zilongwang/ReadingBank huggingface dataset:
Procedure Spray the table with 70% ethanol and wipe dry. Write your name and the date on the YES plate. Make a reference mark on the bottom, outer edge of the plate. Place the YES plate on a Petri dish reference grid, aligning your mark to arrow on the grid. Organize your replica plates in HU-/HU+ sets with orientation aligned in the 12 o’clock position. Compare one set at a time. Look for corresponding yeast colonies that have died on the HU+ plate but are still alive on the HU- plate. Use the characteristics listed in Table 1 to identify colonies that contain possible mutants. Using a sterile toothpick, gently scoop the mutant colony (but not the media) from the HU- plate and transfer it one of the squares on the YES plate. Tip: check to make sure the YES plate is properly aligned on the reference grid so potential mutant colonies don’t get mixed together. Repeat the process with the remaining sets of plates. If you are unsure about a colony, go ahead and transfer it. Incubate plate upside down at 30C for 2-3days. Plates will then be refrigerated until the next class. Post-Lab Assignment Explain why you transferred the yeast colonies from the HU- plate and not the HU+ plate. UV radiation mutates DNA in random locations throughout the genome. Why don’t we see other types on mutants on the plates? Part 4: Verification of DNA Repair and Checkpoint Mutants In this lab you will: Replica plate the potential mutants from Part 3 Verify that the selected yeast colonies are DNA repair or checkpoint mutants Materials 1 plate of potential mutants from last class 70% ethanol 1 YES + pB media plate (HU-) disposable gloves 1 YES + pB + HU media plate (HU+) Sharpie marker 1 square sterile velvet pail of soapy water replica block & collar Safety Information Caution: hydroxyurea and phloxine B are hazardous chemicals. Wear disposable gloves during the experiment. Dispose of the master plate in the biohazard waste container
apply tourism concepts and information from a local, national and global perspective communicate meaning and information language conventions and features relevant to tourism contexts. Producing and evaluating generate based on consumer and industry needs evaluate concepts and information within tourism and the tourism industry draw conclusions and make recommendations. Electives Tourist destinations and attractions Tourism client groups Core Core topic 1: Tourism as an industry Concepts and Knowledge, understanding and skills Defining tourism Tourism is diverse and involves of a wide variety of industry and government organisations and associated sectors (C1.1). Inquiry questions Subject matter What is tourism? key concepts, such as: tourism, tourist, hosts, guests types of tourism: domestic, international, inbound, outbound forms of tourism tourism client groups Employment in tourism Employment in tourism requires specific knowledge and skills that are developed through training and education directly related to client and employer (C1.2). What personal skills are essential to enhance an individual’s employability in the tourism industry? the importance of effective communication and teamwork in providing quality customer service and project management the importance of integrity and ethical behaviour in the tourism industry planning and organisation of work appropriate dress and personal presentation digital capabilities Core topic 2: The travel experience Concepts and ideas Knowledge, understanding and skills Travelling Tourists travel for a variety of reasons and purposes to a variety of destinations (C2.1). Inquiry questions Subject matter What motivates people to travel? purposes of travel: personal business and professional physical factors economic factors advertising and marketing social trends using statistical profiles of tourists to identify factors
performance) must be recorded. Syllabus, pp. 35 Writing instruments Dimensions assessed: Knowing and understanding Reasoning and responding. Instruments require students to respond to unseen tasks that are set in an authentic social context with a realistic purpose and a specified audience. Conditions: instructions given in English stimulus material (English or Vietnamese) to neither impede nor assist length dependent on text type; at least one extended passage (approximately 200 words) by the end of Year 12 dictionaries may be used. Syllabus, p. 36 Post-verification requirements
For Authority subjects Visual Art 2007 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus — e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements to the syllabus assessment section to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements Two resolved bodies of work, each demonstrating: an Appraising response (one of which is to be an extended writing instrument) a Making response. The two bodies of work will show significant difference in concepts or focuses and relevant inquiry learning. Syllabus, p. 30 School assessment program Making tasks Must assess two dimensions: Instruments involve students solving problems in relation to concepts, focuses, contexts,
ACTION 2.2000 Develop and legislation to provide additional safeguards in the management of convicted sex offenders. Implementing bodies Department of Justice and Equality Timescale Publish Bill quarter 2, 2016 Monitoring Report December, 2016 Outline the progress made in implementing the action. Drafting of Bill delayed due to and operational issues – these have since been resolved. Is the action on target? No If not, why? During drafting of Bill, legal and operational issues arose which required additional consultation and advices. Proposed remedial action and timescale Government approval of revised General Scheme to be sought in mid 2017. Any other information ACTION 2.2100 Implement option for self-referring victim to sexual assault treatment units (SATUs) to have forensic examination and report, pending a decision to report or not to An Garda Síochána Implementing bodies Sexual Assault Treatment Units and HSE Timescale Quarter 2, 2016 Monitoring Report
Any state or voluntary sector body, which is a member of the monitoring structure can propose in writing the modification or termination of an existing action or the addition of a new action to the Strategy. Timescale Ongoing throughout the term of the Strategy Monitoring Report December, 2016 Outline the progress made in implementing the action. Is the action on target? Yes If not, why? Proposed remedial action and timescale Any other information ACTION 3.300 An annual report on the monitoring exercise to be placed in the Oireachtas library, being noted by Government. (IST 70) Implementing bodies Cosc Timescale Beginning quarter 2, 2017 for the full year of 2016 and then every quarter 2 until the quarter 2 after the end of the Strategy. Monitoring Report December, 2016 Outline the progress made in implementing the action. Is the action on target? If not, why? Proposed remedial action and timescale
If not, why? Proposed remedial action and timescale Any other information ACTION 2.900 An Garda Síochána will develop and implement a Risk Assessment Matrix for all victims of domestic violence and sexual crime. (IST 51 IST 5.2, GI Report 6.18, 10.5) Implementing bodies An Garda Siochána Timescale Quarter 4 2016 Monitoring Report June, 2017 Outline the progress made in implementing the action. Is the action on target? If not, why? Proposed remedial action and timescale Any other information ACTION 2.1000 Improve confidence in how An Garda Síochána manages Domestic and Sexual Abuse within diverse and emerging communities, such as the Traveller and Roma communities by supporting inter-agency and community partnerships both locally and nationally.
