zilongwang/ReadingBank huggingface dataset:
8:30 – 9:00am Morning session (including a coffee break) 9:00am – 12:00pm Lunch and Afternoon Preparation 12:00 – 1:00pm Afternoon Session (including a coffee break) 1:00 – 4:00pm The Johns Hopkins Carey Business School • Executive Education 410-234-9440 or
Know/respect your fellow attendees A benefit of tweeting from an event is that you can gain a large amount of quality Twitter connections in a short amount of time. Just as people will see your Twitter handle in the event’s livestream, discover your work and follow you if it is relevant to them (which is likely since you are both interested in the same conference), you should follow other people whose handles appear in the livestream. This increases the chances that other event-goers will discover you and you can make connections that overflow into offline meetings. Watch for statements that triggered interest among your followers or that many people in the event’s livestream retweeted. To the extent that it’s possible, reply to those who tweeted the same statements, either agreeing that an important point was made or by asking a follow-up question of your own. If the conversation gets interesting, you can tell everyone who is at the event to take it offline by tweeting something like, “Let’s talk more about this during the coffee break in the main lobby!” Take selfies with other attendees and tweet them, with conference hashtags and Twitter handles, so they appear on both of your feeds, and in the conference feed/archive. Chances are that someone will be live blogging the conference as well. This means that they will be recording more of what is said and in more detail. Look around — for instance by glancing at the hashtag stream — for live bloggers. After vetting them, share the links to these blogs with your followers. It’s a great idea to give your audience different perspectives on the event. Reconnect with your new followers by sending a “thanks for connecting at name]” tweet once the event is over. Part of tweeting from an event is about using the platform to make connections that can last beyond the event or even grow into organizational partnerships and collaborations.
[insert unique URL] <IMAGE: HEALTH HARMS AND FAT_FACEBOOK> There can be a surprising amount of sugar, saturated fat and salt in our everyday food and drinks. Find out how much is in yours and make sure your children aren’t eating too much [insert unique URL] <IMAGE: MUFFIN_FACEBOOK> Find out how much sugar, sat fat and salt that can be found in our everyday food and drinks [insert unique URL] <IMAGE: MUFFIN_TWITTER> ACCESS TO CONTENT AND ASSETS All information and assets are available on the PHE Campaign Resource Centre in the Change4Life January 2017 campaign section. You will need to sign in to view these pages: Here are some assets you could use with your posts on social media which are available on the CRC:
SOCIAL MEDIA Below are the details of all our social media handles and hashtags. Dulux Trade London Revolution Twitter: Facebook: Instagram: Official Event Hashtags: #LondonRev2018 Deloitte Ride Across Britain Twitter: Facebook: Instagram: Official Event Hashtags: #DeloitteRAB HEINEKEN Race To The
1612.951 928.673 0.084 1.737 0.083 0.086 0.078 0.072 0.737 1.357 Materials 366.291 757.483 0.026 0.484 0.629 -0.023 0.022 0.020 0.607 1.647 Telecommunications 820.804 1043.428 0.037 0.787 0.432 0.036 0.036 0.033 0.777 1.288 Utilities 422.554 870.925 0.024 0.485 0.628 -0.003 0.022 0.020 0.694 1.440 Appendix Table 10: List of Fortune 500 companies S/N Names of Company S&P Sector Profits (Millions) Revenues (Millions) Year Listed Age Since Listed Interlocks Power (Bonachich's) 1 EXXONMOBIL Energy $19,280 $284,650 1920 89 8000 400 20 7.7 2 MICROSOFT Information Technology $14,569 $58,437 1986 23 64 16 4 11.15 3 WALMARTSTORES Consumer $14,335 $408,214 1970 39 1000 100 10 26.05 4 PROCTER&GAMBLE Consumer Staples $13,436 $79,697 1950 59 3375 225 15 41.35 5 Information Technology $13,425 $95,758 1915 94 8000 400 20 5.16 6 GOLDMANSACHSGROUP Financials $13,385 $51,673 1999 10 1000 100 10 28.9
69 MONSANTO Materials $2,109 $11,740 2000 9 343 49 7 22.89 70 XTOENERGY Materials $2,019 $9,064 1993 16 8000 400 20 7.7 71 CORNING Telecom $2,008 $5,395 1945 64 2197 169 13 7.78 72 WALGREEN Consumer Staples $2,006 $63,335 1934 75 27 9 3 16.1 73 GENERALMOTORS Industrials $2,000 $104,589 1984 25 1728 144 12 11.86 74 RAYTHEON Industrials $1,935 $24,881 1952 57 8 4 2 17.17 75 UNIONPACIFIC Industrials $1,898 $14,143 1969 40 64 16 4 31.08 76 KIMBERLYCLARK Consumer Staples $1,884 $19,115 1929 80 729 81 9 18.6 77 LOWES Consumer Staples $1,783 $47,220 1979 30 1331 121 11 19.35 78 DUPONT Materials $1,755 $27,328 1922 87 1000 100 10 53.18 79 EMERSONELECTRIC Information Technology $1,724 $20,915 1944 65 125 25 5 21.46 80 Industrials $1,721 $14,016 1970 39 1 1 1 3.63 S/N Names of Company S&P Sector Profits (Millions) Revenues (Millions) Year Listed Age Since Listed Interlocks Power (Bonachich's) 81 Consumer Staples $1,707 $69,207 1924 85 343 49 7 28.54 82 NORTHROPGRUMMAN Industrials $1,686 $35,291 1951 58 2197 169 13 19.94 83 SOUTHERN Utilities $1,643 $15,743 1949 60 27 9 3 26.27 84 FPLGROUP Utilities $1,615 $15,643 1986 23 1000 100 10 9.6 85 VIACOM Consumer $1,611 $13,619 2004 5 64 16 4 6.69 86 Utilities $1,592 $12,406 1948 61 512 64 8 9.74 87 QUALCOMM Telecom $1,592 $10,416 1991 18 1 1 1 3.63 88 AFLAC Financials $1,497 $18,254 1974 35 0 0 0 0 89 NIKE Consumer $1,487 $19,176 1990 19 27 9 3 58.57
