zilongwang/ReadingBank huggingface dataset:
Fri. October 6th Ch. 8 – Alcohol and Other Drugs Week #7 Mon. October 9th Ch. 8 – Continued Wed. October 11th Ch. 9 – Physical and Mental Health Fri. October 13th Review for Exam #2 Week #8 Mon. October 16th EXAM #2 on Part III Wed. October 18th Ch. 10 – Economy and Politics Fri: October 20th No class Friday! Fall Break Week #9 Mon. October 23rd Ch. 11 – Work and the Workplace Wed. October 25th Ch. 11 – Continued Friday October 27th Ch. 12 – Family Life Week #10 Mon. October 30th Ch. 12 – Continued Wed. November 1st Ch. 13 – Education Fri. November 3rd Ch. 13 – Continued Week #11 Mon. November 6th Ch. 14 – Urban Life Wed. November 8th Ch. 14 – Continued Fri. November 10th Review for Exam #3 Week #12 Mon. November 13th EXAM #3 on Part IV Wed. November 15th Chapter 15 – Population and Global Inequality Fri. November 17th Chapter 15 – Continued Week #13 Mon. November 20th Ch. 16 – Technology and the Environment Wed. November 22nd No class! Thanksgiving break Fri. November 25th No Thanksgiving break Week #14 Mon. November 27th Ch. 17 – War and Terrorism Wed. November 29th Review for Exam #4 Fri. December 1st EXAM #4 on Part V
References Baynton, Douglas C. 1993. “Savages and Deaf-Mutes.” Pp. 92-112 in Deaf History Unveiled, edited by John Vickrey Van Cleve. Gaullaudet University Press. Biesold, Horst. 1999. Crying Hands: Eugenics and Deaf People in Nazi Germany. Gallaudet University Press. Erting, Carol J. 1985. “Cultural Conflict in a School for Deaf Children.” Anthropology and Education Quarterly 16 (3): 225-243. Gallaudet University. 2011. () Lane, Harlan. 1995. “Constructions of Deafness.” Disability and Society 10 (2): 309-321. Lane, Harlan. 1984. When the Mind Hears: A History of the Deaf. New York: Random House. List, Günther. 1993. “Deaf History: A Suppressed Part of General History.” Pp. 113-126 in Deaf History Unveiled, edited by John Vickrey Van Cleve. Gallaudet University Press. Nash, Jeffrey E. 1981. Deafness in Society. D.C. Heath and Company Lexington Books. Padden, Carol and Tom Humphries. 2005. Inside Deaf Culture. Harvard University Press. Scheetz, Nanci A. 2004. Psychosocial Aspects of Deafness. Pearson Education, Inc. Senghas, Richard J. and Leila Monaghan. 2002. “Signs of Their Times: Deaf Communities and the Culture of Language.” Annual Review of Anthropology 31: 69-97. Tucker, Bonnie Pointras. 1997. “The ADA and Deaf Culture: Contrasting Precepts, Conflicting Results”. Annals of the American Academy of Political and Social Science 549: 24-36. Winzer, Margret A. 1993. “Education, Urbanization, and the Deaf Community.” Pp. 127- 145 in Deaf History Unveiled, edited by John Vickrey Van Cleve. Gallaudet University Press. Woodcock, Kathryn, Meg J. Rohan, and Linda Campbell. 2007. “Equitable Representation of Deaf People in Mainstream Academia: Why Not?” Higher Education 53 (3): 358-379.
In the late 1700’s and early 1800’s the Reform Movement began, bettering the quality of institutions and the treatment for patients. Two major leaders of the Reform Movement were Philippe Pinel (1745-1826) and Dorothea Dix (1802-1887). Kearney & Trull describe the changes that Pinel made when he was put in charge of La Bicêtre, a mental hospital in Paris, in 1793 (pg. 12). He allowed patients to exercise and have access to the grounds, as well as required larger, single rooms, advocated treating patients with care, and outlawed physical punishment. Pinel believed in the “basic goodness of all men,” which led him to be the first to remove chains and restraints from mentally ill patients (Mackler & Bernstein, 1966, pg 714). Dorothea Dix played a great role in changing how society viewed the mentally ill in the early 1800’s. By raising awareness of the abysmal states of many institutions and gaining political support for her cause, she was able to establish new hospitals and ensure that they ran safely and more humanely (Kearney & Trull, pg. 12). Clark points out that she frequently returned to her established hospitals to ensure that they were running as she saw fit (Clark, pg. 36) With the improvements to institutions made by both Pinel and Dix, patients in institutions received all around better care and were able to prosper and rehabilitate as they never had before. The time after the Reform Movement that the institutionalization of people with schizophrenia and other mental disorders declined rapidly and continuously was the mid-1950’s (Nemade & Dombeck, Institutionalization & Deinstitutionalization). The reason for this was the creation of antipsychotic medication, particularly chlorpromazine, which was the first of the anti-psychotic drugs to become widely available (Warner,
References Adityanjee, Aderibigbe, Yekeen A., Theodoridis, D., & Viewe, Victor R. 1999. “Dementia Praecox to Schizophrenia: the first 100 years.” Psychiatry and Clinical Neurosciences 53, No 1: 437-448. Angermeyer, M. 2006. “Public beliefs about and attitudes towards people with mental illness: a review of population studies.” Acta Psychiatrica Scandinavia, 113: 163-179. Barham ,Peter. 1984. Schizophrenia and Human Value. New York, New York: Basil Blackwell Publisher Ltd. Black, Edwin. 2003. War Against the Weak: Eugenics and America's Campaign to Create a Master Race. New York: Basic Books. Bhugra, D. (2005). “The Global Prevelence of Schizophrenia.” PlosMed. , 2(5) Clark, Robert A. 1973. Mental Illness in Perspective: History and Schools of Thought. Pacific Grove, California: The Boxwood Press. Crammer, J.L. 2000. “Insulin Coma Therapy for Schizophrenia.” Journal of the Royal Society of Medicine, 93, 332-333. Eaton Jr, William W. 1974. “Residence, Social Class, and Schizophrenia.” Journal of Health and Social Behavior 15, No 4: 289-299. Eaton, W. 1999. “Evidence for universality and uniformity of schizophrenia around