To commence on ratification of the Istanbul Convention Monitoring Report June, 2017 Outline the progress made in implementing the action. Is the action on target? If not, why? Proposed remedial action and timescale Any information ACTION 2.1500 Implement structures and processes within to achieve greater of services including: Structures for national oversight Implementation of consolidated national budget and single line of accountability for domestic, sexual and gender-based violence within Tusla. Engagement with partners in service provider organisations to inform developments in governance and support for domestic violence and sexual violence service provision Implementing bodies Tusla Timescale Quarter 1 2016 and then ongoing throughout the term of the Strategy Quarter 1, 2015 Initial phase by quarter 4 2015 and then ongoing throughout the term of the Strategy Monitoring Report June, 2017 Outline the progress made in implementing the action.
Semester Unit title and outline of concepts and ideas Assessment instrument number Integrated Core and Electives Approximate time (hours Assessment Technique, description, conditions, length/time Formative or Summative Dimensions Acquiring Applying Evaluating Elective Category Topic 1 Topic 2 Topic 3 Topic 4 1 F F 2 F F 3 S
Section 3: Student profile Semester Unit Assessment No Assessment instrument Formative or Summative Acquiring Applying Evaluating 1 F F F Interim standards Reporting 2 F F F Interim standards Reporting 3 S S S Interim standards Reporting 4 S S S Exit standards Exit Level of Achievement
Catharine Mackinnon—Sexuality, Pornography, and Method: “Pleasure under Patriarchy” Nancy Fraser. “Feminism, Capitalism, and the Cunning of History” Week 6: 3/18 — Sexual Citizenship Brenda Cossman. “Sexing Citizenship, Privatizing Sex.” Citizenship Studies, Vol 6:4 (2002) Gayle Rubin. “Thinking Sex: Notes for a Radical Theory of the Politics of Sexuality” (beginning-165) Jasbir Puar. "Re-Thinking Homonationalism" summary of Terrorist Assemblages: Homonationalism in Queer Times Lauren Berlant and Michael Warner, “Sex in Public,” Critical Inquiry 24 (1998): 547-66 Ryan Conrad--Against Equality (excerpts) Week 7: 3/25 — Spring Recess / No Class Week 8: 4/1 — Polyamory / Nonmonogamy 3/30— Film Screening: Three of Hearts LIB 201 7PM Guest Lecture by Professor Antonia Levy, CUNY Melita Noel. 2006. “Progressive Polyamory: Considering Issues of Diversity.” Sexualities. Vol 9(5): 602–620 Christian Kleese. “Polyamory and its “Others”: Contesting the Terms of Sexualities. Vol 9(5): 565–583 Dean Spade. For Lovers and Fighters: Mimi Schippers. What if Katniss didn’t have to choose between Peeta and Gale? http://jezebel.com/what-if-katniss-didnt-have-to-choose-between-peeta-and-1475060744 Week 9: 4/8 — Sex Work Melissa Gira 2014. Playing the Whore: The Work of Sex Work. Verso Week 10: 4/15 — A New Sexual Revolution? Paper #2 Due 4/17 at 11:59PM Dagmar Herzog. 2005. Sex in Crisis: The New Sexual Revolution and the Future of American Politics. Books (A-L read ch 1-3. M-Z read ch 3-6)
Outsiders in Ferguson, Wall Street Journal: In Ferguson, young demonstrators are finding it’s not their grandparents’ protest, Wall Street Journal: Ways to Support Ferguson: http://www.handsupunited.org/support-ferguson Anonymously Complete Activist Skills Questionnaire: http://www.vernalproject.org/papers/change/ActQuest.pdf Week 2— 9/14: Bread and Roses Film Screening 7pm, Axinn 232 9/15: Journal Entry Due Jane McAlevey—Introduction, Chapters 1-4 Rinku Sen, “Introduction: Lessons in Community Organizing and Advocacy”, in Stir it Up Meeting with community partner, Vermont Workers Center Week 3— 9/22: Public Narrative Workshop Marshal Ganz, Public Story Worksheet Marshal Ganz, Why Stories Matter Marshal Ganz, Leading Change Soren Kierkegaard, “The Storm,” from Thoughts on Crucial Situations in Human Life Frances Fox Piven, Ch2, “The Nature of Disruptive Power” in Challenging Authority: How Ordinary People Change America. Week 4— 9/28: How to Survive a Plague Film Screening 7pm, Axinn 232 9/29: Journal Entry Due Meeting with community partner, Rising Tide, VT and Henry Hambone and Pika Randy Shaw, Ch7, “Direct Action” in The Activists’ Handbook Randy Schutt, Effective Nonviolent Direct Action Fisher, The Activism Industry Week 5— 10/6: Event with Marina Sitrin, Discuss Power Structure Analysis Jo Freeman, "The Tyranny of Structurelessness," Berkeley Journal of Sociology, 1970, (pp.1-8). (P) Marina Sitrin, “Introduction” and “It is Democracy” in They Can’t Represent Us! Reinventing Democracy from Greece to Occupy Week 6— 10/13: No Class, Fall Recess
Marina Sitrin holds a PhD in Global Sociology and a JD in International Womens’ Human Rights. She is a visiting scholar at the Center for Place Culture and Politics at the Graduate Center of the City University of New York. In addition to being a scholar, Marina has been active in occupy movements worldwide. She is the co-author of They Can’t Represent Us: Reinventing Democracy from Greece to Occupy (Verso 2014), author of Everyday Revolutions: Horizontalism and Autonomy in Argentina (Zed 2012) and editor of Horizontalism: Voices of Popular Power in Argentina (AK 2006). Her work focuses on social movements and justice, specifically looking at forms of social organization, such as autogestión, horizontalidad, prefigurative politics and affective social relationships. Marina is currently writing a book that rethinks social movement theory, based in contemporary global movements, challenging the contentious politics framework and using Raul Zibechi’s frame of societies in movement. She is also a book with Bill Fletcher Jr. on the question of strategy for movement building today, to be published by UC Press.