were a number of accuracy and reliability issues, the MDS was used to provide a summary of data for the NE IOM-MH project. The triangulation of the three types and sources of data – qualitative interviews/focus groups, case studies, and quantitative MDS – allowed for cross-checking emergent themes for convergence and the exploration of new lines of enquiry (Bryman, 2004). Ethics approval for this study was obtained in line with the University of Northumbria’s ethics approval process, including approvals from the two Mental Health Trusts, the Regional Psychologist, and Health and Justice (North East & Cumbria). Findings Characteristics of Cases Analysis of the MDS described, between December 2012–May 2013, the IOM-MH service had received a combined 67 referrals (40% of the overall IOM caseload, which fits with research which suggests that 39% of offenders supervised by probation services have a current mental health condition (Centre for Mental Health, 2012)), with an average age of 30 years (18-48 years), majority male (81%; n=54), and all ‘white British’. Reflecting the characteristics of those referred to IOM services, clients had committed frequent and/or acquisitive crime. The majority had over 10 previous convictions (82%; n=55); 60% (n=40) had served two or more prison sentences and the majority were subject to existing licence or supervision requirements (88%; n=59) for offences such as theft (39%; n=26) or violence against the person (24%; n=16). They were likely to misuse drugs (72%, n=48) and/or alcohol (39%, n=26) and presented with a range of current mental health issues including depression, anxiety and personality disorder (81%; n=54). They were also likely to have had previous or current contact with MH services (73%; n=49) but a poor record of engagement. Strengths
Access to meaningful interventions - a person-centred approach to activation was recommended especially considering the diversity of people’s Difficulties around the high cost of living for people on low incomes Issues relating to reduced investment in infrastructure and the lack of employment opportunities in rural areas The importance of pre-development work for people who need support prior to activation around developing people’s language, literacy and daily routines etc. And the need to re-invest in the community and voluntary sector to provide these services. A conference report is being prepared and will be presented to both Houses of the Oireachtas. Copies of the report will also be circulated to senior officials in Government Departments, relevant agencies and those who attended the conference. DSP Report on Disability Allowance Survey 2015 The DSP published its report on the Disability Allowance Survey in September 2016. The objective of the survey was to inform the design of supports and intervention to assist people in receipt of the allowance to participate in the labour force according to their capacity. The survey explores Disability Allowance recipients’ experience and ambitions in the areas of education level, work experience, supports which would be helpful to achieve employment ambitions and barriers to achieving employment. CIB is a member of the Disability Consultative Forum, which was actively involved in commenting on survey and the CIS network were also asked to support clients to complete the survey, which was much appreciated. You can read the full report .
The ‘It Make Sense Loan’ to be made available in all Credit Unions Credit Unions to be given support with ‘business model development’ with a view to providing relevant and life-enhancing products that meet regulatory requirements to members and in particular to low-income borrowers. In this regard the UK FCA’s regulatory ‘Sandbox’ is a model worthy of consideration with respect to enabling new models of provision to be explored in a safe environment. Interest rates charged by money lenders to be reviewed with a view to reduction. Consideration to be given to establishment of a ‘special purpose vehicle’ whereby Credit Unions or other could re-finance mortgages now being offered at a discount to mortgage borrowers by ‘funds’. Consideration to be given to enabling credit unions to jointly finance ‘Approved Housing Bodies’ under the Mortgage to Rent scheme. ‘TOO MUCH DEBT’ Recommendations: Review eligibility criteria for DRN and shorten supervision period to one year. Remove excludable debts from legislation relating to DRNs. Provide a free/public PIP service for low income borrowers to facilitate access to insolvency. Creditors to a more humane approach to the most vulnerable clients and write-off more debts voluntarily.
A COMPANION LITANY TO OUR SOCIAL God in the Spirit revealed in Jesus Christ, calls us by grace to be renewed in the of our Creator, that we may be one in divine love for the world. Today is the day God cares for the integrity of creation, wills the healing and wholeness of all life, weeps at the plunder of earth’s goodness. And so we. Today is the day God embraces all hues of humanity, delights in diversity and difference, favors solidarity transforming strangers into friends. And so shall we. Today is the day God cries with the masses of starving people, despises growing disparity between rich and poor, demands justice for workers in the marketplace. And so we. Today is the day God deplores violence in our homes and streets, rebukes the world’s warring madness, humbles the powerful and lifts up the lowly. And so shall we. Today is the day God calls for nations and peoples to live in peace, celebrates where justice and mercy embrace, exults when the wolf grazes with the lamb. And so shall we. Today is the day God brings good news to the poor, proclaims release to the captives, gives sight to the blind, and sets the oppressed free. And so shall we.