Medical technicians (code tba) Dental technicians (code tba) Issue 5 – Reversion of the unit group title of ‘Health associate professionals n.e.c.’ (3219) Stakeholder feedback requested that due to the addition of the job title of ‘comprehensive Pilates teacher’ to unit group 3219 that the title be named ‘Health and physical activity teaching associate professionals n.e.c.’ Research found that there is the potential of miscoding physical activity teachers, that should code to ‘Fitness instructors’ (3443), if the group title for 3219 was renamed. Proposal: 3219 will revert back to its original name of ‘Health associate professionals n.e.c’ Issue 6 – Can the unit group title for ‘Company secretaries’ (4214) be renamed? Stakeholder feedback requested that the group title be renamed to include ‘administrator’ in the title. Due to the addition of the index entry of ‘company administrator’ to unit group 4214, this is a viable change. Proposal: Change 4214 to ‘Company secretaries and administrators’. Issue 7 – Can ‘learning support practitioners’ be identified to form a viable new unit group? Research found that they can be identified in the survey data, but that their numbers are too small to form a viable unit group. Proposal: No further action. If you have any comments or evidence which supports or refutes any of these proposals, please send them to by Friday 06 July 2018 These will be considered before any final decisions are made.
Thompson, Debra. September 2009. “Racial Ideas and Gendered Intimacies: The Regulation of Interracial Relationships in North America.” Social & Legal Studies; Vol. 18, Issue 3, pp. 353-371. Sally J. 2000. “Native American Women and Coerced Sterilization: On the Trail of Tears in the 1970’s.” American Indian Culture and Research Journal; 24:2 Volscho, Thomas W. “Sterilization Racism and Pan-Ethnic Disparities of the Past Decade: The Continued Encroachment on Reproductive Rights.” Spring 2010. Wicazo Sa Review; Vol. 25, Issue 1, pp. 17-31. Internet Sources: Bailey, “Issues In American Indian Health.” <http://www.d.umn.edu/cla/faculty/tbacig/studproj/is3099/nahealth/paper.html> England, Charles R. “A Look at the Indian Health Service Policy of Sterilization, <.> “Forced Sterilization of Native Americans.” <> (author unknown). Georgetown University. “The Rise and Fall of Eugenics” <> University of Vermont, “The Vermont Eugenics Movement.” 2001. <> Wiseman, Fred M. , Abenaki Nation. “The Vermont Eugenics Survey.” <>
(Due by February 1, 2017) Hey, Recovering Codependents! We are excited to invite you to the 2017 SoCal CoDA Conference, hosted by Los Angeles CoDA, to be held June 2-4, 2017 at the Torrance Marriott, Torrance, CA. Our theme is A New Freedom. We’re seeking nominations for Keynote Speakers, for three 45 minute Keynote lead shares at the conference: Friday and Saturday evenings and Sunday morning. Your nomination is vital to planning a successful conference, and final selection of speakers will be done by the conference planning committee. The following are guidelines for the Speaker recommendation: Active CoDA member working a program, with one year in fellowship. Can share in relation to the Twelve Steps and Twelve Traditions of CoDA providing Experience, Strength and Hope, and their recovery reflects “A New Freedom.” Ideally has recordings of past lead shares or workshops. Recommended Speaker: Contact Info (e-mail/phone): Nominated for: ☐ Friday p.m. ☐ Saturday p.m. ☐ Sunday a.m. ☐ Any Nominating: ☐ Self ☐ Other If other, have you personally heard this speaker? ☐ Yes ☐ No Your Contact info: (email/phone): What has been the recommended speaker’s message of recovery; their experience, strength & hope? How does speaker’s recovery reflect “A New Freedom”? Submit nominations to by February 1, 2017. if the form was emailed to you, delete the lines, type your info and re-attach it in an email. If printed, complete the form by hand, then scan or shoot it and attach it in an email. Thanks.
[Net Salvage] – Please provide the gross salvage both with and without reimbursements, cost of removal, and retirements by year for each account for the last 11 years. The information should be provided in both hard copy and on electronic medium in Excel readable format. [Net Salvage] – Please provide the Company’s accounting treatment for reuse material. Further, provide all underlying support and justification for the process employed. Finally, provide the level of plant, by account, retired and returned to stores during the past 11 years along with the corresponding accounting values for salvage, by year. [Net Salvage] – Please identify, by account, what portion of the Company’s retirements during the past 11 years were associated with replacement activity (i.e., a segment of pipe retired and another segment of pipe placed in either the same location or the same local vicinity to perform the same function of the retired pole). [Net Salvage] - For any sale of utility property since the Company’s last regularly scheduled rate case, please state whether the gain or loss associated with such sale is contained in the accumulated provision for depreciation. If not, identify the amount by year and account associated with the plant retired, and the account the gain or loss was booked in. Further, provide all support and justification for such actions. [Net Salvage] – If an item or a plant is retired with a replacement addition occurring and an outside party provides $1,000 associated with the replacement, how is the $1,000 accounted for (e.g., $1,000 gross salvage, $1,000 reduction to replacement addition cost, a 50/50 split of the $1,000, etc.)? Further, please provide full justification for whatever methodology is employed. In addition, identify when the Company first implemented its current methodology. [Net Salvage] – If an item of plant is retired and an outside party provides $1,000 associated with such retirement and no replacement activity occurs, how is the $1,000 accounted for (e.g., added to gross salvage amount, reduction to the cost of removal, or other method)? Further, please provide all justification for whatever policy is utilized by the Company. In addition, identify when the Company first implemented its current methodology.