5. Self-Awareness Gain awareness of identity, character, and vocational calling 4.4 Intrapersonal Awareness: Gaining an awareness of options for employment, voluntary service, and/or graduate education in one’s specialized area of study Students will demonstrate awareness of options for employment, voluntary service, and/or graduate education in sociology and anthropology in the context of reflection on sense of vocation. SOAN442 Professional development portfolio 80% of students will score a 3 or higher on the rubric out of 4. (3 is proficient, 4 is distinguished) 2012-13 2015-16 2018-19 3. Faith knowledge & application Develop informed and mature convictions about Christian faith and practice 4.5 Faith knowledge & application: Articulating how faith connects to one’s specialized area of study and to potential career options in that area of study Students will articulate how faith connects to sociology and anthropology, and to potential career options. SOAN 442 Senior Thesis, faith integration section 80% of students will score a 3 or higher on the rubric out of 4. (3 is proficient, 4 is distinguished) 2012-13 2015-16 2018-19
Name: _______________________________________ Introduction to Athletic Training Medical Abbreviations & S.O.A.P. Notes Ā c/o pain in R E’. Translation: What section does this belong in? ________________________________________________________ The athlete will return to play by completing therapeutic exercises three times per week. Translation: What section does this belong in? ________________________________________________________ AROM: S’ / 34°, S’ abd. 189°, S’ ER 100°. MMT: S’ flex. = 3/5, S’ ext. = 5/5. ST: (-) x-ray for humeral fx. Translation: What section does this belong in? ________________________________________________________ Impression of injury is a posterior cruciate ligament sprain. The athlete’s short term goal is to improve active range of motion and strength in two weeks. Translation: What section does this belong in? ________________________________________________________
SOAP/Progress Notes Patient name: Date Q X-ray OC C1 C2 C3 C4 C5 C6 C7 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 L1 L2 L3 L4 L5 SI Sac Date Q X-ray OC C1 C2 C3 C4 C5 C6 C7 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 L1 L2 L3 L4 L5 SI Sac Date Q X-ray OC C1 C2 C3 C4 C5 C6 C7 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 L1 L2 L3 L4 L5 SI Sac Date Q X-ray OC C1 C2 C3 C4 C5 C6 C7 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 L1 L2 L3 L4 L5 SI Sac Date Q X-ray OC C1 C2 C3 C4 C5 C6 C7 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 L1 L2 L3 L4 L5 SI Sac Date Q X-ray OC C1 C2 C3 C4 C5 C6 C7 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12 L1 L2 L3 L4 L5 SI Sac
Observed at Soapstone Creek Site Data compiled by Elena Remez and Catherine Reisert Common Name Latin Name Observed by Date Resident Year Round / Migrant Native to U.S. / Conservation Status Northern Cardinal Cardinalis cardinalis Class May 2015 Resident Native Least Concern Common Grackle Quiscalus quiscula Mr. Dryden May 2015 Resident Native Least Concern American Robin Turdus migratorius Class May 2015 Resident Native Least Concern Goldfinch Spinus tristis Mr. Dryden May 2015 Resident Native Least Concern Red-Tailed Hawk jamaicensis Mr. Thompson Nov. 2014 Resident Native Least Concern Northern Mockingbird Mimus polyglottos Mr. Dryden May 2015 Resident Native Least Concern American Crow Corvus brachyrhynchos May 2015 Resident Native Concern Song Sparrow Melospiza melodia Mr. Dryden May 2015 Resident Native Concern Grey Catbird Dumetella carolinensis Mr. Dryden May 2015 Migrant Native Least Concern House Finch Haemorhous mexicanus Mr. Dryden May 2015 Resident Introduced from West to Eastern US in Least Concern Mourning Dove Zenaida macroura Class May 2015 Resident Native Least Concern