A single Facebook Fanpage/ Group/ Event is set up. All the relevant departmental staff are given access to this page as Administrators. A group is created for the administrators of the presence to discuss ideas and share best practice or where necessary they should join the current Social Media Support group. Some ground rules are deciphered for the users and the staff (feel free to use those already mentioned) Access is permitted to the Social Media Officer who can help with any issues that may arise and the Back-Up profile is added. It is worth Considering; Privacy settings. Will staff need a separate Facebook profile or can they ensure their current Facebook profile is adequately private? Content. Consider the content at certain points of the year. Applications, Admissions, Exam times, essay deadlines, dates of reading week and module information. Don’t just focus on text. Pictures, blogs, videos and games are more interesting. Perhaps you could create a document of items that you will post and give somebody the responsibility of ensuring these are actively engaged with. Management. It is recommended that the task of maintaining the page is allocated to one member of staff that can check it daily in the morning and send bilingual updates. This colleague will post under the departmental profile. It is also advisable that when other staff members wish to post information or to answer questions, they do this as themselves. This means that the timing of content can be safeguarded and will avoid duplication. The allocation of roles within the Social Media team is important. Boundaries. How many hours will you spend on the page? When is it ok to use the page? How quickly will you get back to questions? Are Staff ready to switch over and become more digital? Don’t ignore questions that are unrelated to your area. Respond to everyone in a friendly tone. Understanding. Tell everybody in the department about the Facebook page. It’s important everybody knows what is going on. You might like to consider shifting responsibilities to accommodate for Facebook. Marketing. Consider a launch. We can tell people about this page through: The Weekly Email Virally through Twitter and Facebook Through Staff promotion As an email footer By telling students about it through a departmental email.
Summary of focus group in Holiday Inn Antrim on the 21 April 2016 Host: Head of Social Services Training & Workforce Development Attendees: Attendee Organisation Designation Service Target Group PiP award Allana O’Hanlon NHSCT Social Worker- Gateway team Family and Child Care Consolidation Moore NHSCT Senior Social Worker Learning Disability Sarah Gillan NHSCT Social Worker Mental Ill Health Sonia Magee NHSCT Social Worker Adult Mental Health Consolidation Megan Hughes NHSCT Social Worker Adult Mental Health Consolidation Eileen McGuigan NHSCT Senior Practitioner – Integrated Care Team Older People L&S Martin O’Kane NHSCT Social Worker Community Adult Mental Health Specialist Kathryn Carmichael NHSCT Lead Social Worker: Social Work and Social Care Governance Disability , Older People, Mental Health L&S Jo Burns NHSCT Assistant Community General Manager Older People L&S Christine Little NHSCT Integrated Care Team Manager Older People L&S Bronagh Macauley NHSCT Senior Practitioner Social Worker Mental Health Specialist Bronagh O’Lynn NHSCT Senior Social Worker Disability Specialist Karen Adair NHSCT Senior Social Work Practitioner Learning Disability L&S Fergal O’Brien SHSCT Promoting Wellbeing Manager All POCS L&S
1 Introduction and Overview of the course Attendance Reading Reflection Discussion Forum Assignment 1pts. 3 pts. 5 pts. 10 pts. June 1 2 Social Skills Assessment Process Attendance Reading Reflection Discussion Forum Assignment 1pts. 3 pts. 5 pts. 10 pts. June 8 3 Differences in Social Development Attendance Reading Reflection Discussion Assignment 1pts. 3 pts. 5 pts. 10 pts. June 15 4 Strategies for Teaching Social Skills to Students with Visual Impairments and Additional Disabilities Attendance Reading Reflection Discussion Forum Assignment 1pts. 3 pts. 5 pts. 10 pts. June 22 5 Teaching Social Skills to Elementary-Aged Students Attendance Reading Reflection Discussion Forum Assignment 1pts. 3 pts. 5 pts. 10 pts. June 29 6 Teaching Social Skills to Middle-School Agesd Students Attendance Reading Reflection Discussion Forum Assignment 1pts. 3 pts. 5 pts. 10 pts. July 6 7 Teaching Social Skills to Transition Age Students Attendance Reading Reflection Discussion Forum Assignment 1pts. 3 pts. 5 pts. 10 pts. July 13 Please note: All assignments, reading reflections, & discussion responses are due one week following the class session on which they were assigned. Fitchburg State University encourages all Extended Campus students to take advantage of our online student services. We have created a “virtual student center” just for you.
