zilongwang/ReadingBank huggingface dataset:
Flora Archuleta, Director Immigrant Resource Center P.O. Box 1534 225 6th Street, Suite B Alamosa, CO (719) 587-3225 #11 Don Hanna, Director PALS – A Children’s Program of La Puente P.O. Box 1235, 509 ½ Hunt Avenue Alamosa, CO 81101 (719) 589-6316 Jody Kern, Director Rio Grande County Department of Social Services 1015 6th Street Del Norte, CO 81132 (719) 657-3381 #110 Ericha Loosbrock, Director Evergreen Nursing Center 1991 Carroll Avenue Alamosa, CO 81101 (719) 588-9104 Tara Bay, Director Adelante Family Services 511 6th Street P.O. Box 595 Alamosa, CO 81101 (719) 587-0538 Ryan Anderson, Director Jazmin Evans, Assistant Director Sage Youth Center 1317 17th St. Alamosa, CO 81101 719-589-4505 Michelle Ferrera Child Welfare/Adult Protection Supervisor Conejos County Department of Social Services 12989 County Road 13 Conejos, CO 81129 (719) 376-5455 Janelle Gonzales, HR Business Partner San Luis Valley Regional Medical Health Center 106 Blanca Ave. Alamosa, CO 81101 (719) 587-1200 Moats Supervisor - Early Intervention Services Jefferson County Department of Human Services Children, Youth and Families 900 Jefferson County Parkway Golden, Colorado 80401 (303) 271-4033 Laura Diprince – Clinical Supervisor Southeast Mental Health Services 711 Barnes Avenue La Junta, CO 81050
available to the study team during the month-long visits to the hospital. The data from the records were augmented with observations, interactions and interview of some key staff of the hospital. During the visits, the researchers participated in the therapy sessions and home visits of the clients by the hospital staff. Data Analysis The data collected through the primary and secondary means were analysed using the Statistical Package for Social Science (SPSS 11.0). The data collected were resolved to their constituent components and themes, and simple percentage, means and frequencies were calculated as appropriate. Table 1 : The Socio-Demographic Characteristics of All the Respondents Characteristics Response Frequency Percentage SEX OF PARTICIPANTS Male 57 47.5 Female 63 52.5 Total 120 100.0 AGE OF PARTICIPANTS 20 - 49 96 80 50 – 79 24 20 Total 120 100 MARITAL STATUS Single 66 55 Married 54 45 Total 120 100.0 RELIGIOUS AFFILIATION Christianity 118 98.3 Islam 2 1.7 Total 120 100.0 EDUCATION QUALIFICATION Primary School 12 10 Secondary School 48 40 Diploma/HND 12 10 N.C.E. 15 12.5 B.Sc. 18 15 Non-Applicable 15 12.5 Total 120 100.0 OCCUPATION Unemployment 81 67.5 Artisans 24 20
It was considered appropriate to incorporate the recommendation into this review to make sure there is coherence between qualifying and post-qualifying training. The review was keen to make sure: the elements of learning within the programme are still appropriate the new legislative framework for social services in Wales is properly reflected the learning outcomes achieve an appropriate balance between consolidating learning from the qualifying programme and development of new learning. Proposal Reference in learning outcomes The review the elements of learning within the programme to still be appropriate The current elements under which the individual learning outcomes are grouped are retained See learning outcomes That learning outcomes should be revised to properly reflect the new legislative framework The learning outcomes are revised to better reflect the new legislative framework and its underpinning principles See learning outcomes, eg 1.2.5 The learning outcomes achieve an appropriate balance between consolidating learning from the qualifying programme and developing new learning Some learning outcomes are re-worded to make sure new skills and knowledge are developed from the of qualification. See learning outcomes, eg 2.1.10, 3,2,7 and 3.5.1 The provision for programmes to attract a minimum of 30 credits at level 6 of the HE framework was appropriate and acceptable See learning outcomes Consultation questions Do the proposed changes to the learning outcomes for the Consolidation Programme for Newly Qualified Social Workers properly reflect the new legislative framework for social services in Wales? Yes / No Comments Do the proposed changes to the learning outcomes for the Consolidation Programme for Newly Qualified Social Workers achieve an appropriate balance between consolidating learning from the qualifying programme and developing new learning?