Soccer Opportunities in the Okanagan Skaha School District Princess Margaret Secondary Soccer Academy Pinnacles FC School Soccer Academy What is it? A School based class for credit Every afternoon for 5 months during the school day Available for students grade 9 -12 Fully comprehensive training program Training occurs indoors at the Adidas Sportsplex during winter months Register during student application process and select during course selection. What is it? A Community based opportunity to develop soccer skills in a competitive football environment Offered seasonally (3 or 4 month academies) Available for students of all ages. Training sessions are 2 x’s per week in the afternoon or evening Training sessions separated by age and gender Training occurs indoors at the Adidas Sportsplex during winter months For more information
Training Schedule: Soccer Academy is every afternoon.  At Kings Park and the Adidas Sportsplex Indoor Center: Mondays, Tuesdays, Wednesdays = training, Fridays = games.  Thursdays = Classroom and weight room fitness training sessions at Princess Margaret Secondary. Course Timeline: Adidas Sportsplex Indoor Center  September: up Fitness -Individual Skills -Start up Evaluation -Dribbling/Pass/Crosses/Control/Ball Striking  October: -Shooting/ Finishing Crosses -Dead Ball Striking -Attacking – Individual -Defending – Individual  November -Attacking – Team -Defending – Team -Creating Space -Systems -Ball Control Team Play Analysis – Evaluations  December -Indoor Individual Skills -Indoor Game Play -Positional Play -Program Planning  January -Set Plays -Free Kicks -Throw-Ins -Goal Kicks -Corner Kicks -Indoor Game Play -Final Evaluations  February -Program Assessments Interviews -Player Evaluations -Future Program Options
1 Day Students will- participate in stations, where they will learn the how to combine basic locomotors/ manipulative skills together for soccer games related activities. dribbling passing shooting dodging juking 2 stations Practice S I posters/ handouts cones balls goals Formative- Thumbs up/down Summative- Checklist 1 Day Students will- demonstrate defensive skills and concepts during soccer games 2 Play-practice-play Small sided games W S poster/handouts cones balls goals Formative- observation Summative- Checklist
7 May 2018 Dear Bellavista parents I am happy to inform you that the coaches have been able to select the children who are playing the soccer matches. Please see your son’s REVISED schedule below. The coaches have chosen a core team based on merit that will play most the games. Then a rotation will be set in place for the other enthusiasts. This will ensure all the children will get a game. Please find attached the fixture list of schools we are playing this season. You will also see that I have indicated your child’s fixture date. Your child’s fixture schedule is as follows: A TICK WILL INDICATE THE GAME YOUR CHILD WILL BE PLAYING. Uniform requirements and times are at the back of this letter. Please be aware that we will be using the bus for the away games; however we may be calling on parents to help with transport. TEAMS Wed 9 May Wed 16 May Wed 23 May Wed 30 May Wed 6 June Wed 13 June School Robin Hills Cnr Berg & Kalk Ave Randpark, Randburg Japari Zoo Lake Sports fields Knights Prep Milner Road Kensington B, Ferndale Northwest Christian School Duke of York Drive Northcliff Orban Away matches – Marks Park rugby fields Judith Rd, Emmerentia Sandton 141 Coleraine Drive Morningside U9 Away Home Away Home Home Home U10 Away Home Away Home Home Home U11 Away No U11 team – no match Away Home Away 1 Mixed team for Open Home U12 No U12 team – no match Away Zoo Lake fields Home Away No U12 team – no match OPEN Home Away Zoo Lake fields Home Away Away Yours in sport Anien Evans: Sports Coordinator Soccer Uniform Green Bellavista Shorts Bellavista Soccer Shirt plain (Gr3-5) Bellavista Soccer Shirt with stripes (Gr6-7) Mostly White/Black Soccer Boots Bellavista Soccer Socks Shinpads
2018 Park 6U Soccer Schedule All times 6-7pm Date Field 1 & 2 Field 3 & 4 Field 5 & 6 Tuesday September 4 Cheetahs & Grizzlies Polars & Pumas & Friday September 7 Polars & Jaguars Cheetahs & Pumas & Tuesday September 11 WHS Soccer Nite Cheetahs & Polars Pandas & Pumas & Friday September 14 Polars vs Pandas Cheetahs vs Jaguars vs Tuesday September 18 Jaguars vs Pumas Polars vs Grizzlies vs Friday September 21 Cheetahs vs Grizzlies Polars vs Pumas vs Tuesday September 25 Polars vs Jaguars Cheetahs vs Pumas vs Friday September 28 Cheetahs vs Polars Pandas vs Pumas vs Tuesday October 2 Polars vs Pandas vs
Cheetahs vs Jaguars Friday October 5 Jaguars vs Pumas Polars vs Grizzlies vs Tuesday October 9 Cheetahs vs Grizzlies Polars vs Pumas vs Friday October 12 Polars vs Jaguars Cheetahs vs Pumas vs Tuesday October 16 Cheetahs vs Polars Pandas vs Pumas vs Picture day: TBA. Coaches: Pumas (Red): Heuer Jaguars (Green): Klun/Hall Grizzlies (Orange): McCrank/Kottke Pandas (Navy Blue): Meyer Polars (Royal Blue): Krocak Cheetahs (Purple): Wagner/Marrese