Proposed discussion outline for the Social Workshop ANROEV Meeting 2013 Bangkok, Thailand Facilitators: Noel Colina, IOHSAD Miriam Lara-Meloy, Hesperian Topic Who? Time Materials Purpose Introduction of and purpose of this meeting. Collectively setting goals for the workshop. Noel and Miriam 15 mins Butcher paper or white board and markers Ensure that it is a participatory workshop that meets people's expectations. Introductions. Participants are asked to respond to the following questions to help get the workshop situated in the context of the participants. What Social Media are you doing and what has worked for you? This could be personal or professional… it is just about starting with a context. All (30 seconds-1 minute per person) 30 minutes Butcher paper or white board and markers Write down the different kinds of social media people are using (this will help to cater the workshop better to what they already know). Knowing if they have dedicated staff time to communications/social media is very important, too. Successful experiences using social media and integrated communication strategies: What a good social media campaign looks like. This is an opportunity to talk about the power of social media using a concrete example. IOHSAD, Hesperian, and another group… maybe Kong since they've had a lot of success with their campaigns using blogging, facebook, other social media. (10 mins each) 30 mins total Presentations if people want them or just talking Real examples of what all is encompassed by social media give people something to connect with before we launch into information overdrive facilitators
3:30 - 4:00 Developing an effective social media strategy: what it takes from beginning to end? (continued after tea break). Step by step with tools and examples from both and participants. Noel and Miriam 50 mins Already written out butcher paper with the headings in the "developing effective social media strategies" list. Maybe post it notes for people to write them out and walk up and put them where they go. Lead a participatory discussion with all participating. People contribute their ideas and experiences within the framework of "developing an effective social media strategies" below. This sets the groundwork for the portion of the workshop Tea break (continued from tea break) Noel and Miriam 4:40 Small group activity: Let's develop a social media campaign. Groups develop a strategy based on the points covered in developing effective social media strategies. Small groups will choose a campaign based on what members of each group are doing or would like to do. Groups then present a summary of their campaign to the group and any questions or issues they came across that they would like to bring up to the group All 50 mins Papers and makers, maybe, cool printouts of some of the platforms so people can copy (and their presentations can look "real"). yourself
INTRODUCTION Did you know that Mario has a whole different life that you don’t know about? It’s his life in school! Yes, Mario goes to school. And the best part is that Mario always knows the right thing to do!! You can learn from Mario. Come along with us and read Mario’s Social Stories. As you read each story, think about what Mario says and does. Think about how you can do what Mario does! If you have questions about how Mario thinks and acts, you can ask your teacher or helper. Soon, you’ll be just like Mario!!
Multiple Choice Section Each of the following 46 points will have a corresponding question on your final exam. Use them to gather specific information to focus your studying. You will have 4 more questions based on the people and vocabulary listed above. Interpret a circle graph Interpret a map When did human civilizations begin? Steps involved in the formation of civilizations Classify information as one of the 8 characteristics of civilizations Primary vs. secondary sources Reasons for the rise and fall of civilizations Concept of race and genetic superiority Geographic/ hydrographic features of China from elevation profile map Shang dynasty – arts and culture Zhou dynasty – centralized government and public works Confucianism, Legalism and Daoism – compare and contrast Han dynasty – technological innovation Period of Chaos – organized religion Qin dynasty – transfer of knowledge Sui dynasty – public works Tan dynasty – social structure Comparing Chinese dynasties – organized commerce Order and dates of dynasties in China India geography Summer vs. winter monsoons in Indo-European language family Significance of the Dravidians Early Indian Empires – organized religion Gupta Empire – social structure Indian religions – compare and contrast Hinduism, Jainism, Buddhism and Sikhism Muslim conquest of India – Akbar and organized religion Major features of African geography Unique aspect of Khoisan lanauge African drumming 2 most important commodities of the Sudan Timbuktu Important crops of West Africa Four islands of Japan Climate of Japan – average temperature and precipitation Japan’s Nara period – organized religion and arts and culture Heian Japan – centralized government Samurai characteristics
Provided by the Publisher Basal ISBN Publisher Provided by the Publisher Title Type - Electronic or Print Author - Copyright - Edition - Readability - Course - Grade(s) - Teacher Edition ISBN if applicable Overall Recommendation (based on specifics from pages 2 and following) Recommended? Yes____ No____ Overall Strengths, Weaknesses, Comments: District School Principal (or Chair of SBDM) Evaluating SBDM Members/Committee Members SBDM Principal/Chair Signature Date CRITERIA This resource encompasses . . . Kentucky Academic Standards & Grade Level Expectations Strong Evidence Moderate Evidence Little or No Evidence NA Text is designed to be used in an elective course outside the KY Academic Standards Includes the 5 strands of social studies to the following extent: Geography- O Strong Evidence O Moderate Evidence O Little Evidence O No evidence
Historical Perspective- O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Economics- O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Government and Civics- O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Cultures and Societies- O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Addresses the enduring understandings and skills and concepts for identified course: Geography (K-12) Addresses content-specific enduring understandings from the related Kentucky Academic Standards. O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Addresses content-specific skills and concepts from the related Kentucky Academic Standards. O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Historical Perspective (K-12) Addresses content-specific enduring understandings from the related Kentucky Academic Standards. O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Addresses content-specific skills and concepts from the related Kentucky Academic Standards. O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Economics (K-12) Addresses content-specific enduring understandings from the related Kentucky Academic Standards. O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Addresses content-specific skills and concepts from the related Kentucky Academic Standards. O Strong Evidence O Moderate Evidence O Little Evidence O No evidence Government and Civics (K-12)