Susan Mapp (M.S.S.W., University of Texas at Austin; Ph.D., University of Houston), Department Chair, special interests are program evaluation, human trafficking, children’s rights, international social work and women’s issues. Peggy L. McFarland (M.S.W., Marywood College; Ph.D., University of Maryland), Field Liaison, special interests are geriatric social work, health care, and program development. The adjunct faculty and the classes they teach includes: Deborah Gadsden (M.S.W., Temple University) SW357 Child Welfare Heather Teter (M.S.W., Temple University) SW368 Generalist Practice II SW280 Multicultural Counseling Skills Sonnya Nieves (M.S.W., University of Pittsburgh) School Social Work SW 366 Addiction and Society
Professional behavior & comportment May occasionally display unprofessional behavior Never displays unprofessional behavior Always displays professional behavior Respect for diverse peoples Has been to voice a statement disrespectful of someone of a particular background Never makes statements disrespectful of people of any particular background Seeks out opportunities to learn about people from different cultural backgrounds Critical thinking Has difficulty seeing more than one point of view to an issue Is able to recognize multiple points of view to an issue Is easily able to recognize multiple points of view to an issue Positive working relationships Is not always able to establish positive working relationships Is able to establish positive working relationships Is easily able to establish positive working relationships Advocacy Does not always advocate for self or others when needed Will advocate for self OR others when needed Will advocate for self AND others when needed Self-reflection Student has difficulty assessing self Student is able to reflect on own thoughts and beliefs Student is proactive on assessing own thoughts and beliefs and acts to meet identified needs Characteristic Potential Barrier Meets Standard Exceeds standard No basis for judgment Criminal background Student has a criminal background (note: this does not in itself bar a student from the program) Student has no criminal background n/a Mental health Student struggles with mental health issues at times Student does not struggle with mental health issues Student is proactive in taking care of self Substance use Drug or alcohol use is a potential limitation for this student Student has no drug or alcohol issues Student has several positive coping mechanisms Ethics Has been unethical at once to your knowledge Has never been unethical to your knowledge Is an ethical model to others Flexibility Student can have difficulty adjusting to changes Student is able to adequately adjust to changes Student easily adjusts to changes Judgment Student does not always recognize the consequences of their actions Student recognizes the consequences of their actions Student has above average ability to consider multiple outcomes of actions and select the most positive one Please give examples below of why you rated the student as you did:
Table 2. Current and Previous Positions Held by Monday Morning Managers (n=50) Positions Current Previous Executive Director 17 14 Middle Manager 26 31 Frontline Supervisor 5 21 Staff Specialist 2 Direct Service Practioner/ Clinician 0 37 Table 3. Auspices and Practice Fields of Current Organization (n=50) Auspice Public Not for Profit Private Not for Profit For Profit Educational Institution 6 24 9 11 Fields of Practice MH/Addict. Ch.Wel. Aging Crim.Justice Manag.Consul CO/Housing HiEd Other 15 3 4 6 5 3 9 5 is a direct and significant positive association between years of management experience and the level of the MMMs current positions. No one with one to three years of management experience reports being an executive director, although 5 are middle managers. No one with ten+ years of experience reports being a front- line supervisor, and 15 and 12 are middle managers or executive directors respectively. The modal category of experience among these MMM’s is ten+ years. (Table 4)
Social Work Program EVALUATION OF STUDENT VOLUNTEER PERFORMANCE Student: Semester: Year: Agency: Volunteer Supervisor: A. Please evaluate the student's effectiveness in carrying out the activities designed in the volunteer experience. Please rate him/her using the following scale (circle the appropriate response): LEVELS OF PERFORMANCE Outstanding Above expectations Meets expectations Below expectations Not acceptable No opportunity to observe Demonstrates a beginning understanding of the agency 5 4 3 2 1 0 Understands volunteer role relative to ethics, values, etc. 5 4 3 2 1 0 Has clarity regarding own values 5 4 3 2 1 0 Understands basic problem solving process 5 4 3 2 1 0 Has a beginning knowledge of community resources 5 4 3 2 1 0 Exemplifies beginning professional skills 5 4 3 2 1 0 Achieved some beginning social worker practitioner identity 5 4 3 2 1 0 8. Follows agency’s policies and procedures 5 4 3 2 1 0 Receives assignments of increasing responsibility 5 4 3 2 1 0 Uses available networks to link clients and resources 5 4 3 2 1 0 Recognizes/builds on strengths of client groups 5 4 3 2 1 0 Integrates knowledge into volunteer activities 5 4 3 2 1 0 Demonstrates good work habits (punctuality, etc) 5 4 3 2 1 0 Has appropriate grooming (dresses appropriately for agency, etc.) 5 4 3 2 1 0 Demonstrates ability to separate person/professional self 5 4 3 2 1 0 Works toward social change for community 5 4 3 2 1 0 17. Other: 5 4 3 2 1 0
Social work in the South East Milton Keynes, Oxfordshire, Buckinghamshire and Berkshire Name of MKOB&B SWEG (Milton Keynes, Oxfordshire, Buckinghamshire and Berkshire Social Work Education Group) Members (including organisations) Brewer – Milton Keynes Council Cathy Lloyd – Ruskin College Clare Grasham – Bucks New University Deborah Marshall – University of West London Edwin Fernanades – Wokingham Borough Council Eve McIlmoyle – Reading Borough Council Debbie Hardy - PACT Jatinder Matharu – Slough Borough Council Jennifer Burton – Bucks New University Jenny Simpson – The Open University Jo Edwards – Bucks New University Jonathan Fisher – Oxford Brookes University Julie Glover - Oxfordshire County Council Kate Glover-Wright – County Council Kiren Khuttan – Reading Borough Council Kulvinder Ubhi – Milton Keynes Council Kusham Nijhar – Slough Borough Council Leah Thompson – Bracknell Forest Borough Council Mary Buckman – Oxfordshire Health Neil Dewdney - West Berkshire Council Rachel Reid – Skills for Care Robert Bennie – Oxfordshire Brookes University Roxanna Bostock – Royal Borough of Windsor and Maidenhead Sally Cairns – Berkshire Healthcare Foundation Trust Sarah Gammon – Milton Keynes Council Stan Henshaw – Bucks New University Tineke March – Oxfordshire County Council Tricia Ayre – University of West London Simpson -– University of West London Chair Stan Henshaw – Chair Leah Thompson – Vice Chair Who to contact for more information How often it meets 3 times per year Where it meets Venues rotate across members / organisations Future meeting dates and times 20 October 2015 Terms of reference / partnership agreement DATE: JUNE 2015
_____________________________________________ 0000 – 0000 Degree Institute Relevant Modules: _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ Employment Experience 0000 – 0000 Job Title Address Main duties performed: --------------------------------------------------------------------- 0000 – 0000 Job Title Address --------------------------------------------------------------------- ---------------------------------------------------------------------
Main duties performed: Professional Training Attended various workshops such as: --------------------------------------------------------------------- Skills -------------------------------------------------------------------------
How to involve Community organisations in Undergraduate Medical Education. Joanne Thompson (j.thompson1@sheffield.ac.uk) We worked in small groups to discuss the impact on the following: Impact on Students ‘Understanding of client groups that they will encounter in the future’ ‘Appreciation of their own situation/background & privilege’ ‘Raising aspirations in deprived communities to become medical students’ Impact on Organisations ‘Students can bring a new set of ideas to the table and do work organisations don’t have time to’ ‘Extra pair of hands’ ‘Dedicated time for customers’ ‘Extra pair of hands – same time etc.’ ‘Educated person to help with development’ ‘Some shared experiences with users of service’ ‘An opportunity to teach change perception’ ‘Different perspective of social issues/fresh’ ‘New insights from different sector/background’ ‘Research while on placement or after – impact on funding/referrals/access’ ‘Better links with Medical School/Healthcare in general’ ‘A chance for doctors of the future to learn the importance of community organisations’ ‘Increases involvement in the community and greater area/city’ ‘Awareness of organisation (publicity)’ ‘Can provide research used often to show the impact organisations hate’ Impact on Medical School/University ‘Staff of Sheffield Uni ’40 Medical School more socially conscious’ ‘Institutional stigma reduction’ ‘Improves Uni reputation locally’ ‘Smoother dialogue between Uni and community’ ‘Encouraging local applicants to University (students)’ ‘Student graduate retention’ ‘Challenging concept of Med Ed internally’
Clarity of visuals (font appropriate size; easy to read) 1 2 3 4 5 Graphs and figures (easy to interpret) 1 2 3 4 5 Photos & graphics (contribute to subject and clarity, no distracting animation) 1 2 3 4 5 Allocation of time (not too much time on methods/ intro vs. results/discussion) 1 2 3 4 5 TOTAL GRAND TOTAL Comments:
Businesses with a single bottom line (financial) Businesses with a single bottom line that practice corporate social responsibility Social enterprises legally structured as for-profit entities (double bottom line) Social enterprises legally structured as nonprofit entities (double bottom line) TRADITIONAL INVESTORS seeking financial returns PRIORITY SECOND PRIORITY PRIORITY NOT A PRIORITY SOCIALLY RESPONSIBLE INVESTORS seeking both social and financial returns NOT A PRIORITY PRIORITY SECOND PRIORITY PRIORITY SOCIAL INVESTORS seeking both social and financial returns NOT A PRIORITY THIRD PRIORITY PRIORITY SECOND PRIORITY SOCIAL INVESTORS primarily seeking social impact NOT A PRIORITY THIRD PRIORITY SECOND PRIORITY FIRST PRIORITY Copyright © 1999-2010 The Institute for Social Entrepreneurs
special needs) likely to be adversely affected neighbours) likely to be positively affected neighbours) likely to be adversely affected special needs) adversely affected Adverse impacts on disadvantaged people Whether the impact will be direct or indirect Direct positive impact Indirect positive impact No impact Indirect adverse impact Direct adverse impact The duration of the impact More than a year Less than a year N/A Less than a year More than a year The level of expressed or anticipated community concern High level of support from the people affected (may include local community or wider communities) Low level of support from the people affected Very little or no support / reaction Low level of reaction from the people affected High level of reaction from the people affected (may include local community or wider communities) The potential for cumulative impacts High likelihood of an accumulation of positive impacts over time Low likelihood of an accumulation of positive impacts over time Very little or no potential for cumulative impacts over time Low likelihood of an accumulation of adverse impacts over time High likelihood of an accumulation of adverse impacts over time 4.2 Assessment of checklist From the information provided in the initial review checklist the Council will consider the following: the accuracy of the information provided, including the impacts identified and their suggested level of significance; whether any identified adverse impacts can be mitigated to an acceptable level by the proposed responses; what amendments or appropriate conditions can be imposed to further reduce adverse impacts or enhance positive impacts; or if further investigation, by way of a social and health impact assessment report is required. For development that is considered to have only minor adverse, neutral or positive impacts, Phase B of the social and health impact assessment process will not be required. For development that has one or more major adverse impacts, Phase B of the social and health impact assessment process will be required. may be occasions when highly positive impacts in some types of impact category will need to be weighed against adverse impacts in other impact types. In these instances, a Phase B assessment is likely to be required.
Website Name Description of Website URL Recycle Saskatchewan RWK.1 Examine ways of managing tasks and resources in families and schools. RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony. Kindergarten: Resources and Wealth Celebrating Saskatchewan’s Heritage Videos, photographs, timelines, lesson plans, curriculum links and other resources on Saskatchewan’s Heritage. Created by Saskatoon Public Schools Online Learning Center. Map Maker Interactive National Geographic Education website where you can customize maps. Cardinal Directions A game to reinforce cardinal directions. CG Kids Atlas Online Interactive site for kids to learn Canada’s geography, history, economics, culture, and landforms. McGraw Hill World Map Interactive site allows children to click on countries on a world map and research information. Sheppard Software By using Sheppard Software's learning games, you will gain a permanent mental map of Canada, its territories and provinces. Grade 2: Dynamic Relationships One World Follow Tiki, the penguin, and learn about climate change. Grade 2: Resources and Wealth PBS KIds You’ve Got to be Kidding Solve real life problems by choosing the best advice. Grade 2: Power and Authority PBS Kids About Face Identifying feelings of others. Grade 2: Power and Authority United Nations Cyber School Bus Declaration of the Rights of a Child. Grade 3: Power and Authority
Many Neighborhood Activities to Top Private School Good Prices and financing available Turn-key Home Fully Funded Program Close to Downtown, but Upscale Park-Like Setting Marketing Without Non-Traditional Resources Opportunities Stunning Homes at Bottom Market Pricing Appealing Financing Programs for Lower and Middle Incomes Buyers A neighborhood Where Residents Talk to Each Other- Make Friends. Activities to Access Nearby Threats Will I Like It Here? Is Detroit Viable? Safety Concerns Can I Afford It? Will I Make friends With Others Like Me? Can I Be My Authentic Self and Be Accepted and Welcomed? Bibliography
Psychologist: Social Media Causing A ‘Distancing Phenomena’ To Take Place Regina F. Graham 16, 2014 2:12 PM WASHINGTON (WNEW) — With over 73 percent of online adults now using a social networking site, social media has dramatically impacted the world in both positive and negative ways. It has left many people to wonder how and if social media can mentally affect people. Lemoyne College professor of psychology Krystine Batcho believes that social has made changes for the better and also not so great for society. “Overall we’ve benefited greatly from social media as a society,” Batcho said. “But I think there are a lot of fears of what’s happening that we’ve made interactions with other people too impersonal and a distancing phenomena is taking place.” Batcho explained that what a person does in cyberspace is quite different than what someone can do face-to-face in an actual conversation. “Cyber-bullying is a great example of how social media communication differs from Batcho, who has been a licensed psychologist in New York state for over 30 years, stated. “Studies suggest that it takes place in a more extreme way over social media because the authors feel no responsibility.” In recent years, there have been several instances where teens and adults have committed suicide because of being bullied over social media by their peers, Batcho added. “They probably wouldn’t engage in bullying activity if they were face- to-face because of the consequences if they were caught in person by authority figures,” she said. “There’s a lot of ambiguity with social media, especially with the next generation developing social media skills.” In addition to cyber-bullying via social media, Batcho noted that social media usage by teens and younger kids sparks a greater fear for some in society. “The greater fear of what’s perhaps taking place is that kids are not learning how to behave in a face-to-face conversation,” Batcho explained. “What could be happening in cyberspace may not translate to real life. What you do you in cyberspace is quite different than what you do and kids may be losing those important social skills.” Michael S. Broder, Ph.D., who is a renowned psychologist and bestselling author, agrees with Batcho.
Sat Day 2 11/26 Swap your Facebook profile picture for the #16Days logo to help spread the word about SGBV and invite your Facebook friends to change theirs too! To download the campaign logo in the language of your choice and upload it as your profile picture, visit: We Will Speak Out Pledge: See that? We changed our Twitter profile pic to bring awareness to #SGBV. You and your Twitter followers can too! #16Days Sun Day 3 11/27 Women and Girls are at the heart of development. Learn more today. #16Days #Faith2EndSGBV We Will Speak Out Pledge: Women and Girls are at the heart of development. Learn more today. #16Days #Faith2EndSGBV Mon Day 4 11/28 Gender Equality & Gender-Based Violence is an important issue that Faith Communities can be active in resolving. #16Days #Faith2EndSGBV #Pray2EndSGBV Discover more: We Will Speak Out Pledge: Gender Equality & #SGBV are important issues that Faith Communities can be active in resolving. #16Days #Faith2EndSGBV #Pray2EndSGBV Discover more: Tues Day 5 11/29 Please pray with us as we lift up women around the world who face violence, poverty, fear, pain, and homelessness. #16Days #Faith2EndSGBV #Pray2EndSGBV We Will Speak Out Pledge: #Pray w/ us for women around the world who face violence, poverty, and homelessness. #16Days #Faith2EndSGBV #Pray2EndSGBV Wed Day 6 11/30 Wear Orange through December 10! Join us and UN Women on behalf of the United Nations Secretary-General’s campaign UNiTE to End Violence Against Women. The initiative is aimed at raising awareness and mobilizing action to eliminate violence against women and girls. The color orange will be a key theme unifying all activities taking place worldwide, as the official color of Wear Orange through December 10 to help raise awareness and mobilize action against #SGBV. #16Days #Faith2EndSGBV
Increase fundraising social networking websites! USE YOUR STATUS UPDATES TO MOTIVATE AND FUNDRAISE Encourage your friends with your status updates on Facebook, Twitter or LinkedIn by using Hemophilia facts and ask them to make a donation. Be sure to include a link to your personal fundraising web page in each status update. SAY THANKS & GET SPONSORS When somebody makes a donation to your page, thank them publicly by writing on their Facebook wall, and also updating your status with the same message. This lets the donor know how thankful you are for their donation, but also encourages others to donate! ON A TEAM? CREATE A TEAM FAN PAGE A Page offers a opportunity for recruiting team members, fundraising, tracking team progress, and inspiring people to support your team! You can upload photos, post links to have others join your team or sponsor you, and publicize team events. PUBLICIZE YOUR EVENTS Use the “Events” application on Facebook to create an invitation for your Hemophilia Walk fundraiser. Send it out to all of your friends, and make sure you make it an open event so it appears in searches and so guests can send it to their friends. RETWEET On Twitter, become a follower of the National Hemophilia Foundation (@NHF_Hemophilia). Then you can retweet the messages you read with an additional message of your own asking your followers to donate to your fundraising webpage. FUNDRAISE ON YOUTUBE Record a personal message asking for support for your Hemophilia Walk fundraising efforts, and post it on YouTube, Facebook, etc. HAVE A FACEBOOK FUNDRAISING SALE Use the Marketplace application! Facebook allows you to sell your stuff by “Selling for a Cause”. On the Marketplace Facebook homepage, click “Sell for a Cause” then set the prices of your items. Click “Post” and start selling! Advertise your sale and let everyone know the proceeds go to Hemophilia Walk. POST YOUR PHOTOS Make a record of your experience at the Walk by posting your photos through Instagram or Flickr.
Comments: Name of supervisor: _____________________________ Signature: ____________________________ Week 2: Was the resident punctual? Y N Was the resident adequately prepared for their encounter in your environment (i.e. appropriate dress, basic knowledge about service/program, pre-reading completed where applicable)? Y N Did you consider this resident appropriate and professional to your environment throughout this encounter (ie. interacting with program staff in an appropriate and culturally sensitive manner)? Y N Did the resident seem interested and engaged throughout your encounter together? Y N Did the resident appropriately interact and communicate with patients, clients, and team members Y N Comments: Name of supervisor: _____________________________ Signature: ____________________________ City of Hamilton Community Dental Team Administrative Contact: Kim Stowe (kim.stowe@hamilton.ca) Resident Contact: Kim Stowe (kim.stowe@hamilton.ca) 905 546 2424 ext 3793 for Kim or ext 2974 for Cindy (backup) Clinic times: Friday mornings often or variable for school clinics Description:
Session 2: Facilitator Evaluation: Session 1: Was the resident punctual? Y N Was the resident adequately prepared for encounter in your environment (i.e. appropriate dress, basic knowledge about service/program, pre-reading completed where applicable)? Y N Did you consider this resident appropriate and professional to your environment throughout this encounter? Y N
Customer Details Name Date of Birth Address Postcode Telephone No. Email Address Preferred method of contact GP and Surgery name Communication Needs (Interpreter required e.g. sign or language/ details of person who is able to provide support to discuss referral) *Support Required (Please select one) Services for people with a mental health need Services for people over the age of 50 Support Needs Please indicate what you wish to gain from the service: Would you like to access activities in the community? Y/N Can you access the community independently? Y/N If NO please specify: Do you have either a physical or learning disability? Y/N If YES please specify: Do you have any memory difficulties? Y/N If YES please specify:
Social Studies 1 Local Communities (Planning KDU) CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions (Key skills: Recognize that maps are used to represent real places; relate pictorial representations to their physical locations (e.g., a place within the school, a neighbourhood park). Follow a path to a destination using a pictorial representation (e.g., picture map); Demonstrate active listening skills. Access information from audio, visual, material, or print sources. Collect information from personal experiences, oral sources, and visual representations. Use comparison to discover similarities and differences. With teacher prompts, make simple interpretations from information gathered (e.g., We shape the local environment and the local environment shapes who we are and how we live. (Geography) Key Questions: How does the environment shape how we live and play? How does the rural environment differ from the urban environment? How does your community depend on the local environment? To what extent do activities in the community affect the environment? Natural and human-made features of the local environment (natural features: mountains, forests, waterways, local plants and animals; human-made features: buildings, bridges, dams, dykes. Key Question: How does the rural environment differ from the urban environment?) Relationships between a community and its environment (natural resource industries; parks and other natural areas; population growth and new construction; water and sewage treatment. Key questions: How does your community depend on the local environment? What effects do the activities in your community have on the environment?) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
events in their lives (perspective) Identify fair and unfair aspects of events, decisions, and actions in their lives and consider appropriate courses of action (ethical judgment) for the local environment (Society & Culture) music, traditions, holidays, food, clothing, and dress) Key events and developments in the local community, and in local First Peoples communities (community milestones (the founding of the community, the opening and closing of local businesses, the construction of new buildings); celebrations and holidays; cultural events growth or decline of a community. Key questions: What is the most significant event in your local community’s history? How is your community different now from what it was like before settlers arrived?) Evidence of Experience (Show)
civic participation at the school, community, provincial, and national levels; Individually, or in groups, implement a plan of action to address a problem or issue (fundraising campaign, clothing or food drive, letter writing to a politician, editorial in school or community newspaper, petition)) Develop a plan of action to address a selected problem or issue (Individually, or in groups, design a plan of action to address a problem or issue (fundraising campaign, clothing or food drive, letter writing to a politician, editorial in school or community newspaper, petition).) Construct arguments defending the significance of individuals/groups, places, events and developments (significance) (Identify and assess the significance of individuals who have contributed to the development of Canada’s identity in various (arts, Canadian institutions and government reflect the challenge of our regional diversity. Immigration and multiculturalism continue to shape Canadian society and identity. Canada’s policies and treatment of minority peoples have negative and positive legacies. Key questions: How has Canada’s identity been shaped by the immigration of individuals from a wide range of ethnic and cultural backgrounds? What is the most significant event in Canadian history? the development and evolution of Canadian identity over time The changing nature of Canadian immigration over time (Changing government policies about the origin of immigrants and the number allowed to come to Canada; immigration to BC, including East and South Asian immigration to BC; the contributions of immigrants to Canada’s development (Chinese railway workers, Sikh loggers, Eastern European farmers, British investors); push and pull factors; settlement pattern; growth of cities, provinces, and territories as a result of immigration. Key questions: Why did East and South Asians come to BC and Canada, and what challenges did they face? How has Canada’s identity been shaped by the immigration of individuals from a wide range of ethnic and cultural backgrounds?) Past discriminatory government policies and actions, such as the Head Tax, the Komagata Maru incident, residential schools, and internments (historical wrongs against East and South Asian immigrants; Indian Act; Head Tax on Chinese immigrants; numbered treaties with First Peoples; treatment of Doukhabours; 1884-85 famine; 1907 Anti-Asian Riots; Japanese and German internments;
Social Studies 7 Ancient World to 7th Century (Planning KDU) (*Note: Big ideas are grouped – please adjust to teaching preferences) CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions (Key skills: Select a relevant problem or issue for inquiry; Use comparison, classification, inference, imagination, verification, and analogy to clarify and define a problem or issue; Compare a range of points of view on an issue; Draw conclusions about a problem or issue; Identify ways of marking historical time (decade, century, millennium, BCE, CE); Compare the advantages and disadvantages of various graphic forms of communication (graphs, tables, charts, maps, photographs, sketches); Demonstrate an ability to interpret scales and legends in graphs, tables, and maps (climograph, topographical map, pie chart); Draw conclusions from maps, tables, timelines, graphs; Compare maps of early civilizations with modern maps of the same area; Select an appropriate graphic form Geographic conditions shaped the emergence of civilizations (Geography) Key questions to support inquiry: What can we learn from ancient civilizations based on the artifacts we have found? How do artifacts and monuments reflect the surrounding geography? Anthropological origins of humans (early origins of humans in Africa and the migration of early humans out of Africa to the rest of the world; interactions between early humans & Neanderthals; technological developments of early humans and the increasingly sophisticated use of stone tools and early metalworking; shift of early humans from a nomadic hunter-gatherer way of life to more settled agricultural communities. Key question: What advantages did agriculture have over the hunter-gather way of life?) Human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources (Identify the key characteristics of physical environments that affected the following for selected ancient cultures: development and settlement (proximity to water, fertile land, natural resources, defensibility); the fall of the culture (earthquakes, tsunamis, volcanic activity, unsustainable human practices); interactions among cultures (mountain ranges, oceans, rivers); Describe how humans adapted to their
Sunday, 10th December Hyde Park Winter Wonderland 2017 Westbourne Academy 7:40am £25 Friday, 8th December Tuesday, 12th December night Westbourne Academy 4:30pm Free Monday, 11th December Thursday, 14th December Christmas Carols + Tombola Westbourne Academy 12:00pm Free Not necessary Sunday, 17th December Metropole Market 2017 at Lansdowne Lansdowne All day Free Not necessary Please note: The activities, times and dates are subjects to change.
to present information (e.g., a picture of their immediate environment, such as their classroom or a room in their home) Explain the significance of personal or local events, objects, people, and places (significance) (Give a presentation about a family story or heirloom. Key questions: What is meant by significance? What makes something a personal or family treasure? Which events, objects, people, and places are significant to you?) Ask questions, make inferences, and draw conclusions about the content First Peoples oral histories, notable ancestors, memories from older relatives); traditions and celebrations (e.g., Christmas, other winter festivals around the world), special cultural holidays (e.g., Lunar New Year, Diwali, First Peoples celebrations, birthdays, and associated foods, clothing, art). Key questions: What types of stories get passed down from generation to generation? Why do people find traditions and celebrations important?) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
or cars); Use appropriate terms to describe when events took place (e.g., then, now, natural and human-built characteristics of the local physical environment. Key question: What people, places, or events are most significant to you? Is your list the same as your classmates or family?) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
OF NEW JERSEY DIVISION OF FAMILY DEVELOPMENT CONTRACT ADMINISTRATOR: CONTRACT NUMBER: NAME OF AGENCY: CONTRACT PERIOD: INDEX OF REQUIRED CONTRACT DOCUMENTS This index provides details of all required documents that must either be included with the contract package (see checklist) or must be available on site for inspections as noted in the Document Verification Sheet (DVS). Forms that are not included in the following pages, can be found by accessing the website at and clicking on the link for Standard Contract Documents. Document Required with first Contract and as Amended Required Annually and as Amended Checklist Required for on-site - DVS Form if submitted with package Contract Documents Standard Language Document (SLD) with original signatures (additional copies requested must also have original signature) 2 copies Annex A (including summary sheet and supporting schedules) 3 copies Annex B – Budget Form with all required forms, schedules, and signatures 3 copies Executive Order 129 (Public Law 2005, Chapter 92) Source Disclosure Certification Form ● Federal Funding Accountability and Transparency Act (FFATA) Worksheet (if applicable) ● Certification of Suspension and Debarment ● Copies of Subcontract/Consultant Agreement(s) ● Private/Public Donor Agreement (s) for Match Responsibilities ● HIPAA Business Associate Agreement (BAA) ● ● A copy of the Acknowledgement of Receipt of the New Jersey Policy and Procedures for EEO/AA ● Liability Insurance Declaration Page and/or Malpractice Insurance ● Bonding Certificate ● Applicable Licenses (business and professional licenses) ● Current Affirmative Action Certificate or copy of renewal application sent to Treasury (AA302 – Affirmative Action Employee Information Report) ● Health/Fire Certificates ● Certificate of Occupancy or Continued Certificate of Occupancy ●
Walmsley J, Rolph S and Atkinson D (1999) ‘Community Care and Mental Deficiency 1913-1945’ in Bartlett P and Wright D (eds) Outside the Walls of the Asylum London: Athlone pp 181-203 Walmsley J (2011) An investigation into the implementation of Annual Health Checks for people with intellectual disabilities Journal of Intellectual Disabilities 15, 3, 157-166 Wolfensberger W (2011) The new genocide of handicapped and afflicted people (3rd revised edition) Syracuse: Syracuse Training Institute Woodley K and Keilty T (2013) No Going Back: Forgotten Voices from Prudhoe Hospital Newcastle: Skills for People
27. One of my parents getting seriously ill 1 – 2 – 3 – 4 – 5 28. Telling someone that their behavior bothers me and asking them to stop 1 – 2 – 3 – 4 – 5 29. Asking someone I find attractive to dance 1 – 2 – 3 – 4 – 5 30. Being criticized 1 – 2 – 3 – 4 – 5 31. Talking to a superior or a person in authority 1 – 2 – 3 – 4 – 5 32. Telling someone I am attracted to that I would like to get to know them better 1 – 2 – 3 – 4 – 5 Citations: Caballo, V. E., B., Salazar, I. C., Irutia, M. J., Hofmann, S. G., & CISO-A Research Team (2015). Psychometric properties of than innovative self-report measure: The Social Anxiety Questionnaire for Adults. Psychological Assessment, 27, 997-1012. doi: 10.1037/a0038828 Caballo, V. E., Salazar, I. C., Irurtia M. J., Arias, B., Hofmann, S. G., & CISO-A Research Team (2012). The multidimensional nature and multicultural validity of a new measure of social anxiety: The Social Anxiety Questionnaire for Adults. Behavior Therapy, 43, 313-328. doi: 10.1016/j.bath.2011.07.001
Social Class in the US: Chapter 8 Lecture Outline What Is Social Class? Definitions. Weber. Mark. Property dimension. 1. Wealth. 2. Income. 3. Distribution of wealth and income in U.S. Dimension. 1. Hellinger and Judd; Democratic façade. 2. Mills: Power Elite. Prestige dimension. Occupation. 2. Status symbols. 3. Status consistency. 4. Status inconsistency. Sociological Models of Social Class. Marx: Unidimensional model. Bourgeoisie (capitalist class). Proletariat (working class). Inconsequential others (beggars, homeless, Wright (modern modification of Marx). Capitalist class. Petty bourgeoisie (small business owners). Managerial class. Proletariat (working class). Multidimensional model. Gilbert and Kahl modification. Capitalist class (1%). Upper-middle class (15%). Lower-middle class (34%). Working class (30%). Lower class (15%). Underclass (5%). Symbolic Interactionism: Different meanings gender, housework, and childcare have for women and men. Consequences of social class.. Healthcare. Mental health. Family, marriage, childhood socialization. Education levels. Political affiliation and involvement.
Social media messages for Federal Budget Please remember to include a link to your client Budget summary Twitter: What do the Federal Budget 2018 announcements mean for you? from our financial planning partner, Bridges. LinkedIn: Last night the Treasurer, Scott Morrison MP, delivered the Federal Budget for 2018. Here’s our of the announcements and what it could mean for you. Brought to you by our financial planning partner, Bridges. Facebook: Find out how the Federal Budget proposals and changes could affect your financial situation. from our financial planning partner, Bridges.
18th March 11am Twitter @catch22 is there for you if you recognise any of these #CSEtricks that criminals use to groom and then sexually exploit children. Ring @catch22 in confidence on 01785 237106 #CSEDay18 #CSEtricks #Positiverelationships #Stoke #Staffs 18th March , 12 noon Any parent, carer or young parent in Staffordshire or Stoke-on-Trent can contact Catch22 confidentially to get help to identify when a child is in an unhealthy relationship, or support children that may be being sexually abused. #CSEDay18 #CSEtricks #Positiverelationships 18th March , 12 noon Twitter Any parent, carer or young parent in #Staffs or #Stoke can contact @catch22 in total confidence. #CSEDay18 #CSEtricks #Positiverelationships March, 1pm It can take up to seven years for a child to tell someone if they’ve been sexually abused. Catch22 can help you to talk to your child if you think they could be at risk. Get tips and help to talk to your child at #CSEDay18 #CSEtricks #Positiverelationships
If you think you have an interesting idea to submit, please complete the application form at the end of this document. 2017 conference This year we’re looking for any presentation, talk or concept that relates to the topics outlined above in the guidance. The more thought provoking, unusual, practical and insightful the better. If you have an idea that you think might be appropriate for this conference, we encourage you to submit it as we’ll read and review every application. We believe that insights into how others are working, their successes, their failure and their practices can be of benefit to many others within the wider museum and cultural community. Contributors are invited to offer perspectives from local, national, international or global context. Contributions that are presented in an a different, interactive or discussion, way will be happily accepted and we keen to accept more contributions that are seen as showing ‘out of the box’ thinking and allow delegates to reflect and think about Social History Curation and its future. Important dates Please complete the submission form below and return it to Nick Sturgess and Becca Lucas at by the 25th February 2017. All applicants will be notified by the 4th March 2017. TERMS AND CONDITIONS The decision of the conference panel is final Only one person from each presentation or workshop submission will be a free day delegate place for the day that they are speaking Speakers for the Quick Fire Round will not presentation do not qualify for a free place on the day they are speaking Speakers travel costs will be reimbursed up to a maximum of £100 Unfortunately we are unable to provide additional fees, subsistence or accommodation for speakers The Social History Curators Group is a membership organisation dedicated to improving the status and provision of social history in museums and the standards of collections, research, display and interpretation. Our annual conference is open to all and aims to facilitate the sharing of skills and experiences, and provoke debate around a current theme affecting our members through presentations, interactive workshops and tours. For more information see
In this seminar you will be asked to participate (actively: note/ answers should be on your desk, you should participate in the class conversation)12 pts of outline or answers 8 pts for active conversation Seminar: Impact of industrialization on society (Kagan 695-704) Past FRQ on impact of industrialization on society. Discuss the impact of industrialization and urbanization on working-class families from 1750 to 1900. Analyze the impact of science and technology on European society in the period from 1800 to 1900. Analyze the problems and opportunities associated with the rapid urbanization of western Europe in the nineteenth century. Analyze the ways in which the rise of the middle class affected family structure and gender roles in Europe in the 1800s. Discuss the impact of industrialization and urbanization on working-class families from 1750 to 1900. European women’s lives changed in the course of the nineteenth century politically, economically, and socially. Identify and explain the reasons for those changes. In what ways was work, social & family life affected by industrialization & mechanization? How did government attempt to deal with these issues? Why do you believe crime exists? Do you believe convicted lawbreakers should be sent to prison as a means of punishment or as a means of rehabilitation? Explain using information from this era as part of your support. Family Structures and the Industrial Revolution Who were allowed to become assistants to a factory worker? How many hours in a work day did the English Parliament mandate with the Factory Act of 1847? What became the chief unit of consumption due to industrialization? in the Early Industrial Revolution Who became associated with almost exclusively supporting the family? What decade saw an increase in women working in textile mills? required fewer skills? Where did the largest group of women work in mid-18th century France? Problems of and Order In which 19th century decade did crime plateau? What institution of law was paid and professionally trained in the 19th century? Which European city was the first to have a police force? What practice sent prisoners overseas? Where did Britain send criminals in the late 18th century who had committed capital offenses? What name was given to this colony? What prison system model did Europe adopt from the United States? What did this system do to prisoners at night?
(in captions and copy) Strong use of hashtags, such as Use of blog posts - often as included links in social media posts social media Mission is not Lack of and deals within content Opportunities Snapchat account - include follow sponsored athletes or expeditions Include more deals and promotions More customer engagement - include content (such as photos from followers wearing gear) Threats includes many deal and in their social media - The North Face may lose or as a result may become in posts athletes