2018 Park 8U Girls Soccer Schedule All times 6-7pm Date (green) Field (white) Field D-2 (blue) Tuesday September 4 Hyenas & Giraffes Gazelles & Lions & Tigers Friday September 7 Gazelles & Tigers Hyenas & Lions & Tuesday September 11 WHS Soccer Nite Hyenas & Gazelles Zebras & Lions & Tigers Friday September 14 Gazelles vs Zebras Hyenas vs Tigers vs Lions Tuesday September 18 Tigers vs Lions Gazelles vs Giraffes vs Friday September 21 Hyenas vs Giraffes Gazelles vs Lions vs Tigers Tuesday September 25 Gazelles vs Tigers Hyenas vs Lions vs Friday September 28 Hyenas vs Gazelles Zebras vs Lions vs Tigers Tuesday October 2 Gazelles vs Zebras Hyenas vs Tigers vs Lions
Friday October 5 Tigers vs Lions Gazelles vs Giraffes vs Tuesday October 9 Hyenas vs Giraffes Gazelles vs Lions vs Tigers Friday October 12 Gazelles vs Tigers Hyenas vs Lions vs Tuesday October 16 Hyenas vs Gazelles Zebras vs Lions vs Tigers Picture day: TBA. Coaches Lions (Green): Farrell Tigers (Orange): Olmsted Giraffes (Navy Blue): Weigel/Benson Zebras (Red): Evans Gazelles (Purple): Manahan/Voge Hyenas (Royal Blue): Johnson
Basu, Ranu, and Fiedler, Robert. 2017. “Integrate multiplicity through suburban realties: exploring diversity through public spaces in Scarborough” Urban Geography 38(1): Belshaw, John. “9:13 Cold War Society: Cities and Suburbs” Retrieved September 22, 2017 (). Bohaker, Heidi, and Iacovetta, Franca. 2009. “Making Aboriginal People ‘Immigrants Too’: A Comparison of Citizenship Programs for Newcomers and Indigenous Peoples in Postwar Canada, 1902-1960s” Canadian Historical Review 90 (3): 427-461. Hugill, David. 2017. “What is settler-colonial city?” Geography Compass 11(5). Retrieved December 10, 2017 () Cowen, Deborah, and Vanessa, Parlette. 2011. Toronto’s inner suburbs: investing in social infrastructure in Scarborough. Cities Centre, 1-12. (). Chatterjee, Soma. 2015. “Skills to the nation: The ideology of ‘Canadian experience’ and nationalism in global knowledge regime” Ethnicities 15 (4): 544-567. Denis, Verna. 2011. “Silencing Aboriginal Curriculum Content and Perspectives Through Multiculturalism: Are Other Children Here” Review of Education 33 (4): 306-317. Department of Student Life. “Indigenous Outreach Program” University of Toronto at Scarborough Retrieved November 16, 2017 () Freeman, V. 2010. “Toronto Has No History! Indigeneity, Settler Colonialism and Historical Memory in Canada’s Largest City”. Doctor of Philosophy, Graduate Department
of History, University of Toronto. Gyepi-Garbrah, John, Walker, Ryan, and Garcea, Joseph. 2014. “Indigeneity, Immigrant Newcomers and Interculturalism in Winnipeg, Canada”. Urban Studies 51(9): 1795- 1811. Johnson, Jon. 2016. “Pathways: On Indigenous landscapes in Toronto” Retrieved September 22, 2017.( ) Kuropatwa, Rebeca. 2015. “The connection between immigrants and Aboriginal people in Canada’s mosaic” Canadian Immigrant, December 16. Retrieved September 22, 2017 () Landolt, Patricia, and Goldring, Luin. 2015. “Assembling noncitizenship through the work of conditionality” Citizenship Studies 19(8): 853-869. Lawrence, Bonita, and Enakshi, Dua. 2005. “Decolonizing antiracism” Social Justice 32 (4): 120-143. Lo, Lucialo, Amer Shalaby and Baha Alshalalfa. 2011. “Relationship between Immigrant Settlement Patterns and Transit Use in the Greater Toronto Area.” Journal of Urban Planning and Development 137(4): 470-476. MacDonnell, Susan., Robinson, Jamie., Mikadze, Vladimir., McDonough, Laura., Meisner, Alan. 2011. United Way Toronto Poverty by postal code 2:Vertical poverty. Toronto. (). Meisner, Alan. 2011. United Way Toronto Poverty by postal code 2:Vertical poverty. Toronto. (). Methot, S. 2012. Toronto is an Iroquois Word. (). Myrvold, Barbara, and Curtis Fahey. 1997. The People of Scarborough: A History. Scarborough,
September 10 - GV1913 – Day 6 Readings Dell. “The Feminist Movement” in GV Gamebook. Dell. “Charlotte Perkins Gilman” in GV Gamebook. Due Villager presentations and all Villager writing assignment #1 September 15 - GV1913 – Day 6 Readings Elsie Clews Parsons. “Ethical Considerations,” in GV Gamebook. Margaret Sanger. “No Gods. No Masters,” in GV Gamebook. Due Primary Reading Sharing September 17- GV1913 – Day 6 Readings Emma Goldman. “Woman Suffrage.” In GV Gamebook. Emma Goldman. “The Tragedy of Woman’s Emancipation.” in GV Gamebook. Due Primary Reading Sharing September 22 - GV1913 – Day 7 Readings Hutchins Hapgood. “The Bohemian, the American, and the Foreigner.” in GV Gamebook. Randolph Bourne. “Youth” in GV Gamebook. Walter Lippman. “Introduction” in GV Gamebook. Due Writings for the Masses must be electronically submitted to Max Eastman. Primary Reading Sharing September 24 - GV1913 – Day 7 Readings TBA Due Writing assignment #2. September 29 - GV1913 – Day 8 Readings The Masses Daniel de Leon. “Anarchism Versus Socialism.” in GV Gamebook. Emma Goldman. “Anarchism. What it Really Stands for.” in GV Gamebook. Due