Dialectical Note-taking Sheet (Empire of the Summer Moon) Summer reading for incoming seniors DIRECTIONS: A dialectical note taking sheet is another name for a double-entry journal or a journal. This sheet records a dialogue, or conversation, between the ideas in the text (the words that you are reading) and your own ideas. While you are reading, choose at least 6 passages that stand out to you and record them in the left-hand column. In the right-hand column, write your in-depth response to the text. (3-5 sentences) Be sure to include any thoughts, questions, insights, and ideas that you think are powerful, significant, thought provoking, or puzzling. You may attach additional note taking sheets if needed. Quotation sample ”F. Scott Fitzgerald once suggested that ‘there are no second acts in American lives’. Quanah Parker’s life serves as an exception to that rule. After the disaster of defeat and capture by the United States military he would spend the rest of his life remaking and reinventing himself into a prosperous, tax paying citizen of the United States of America. The notion that a late Stone Age barbarian would move into the mainstream of industrial American culture was just short of ridiculous. Parker was to become a bourgeois statesman, a prosperous burgher, a religious leader and businessman who played the game of capitalism as well as anyone in Texas. Quanah never looked back.” (Chapter 20, p 304) Page 304 This Shows… This shows how Quanah Parker re-invented himself after what appeared to be a disaster for him and his band of Comanche’s. It also suggests that his personal characteristics helped him overcome his circumstances. What were they? 1. 2. Quotation: 3. Page: This Shows:
Outline the factors that influence the outcome of elections Use of polls to influence elections Inaccurate biased reporting Use of campaign advertising to project the image (media coverage, campaign advertising, public opinion polls, voter turnout, voter attitude to government, campaign strategy, campaign spending) Describe the factors that influence voter participation in elections i.e. voter turnout: Campaign issues, candidates, voter attitudes towards government, voter loyalty, voter apathy, education, age, income GOVERNMENT SYSTEMS Differentiate among the types of government systems in the Commonwealth Caribbean – Crown Colony, Constitutional Monarchy, Republicanism Discuss the evolution of government systems STRUCTURE AND FUNCTIONS OF GOVERNMENT Describe the structure of Government and explain the principle of the separation of powers Legislature Executive Judiciary Outline how a bill becomes a law Evaluate the functions of government (raise revenue through taxation, provide social services, budgeting, maintaining law and order, creating employment opportunities, maintaining international relations, defending the nation state) THE CONSTITUTION Identify major Human Rights (UN), freedoms and responsibilities Discuss Citizens and citizenship Explain what is a Constitution Explain the role of the Ombudsman Discuss the meaning of Good Governance and identify the essentials of good governance (participation, independence of the judiciary, transparency, accountability, responsiveness to the needs of the citizens, access to information, prudent use of resources, efficient civil service, consultation, tolerance of freedom of expression) HUMAN RESOURCES Explain the need for developing the human resources Explain the factors that contribut to the development of the human resources: health and nutrition, education, recreation, security etc) Explain the factors that influence levels of etc Describe the factors to be considered in choosing a job or a career or being POPULATION / MIGRATION Describe the structure and characteristics of a population (age, sex, occupation, ethnicity, religion, dependency ratio) Explain the factors affecting population distribution (relief, climate, fertility, availability of mineral resources, developed areas, vegetation types etc) Outline the factors influencing population change (birth rate, death rate, migration) Explain the causes and consequences of migration (push and pull factors) to the individual, the host country and to the country of origin)
Yes I do recommend it continues and that the project is grown over the years, by acquiring more offices and storage spaces. What you do better (Assuming it should continue) In future, I think it would be a good idea if office applications formed part of the reregistration and were included on the reregistration form. This will be included when in the new registration form. F. Projects in process/incomplete a) Society socials Aimed outcome of the project? To promote unity and support among societies and their committees. To create the opportunity for societies to find common projects and to share resources where possible. Planning and Budgeting No funds are required for this project. This is an ongoing project. After every Societies Council meeting I encourage society chairs and their committees to join for a brief social. I feel that this will create a better culture within the Societies Council and encourage chairs to get to know each other on a personal level, in order for them to work together on projects in the future. This is a project and will be reassessed after the first semester. b) MFM announcement slot outcome of the project? The aim is to give societies an opportunity to promote activities and events to campus and the Stellenbosch community. Planning and Budgeting No funds are required for this project. This is an ongoing project. Societies are required to send their events and activities for the week to the Societies Council Chair on a Tuesday before 17:00, in order for it to be announce on MFM on a Thursday at 11:45 by the Societies Council Marketing Portfolio. This Project has been going well, and we aim for it to continue. c) Weekly newsletter to societies Aimed outcome of the project? To inform societies of each other’s activities and events in order to encourage collaboration and support. Planning and Budgeting
Please list all persons in the group together with numbers, in case of emergency: Name Trained in First Aid Yes/No Student Number Contact Number in case of emergency (e.g. next of kin) I confirm I have received xx euro allowance Signed: ………………… Position Held: ……………… This Application is approved subject to the following conditions: _______________________________________________ _______________________________________________ Countersigned: …………… Date: …………..