House Sparrow Passer domesticus Class May 2015 Resident Non- Native (Eurasia; Africa) Least Concern Woodpecker Picoides pubescens Mr. Dryden June 2015 Resident Native Least Concern Carolina Wren Thryothorus ludovicianus Mr. Dryden June 2015 Resident Native Least Concern Red-Tailed Hawk Atop Wilson Flagpole (Photo by Curtis Thompson) American Goldfinch Downy Woodpecker Northern Cardinal Wildlife Observed at Soapstone Site Data compiled by David Bernard
Paw Paw Asimina triloba (moderate size, can tolerate wet conditions): Plant on stream banks. Eastern Red Cedar Juniperus virginiana (resistant to cold, heat and drought): Plant higher on slope of ravine. Black Gum or Black Tupelo Nyssa sylvatica (fruit for birds, can tolerate shade): Plant at the Nebraska side of the site. Wildflowers Wild or Eastern Red Columbine Aquilegia canadensis (can tolerate part shade): Plant near the end of the stream. Jack-in-the-Pulpit Arisaema triphyllum (swampy areas, in shade): Plant where the creek bends and all past that along the stream. White Turtlehead Chelone glabra (beautiful): Plant along the fences. Wild Geranium Geranium maculatum (for empty spaces): Plant at dry areas cleared of invasive plants or turfgrass. White Wood Aster Eurybia divaricata: Plant at the ending of the creek. Swamp or Eastern Rose Mallow Hibiscus moscheutos: Plant at edge of wooded area. Virginia Bluebell Mertensia virginica (part shade) Plant near pipe that discharges into creek. Shrubs Eastern Teaberry Gaultheria procumbens (interesting all four seasons): Plant at bend of creek. Maple Leaved Viburnum Viburnum acerifolium (disease tolerant): Plant right by the end of the stream on hill. Elderberry Sambucus nigra (tolerates diverse soils): Plant up near the pipe that discharges groundwater into the creek. Eastern Red Cedar Wild Columbine Jack-in-the-Pulpit Wild Geranium
References Kent, J., Riegel's Handbook of Industrial Chemistry, Van Notrand Reinhold, New York, N.Y., 1992. Austin, G., Shreve's Chemical Process Industries, 5th ed., Book Company, New York, N.Y., 1985. Davidsohn, A. S. and B. Milwidsky, Synthetic Detergents, Longman Scientific and Technical, Burnt Mill, Harlow-England, 1987. Smulders, E., Laundry Detergents, Wiley-VCH, Verlag-Germany, 2002. The Soap and Detergent Association Soaps and Detergents, New York, N.Y., 1981.
M., Application of hypochlorite in U. Zoller and G. Broze (Eds.) Handbook of Detergents: Properties, Surfactant ScL Ser., 82, 631-637, 1999. G. Tenside-Taschenbuch, 2nd ed., H. Stache, (Ed.), Hanser Verlag, Miinchen-Wien 253-337, 1981. A. J. Air Pollution Engineering Manual, W. T. Davis (Ed.)., Van Nostrand Runhold, New York, N.Y., 1992. Houston & Associates, Inc. High Alcohols Market Forecast, Pound Ridge, New York, N.Y., 2000. E., P. Kleinschmit, Zeolites in Ullmann's Encyclopedia of Industrial Chemistry, 6th ed., Wiley-VCH, Weinheim, 2001. F. AIi, B. M. El AIi, Handbook of Industrial Chemistry, Laramie, Wyoming, 2005.
SOAPSTone Analysis: Directions: Insert quotations at the asterisks (*)from the story “Devil and Tom Walker” (p228-38) to illustrate the aspect of Soapstone. Speaker: person narrator “Tom Walker never returned to foreclose the mortgage” (238) Washington Irving “raised with strict moral values” (228 ). Lost his fiancée to tuberculosis Occasion: Early 1800’s New country New political institutions Built on religious foundations Audience: Very religious Purpose: To satirize (poking fun at people, institutions, government, etc.) *Marriage *Religious people *Banks Purpose: To indicate power of darkness “When Tom reached home he found the black print of a finger burned, into his forehead, which nothing could obliterate” (233) * Subject: * TONE: warning, in spite of all this strenuous attention to religious forms, Tom had a lurking dread that the devil, after all would have his due” (237) * Satire (see definition above) What is the overall theme of this short story?