August 21 – Introductions August 23 - GV1913 – Day 1 Readings “Part 1. Introduction” and “Part 3. The Game” in GV Gamebook. This gives an overview of the first game. “Part 2. Historical Background: Rights and Suffrage” in GV Gamebook. Women’s Movement Primary Source and complete video response note. Only watch first 60 minutes. You can follow the link or look it in the UNC catalogue. Due Online Role Survey August 28 - GV1913 – Day 2 Readings “Part 2. Historical Background: Labor and Labor Movements” in GV Gamebook IWW (last name A-L) or SP (last name M-Z) reading (on Sakai) Watch . is available online at PBS website. Follow link or Google it. August 30 - GV1913 – Day 3 Readings “The Village” on Sakai “Part 2. Historical Background: The Spirit of the New” in GV Gamebook Something from the Masses relevant to your role. Please print out and bring to class. September 4 - GV1913 – Day 4 Readings Elizabeth Cady Stanton. “Solitude of Self.” in GV Gamebook. Rheta Childe Dorr. “American Women and Common Law.” in GV Gamebook. Ida M. Tarbell. “On the Ennobling of Woman’s Business.” in GV Gamebook. Due Suffrage faction presentations Primary Reading Sharing September 6 - GV1913 – Day 5 Readings Jane Addams. “Industrial Amelioration.” in GV Gamebook. William Haywood. “The General Strike.” in GV Gamebook. Elizabeth Gurley Flynn. “The IWW Call to Women.” in GV Gamebook. Due Labor faction presentation Primary Reading Sharing
November 27 - India 1945 – Day 11 Due: Governors General distribute recommendations November 29 - India 1945 – Day 12 Reading: India’s Search for National Identity, pages 174-181 in Defining a Nation Watch: Partition: The Day India Burned http://www.youtube.com/watch?v=jGiTaQ60Je0 December 4 - Occupy – Day 1 Reading: Ethan Earl’s “A Brief History of Occupy Wall Street” http://www.rosalux-nyc.org/wp-content/files_mf/earle_history_occupy.pdf Consensus Based Decision making (on Sakai) Watch: OWS General Assembly Facilitation Due Defining a Nation Notebook December 13 - Final at 12pm
Code of Student Conduct: Scholastic Dishonesty (Sample Statement) student should know his or her responsibility as a member of the DCCCD community. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of the Code of Student Conduct. Following are the specific penalties for scholastic dishonesty (see Code of Student Conduct, Definitions, Prohibited Behaviors, #10) within this course: First instance, grade of zero for the specific assignment and/or essay exam question/s Second instance, grade of zero for entire assignment and/or exam Third instance, recommendation to disciplinary committee NOTE: The instructor reserves the right to modify any class requirements and due dates as necessary to manage and conduct this class. The intent of the instructor is to promote the best education possible within prevailing conditions affecting this class. You are responsible for contacting the instructor and seeking clarification of any requirement that is not understood in the syllabus. Institutional Policies Institutional policies relating to this course including withdrawal information can be accessed from the following link. Brookhaven College Cedar Valley College Eastfield College El Centro College Mountain View College Lake College Richland College Instructors: Please list ONLY the hyperlink specific to the college at which you teach.
schedule. I reserve the right to change this list as necessary. I will, however, provide ample notification of any changes. Bhattacherjee, Anol. Social Science Research: Principles, Methods, and Practices. Two options Free – available at Retailers like Amazon.com $10.00 Groves et al. Survey Methodology. 2004. John Wiley & Sons, Inc. ISBN 0471483486. Available at UT-Tyler Library – call HA31.2.S873 2004 2 copies available at Library Circulation Desk in Course Reserves (for 2 hr in library use) Or you can purchase for ~$15 used Dillman, D. Mail & Internet Surveys: The Tailored Design Method. ISBN 0471323543 Available at the UT-Tyler Library – call HM 538.D55 2000 2 copies available at Library Circulation Desk in Course Reserves (for 2 hr in library use) Or you can purchase for ~$5 used Questionnaire Appraisal System (QAS-99) Free and available at Course website All students should have access to the course and all online course materials through CANVAS. Students can access CANVAS using their UT Tyler login credentials at Course Schedule All are tentative and subject to change with reasonable notification. Week Date Readings Topic Quiz(zes) Complete before class date Quiz Open 1 1/16/18 Ch 1 Ch 2 Scientific method, Conceptualization Readings quiz Syllabus quiz 1/16/18 12am – 1/19/18 11:59pm (15 minutes to complete syllabus; 10 for readings) 2 1/23/18 Ch 16 Complete (before class) Research Ethics Readings quiz & Submit certificate of 1/16/18 5pm
Social and Environmental Impact Award Application Form Name of business Contact details Name Job title Address Postcode Telephone Name of academic lead and university, research institute or college involved The collaboration has been developed via Academic team directly Interface / Interface Food & Interface Food & funded project SFC Innovation Voucher programme Other To ensure that applications can be considered on equal terms please follow the word limits below. Additional information provided will not be considered by the judging panel.
