, Operations 1995-2000: ZZZZ Inc., VP of Distribution 1983: Joined ZZZZ Inc. in sales division Previously employed at ABCD Agency Personal Married to wife Anne; three children Episcopalian; Republican Avid fisherman Service Trustee, University of YYYY, 2011-Present Director, Hockessin YMCA, 2008-Present Director, Delaware Business Council Past Giving $25,000 to University of YYYY in 2012 $10,000 to Hockessin YMCA in 2009 $12,000 to Delaware Museum of History in 2007
SAMPLE SAMPLE SAMPLE MASTER SCHEDULE TELEPHONE: 843-???-???? INSTRUCTOR NAME DIVISION TERM ????? ????? ARTS & SCIENCES SPRING 2011 (2010-2) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Office Hours 8:30-11:00 9/119 Instructional Management 7:00-8:00 Instructional Management 8:00-9:30 MATH 9:45-11:00 9/119 MATH 101-03 8:00-9:15 6/108 MATH 214-01 9:30-10:45 6/104 MATH 11:00-12:15 6/108 MATH 205-01 11:00-12:15 6/108 MATH 102-01 11:00-12:15 6/108 Instructional Management 10:45-11:45 Instructional Management 12:30-1:00 Office Hours 12:30-4:30 9/119 Instructional Management 12:30-1:00 MATH 1:00-2:15 6/108 Instructional Management 4:30-5:00 MATH 102-03 1:00-2:15 6/108 MATH 2:30-3:45 9/119 Office Hours 2:30-4:00 9/119 MATH 3:45-5:00 9/119 Instructional Management 5:00-6:00 EFFECTIVE: ?/??/????
Section 3. Secretary It shall be the duty of the Secretary to: Prepare and read the minutes of each meeting. Count and record member votes. Read correspondence and communications at meetings. Keep association permanent records. Post notices to members pertaining to association activities and send invitations to guests. Be responsible for association correspondence. Call the meeting to order in the absence of the presiding officer. Section 4. Treasurer It shall be the duty of the Treasurer to: Report all financial standings at each meeting. (A written report should be provided to each officer.) Keep an accurate record of receipts and payments. Obtain and present ideas and suggestions for increasing the treasury and financing activities. Keep the state advisor apprised of the financial changes of (Your School Name) TSA. Section 5. Reporter It shall be the duty of the Reporter to: Prepare articles for publication. Contact members to obtain news regarding the association. Contact personnel in charge of publications and provide copy conforming to their requests. Act as historian of the association by keeping an association publications archive. Assist with planning and arranging association exhibits. Act as editor of association publications with the responsibility of developing and publishing. Section 6. Sergeant at Arms It shall be the duty of the Sergeant at Arms to: Serve as parliamentarian for the association. Arrange meeting rooms and care for association paraphernalia. Be responsible for the comfort of those present at all meetings. Assist officer candidates prior to and during elections. Arrange entertainment, refreshments, and other details related to meeting programs. Serve as chairperson of the welfare committee. ARTICLE VIII: CHAPTER ADVISORS Section 1. It is recommended that a Technology Education teacher serve as the chapter faculty advisor; however, in the case where there is no such interested teacher, a state certified
Toronto, Ontario 416-999-555-5555 New Hire Name and Position Start Date Supervisor Name Department/Location Pre-Start Sample Checklist Task Additional Information Owner Completion Date Email/mail or deliver a New Hire package before this person starts work with you. Ensure you have the signed offer of employment returned to you prior to start date Ensure all background checks are completed and reviewed prior to start date Ensure all drug & alcohol, drivers abstracts or education certifications have been reviewed and completed prior to start date DO NOT PROCEED IF ANY OF ARE MISSING Senior Mgmt or HR Manager Mandatory to have completed before start date Official Welcome Call Call to officially welcome new employee after acceptance and all above criteria have been met. Confirm the following: -dress code, working hours, parking information, where to go on the first day, who to ask for on the first day, confirm start date and time. Hiring Mgr or Human Resources Immediately upon completion of #1. Second call a few days before to ensure they have not changed their minds. Prepare new hire package for start date Employee Package should include: -Employee hand book of policies -Tax for payroll deductions (http://www.cra-arc.gc.ca) -Form for company property (keys, laptop, parking pass) -employee emergency contact information form payroll& accounting of new hire information -schedule any training programs, job shadowing Hiring mgr or Human Resources A heads up immediately and final forms once they have started work.
Elpus, Kenneth and Bruce Allen Carter. "Bullying Victimization among Music Ensemble and Theatre Students in the United States." Journal of Research in Music Education, vol. 64, no. 3, Oct. 2016, pp. 322-343. EBSCOhost, doi:10.1177/0022429416658642. Zimmerman, Amy. “It Ain’t Easy Being Bisexual on TV.” Everything’s An Argument, vol 7, MLA 2016, pp.561-567. Riley, Charles A. “Disability and the Media: Prescriptions for Change.” Everything’s An Argument, vol 7. MLA 2016, pp.527-536.
POST ACTIVITY EVALUATION QUESTIONS Please rate the impact of the following objectives: As a result of attending this activity, I am better able to: Strongly Agree Agree Neutral Disagree Strongly Disagree Learning Objective #1 Learning Objective #2 Learning Objective #3 Please rate the following sessions for content: Excellent Above Average Average Below Average Poor Presentation #1, Speaker #1 Presentation Title #2, Speaker #2 Presentation Title #3, Speaker #3 Please rate the projected impact of this activity on your knowledge, competence, performance and patient outcomes: Competence is defined as the ability to apply knowledge, skills, and judgment in practice (knowing how to do something). Yes No No Change If yes, please describe: This activity increased my knowledge. This activity increased my competence. This activity improved my performance. This activity will improve my patient outcomes. As a result of this course, do you intend to change your practice? Yes No Please explain: ___________________________________________________________________________________________ What do you intend to do with the knowledge and skills learned during this course?