6.3 All services must be able to demonstrate that their annual budget is sufficient to resource the requirements of these Standards and sufficient to resource the commitments established in the service plan Key Indicator Each element of the service plan and the plan to meet standards is costed, identified as a one-off or ongoing requirement and included with the service’s annual budget Demonstrate where this information is documented, for example; finance report/budget business plan funding applications
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Date Current position Red Amber Green Action(s) required/Progress log Target completion date Standard 5.1 ready for review 5.2 All service providers must ensure that they have systems to identify the skills and knowledge required to meet users’ needs and the procedures to match these requirements with staff and volunteers delivering the service Key Indicator There are systems, procedures and processes in place that ensure staff have the relevant skills and knowledge to meet users’ needs Date Current position Red Amber Action(s) required/Progress log Target completion date
Standard 5.3 ready for review 5.4 All service providers must ensure that all staff involved in delivering the service have core competences before they advise the public Key Indicator The service ensures that those delivering the service have the skills and knowledge to provide advice to the public, including the relevant core competences listed in the SNSIAP. Date Current position Red Amber Green Action(s) required/Progress log Target completion date Standard 5.4 ready for review 5.5 All service providers must ensure that all cases are dealt with by an adviser competent in that topic Key Indicator The service can demonstrate that advisers meet the requirements of Section 2 of the Standards for the relevant area of law Date Current position Red Amber Green Action(s) required/Progress log Target completion date
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Key Indicator The service has induction procedures, an appraisal system, and training and development plans and procedures in place. Date Current position Red Amber Green Action(s) required/Progress log Target completion date Key Indicator All advisers with less than 5 years of experience undertake no less than 35 hours of training per year. All advisers with more than 5 years of experience undertake no less than 20 hours of training per year; Standard 5.3 ready for review
SOAR Stakeholder Team Composition Matrix- Criminal Justice This matrix is a tool to help identify key stakeholders to take part in your SSI/SSDI Outreach Access and Recovery (SOAR) Stakeholder Committee. Successful SOAR implementation requires the involvement of representatives from external partners that represent many sectors of the community including health care, mental health care, homeless and housing services, employment and rehabilitation services, and the key federal and state agencies involved in the disability determination process. These external partners maintain effective communication between the Social Security Administration (SSA), Disability Determination Services (DDS), local leads, and SOAR case workers; discuss and resolve challenges that arise; identify technical assistance needs; and explore strategies for funding and sustainability. 1. List the people/agencies you would like as representatives on your steering committee. 2. Place an “X” in the column identifying the role each person/agency fulfills. Names of People or Agencies Represented SSA DDS Facility Clinical Director Jail Administrator or Sheriff Office/Prison Leadership Physicians, Psychologists, & Medical Staff Mental Health Counseling Director Facility Medical Records Director Reentry Coordinators Public Defenders Office Social Worker Community Reentry Partners Housing Providers State/ local Medicaid Representative Veterans (VJO) Inreach/Outreach Workers Local Homeless Service Providers Local or State SOAR Lead This project was supported by Grant No. 2012-CZ-BX-K071 and 2016-MU-BX-K011, awarded by the Bureau of Justice Assistance. The Bureau of Justice Assistance is a component of the Department of Justice's Office of Justice Programs, which also includes the Bureau of Justice Statistics, the National Institute of Justice, the Office of Juvenile Justice and Delinquency Prevention, the Office for Victims of Crime, and the SMART Office. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice.
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Standards for Planning 2.1 All service providers must be clear about the remit of their service and the boundaries of their service Key Indicator 1. The strategic aims and objectives of the advice service are clearly identified Date Current position Red Green Action(s) required/Progress log Target completion date Standard 2.1 ready for review
Standards of Accessibility and Customer Care 3.1 All service providers must be committed to providing equity of access to services for all. Key Indicator 1. A clear statement explaining how the advice service meets the needs of the whole community, including those with protected characteristics defined in the equality Act 2010, and how this is measured (except when the advice service is for a defined sector of the population) Date Current position Red Green Action(s) required/Progress log Target completion date Standard 3.1 for review
3.4 All service providers must regularly review the methods of delivery for their service to ensure both accessibility and the effective use of resources Key Indicator 1. There is a process in place for reviewing the effectiveness of each method of delivery of advice, at least once every 2 years, and this information is used to make improvements Date Current position Red Green Action(s) required/Progress log Target completion date Standard 3.4 ready for review 3.5 All service providers must regularly review hours of service to ensure that these meet the needs of their current and potential service users Key Indicator 1. There is a process in place for reviewing the opening hours of the advice service, at least once every 2 years Date Current position Red Green Action(s) required/Progress log Target completion date
3.11 Service providers must have an effective complaints procedure and adequate insurance to provide rights of redress Key Indicator 1. The service has an easy to use complaints procedure which is publicised Date Current position Red Green Action(s) required/Progress log Target completion date Key Indicator 2. The service has Professional Indemnity Insurance