TABLE OF CONTENT Sl. No Content Page no. 1 Thuhma i - iv 2 Thuhmahruai 7 3 Chapter – I : Social Audit awmzia leh tih dan tur 9 4 Chapter – II : Mahatma Gandhi NREG Audit of Schemes Rules, 2011 (Mizo) 17 5 Chapter – III : Mahatma Gandhi NREGA Operational Guideline, 2013 Chapter - 13 21 6 Chapter – IV : Ni 100 inhlawhna chungchang 38 7 Chapter – V : Indira Awaas Yojana Chungchang 45 8 Annexure – I : Mizorama Social Audit lama thawktute 51 9 Annexure – II : Checklist for Social Audit of MGNREGA Account of VEC 56 10 Annexure – III : Certificate of MGNREGA Account of VEC 58 11 Annexure – IV : Social Audit Forms for MGNREGS 60 12 Annexure – V : Door to door campaign Report form for MGNREGS 62 13 Annexure – VI : Entry of Social Audit in the Ministry Web Portal 66 14 Annexure – VII : Verification format of IAY 70 15 Annexure – IX : Permissible Works & Others relating to MGNREGS 71
Annexure – I MIZORAM A SOCIAL AUDIT LAMA THAWKTUTE Central sorkar duh dan angin Social Audit bik buaipui tur liau liauvin Mizoram State Social Audit, Accountability and Transparency (MISSAAT) din a ni a. Hei hi Society Registration Act, 1860- angin sorkar-ah Registered a ni tawh nghe nghe a ni. Hetiang hi Organisation Structure chu a ni :- (a) GOVERNING BODY OF SOCIAL AUDIT Chairman : Secretary, RD, Member Secretary : Director, SA Members : Secretary, Planning Secretary, Finance Secretary, Local Administration Deptt Secretary, Law & Judicial Deptt. Director, Administrative Training Institute Director, Rural Development Deptt Director, Account and Treasury Director, State Institute Rural Development, Mizoram. (b) Directorate of MISSAAT : Director Joint Director Deputy Director State Coordinator State Resource Persons Clerical staff Driver IV (c) District Resource Person (1- 2 person each district) (d) Village Social Audit Facilitator/Village Resource Person (2 -3 persons each) (Bharat Nirman Volunteers) Social Audit Directorate tih tur : Mahatma Gandhi National Rural Employment Guarantee Act, 2005 hnuaia a scheme Village Implementing Agency te hnathawh endik sak. Vantlang rorel inkhawm in tha taka Social Audit an neih theih ngeina turin thiamna leh theihna (capacity) a pe ang a; chutiang atan chuan mipui te chanvo dik tak haichhuak thiam/thin tlawmngai pawl (civil society organization) emaw mihring emaw te chu State ah te, District ah te, Block-ah te leh khaw tinah chhawr awm te chu a chhawrin a hmang tangkai ang. Indira Awaas Yajona (IAY) hnuaia khawtina hnathawh endik sak.
Person Specification for Coordinator Role Competences Essential Desirable Interview Qualifications Qualified Diploma in Health & Social Care or equivalent Qualification at third level degree in Social Care Worker/ Social Care Leader Commitment to work towards advancing learning in Health & Social Care Application Form & Verification of Qualifications/ Certificates Holds a clean driving licence Relevant Experience Has a minimum of 3 year’s work experience in social care or related field Has a minimum of 1 year’s management experience in a care support environment leading a team of other support workers. Health and Safety experience in residential support. Experience of housework such as cleaning, cooking and laundry and maintaining fabric of the house in good repair. 2 management experience within a residential support service. Experience of living in a intentional community Application Form & Interview Experience of providing support to people with complex needs or challenging behaviour Experience in supporting adults on the autistic spectrum Have experience of inspection processes, and legislation relating to Adults with Learning Disabilities. Training in Studio 3 or other low arousal positive behaviour support theory desirable Experience of enabling and developing citizenship rights. Application Form & Interview Skills Able to lead a team to provide consistent and quality support for people with complex needs in a residential community. Display an ability to manage a staff team in a positive, assertive and sensitive manner. Have an ability to plan, organise and prioritise workloads. Show that you would be competent at giving formal supervision. Experience of provide reports, record financial data, use of IT to support management systems. Have a comprehensive ability to communicate, liaise and co-ordinate with other professionals, family, colleagues and other agencies, both verbally and in writing. Practical Skills that be shared e.g. DIY, and gardening, craft, art, dance, drama Openness to working with group management practices that strive for collaboration and consensus where applicable Training experience Comprehensive experience of good record management practice including resident file management systems Application Form, Interview & References
Social Concerns Committee Meeting Combined Parishes Agenda December 19, 2017 7 PM Holy Family Mission: Growing and Spreading the Good News of the Catholic Faith in the Heartland Vision: Spread the Good News of the Gospel locally, nationally and internationally through works of charity and of social justice Food Pantry (local) Coats for Kids (local) – Barry (follow up) Cupboards Are Bare – Advent project – Rhonda / Judy Change of Seasons – Fall – Rhonda (follow up) Mission Dinner – Barry location music/local talent menu Jail Ministry – see attached email Next meeting: February _____ 2018, St. Mary’s Agenda item for February: Immigration issues - Roberta
access to the network, but they also require such access in order to serve their functions. Even one disgruntled person can take revenge and compromise your company. An attacker can steal critical secrets, cause damage to your organization, or put you out of the business. For this, the attacker just needs to find a job opening, prepare a person to pass the interview, have that person hired, and the person will be in the organization. Disgruntled employee A disgruntled employee is an individual who has lost respect and integrity as an employee in an organization. Most of the time, he/she has more knowledge than a script kiddie. Such an individual is ranked a potentially high risk since he/she is an insider and may have more internal knowledge about the organization than any outside attacker. The risk becomes higher if access rights and privileges were also provided to such an individual. Preventing insider threats Insider threats can be prevented by using the following: Separation and rotation of duties Least privilege Controlled access Logging and auditing Legal policies Archiving critical data Common intrusion tactics and strategies for prevention The following are the areas of risks: Phone (help desk): Attackers often use tactics of impersonation and persuasion to gather details of employees. Employees/ help desk should be trained to never reveal passwords or other information by phone. Building entrance: Unauthorized physical access can be prevented using tight badge security, employee training, and security officers. Office: In offices, attackers can use tactics of shoulder surfing. A user should not type passwords if someone else is present. If you have to type a password in someone else presence, type it quickly. All guests should be escorted when they wander through halls searching for open offices. Mail room: Mail room should be locked and monitored in to avoid insertion of forged memos. Machine room/ phone closet: Phone closets, server rooms, etc. should be kept locked every time and inventory on equipment should be kept updated since an attacker can try to gain access, remove equipment, and/or attach a protocol analyzer to obtain the confidential data. Phone and PBX: Overseas and long-distance calls should be controlled so that an attacker cannot steal phone toll access.