Housing Studies, Vol.18(6), p.797-806. 2003, Galster, George ; Quercia, Roberto ; Cortes, Alvaro ; Malega, Ron The fortunes of poor neighborhoods Urban Affairs Review, , Vol.39(2), pp.205-227. 2003 Galster, George Neighbourhood Social Mix as a Goal of Housing Policy: A Theoretical Analysis European Journal of Housing Policy, , Vol.7(1), p.19-43. 2007 Rose, Damaris Discourses and experiences of social mix in gentrifying neighbourhoods: a Montreal case study Canadian Journal of Urban Research, Vol 13 No 2 p2782004 Sarkissian Wendy The Idea of Social Mix in Town Planning: An Historical Review Studies Vol 13 pp231-246. 1976 MAGAZINE ARTICLES The Economist: The Paradox of the Ghetto January 31st 2015 The Atlantic: American Murder Mystery: Why is crime rising in so many American cities? By Hanna Rosin. July/August 2008 www.theatlantic.com/magazine/archive/2008/07/american-murder-mystery/306872/
Society Growth Funding Pre-Application Form Growth Funding is available to support societies in developing initiatives which are of strategic significance at the local, regional or global level. Please use this short form to outline your proposed initiative in order that we can provide guidance at an early stage, before asking you to complete a more detailed proposal which will be assessed by a Global Evaluation Panel, comprising staff and volunteers. A member of CFA Institute staff will aim to respond to you within 5 working days. Before completing this pre-application form, please to the Society Growth Funding Guidance document, which is available at the Society Leader Resource Centre (SLRC). You may also wish to consider the following questions: Does our society’s initiative align with the strategic objectives of CFA Institute and our society and does it clearly ‘stretch’ our society beyond business as usual? Will this initiative clearly and demonstrably bring added benefit to our members and/or investment community? Could we execute this initiative without financial support from CFA Institute? If our society intends to launch an initiative, does our proposal include a plan for future sustainability? Does our society have sufficient resources, in terms of people, time, and match-funding to execute our initiative successfully? CFA Institute is particularly interested in supporting projects which could be described as fulfilling one, or several, of the following criteria: Impactful: An initiative which will significantly increase awareness of the CFA Program and CFA Charter – directly or indirectly - and/or bring added value to members Innovative: A new initiative or significant enhancement to an existing activity/service Replicable: Other societies and/or CFA Institute will benefit from the development and testing of this new idea Collaborative: An initiative which maximises resources and impact through collaboration with other societies, CFA Institute, or other existing/potential partner organisations Contact Details Society Name: Society Contact: Board/Staff Position: Email Address: Telephone Number: Date Submitted: Type of Activity (e.g. Member Engagement, Outreach & Awareness, Capacity Building etc.)
(b) obtain the registrar's written consent to the restoration. (2) An applicant may to the court for the restoration of a society and must, on making an application, provide to the court (a) the information described in section 160 (2) (a) to (e) [application to registrar for restoration], (b) the registrar's written consent to the restoration, including any and conditions the registrar considers appropriate, and (c) any other information and records the court requires. (3) If, on an application under subsection (2), the court is satisfied that it is appropriate to restore the society, the court may make an order that the society be restored and, in that order, may (a) set out any terms and conditions the court considers appropriate, and (b) give directions and make provisions the considers appropriate for placing the society and every other person in the same position, as nearly as may be, as if the society had not been dissolved. (4) Subject to section 165 [corporate property to be returned to restored society], unless the orders otherwise, an order under subsection (3) of this section is without prejudice to the rights acquired by persons before the restoration. (5) A court order under subsection (3) must reflect any terms and conditions referred to in subsection (2) (b). Filing of restoration application with registrar in court-ordered restoration 163 (1) Promptly after a court order is made under section 162 (3), the applicant must file with the registrar (a) a restoration application that complies with section 160 (2) [application to registrar for restoration], and (b) concurrently with that application, the following: (i) a copy of the entered court order; (ii) any other records the registrar may require.
e. marginal culture. Answer: a Page Reference: 46 80) What is the term for cultural patterns that set apart some segment of a society's population? a. culture b. counterculture c. high culture d. subculture e. deviant culture Answer: d Page Reference: 46 81) Campus poets, computer nerds, and wilderness campers all examples of: a. deviance b. dominant cultures c. cultural residual d. high culture e. subcultures Answer: e Page Reference: 46 82) Which former nation's recent experience most exemplifies the fact that subcultures can be a source of tension and outright violence? a. the USSR b. Rhodesia c. East Germany d. Yugoslavia e. West Germany
89) Which of the following is an argument put forward by proponents of multiculturalism? a. Multiculturalism enables students to better grasp Canada's diversity. b. Multiculturalism weakens the academic achievement of Aboriginal Canadians. c. Multiculturalism teaches connectedness. d. Multiculturalism encourages unity. e. Multiculturalism is an ineffective strategy for presenting an accurate picture of the past. Answer: a Page Reference: 48 90) of the following is a criticism of multiculturalism? a. It encourages us to identify with the nation as a rather than with "our own" category. b. Common humanity dissolves into a "Chinese experience," "European experience," etc. c. Multiculturalism benefits only minority groups. d. Multiculturalism under-emphasizes global connectedness. e. Multiculturalism fails to adequately acknowledge cultural diversity. Answer: b Page Reference: 48 91) Cultural patterns that strongly oppose the widely accepted cultural patterns of a society are referred to as a/an: a. deviant subculture. b. opposition culture. c. subculture. d. counterculture. e. conflict culture. Answer: d Page Reference: 48
Size A measure of the number of actors in a complete or egocentric network. Density The number of ties in the network reported as a fraction of the total possible number of ties. Reciprocity The proportion of mutual ties in a network. Distance The number of “steps” between any two actors in a network. Clustering coefficient A measure of a network’s actors’ tendency to together” into pockets of dense connectivity. In the first image, the blue node has a clustering coefficient of one, because all possible connections among its neighboring nodes have been realized. In the second image, only one of the possible connections has been realized — so the blue node has a clustering coefficient of 1/3. In the third image, none of the neighboring nodes are connected, so the blue node has a clustering coefficient of 0. Image via Wikipedia. Centrality There are multiple ways to determine a node’s importance, or centrality. The measure you use depends on how you define centrality. Several of these measures are: Degree centrality An important node is involved in large number of interactions. The number of edges connected with a particular node. Eigenvector centrality An important node is connected to important neighbors. This is a measure of influence of a given node in the whole network. The notion is how a given node is with other well connected nodes in the network. This is how, for example, Google determines page rank. Betweenness centrality An important node lies on a high proportion of between other nodes in the network. Model based on communication flow. A person who lies on communication paths can control communication flow, and is thus important. Closeness centrality
PART 6. Logical framework matrix - LFM Logical framework matrix - LFM Intervention summary Objectively verifiable indicators of achievement How indicators will be measured Assumptions & risks Project's general objective (GO) What is the general objective the project aims to achieve? GO – "Title of the general objective What are the key indicators related to the general objective including Quantity, Quality, Time? GO "Indicator 1" GO "Indicator 2" What are the sources of information on these indicators? Project's specific objective (SO) What is the specific objective the project intends to achieve? SO – "Title of the specific objective" What are the quantitative and qualitative indicators showing whether and to what extent the project's specific objective is achieved? SO "Indicator 1" SO "Indicator 2" What are the sources of information that exist or can be collected? What are the methods required to get this information? Which factors and conditions outside the partners' responsibility are necessary to achieve that objective? (external conditions) Which risks should be taken into consideration? Results (R) What are the outputs (tangible) and outcomes (intangible) contributing to the specific objective? R1 – "Title of result 1" What are the indicators to measure whether and to what extent the project achieves the envisaged results and effects? R1 "Indicator 1" R1 "Indicator 2" What are the sources of information for these indicators? Indicator 1.1: source 1 Indicator 1.2: source 1 What external conditions must be met to obtain the expected results on schedule?
The has a growing and maturing population, presenting opportunities and challenges to the province. On average between 2002 and 2008, the KwaZulu Natal population was estimated at an average size of 10 million people. The largest number of these people lived in eThekwini Metro (32.8 percent of the provincial population), followed by (9.5 percent), and uThungulu district (9.4 percent). Sisonke contributed 4.8 percent to the provincial population, the district with the lowest population number (Figure 2.1). Figure 2.1: Total Population by DMs, average 2002-2008 Source: Global Insight, 2009 Figure 2.2 the distribution of the population in Sisonke by gender and age groups between 2002 and 2008. The largest proportion of the population in Sisonke was the age group 15-64 years (54.4 percent) followed by age group 0-14 years (40.6 percent). The elderly population made the smallest portion of the total population (5.0 percent). More potential work seekers translate into higher unemployment levels, particularly if individuals are not appropriately skilled. Hence, the higher number of both young individuals and people in the labour force overall will require more spending in education (primary and secondary) and skills development. Figure 2.2: Total population distribution by gender and age groups in Sisonke district; average 2002-2008 Source: Global Insight, 2009 The male to female ratio was lightly underbalanced in the district during this period, with males comprising 47.4 percent and females 52.6 percent of the district population (Figure 2.2). In terms of population density, Sisonke was the least densely populated district (43 people per km2) in the province. Of its 474,9 thousand average population, 13.0 percent is regarded as urban residents. This suggests that there is high pressure on environment in the rural areas and that there could be opportunities available for the uptake in the town’s CBD in order to boost various industries and investment in this district. 3 Economic Review Gross Domestic Product per municipality (-M)
district after Amajuba (45.7 percent), uMgungundlovu (47.2 percent) and eThekwini (54.2 percent). Figure 5.1The economically active population by DM, average 2002-2009 5.2 Unemployment Figure 5.2 shows the total unemployment by district municipalities, between 2002-2009 eThekwini district (323,991) had a highest number of unemployed people in the province followed by uMgungundlovu (99,288). The number of unemployed people in uGu district was averaged 54,227, the fifth highest unemployment figure. Sisonke district has the lowest number of unemployed people, at 28,835. Figure 5.3 Unemployment rate by district, average 2002-2009Source: Global Insight; 2009 Figure 5.3 illustrates the unemployment rate by MDs between 2002 and 2009. UMzinyathi district (57.8 percent) has the higher average unemployment rate compare to other district in the province. UMzinyathi, uMkhanyakude and Zululand were at 57.8, 50.8 and 47.8 percent between 2002 and 2009. These districts were highest contributors to the provincial unemployment rate. UGu district was 36.3 percent between 2002 and 2009. In uGu district the unemployment rate was higher among Africans (39.2 percent) than the other population groups. Unemployment rates for Whites, Asians and Coloureds were lower at 10.1, 13.2 and 27.0 percent compare to the Africans. 5.3 Employment
Figure 7.2 Literacy rates by district, average (2002-2009) Source: Global Insight; 2009 8. Crime rate is one of the most important concerns for the South African government. Figure 8.1 shows the average crime rate by category per 100 000 people. There has been a decline in crime rate in 2002-2009 compared to 2002-2008 within the Ugu district municipality. Figure 8.1 Ugu crime rate by category (per 100,000 people), average 2002 Source: Global Insight; 2009 Figure 8.1 show that one of the highest crime rates within the district is burglary at residential premises. This may be due to lack of employment in the district.
Figure 5.3 Unemployment rate by district, average 2002-2009 Source: Global Insight, 2010 5.3 Employment Between 2002 and 2009 the KwaZulu Natal employment totaled an annual average of 1.6 million. Figure 5.4 illustrates the total employment by DMs. EThekwini district (904,091) has a higher employment, followed by uMgungundlovu district (181,250). UMgungundlovu district had the second highest employment after eThekwini followed by uThungulu in the province. Figure 5.4 Total employment by district, average 2002-2009 Source: Global Insight, 2010 5.3.1 Formal employment Between 2002 and 2009 Formal employment played a huge role in the province employment (73.5 percent). Community and household services were the leading sectors in the districts’ formal employment. Figure 5.5 clearly shows the formal employment within the districts, ranging between 64 percent and 76 percent of districts’ employment. UMzinyathi (76.7 percent) and eThekwini (76.1 percent) has the higher formal employment in the province. UMgungundlovu district (75.5 percent) is the third district that has a higher formal employment These three districts had higher than provincial average formal employment. Amajuba (64.2 percent) has a lowest formal employment in the province. Figure 5.5 Formal employment within districts (%), average 2002-2009 Source: Global Insight, 2010
poverty affected districts are uMkhanyakude (80.8 percent), Zululand (76.8 percent), uMzinyathi (73.2 percent), Sisonke (70.8 percent) and uThukela (70.3 percent). Figure 8.1: Poverty rate, HDI, Gini coefficient in Umkhanyakude, average (2002-2009) Source: Global Insight; 2010 Figure 8.2: Literacy rates by district, average (2002-2009) Source: Global Insight; 2010 Umzinyathi, Umkhanyakude, and Zululand are the most illiterate districts in KwaZulu-Natal showing (58.3 percent), (57.9 percent) and (50.1 percent) respectively. These DM’s with the highest poverty rate have also the highest level of illiteracy.
awarded the 2015 Norval Glenn Prize by the Department of Sociology at the University of Texas at Austin, and received an honorable mention for the 2015 Sally Hacker Award from the Sex & Gender section of ASA. Kate is currently working on a book project that expands upon her dissertation research, using the homeschooling movement as a case study to examine conflicting understandings of childhood needs and children’s rights in larger debates about gender and sexuality. Outside of academia, Kate enjoys dance, musical theater, Scandinavian crime fiction, and spending time with her extended family. Kate, her wife, Sanden, and their yellow lab, Henry Louise, are excited to be back living in the Northeast. Brandon Gorman Brandon Gorman comes to Albany after finishing a PhD in the Department of Sociology at the University of North Carolina at Chapel Hill. His research investigates how individuals and organizations engage with international politics by analyzing large bodies of texts from newspapers, government publications, and internet message boards, cross-national public opinion surveys, and in-depth interviews. Much of his work is on the Middle East and North Africa, primarily Tunisia. He reads French and is fluent in Tunisian colloquial Arabic, Stata, and Python 2.7. His dissertation examined the causes and content of Islamist political orientations among Muslims. Specifically, it investigates how exposure to critical global discourses and policies drives even otherwise secular Muslims to support implementing shari’a law. His dissertation research was supported by grants from the American Institute of Maghreb Studies and the Royster Society of Fellows. In addition to his doctorate, Brandon also holds a graduate certificate from the Duke-UNC Consortium for Middle East Studies, a MA in Political Science from the University of Georgia, and a BA in Political Science and Middle East Studies from Georgia State University. His research has been published in Social Forces and Middle East Law and Governance, presented at annual meetings of domestic and international professional associations, and covered on NPR. Brandon is currently working on two major projects. Expanding on his dissertation research, the first uses supervised machine learning algorithms to analyze discussions of Islamism and Islamist organizations in tens of millions of Arabic-language posts scraped from internet discussion boards. The second investigates the role of perceptions of threat on identification with global society using quasi-experimental techniques that compare attitudes in the weeks before and after major terrorist attacks. Outside of academia, Brandon enjoys fishing, hiking, making delicious fermented foods, and traveling. He is a die-hard Georgia Bulldogs football fan.