Standard 4.6 for review 4.7 All service providers must have robust means of recording service-wide activity and service use. Key Indicator 1. The service gathers the relevant client data Date Current position Red Green Action(s) required/Progress log Target completion date Key Indicator 2. The service gathers data on the number of cases by type and topic
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because it is the only organization that motivates ill children and their families to “pay it forward”, which fosters altruism, reciprocity, empathy, well-being and resilience. Many thanks and warm regards, Lisa Buksbaum, CEO and Founder, Soaringwords Here are some great ideas for what you can request to have donated: Two night hotel stay free dinner for two two movie tickets and popcorn free spa treatments free manicure and pedicure free salon treatment/hair-cut free coaching session service providers – clutter consultants, painters, tax preparation anything that people need services for $100 shopping coupon to the grocery store gift certificates from local merchants and chain stores vacation packages from hotels, local people who can donate time-shares or vacation homes
SOAR Checklist for Initial Claims (Complete checklist and place on top of application packet before submitting to SSA.) Date: __________________________ Claimant’s Name: ________________________________ SSN: _________________ Caseworker’s Name: ______________________________ Phone #: _______________ Paper Forms SSA-8000: Application for Supplemental Security Income (SSI) SSA-827: Authorization to Disclose Information to SSA SSA-1696: Appointment of Representative If applicable: SSA-3373 Function Report (Only needed if a medical summary report according to the SOAR training is NOT submitted). SSA-4814 Medical Report on Adult with Allegation of Human Immunodeficiency Virus (HIV) Infection On-line Forms Internet Disability Report – Submitted on: ___________________ SSA-16: Application for Social Security Disability Insurance (SSDI) – Submitted on:___________________ Medical Summary Report Medical Records
SOAR Steering Committee Team Composition Matrix - Child SSI Applications This matrix is a tool for identifying key stakeholders for child SSI applications to take part in your SOAR Steering Committee. Steering committee members maintain effective communication between SSA, DDS, local leads, and SOAR case workers to discuss and resolve challenges that arise, identify technical assistance needs, and explore strategies for funding and sustainability. Stakeholder Category Agencies Individuals Your Local Contacts SSA Local Office Field Office Manager, Homeless Coordinator, Work Incentive Coordinator DDS Local Office Professional/Medical Relations Officer (PRO/ MRO), Unit Supervisor Health Services Hospitals/ERs, community health centers (FQHCs and Health Care for the Homeless) Physicians (pediatricians), Psychologists, Medical staff, Social work supervisors, Medical records staff Behavioral Health Services State/county behavioral health agencies, mental health/ substance use clinics, Mental Health Associations (MHAs) Program managers, clinicians, case workers, peer specialists Homeless Service Providers Shelters, drop-in Centers, transitional housing, CoC providers and representatives Outreach workers, case managers with SOAR or SSI/SSDI experience, Program Directors Social Service Providers Human services departments, state/local Medicaid/Medicare reps, faith-based organizations Benefits planners, representative payees Peer and Family Advocates NAMI or other family and consumer organizations Persons with experience, family representatives
Housing Housing First organizations, Public Housing Authority (PHA) Housing specialists Public/Private Funding Reps Foundations Development specialists Legal Services Legal Aid Pro-bono attorneys Employment Services Supported employment; vocational Rehabilitation Employment specialists Education Local/State Departments of Education, School Systems, Early Intervention Programs School administrators, school psychologists, school social workers, special education teachers Special Populations Veterans and Military Families Veterans Affairs, SSVF, Veterans Affairs Medical Centers, HUD-VASH, State VA, VSOs Social workers, case workers, Network Homeless Coordinator Justice Involved Persons Diversion programs, specialty courts, juvenile correctional facilities, probation/parole departments Jail/prison officials, Sheriff/police (specialty teams), public defenders staff American Indians and Alaska Natives (AIAN) Native-serving organizations Tribal leadership, direct-service staff Transition Age Youth Youth-serving organizations Youth representatives
Reason for leaving or seeking alternative employment: Please give a description of the duties involved in your current or most recent paid or voluntary posts (do not attach a job description) PREVIOUS APPOINTMENTS Please list your previous employment, including any temporary and relevant voluntary work, starting with the most recent appointment prior to the one detailed above. Dates employed From – To: Name & Address of employer: Position Held (nature of work): Why you left:
Poor [1pts] Fair [5pts] Good [10pts] 1. Introduction to (Minimum 1 paragraph) [10pts] Student did not clearly identify the social issue in their introduction of essay Student did identify the social issue in their introduction of essay but did not give background information to explain it Student clearly identified the social issue in their introduction of essay and gave some background information to explain it well 2. Overcoming or Coping Student failed to discuss how they have overcome the issue or problem Student discussed how they dealt with issue today, but needed more depth Student discussed how they dealt with issue today or have overcome it with some depth 3. Reduce or Teach Others [10pts] Student failed to describe how they would teach others about this issue Student described 1 or 2 ways to teach others about this issue or reduce this problem Student identified at least 3 solutions to reduce or teach others about this problem/issue 4. Writing Quality, margins etc. [10pts] Student's paper was poorly written due to grammar and spelling errors; and it lacked proper organization Student's paper was properly written but had some grammar and spelling errors; and it lacked proper organization Student's paper was properly written using standard grammar rules and proofed their paper for spelling mistakes; Paper was very well organized 5. Research Paper [0pts] Student completed a research which is not the assignment COMMENTS:
Banner Health Gables Dementia Unit Bridgeway Health Solutions El Rio Community Health Center Casa De Los Ninos GEROPSYCH Cenpatico Health Net CODAC Intermountain Center for Human Development Connections So Az La Frontera COPE Marana Community Health Center Cornerstone Behavioral Health El Dorado Palo Verde Hospital Cottonwood Tucson Pathways of Az CPSA U of A Campus Health CRC United Community Health Center V.A. Behavioral Health Community Resource Sector BPEC training Medical Reserve Corp Comcast Red Cross Critical Incident Stress Management Raytheon Disabled Vet U of A Pima County Agency on U of A Pearl Corrections Health Sector Arizona Department of Corrections Connections of Arizona Pima County Sheriff Executive Board – Medical Reserve Corp- Steve Nash Co-Chair – Vacant Secretary – Canyon Vista Medical Center- Duke Morts Coalition Medical Director – Pima County Health Department – Kim Coalition Coordinator – Readiness Consulting – Dan Stanley General Body Membership – Pima County Health – Louie Valenzuela General Body Membership Co Chair – U Of A – Darci Thompson Ambulatory Care Sector Chair – Vacant Ambulatory Care Sector Co Chair - Vacant
Behavioral Health Sector Chair – El Rio Community Health – Zacharias Butgereit-Knickerbocker Behavioral Health Sector Co Chair – Cenpatico – Dan Landers City / County OEM – Tucson – Nicholas Siemsen County – Jeff Guthrie Community Resources Sector Chair – Red Cross – Cheryl Bender Community Resources Sector Co – Medical Reserve Corp – Steve Nash Corrections Health Sector Chair– Vacant Corrections Health Sector Co Chair - Vacant Home Health / Hospice Sector – Dependable Health - Jill Lanning Home Health / Hospice Sector Co Chair – Vacant Hospital Sector - Banner Hospital – Don Brazie Hospital Sector Co Chair – Vacant Exercise and Training - Coordinated Consulting – Lawless Tribal – Pasqua Yaqui Tribe – Feliciano Cruz Tohono O’Odham Nation – Carlos Acevas San Carlos – Christine Reede Tribal / Public Health Chair – Pima County Health Department – Louie Valenzuela Tribal / Public Health Chair – Cochise County Health Department – Greg McQuade Skilled Nursing / Long Term Care Sector Chair – Brookdale Living – Richard Park Skilled Nursing / Long Term Care Sector Co Chair – Devon Gables – Paula Johnson Hospice/Home Health Sector Agape Hospice Amedisys Hospice Hospice Family Care Inc Marana At Home Healthcare – Tucson Hospice Family Care Inc Tucson Banner Home Health Interim Healthcare Bayada Home Healthcare Intrepid USA Home Health Bayada Home Health Care – Valley Kanmar Place Bayada Home Health Care Tucson at Home Casas De Luz Palliative Care Maxim Healthcare Casa Hospice at Fountains Nurse Core Casa Hospice at the Hacienda Nursing Solutions - Phoenix Dependable Home Health Inc Nogales Nursing Solutions Southern AZ - Tucson Dependable Home Health Inc Tucson Patient Care Advocates Dependable Nurses Inc Santa Rita Home Health Care-Green Valley Desert Harmony Hospice Soulistic Hospice - Tucson Encompass Home Health TMC Healthcare Hospice
Tuesday, October 2: Rational Choice Theory – Chapter 4 Thursday, October 4: Social Structure Theories – Chapter 6 Week #7 Tuesday, October 9: Social Structure Theories – Chapter 6 Thursday, October 11: Social Process Theories – Chapter 7 Week #8 Tuesday, October 16: Social Process Theories – Chapter 7 Thursday, October 18: Exam II (Chapters 4, 6, and 7) Week #9 Tuesday, October 23: Developmental Theories – Chapter 9 Thursday, October 25: Developmental Theories – Chapter 9 Week #10 Tuesday, October 30: Interpersonal Violence – Chapter 10 Thursday, November 1: Interpersonal Violence – Chapter 10 Week #11 Tuesday, November 6: Property Crime – Chapter 12 Thursday, November 8: Property Crime – Chapter 12 Week #12 Tuesday, November 13: Exam III (Chapters 9, 10, and 12) Thursday, November 15: Video and Reflection Paper Week #13 Tuesday, November 20: Enterprise Crime – Chapter 13 Thursday, November 22: Thanksgiving – University Closed Week #14 Tuesday, November 27: Public Order Crime – Chapter 14 Thursday, November 29: Public Order Crime – Chapter 14 Week #15 Tuesday, December 4: Crimes of the New Millennium – Chapter 15 Thursday, December 6: Crimes of the New Millennium – Chapter 15 Finals Week Monday, December 17 (10:15am – 11:30am): Exam IV (Chapters 13, 14, and 15)
SOC-400 Survey Assignment Scoring Create a survey you might give to a target population in order to obtain data about the effects of social media on self-esteem. Grading Criteria Points Comments a research question suitable for this research study. 0/10 Describe the target population. 0/10 Proposed sampling. 0/10 Explain the purpose of the questionnaire. 0/10 Write 10 prompts for participants to answer. 0/30 Total 0/70
Immigration and Mafia Read: Martone (pp- 9-28); Nadeau Class 14 Thurs – Mar, 28 Documentary: “The blood”, A. Segre, 2010; Discussion Class 15 Tues – Mar, 5 The movement Read: (pp. 81-99) Class 16 Thurs – Mar,7 The Mafia infiltration in the States and Canada Read: Allum (pp. 1-19); Jacobs and Gouldin (129-189); Schneider (pp. 125-141) Class 17 Tues – Mar,12 Oral presentation Class 18 Thurs – Mar,14 Review Class 19 Tues – Mar, 19 Final test
Title and First name(s) Last Name Correspondence address Telephone number(s) Email address 2. Qualification for which you are currently studying Please provide details of the course or degree which you are currently undertaking, if applicable. Qualification and full degree title Institution attended Name of country if overseas FROM month and year TO and year or Anticipated result Due date of result Source of funding Self/grant, etc If you are currently studying for an MSc, please list below the modules you have taken and grades received Module title Result / Grade achieved 3. Qualifications which you have already completed Please provide details of any study (undergraduate, postgraduate and professional) for which you have already been awarded, starting with the most recent. Qualification and full degree title Institution attended Name of country if overseas FROM month and year TO month and year or Result (pass/fail) Please also indicate division or percentage Source of funding self/grant, etc 4. Details of any relevant prizes or awards Award Awarded by Date Brief details time time
At least 15 credit hours, beyond the required 24 hours of required course credit, must be taken in department elective seminars. These include seminar hours taken at the M.A. level. (Individual work and individual research courses are not considered seminars). Ordinarily, no more than a total of 9 credit hours in individual work (courses numbered 6905 or 6910) may be counted toward the Ph.D., including all hours taken at the M.A. level). The Graduate School further limits SYA 6910 to 5 credits hours totaled across the M.A. and Ph.D. programs No more than a combined total of 24 hours of Advanced Research (SYA 7979) and Research for Doctoral Dissertations (SYA 7980) may be counted toward the 90 total hours. A of 12 credit hours of courses may be taken outside the department and applied to the Ph.D. degree provided they are approved in writing by the Graduate Coordinator and supervisory committee chair. These hours include hours taken outside the department at the M.A. level. Students transferring to the University of Florida with a Master’s degree in Sociology may petition the Graduate Coordinator to be credited with a maximum of 30 semester hours taken in an M.A. or M.S. program. Students with a Sociology M.A. from the University of Florida may count 36 hours from the M.A. program. Students entering the Ph.D. program with a Master’s degree in another field may be required to complete an M.A. in Sociology or to complete additional graduate or undergraduate courses. The Graduate Coordinator has responsibility for determining these requirements. With approval of the Graduate Coordinator, students entering the Department from elsewhere may petition for a waiver if similar courses have been successfully completed. Required Courses. Students are required to take the following courses (24 hours). Methods of Social Research SYA 6315: Introduction to Qualitative Methods SYA 7933: Introduction to Quantitative Methods SYA 6407: Quantitative Research Methods SYA 7933: Research Design Either: SYA 7933 Advanced Qualitative Research Methods SYA 7933 Advanced Quantitative Research Methods Sociological Theory SYA 6018 Classical Sociological Theory SYA 6126 Contemporary Sociological Theory
% of Grading Components final course grade Attendance/Class Participation 5 – 15% Attendance points will be computed based on the ratio of the number of days attending the course during a regular semester (i.e., 28 contact days). A similar procedure will be used to determine participation points. Logs 10 – 15% Logs are written exercises designed to heighten student’s awareness of various psychological phenomena that is experienced, observed, read, or viewed on television. Student must relate experiences to chapters either discussed/not discussed throughout the semester. Reaction Papers 15 – 20% Reaction papers are 2 – 3 page written exercises in which students read outside sources (e.g., newspapers, magazines, or “self-help” books in psychology), discuss their “emotional” reaction to the issue or author’s point of view, yet use critical thinking guidelines to assess claims made augmented by scholarly literature. Theme Papers 20 – 25% Theme papers are 3 – 5 page written exercises in which students discuss how taking the course has been personally meaningful, beneficial, and relevant to their future professional aspirations. References can be cited using scholarly journals, psychologically-based magazines, or internet sites. Literature Reviews/Research Papers 10 – 20% Literature reviews/research papers are written exercise in which students must investigate a particular topic either in the textbook or assigned by the instructor that is related to the course objectives and conduct a review of the psychological literature. Based on the literature review, students are required to develop a thesis/theme and draw conclusions on the topic researched. Introspective Theme Paper/Case Study Analysis 30 – 40% The introspective theme paper/case study analysis is a 7 – 10 page written exercise in which students integrate and synthesize concepts to perform an in-depth analysis and demonstrate relevance of various theories to oneself as an emerging theoretical orientation or professional identity. If a child or teenager, adult person(s) or professional is interviewed, students must analyze, synthesize, integrate, and demonstrate relevance of concepts to course objectives.
Page # in the service organization’s description of its system or service auditor’s of controls where control objective is listed (from Section VI) Control objective as listed in the description (from Section VI) Does the description of the controls and the control objectives enable the plan auditor to evaluate the design and confirm the implementation of relevant controls and assess risk? (Yes/No) Do the tests of operating effectiveness and results of those tests support the achievement of the stated control objective? (Yes/No) Note: Consider the effect of any deviations identified in the above in Section VI Reference from Section VII to complementary user entity controls identified in the description that are in place to support the plan auditor’s risk assessment IT General Controls/Control Objectives – Logical Access and Program Change Management Controls/Control Objectives Related to New Plan Set-up – Plan Provisions Controls/Control Objectives Related to New Plan Set-up – Participant Level Data/Accounts and Investments Controls/Control Objectives Related to Eligibility, Enrollment and Participant Data Controls/Control Objectives Related to Contributions – Plan Controls/Control Objectives Related to Contributions – Participant Level Controls/Control Objectives Related to Participant Account Income/Expense Allocations Controls/Control Objectives Related to Distributions to Participants/Beneficiaries Controls/Control Objectives Related to Distributions - Plan Expenses Controls/Control Objectives Related to Marketable Securities Held – Safekeeping & Valuation Controls/Control Objectives Related to Non-readily Marketable Securities Held – Safekeeping & Valuation Evaluation of the Control Objectives Continued
University of Phoenix Material Theory and Culture Worksheet Short-Answer Respond to the following in 50 to 75 words each, unless otherwise specified. What is sociology? What are some examples of what sociologists study? When examining the theoretical perspectives in sociology, each perspective has a specific focus and level of analysis. What does the level of analysis mean? Refer to Table 1.1 (p.19) in Ch. 1 of Essentials of Sociology. In 25 to 50 words each, describe the focus and level of analysis for the following theoretical perspectives: Symbolic Interactionalism: Functional Analysis: Conflict Theory: Culture shapes many things in our lives, sometimes including what we wear, what we eat, and how we interact with each other. According to Ch. 2 of Essentials of Sociology, what are the influences of culture in society?