Wimmera South West 1,218 1,059 31 1 - 37 - 25 275 2,646 Horsham 469 422 8 - - 19 - 11 98 1,027 Warrnambool 749 637 23 1 - 18 - 14 177 1,619 West Total 7,330 7,570 706 2,147 2,944 277 225 242 4,333 25,774 Table 38: Total Director owned units (including leases and other Director managed units) by dwelling type and community owned units by division Division, local area and managing office House Medium density attached Medium density detached Low-rise flat High-rise flat Movable unit Multiple unit facility unit Other Community owned Total East 4,721 5,052 452 663 - 282 209 89 2,032 13,500 North 5,958 7,588 791 2,283 3,017 329 145 130 3,658 23,899 South 6,245 7,641 574 2,364 1,690 360 706 209 3,456 23,245 West 7,330 7,570 706 2,147 2,944 277 225 242 4,333 25,774 State Total 24,254 27,851 2,523 7,457 7,651 1,248 1,285 670 13,479 86,418 Social housing dwellings by local government area at 30 June 2017 Table 39: Director owned units (including leased and other Director managed units) and community owned dwellings by local government area Local government area House Medium density attached Medium density detached Low-rise flat High-rise flat Movable Unit Multiple Unit Facility Unit Other Community Owned Total Alpine 53 36 - - - 1 - - 7 97 Ararat 88 58 4 - - 4 - - 5 159
You may insert images by copying and pasting below What expertise are on your team (e.g. engineering, math, statistics, computer science, clinical, industry) and who? Please list as “Expertise – Name, email” *Save your abstract as “MSM PI Last Name _ 2018 IMAG Futures Pre-Meeting Abstract” Click to email your form to the NIBIB IMAG mailbox
UTS business operations and strategies reflecting a long-term independent commitment to social impact An from outcome 3 pointing to outcome 4 shows that supporting staff can result in impactful research, teaching and program outcomes. A double-sided arrow between outcomes 4 and 5 shows the co-dependent nature of these two outcomes. Finally, dotted lines connecting outcomes 2, 3 and 4 show the inherent connection between staff and students. Below the six high level outcomes are two other categories of influencers that need considering. The first is represented by a blue box that stretches across the width of the framework. The white text inside reads: Leadership and the culture at UTS is inclusive and supports the public purpose role of the university UTS leadership and culture is a critical foundation to the six domains of change identified. Without supportive and inclusive institutional cross-level leadership and culture, the desired change we seek will be unattainable. The second category is around social capital and Social change does not happen in isolation. Meaningful relationships, strengthened by mutual trust and respect, are essential preconditions to the transformational change to which UTS seeks to contribute. A final area of significant importance, therefore, is UTS’s social capital both within the organisation, and in terms of the relationship it holds with the communities of which it is a part. The black box with white writing at the very bottom of the framework that reads “UTS has the social capital and is trusted to bring about social change”, represent this. A second black box with white righting sitting above this represents a related factor. The text here reads: “Alumni and partners are willing to act through and with UTS”. With social capital and trust, we will be able to sustain longstanding relationships that contribute to greater impact for communities. Double-sided arrows show the mutually influencing nature of both these categories. A curved black line with the words ‘External influences’ above and to the left of it sits at very top of the framework. Three arrows along this line represent the external influences that impact universities and their ability to contribute to social change in communities. Four significant influencers have been identified as relevant to this framework and they are represented by grey boxes with black text spread from left to right across this curved line. They read: Government policies and practices Industry International frameworks
Friday Week 5-(25 Sep-1 Oct) Monday Module 5- Sex and Gender Inequality Wednesday Friday Week 6-(2-8 Oct) Monday Module 6- Sexual Orientation, Gender Identity, and Inequality Wednesday Friday Week 7-(9-15 Oct) Monday Module 7-Racial and Ethnic Inequality Wednesday Friday Week 8-(16-22 Oct) Monday Module 8-Classical Explanations of Inequality Wednesday Friday No Class Week 9-(23-29 Oct) Monday Module 9-Contemporary Explanations of Inequality Wednesday Friday Week 10-(30 Oct-5 Nov) Monday Module 10-The Impact of Inequality on Personal Life Chances Wednesday Friday Week 11-(6-12 Nov) Monday Module 11-Social Consequences of Inequality Wednesday Friday Week 12-(13-19 Nov) Monday Module 12-Social Inequality and Social Movement Wednesday Friday Week 13-(20--26 Nov) Monday Module 13-Social Mobility and Status Attainment Wednesday No Class Friday No Class Week 14-(27 Nov-3 Dec) Monday Module 13-Social Mobility and Status Attainment Module 14-Justice and Legitimacy Wednesday Friday Week 15-(4-8 Dec) Monday Module 14-Justice and Legitimacy Wednesday Friday Potluck
and by the teachings of our Church. Housing is an essential entitlement for all people to meet their basic needs, flourish in community and have their inherent human dignity affirmed and upheld by others.” This right and the call of the Church was reinforced by the words and example of Pope Francis, who has made it a priority to reach out to the disadvantaged and marginalised of Rome, including homeless people, Bishop Long said. Hosted by Bishop Long, the statement was launched in Parramatta by Ms Netty Horton, CEO CatholicCare Melbourne, and Mr Jack de Groot, CEO St Vincent de Paul Society, New South Wales. For more information, contact: John Ferguson, Executive Officer, Australian Catholic Social Justice Council: (02) 8306 3499.
b) Restate your objectives in SMART terms: Specific – state in concrete, detailed and well-defined terms – What exactly are we going to do for whom? Measurable – should be quantifiable and the source of measurement has been identified. Attainable/Achievable – can the objective be achieved in the proposed time frame with the resources available? Relevant/Realistic – is the objective directly related to the overarching communication goal from your communication plan? Time-bound – have deadlines been set? (Example: By December 2012 (time-bound), there will be a 5% increase (measureable) in recognition of the immunization campaign name (specific), as measured through surveying, by moms of children under two in the Metro Atlanta area (specific).) I. II. III. Additional information on writing SMART objectives can be found at and 3. Define Audience Communication Needs People access information in various ways, at different times of the day, and for different reasons. If possible, define your audience needs by using market research and other data. You can use the following resources: • • Describe your audiences and their health information needs. 4. Goal Integration a) Describe how your social media objectives support your organization’s mission and/or overall communications plan.
i. It’s encouraged to link to UT Austin websites, online giving pages, etc., from social media sites. However, don’t link to password-protected UT Direct services from third-party social media properties. If you wish to direct someone to a UT Direct service, link to a university-owned Web page that then directs visitors to the password-protected site. For example, “To access this service, visit [department home page] and log in to UT Direct.” j. All UT Austin social media sites are encouraged to use the approved, standard “Contribute Now” button – available from the Office of Development – on social media platforms, where it’s possible to do so. No other “Contribute Now” buttons should be used. k. UT Austin -managed social media sites can’t host advertising. On third-party social media platforms, if ads can be turned off on university pages, they should be. On sites such as Facebook where ads can’t be eliminated without significant investment, the units should make sure the benefit of being on Facebook outweighs the risks of advertising being hosted on the page. l. All University of Texas at Austin-managed social media sites should meet the university’s standards. We emphasize the importance of controlling the administration of organizational social media accounts; that is, keeping the number of administrative publishers to a minimum and having rules in place for managing login credentials. Don’t share your social media passwords around the workplace or classroom. m. All UT Austin -managed social media sites should meet the university’s . University pages on third-party social media sites should make the best effort to follow Web accessibility guidelines. University-managed social media sites can be hosted by third parties as long as they meet Web accessibility and guidelines. n. Agencies working on behalf of UT Austin must also follow these guidelines, including disclosing their business affiliation. IV. Need Help? a. If you have questions about this social media guidelines document, contact University Communications at . b. If you discover inappropriate behavior on a UT Austin -managed social media property, contact University Communications at . c. If you want to exchange ideas with UT Austin colleagues who are engaging with social media, subscribe to the , and let the discovery and collaboration begin.
Audio (video) – The microphones in a smartphone are sensitive, so it’s important to avoid any unwanted background noise. Use the employee lounge or a quiet room to record your video – ask that folks stop by on their break and meet in a quiet location. When you’re viewing a video on Instagram, the sound is controlled by your device’s volume setting. If your phone is set to silent, the video will play with no sound. Use a white board – Interested in creating a video without sound or with musical background? Consider using a white board and writing a word or a phrase that highlights the important elements of what your hospital provides to your community (e.g., “Makes people smile” or “Provides access to rural America”). If you’d rather use music as your audio, check out apps such as Flipagram where you can pull from existing images to create video and overlay audio tracks. Focus – Have a tripod available? Use it. Steady, balanced shots can make a huge difference for any video captured through a smartphone. If you don’t have a tripod, balance or lean against something firm for support. Frame – Consider the position and angle where you’re taking the shot from, as well as where the subject sits within the frame. Vine and Instagram offer users a square crop, so it’s worth considering with every shot. Lighting – Make sure that the background is not brighter than where the subject is located. If it is brighter, the camera’s lens might close down and the subject will be darker. Timing – With such short shots, good timing is critical. If you’re trying something elaborate, it’s a good idea to practice it beforehand. Do I need a disclosure form for each person I film? As these will be posted online, we highly suggest the use of disclosure forms for all staff participating. Please follow your facility’s media and video release procedure and operate in accordance with HIPAA guidelines.
Differentiation: Content/Process/Product: notes will be short answer for some/fill in the blank for some/and guided for others based on ability Grouping Strategy: Assessment: Differentiation: Content/Process/Product: notes will be short answer for some/fill in the blank for some/and guided for others based on ability Grouping Strategy: Assessment: Differentiation: Content/Process/Product: Grouping Strategy: Assessment: Differentiation: Content/Process/Product: Grouping Strategy: Assessment: Differentiation: Content/Process/Product: Grouping Strategy: Assessment: Assessment: Pre-Test: Post-Test: Formative: Performance Based: Assessment: Pre-Test: Post-Test: Formative: Performance Based: Assessment: Pre-Test: Post-Test: Formative: W2W Summative: Performance Based: Assessment: Pre-Test: Post-Test: Formative: Summative: Performance Based: Study Island review Assessment: Pre-Test: Post-Test: Formative: W2W Summative: Performance Homework: By Thursday research an entrepreneur that you would like to know more about and develop 3 questions you would like to ask them. Homework: By Thursday research an entrepreneur that you like to know more about and develop 3 questions you would like to ask them. Homework: By Thursday research an entrepreneur that you would like to know more about and develop 3 questions you would like to ask them. Homework: Based on what we’ve learned, how do you think your entrepreneaur would respond to your questions? Homework: none Resources and Reflective Notes: