zilongwang/ReadingBank huggingface dataset:
Recommendation from Human Rights Mechanism (from Treaty Bodies, Universal Periodic Review, Special Procedures) Action/Activities (What do we already have in to achieve this recommendation? What else do we plan to do to achieve this recommendation?) Lead Ministry /agency (Who will take the leading role to ensure that this activity is undertaken?) Other gov. actors and national stakeholders (With whom to we work to achieve this?) Indicators (How will we know we have achieved our targets? Structural- indicators) Time Frame (By when do we expect to complete the activities?) Implementing Partners (national, regional or international) (including technical assistance) Estimated budget - Establish a system for the collection, management, treatment and disposal of human excreta and wastewater in the State party and for the effective protection of water resources (CESCR) - Ensure the establishment of a coherent and comprehensive system for the collection, management, treatment and disposal of wastewater in order to prevent the contamination of rivers and other water streams (UPR) - Invest in improving the school infrastructure, including the access to water and sanitation, particularly in rural and remote areas; Increase efforts to retain girls and young women at all levels of education, including by providing adequate and gender-sensitive sanitation facilities and safe transportation to and from schools (CEDAW)
Resurrection Messages He is indeed! He is risen, indeed! Jesus is alive! Jesus is alive! Jesus died for your sins! Jesus died for your sins! Christ the Lord is risen today! Christ the Lord is risen today! Praise God! The tomb is empty! Praise God! The tomb is empty! I can go to heaven because Jesus is alive! I can go to heaven because Jesus is alive! He is risen, just as he said! He is risen, just as he said! Believe in the power of the Resurrection! Believe in the power of the Resurrection! Up from the he arose! Up from the grave he arose! Christ is risen! Shout, “Hosanna!” Christ is Shout, “Hosanna!” Permission to photocopy this handout from KidsOwn Worship® Leader Guide, Spring, granted for local church use. Copyright © Group Publishing, Inc. group.com
CONFERENCE PROGRAM Thursday, October 4, 2018 3:00pm – 8:00pm REGISTRATION Location: Princessa Foyer 6:00pm – 9:00pm RECEPTION (drink ticket and cash bar, appetizers) Location: Leonesa Ballroom 6:00pm – 10:00pm EXECUTIVE COMMITTEE MEETING AND DINNER Location: Menzies Suite – 6th Floor Friday Eliza Anderson Amphitheater Princessa I Princessa II 7:30am - 8:30am Continental Breakfast || Leonesa Ballroom SESSION 1 Reducing Inequality Health Behaviors Novel Approaches to Understand Stigma 8:30am - 9:40am SESSION 2 Honoring John T. Cacioppo Economic Inequality Nonverbal Behaviors & Intergroup Bias 9:45am - 10:55am 10:55am - 11:10am Coffee break || Leonesa Foyer SESSION 3 Social Synchrony Intersectionality Online Misbehavior 11:10am - 12:20pm LUNCH & BUSINESS 12:25pm - 2:10pm Lunch & Business Meeting : Scientific Impact Award & Dissertation Award Addresses Leonesa Ballroom SESSION 4 Education & Social Psychology Newness Perception 2:10pm - 3:20pm 3:20pm - 3:35pm Coffee break || Leonesa Foyer SESSION 5 Nationality, Immigrants, & Refugees Multi-Process Accounts Negative Emotions 3:35pm - 4:45pm SESSION 6 Gender Roles Indirect Measures Psychology in Everyday Life 4:50pm - 6:00pm
Ivuoma N. Onyeador, Yale University; Rebecca Neel, University of Toronto; Jenessa R. Shapiro, University of California, Los Angeles; Andrew Todd, University of California, Davis; Bethany Lassetter, University of Toronto The prejudice effect: Channeling others’ biases to meet role demands Andrea C. Vial, Yale University; John F. Dovidio, Yale University; Victoria L. Brescoll, Yale School of Management 12C. USING CUTTING-EDGE COMPUTATIONAL SOCIAL SCIENCE METHODS TO EXTRACT MORAL MEANING FROM SOCIAL MEDIA Princessa II Chair: Simone Schnall, University of Cambridge Measuring Moral Rhetoric in Text: Attempts to Capture Context Morteza Dehghani, University of Southern California; Justin Garten, University of Southern California; Branden Kennedy, University of Southern California; Joe Hoover, University of Southern California Followers Forever: Maintaining Positive Moral Character Evaluations on Social Media Despite Extreme Transgressions Simone Schnall, University of Cambridge; Simon Karg, University of Cambridge; Michelle Lim, University of Cambridge The Value of Values: Quantifying and Understanding Human Value Systems on Social Media and Beyond Ryan L. Boyd, The University of Texas at Austin; Steven Wilson, University of Michigan; Rada Mihalcea, University of Michigan; James W. Pennebaker, The University of Texas at Austin Social Media as a Tool to Understand Moral and Political Subcultures Matt Motyl, University of Illinois at Chicago; Zachary J. Melton, University of Illinois at Chicago Angela Bahns Jessica Good Spike Lee Hilary Bergsieker Larisa Heiphetz Bernhard Leidner Marco Brambilla Tony Hermann Debbie Ma Kristi A. Costabile Li Lisa Molix Lucian Gideon Conway III Lisa Jaremka Rebecca Neel Jonathan Cook Camille Johnson David Rast Illan Dar-Nimrod Jessica Kennedy Kyle Ratner Anja Eller Katherine Kinzler Karina Schumann Tal Eyal Anne Krendl Stephanie Spielmann Mathew Feinberg Nour Kteily Toosi Marci Gleason Kristin Laurin Jojanneke van der Toorn
Application – Word Problems 0:05-0:25 (25 min) Orient participants in how and where application is addressed in A Story of Units Watch a video clip of Example 1 of work that promotes application Analyze the methods, impact and advantages of Example 1 Identify evidence of Standards for Mathematical Practice from Example 1 Common Addition and Subtraction Situations Common Multiplication and Division Situations Clip: Candy Problem Review and download video file as a back-up in case there is a problem with the embedded video Application – Real-World Problems 0:25-0:45 (10 min) Engage in Example 2 of work that promotes application Analyze the methods, impact and advantages of Example 2 Identify evidence of Standards for Mathematical Practice from Example 2 Standards Calling for Real World Problems Application – Modeling 0:45-1:05 (25 min) Engage in Example 3 of work that promotes application Compare and Contrast the three examples of application Generic counters, 24 per participant Common Multiplication and Division Situations Distribute generic counters to participants Closing 1:05-1:15 (10 min) Summarize key points Reflect on next steps Reflect on the components of rigor in balanced instruction How to Implement A of Units TOTAL TIME 75 min Session Roadmap Opening Time: 0:00-0:05 [5 minutes] In this section, you will… Link to previous sessions; frame the session, referencing the agenda Provide an overview of application as defined in the Shifts and Publishers’ Criteria Provide an overview of how A Story of Units implements application Review the flow and objectives of this session Materials used include: Session PowerPoint (SLIDE 1) In the previous two sessions we have examined the fluency and deep understanding components of rigor. Our third and final rigor session will address the application component of rigor. (SLIDE 2) The objectives of this session are to: Understand the application component of called for in the Standards, as defined by the Instructional Shifts and the Publishers’ Criteria
been a journey of change management. Focuses on helping people be better. This is for them not to them. Millennials said they want more frequent feedback. Q: Lots of responsibility in the hands of managers? A: Originally we put a lot of responsibility on the team member, so PDFs and micro Learning’s-whether people do check-in’s is Almost 100% response rate.
EXAMPLE: Claims Reduction Reduce overall vehicle related claims by 5% by providing comprehensive awareness training program for all company vehicle drivers. 03/01/15 – 07/31/15 Risk Management Dept. EXAMPLE: Efficiency Improvement Streamline new hire orientation by delivering and tracking all training and documents electronically to reduce administrative time by 4 hours per month. Begin 01/01/15 Human Resources Dept. CREATE TRAINING PLAN Training Plan When developing a Training Plan, be sure to include: Action Items Additional Information important to the completion of the action item Person responsible Due Date Action/Task Notes Responsible Due Date EXAMPLE: Build New Hire Orientation Credential and Begin Using by 2nd Quarter. Import and customize activity templates located within the Activities Builder application Dickens (HR Manager) 03/31/15 EXAMPLE: Create and assign Driver Safety Awareness program. Start date is first day of quarter and due date is 1 week before end of quarter Abby Adams (Safety Coordinator) 07/31/15 EXECUTE TRAINING PLAN The final steps necessary to successfully execute your TargetSolutions Training Plan include:
Communication TS Academy Final Review Communication Administrators are responsible to communicate to Supervisors and basic information: Communicator Items Addressed Recipient of Communication Method of Communication EXAMPLE: Administrator Access Level & Tracking Responsibility Supervisors Only In-person Meeting EXAMPLE: Administrator Login Instructions All Users (Supervisors + Users) Email EXAMPLE: Administrator Training Requirements Users Email TS Academy TAKE YOUR SKILLS TO THE NEXT LEVEL! The TS Academy is a special webinar series for Administrators and Supervisors responsible for managing their organization’s utilization of the platform. Week 1 – Managing User Profiles Week 2 – Utilizing Resource Applications Week 3 – Building Custom Activities Week 4 – Managing Assignments Week 5 – Building Custom Credentials Week 6 – Generating Reports Week 7 – Blueprint for Success academy.targetsolutions.com Review
THE SPIRITUAL LIFE COMMITTEE “Growing in Faith and Love for God” "The purposes of the Spiritual Life Committee are to plan, organize and provide opportunities, programs, activities and events that nurture the spiritual life of our church family, lead us to deeper shape us as disciples of Jesus Christ, enable us to worship God." AREAS OF SCOPE Worship Christian Education MINISTRY ACTIVITIES/TASKS WORSHIP Ushers/Greeters Nursery Baptismal Font Care Children’s Bags Artists Guild Wedding Communion Preparation Worship Design – Advent/Christmas Worship Design – Lent/Easter Sanctuary Décor Team Pew Care Team Communion Servers Children’s Sermon Rotation Children’s Church Rotation Lay Readers Rotation Sound Team Rotation Chancel Choir Handbell Choir Instrumentalists Soloists CHRISTIAN EDUCATION Confirmation Vacation Bible School Sunday School – Children – Faith Trek Sunday School – Youth Sunday School – Adults Peace Presbyterian Youth Connection Pastor’s Sunday Morning Bible Study Church Library Presbyterian Women Church Officer Training Fall Retreat Summer Camps
Session Plan Course Session Title: Tutor: Venue: Course code: Day/Date: Time: Session number: Number of learners: General Aims and Objectives: Group Learning Outcomes: 1 2 3 4 Individual Learning Outcomes and Differentiation Strategies: (for Family Learning, include learning outcomes for children) Equality, Diversity and Inclusion: (including Prevent, Fundamental British Values and Safeguarding) Personal Learning and Thinking Skills: Embedding of Functional Skills: Health and Safety: Time (mins) Learning Outcome Code Topic Group/Tutor Activity Individual Activity/Differentiation Resources Assessment activity
The Water Cycle Strand Matter Topic Changes in the state of matter Primary SOL 2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include c) changes in phases of matter with the addition or removal of energy. Related SOL 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations and predictions are made and questions are formed; b) observations are differentiated from personal interpretation; d) two or more characteristics or properties are used to classify items; e) length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; g) conditions that influence a change are identified and inferences are made; l) simple physical models are designed and constructed to clarify explanations and show relationships. 2.3 The student will investigate and understand properties of solids, liquids, and gases. Key concepts include b) measurement of the mass and volume of solids and liquids. Background Information Thermal energy causes to evaporate (changing from a liquid to a gas). The resulting water vapor rises in warm air and eventually meets a cooler air mass. As the gaseous water cools, it loses energy and condenses into a liquid (gas to a liquid is condensation). These droplets fall as precipitation. This process is called the water cycle or the hydraulic cycle. In this activity, the environment in the plastic container simulates the water cycle on the Earth. The sun heats the water in the cup. The water in the cup, which represents the ocean, evaporates (liquid to a gas) and then condenses (gas to a liquid) when it hits the cup of ice, which represents the cooler air masses in the upper atmosphere. After some time, the condensed water vapor falls to the rock, which represents the Earth, and eventually makes its way back to the “ocean.” Once the water cycle has begun to flow, the water level should remain about the same in the cup. The water in the Earth’s environment is constantly recycled. This activity may be done as a class demonstration, in small groups, or as individuals. Materials For each student: two clear 9-oz beverage cups a 3 ¼ oz plastic condiment cup, small rock that fits in the bottom of the 9-oz cup ice
Once upon a time, Submerged Aquatic Vegetation or SAV (also known as Underwater Grasses) lived happily in the Chesapeake Bay and its tributaries. She grew tall and thick throughout the entire Bay and even in the rivers that flowed into the Bay. Page 1 She waved back and forth in the tides, soaking up sunlight from above, nutrients from the sandy soil below her, and water from all around.
Page 4 Nutrients started out as a pretty innocent guy. He helped plants to grow, including SAV. But then the people who lived in the Bay’s watershed started to add lots of Nutrients to the soil. They put fertilizers and chemicals on their grass and crops to make them grow faster. Page 13 Development also caused more pollution and poisons to get into the water. With their factories, farms, cars, and lawns, the people put chemicals onto the land that washed into the rivers and streams when it rained. This poison killed lots of animals in the rivers and the Bay, and it also hurt SAV.
____________ students use proper grammar (5 pts.) 46 – 50 pts. = A 42 – 45 pts. = B 39 – 41 pts. = C 36 – 38 pts. = D 0 – 35 pts. = F
Extensions and Connections (for all students) The class during snack time can have canisters for recyclable materials such as paper, plastic, food, trash. The class can measure the mass of each container. The object is for more of whatever is left over from snack to be in the recycle containers than in the trash container. Try to have a snack time where there is no trash for the class. This could also work for the whole school at lunchtime to see what is trash and what is recyclable and to try to make the recycle part bigger than the trash. Consider coaching a team of students for the “Siemen’s We Can Change the World” competition. Strategies for Differentiation Have students write a poem, make a skit or write a song to go with the poster in the original activity.
Aristotle Ptolemy Copernicus Galileo Believed Earth was unmoving and the planets and sun revolved around it. Believed Earth was unmoving and the planets and sun revolved around Earth in an orbit within other orbits Believed and all other planets revolved around the sun Believed Earth and all other planets revolved around the sun Earth-centered model Earth-centered model Sun-centered model Sun-centered Used observation to develop theory Used observation to develop theory Used mathematics to develop theory Used scientific observation to develop theory Greek Greek Polish Italian
Nuclide Half-Life Decay Mode Nuclide Name 198Au 2.69 d β– gold-198 14C 5730 y β– carbon-14 37Ca 175 ms β+ calcium-37 60Co 5.26 y β– cobalt-60 137Cs 30.23 y β– cesium-137 53Fe 8.51 min β+ iron-53 220Fr 27.5 s α francium-220 3H 12.26 y β– hydrogen-3 131I 8.07 d β– iodine-131 37K 1.23 s β+ potassium-37 42K 12.4 h β– potassium-42 85Kr 10.76 y β– krypton-85 16N 7.2 s β– nitrogen-16 19Ne 17.2 s β+ neon-19 32P 14.3 d β– 239Pu 2.44 × 104 y α 226Ra 1600 y α radium-226 3.82 d α 90Sr 28.1 y β– strontium-90 99Tc 2.13 × 105 y β– 232Th 1.4 × 1010 y α thorium-232 233U 1.62 × 105 y α uranium-233 235U 7.1 × 108 y α uranium-235 238U 4.51 × 109 y α uranium-238 ms = milliseconds; s = seconds; min = minutes; h = hours; d = days; = years
CO2 CS2 OCS BeF2 NO2+ NCF SCN− OCN− N2O SCl2 BrO2− ClO2− OF2 Trigonal pyramidal NF3 XeO3 SO32− PO32− PCl3 ClO3− IO3− Tetrahedral SO42− XeO4 PO43− BF4− CF4 BrO4− SiF4 SiO44− NF4+ AsCl4+ PF4+ SiCl4 ClO4 CCl4 NOF3 SO2Cl2 XeF2 KrF2 ClF2− BrF2− IF2− T-shaped ClF3 BrF3 IF3 XeOF2 XeF3+ See-saw SCl4 IO43− XeO2F2 PF4− Trigonal bipyramidal SbF5 IF4− BrF4− Square pyramidal ClF5 SeF5− TeF5− ClOF4− IF5 BrF5 XeF5+ SbCl52− Octahedral AlF63− PF6− IO65− IF6+
Structure and Polarity of Molecules Lab Molecular Geometry Charts Basic Structures Total # of e− pairs # of bonding pairs # of lone e− Molecular geometry Bond angles 2 2 0 Linear 180 3 3 0 Trigonal planar 120 3 2 1 Bent <120 4 4 0 Tetrahedral 109.5 4 3 1 Trigonal pyramidal <109.5 4 2 2 Bent <109.5 4 1 3 Linear 180 More Advanced Structures Total # of e− pairs # of bonding pairs # of lone e− pairs Molecular geometry Bond angles 5 5 0 Trigonal bipyramidal 90, 120 5 4 1 See-saw 180, 90, <120 5 3 2 T-shaped 90 5 2 3 Linear 180 6 6 0 Octahedral 90 6 5 1 Square pyramidal <90 6 4 2 Square planar 90 6 3 3 T-shaped 90 6 2 4 Linear 180 For each molecule listed in the box below, use a separate sheet of paper to determine the total number of e− pairs draw the Lewis structure determine the number of bonding e− pairs determine the number of lone e− pairs state the shape of the molecule state whether the molecule is polar or nonpolar. H2 N2 CO2 O2 CH4 HBr H2O NH3 C2H5OH HCN H2O2 SO3 SeBr2 PCl3 CF4 C2H2 CH3NH2 BCl3 XeOF4 Br3− SeF4 IF5 AsF5 XeF4 IF3 BH2− COCl2 N2F2 C6H6 CH3CH2CH2OCH2CH2CH3 C6H12 acetone isopropyl alcohol
Have small groups of students research the work of Arno A. Penzias and Robert W. Wilson for which they won a Nobel Prize in 1978. Ask each group to create a comic book that illustrates the story of their work and explains how it relates to the Big Bang Theory. Direct students to write a short newspaper article about the Big Bang Theory that addresses an audience of people who are unfamiliar with the theory. Challenge them to imitate the style of articles appearing in the local paper.
What type of magma creates gabbro and basalt? Part 5: Identification Complete the following table, using the kit of rock samples. Sample Number Crystal Size Fine = F Coarse = C Location Intrusive = I Extrusive = E Color Light = L Dark = D Magma Felsic = F Mafic = M Rock Name 1 2 3 4 5 6 7 8
Sample Rubric Name: Date: Item Criteria Points Poor Fair Average Excellent Vocabulary usage 25 pts Contains 3 or fewer vocabulary terms Contains 4 vocabulary terms Contains 5 vocabulary terms Contains 6 or more vocabulary terms Plot, grammar, and spelling 15 pts Has little or no focus on plot, mechanics, formatting, and spelling Demonstrates inconsistent focus on plot, mechanics, formatting, and spelling Demonstrates reasonable control of, plot, mechanics, formatting, and spelling Exhibits consistent control of plot, mechanics, formatting, and spelling Understands biome and threats from human interaction 25 pts Writing shows little understanding of chosen biome/threats Writing reflects a basic understanding of chosen biome Writing reflects a detailed understanding of chosen biome Writing reflects a sophisticated understanding of chosen biome Illustrations and pop-ups 20 pts Illustrations show little effort Some illustrations are original and enhance story content Most illustrations are original and enhance story content All illustrations are original and enhance story content On task behavior 15 pts Student was often off task during project Student was off task occasionally during project Student was rarely off task during project Student was never off task during project Teacher Comments:
Organelle Function Cards Cut out the eight cards below on the heavy lines. Fold them along the dotted line so that the words are on the outside. Use the outsides as flash cards and the insides for additional notes, drawings, or anything that will help you remember the meaning of each term. Store cards in an envelope or zip-top bag to use for studying. Cytoplasm A constantly moving gel-like substance that surrounds the cell’s organelles Nucleus Contains the cell’s DNA and serves as the control center for the cell Cell membrane Covers the cell’s surface and controls the materials that enter and exit the cell Vacuole Serves as a storage container for water and other materials Mitochondria Supplies, stores, and produces energy for the cell Chloroplast The in plant cells that contains chlorophyll and where photosynthesis occurs Endoplasmic reticulum Produces proteins and lipid components for the cell Cell wall A structure found in plant cells that provides strength and support to the cell membrane
Sample Foldable Template and Content Name: Date: Cell: basic unit of structure and function in a living thing Complex organisms are composed of MANY ________________ The cell is the smallest unit of cellular organization. The human body consists of approximately 100 trillion cells. ________________ Tissue: a group of similar cells that perform the same function ____________________ Tissue is the next largest level of organization. ____________________ Organ: a structure composed of different types of tissues _____________ Examples of organs in the human body include the heart, the brain, the lungs, and the stomach. __________________ Organ System: Each organ within the human body is part of an organ system. ____________ Organ systems are the largest level of cellular organization. The body contains 11 organ systems, including skin, skeletal, nervous, respiratory, and digestive. __________
The Osmosis Egg-speriment Name: Date: 1 Mass (g) & Circ. (cm) Trial 2 Mass (g) & Circ. (cm) Trial 3 Mass (g) & Circ. (cm) Average (MEAN) Mass (g) & Circ. (cm) Important Normal Egg After 24 hrs in VINEGAR After 24 hrs in WATER After 24 hrs in SALT WATER Independent Variable__________________ Dependent Variable_____________________ Hypotheses 24 hrs. in vinegar 24 hrs. in water 24 hrs. in salt water Were your hypotheses accurate? Explain. 24 hrs. in vinegar 24 hrs. in water 24 hrs. in salt water
Keys to the Kingdom of Life Name: Date: Use this key to find the name of the kingdom to which each organism belongs. 1 A. Organism is unicellular or colonial (containing many single cells). Few are multicellular with specialized structures Go to 2 OR B. Organism is multicellular Go to 4 2 A. Organism is prokaryotic, is unicellular, and has no cell organelles (no nucleus) Go to 3 OR B. Organism may be unicellular, colonial, or multicellular with visible nuclei Kingdom Protista 3 A. Thrives in very harsh environments—hot springs, deep-sea hydrothermal vents, extremely salty or acidic water Kingdom Archaebacteria OR B. May be a decomposer or parasite or lives within other creatures. The prefix Eu means “true” Kingdom Eubacteria 4 A. Multicellular; cells have cell walls Go to 5 OR B. Multicellular; cells do not have cell walls Kingdom Animalia 5 A. Multicellular; cell are made of cellulose; perform photosynthesis Kingdom Plantae OR B. Multicellular; cell walls are made of chitin (a tough flexible carbohydrate). Get energy for growth mostly from dead organisms. Body is formed from tangled, thread-like structures called hyphae Kingdom Fungi
The Six Kingdoms Name: Date: Kingdom Prokaryote or Eukaryote Autotrophic or Heterotrophic Unicellular or Multicellular Other Characteristics Archaebacteria Eubacteria Protists (Protista) Fungi Plants (Plantae) Animals (Animalia)
Salt Organisms Cards eats grasshoppers snails marsh plants RAT eats sparrows grasshoppers snails marsh plants OWL eats rats sparrows ducks sandpipers DUCK eats crustaceans marsh plants grasshoppers snails SANDPIPER eats crustaceans algae SPARROW eats crustaceans marsh plants grasshoppers snails SMALL CRUSTACEAN eats algae FISH eats crustaceans marsh plants algae HERON eats fish SALT WATER ALGAE energy source: sunlight co2 water SALT MARSH PLANTS energy source: sunlight co2 water SNAIL eats marsh plants HAWK eats shrews mice rats SHREW eats grasshoppers snails mice GRASSHOPPER eats marsh plants
PRESENT OR MOST RECENT EMPLOYMENT, VOLUNTARY WORK OR PERSONAL EXPERIENCE Name of Employer: Post Title: Address of Employer: Dates Employed: Salary: Notice Required: Duties / Responsibilities / Experience Gained: Reason for Leaving / Wishing to Leave: PREVIOUS EMPLOYMENT, VOLUNTARY WORK OR PERSONAL EXPERIENCE Dates Employed: Name & Address of Employer Post Duties / Responsibilities / Experience Reason for Leaving
Engage with risk in a positive and transparent way in order to achieve the Commonwealth’s strategic objectives. Provide overall management of the agency’s strategic, financial, operational and governance risk. Ensure resources and systems comply with established strategy and relevant legislation ESSENTIAL Achieves Results Build organisational capability and responsiveness Marshals professional expertise Steers and implements change and deals with uncertainty Ensures closure and delivers on intended results Shapes Strategic Thinking Inspires a sense of purpose and direction Focuses strategically Harnesses information and opportunities Shows judgement, intelligence and commonsense Exemplifies Personal Drive and Integrity Demonstrates public service professionalism and probity Engages with risk and personal courage Commits to action Displays resilience Demonstrates self-awareness and a commitment to personal development Cultivates Productive Working Relationships Nurtures internal and external relationships Facilitates cooperation and partnerships Values individual differences and diversity Guides, mentors and develops people Communicates with Influence Communicates clearly Listens, understands and adapts to audience Negotiates persuasively
Agenda Service Experience Team Meeting January 11th, 2018 9:00-12:00 Location ALTSA, Home and Community Services Holgate Office 1737 Airport Way S Suite 130; N95-2 Seattle, WA 98134 Emerald City Conference Room Phone: 206-341-7600 9:00 – 9:30 30 minutes Welcome and Introductions Review minutes from last meeting Review charter revisions 9:30 – 10:10 40 minutes National Core Indicators-Aging and Disabilities (NCI-AD) consumer survey: information and discussion 10:10 – 10:25 15 minutes BREAK 10:25—10:35 10 minutes Clarification about social therapeutic leave 10:35 – 10:45 10 minutes Personal Needs Allowance 10:45 –11:00 15 minutes CFC Program and purchasing devices 11:00—11:40 40 minutes Legislative process 11:40—11:55 15 minutes Planning for next meeting Copes and Residential Support Waiver 11:55—12:00 5 minutes Evaluation (Plus Delta)
Agenda Service Experience Team Meeting May 18th, 2018 9:00-12:00 Location ALTSA, Home and Community Services Holgate Office 1737 Airport Way S Suite 130; N95-2 Seattle, WA 98134 Emerald City Conference Room Phone: 206-341-7600 9:00 - 9:30 30 minutes Welcome and Introductions Review and approve minutes from last meeting 9:30 - 10:00 30 minutes Survey Review (state specific 10 questions) 10:00 -10:45 45 minutes Consumer Directed Employer 10:45 -11:00 10 minutes Break 11:00 - 11:45 45 minutes Copes and Residential Support Waiver Renewal 11:45 - 12:00 15 minutes Evaluation (Plus Delta)
Child’s Initials: _______________ Recording Staff: _________________ Date: _____________________ Time of Occurrence _________________ What Happened Before? (Possible Trigger) Describe the Behavior Like a Camera Sees It (Form) What Happened After? (Maintaining Consequences) Possible motivation/function (Check all that seem possible) Obtain Desired Item Obtain Desired Activity Get Sensory Stimulation Gain Connection to Person Express Emotion Initiate Social Interaction Avoid Sensory Stimulation Avoid Attention Avoid Task Adults Avoid Peers Other ________________ Location of Occurrence (Check one) Assigned Classroom Playground Cafeteria Hallway Bathroom Other Classroom Field Trip Office Other ________________ Activity (Check one) Arrival Classroom Jobs Centers/Work Time Small Group Activity Large Group Activity Meals Quiet Time/Nap Outdoor Play Special Activity Self-Care Departure Transition Individual Activity Other___________________ Others Directly Involved (Check all that apply) Teacher Assistant Teacher Substitute Family Member Support/Administrative Staff Peers/Classmates Initials __________________ Other_____________________ What happened after? What did others do? (Check all that apply even if listed above) Obtained Object/Activity Removal of Item Removed from Activity Peers Move Away Away from Peer/Adult Ignore the Behavior Verbal Reminder Visual Reminder Use of Social-Emotional Teaching Strategy Physical Guidance Redirection Time with Adult Removed from Class Family Contact Other_______ Comments*: Instructions for Completing Behavior Observation Report
Price: 30,00 € Price: 25,00 € Price: 33,00 € Price: 23,00 € Price: 33,00 € Price: 24,00 € Price: 18,00 € 24,00 € Price: 21,00 € Price: 18,00 € Price: 24,00 € 25,00 € Price: 25,00 € 25,00 € 21,00 € Price: 21,00 € Price: 33,00 € Price: 19,00 € Price: 24,00 € Price: 34,00 € Price: 21,00 € Price: 33,00 € Price: 24,00 € Price: 34,00 € Price: 23,00 € Price: 25,00 € Price: 25,00 € Price: 23,00 € Price: 33,00 € Price: 23,00 € Price: 29,00 € 22,00 € Price: 30,00 € Price: 22,00 € Price: 30,00 € Price: 23,00 € Price: 33,00 € Price: 19,00 € 23,00 € Price: 33,00 € 30,00 € Price: 31,00 € Price: 21,00 € 28,00 €
Entrepreneur with experience of scaling- up and running hi-tech businesses in this sector √ √ √ √ Demonstrable partnership development skills evidenced by delivery significant funding / finance in a similar role √ √ √ √ Demonstrable experience in the writing and preparation of business proposals to funders √ √ √ √ Experience of developing comprehensive business for investment/evaluation √ √ √ Experience in this sector √ √ √ Strong negotiating skills evidenced by having delivered a varied range of collaborative deals √ √ √ Proven networking capabilities and communication skills used to manage relationships to positive outcome √ √ √ Experience and ability of working with academic staff √ √ √ Skills Proactive, self-starter who shows initiative √ √ Excellent communication skills both verbally and written √ Fine-tuned ability to develop relationships with people at all levels and influence staff within a business environment √ √ √ Ability to evaluate development options √ √ √ Capacity to manage broad portfolio of opportunities √ √ √ Strong team player and motivator of staff and companies engaged on programmes √ √ Skilled at dealing with challenging people and situations √ √ √ Attributes Ability to work to strict deadlines and under pressure, with diverse briefs √ √ √ Innovator with the ability to think strategically and to contribute to strategic direction √ √ √ Code: A/F – Application form, I/T – Interview/Test, R - References
“business day” means a day other than: a holiday during which banks in Alberta are generally closed; Saturday; or Sunday. “business day” means as defined in the Act means a day other than a Saturday or a holiday as defined in the Interpretation Act. a day other than: a holiday during which banks in Alberta are generally closed; Saturday; or Sunday. “constraint effective factor” means a ratio, based on the results of load flow studies conducted by the ISO, of the change in the flow of electric energy through a transmission constraint to a change in energy production, energy consumption or an electric energy flow across an interconnection. “constraint effective factor” means a ratio, based on the results of load flow studies conducted by the ISO, of the change in the flow of electric energy through a transmission market constraint to a change in energy production, energy consumption or an electric energy flow across an interconnection. “downstream constraint side” means, in relation to the transmission elements that comprise the transmission constraint, those elements of the interconnected electric system more proximate to the load or consumption side of the transmission constraint than to the supply side of the transmission constraint. “downstream constraint side” means, in relation to the transmission elements that comprise the transmission market constraint, those elements of the interconnected electric system more proximate to the load or consumption side of the transmission market constraint than to the supply side of the transmission market constraint.
English conversation classes Beginners: Monday 1:00 - 2:00pm Intermediate: Tuesday & Wednesday 10:00 - 11:30am Intermediate: @ Mosman Council Every Wednesday 1:00 - 2:30pm Intermediate: @ Lane Cove Community Aid Every Friday 10:00am – 12:00pm During schools term Homework Help Every Monday 3:30 – 5:00pm 2010 Term Dates 1st term: Mon 08 Feb – Fri 26 Mar 2nd term: Mon 26 Apr – Fri 26 Jun 3rd term: Mon 26 Jul – Fri 17 Sep 4th term: Mon 18 Oct – Fri 10 Dec Multicultural Friendship Group “Handy Friends” Meets once a month Japanese Mother’s Group Open to mums with babies under 12 months Meetings: Every 1st & 3rd Thursdays 11:00 - 1:00pm Refugee Week 2011 Freedom from fear Friday 24th June 2011 10.30am – 1:00pm Crows Nest Centre 2 Ernest Pl Nest North Sydney Migrant Employment Expo Wednesday 25th May 2011 10.30am – 1pm Council Chambers 200 Miller St North Sydney Japanese Play Group 1-2yrs old E Every Friday 10.30-12.30 63-65 Willoughby Rd In partnership Northside Baptist Church
Gosavi, A., Murray, S. L., Tirumalasetty, M. V., and Shewade, S. (2011). A Budget-Sensitive Approach to Scheduling Maintenance in a Total Productive Maintenance (TPM) Program. Engineering Management Journal, 23(3), 46–56. Hauptmanns, U. (2011). Reliability data acquisition and evaluation in process plants. Journal of Loss Prevention in the Process Industries, 24(3), 266–273. Held, M., and Fritz, K. (2009). Comparison and evaluation of newest failure rate prediction models: FIDES and RIAC 217Plus. Microelectronics Reliability, 49(9–11), 967–971. Huang, X., Kreye, M. E., Parry, G., Goh, Y. M., and Newnes, L. B. (2013). The cost of service. In P. Sandborn (Ed.), Cost Analysis of Electronic Systems (pp. 349–362). Singapore: World Scientific Publishing. Igba, J., Alemzadeh, K., Durugbo, C., and Henningsen, K. (2015). Performance assessment of wind turbine gearboxes using in-service data: Current approaches and future trends. Renewable and Sustainable Energy Reviews, 50, 144–159. Kleinbaum, D. G., and Klein, M. (2012). Survival Analysis: A self-learning text. New York: Springer. Jolly, S.S. and Singh, B. J. (2014). An approach to enhance availability of repairable systems: a case study of SPMs. International Journal of Quality & Reliability Management, 31(9), 1031–1051. E. E. (1996). Introduction to reliability engineering (2nd ed.). Wiley: New York. Lindqvist, H. B. (2008). Maintenance of Repairable Systems. In K. A. H. Kobbacy, and D. N. P. Murthy (Eds.), Complex System Maintenance Handbook (pp. 235-261). London: Springer.
What are the traps we encountered? We were aware and trying to avoid falling into several traps Moving too fast to intellectualization, ,this showed up in the class whenever we found ourselves or the student talking ‘about’ spiritualism rather than allowing and creating space for spirit to show up ` when we were listening from a "knowing" place, downloading what we already know and trying to be right and persuasive. . We found ourselves sometimes expressing views about the spiritual world that practically meant that we mentally closed the "hole" . So sometimes we talked about the spirit knowingly, and by that lost the spirit of the moment, the spirit of inquiry. We found it very challenging to keep opening the holding space for spirit to show up, instead of defining, explaining and preaching… Moving too fast to emotional ecstatic dimension. One of the tempting domain of new age spirituality is looking for what we call “a narcissistic ‘wow’”, an instrumental use of the spiritual dialogue and experimentation to bust the adrenalin and ego. Sometimes it can turn to be a gateway to genuine search, many times it keeps commonly resulting in self grandeur and ‘we/them’ discourse. This sometimes happened with very charismatic guest lecturers who were very impressive and inspirational. Moving too fast to metaphysical explanation. Resulting in helplessness or in manipulative subordination. What is our main conclusion and offerings to people trying to spirit? Let the spirit of experimentation guide you while you create and maintain an environment in of inquiry and not knowing , is a good space for teaching and learning processes to take place and flourish… Use “Spirit conductive” processes: space in which every voice is invited to speak, to be heard., In doing so a collective container for for self organization in the whole learning experience is created and enabled.
1 The learner will know how own personal attributes have affected current situation to date The learner must know: Assessment Requirements Evidence Location 1.a How their personal achievements can affect their situation Learners should identify a personal achievement that has affected own current situation The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 1.b How their skills can affect their situation Learners should identify a that has affected own current situation 1.c How their interests can affect their situation Learners should identify a personal interest that has affected own current situation Additional information 1.a Personal achievement: may come from any area of life e.g. personal, work, further study etc.
two selected sources of help or information. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b Reasons for selecting a specific source of help Learners should describe why sources have been selected for use. 2.c Different types of relevant opportunities Learners should describe a minimum of two types of relevant opportunities.
The learner must know: Assessment Requirements Evidence Location 4.a The key steps to take to achieve personal goals Learners should describe key steps to be taken to achieve a minimum of three personal goals. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. Sources of help for the main identified factors 4.b Actions to be taken towards the achievement of personal goals Learners should produce an action plan towards the achievement of a minimum of three personal goals. 4.c Factors that may affect progress in achieving personal goals Learners should outline the factors that may affect progress in achieving a minimum of three personal goals. 4.d How factors can affect intended progress towards achievement Learners should explain how the factors may affect progress towards achievement of selected goals. 4.e Sources of help for factors that can affect intended progress towards achievement Learners should describe how to deal with factors with reference to possible sources of help.
at advance stage. (B) 6 Patna (Pahari) (EAP - World Bank) 4.2.02 104.80 22.50 127.30 26.12.13 Sewage Treatment Plant at Pahari - Patna, Bihar( EAP - Bank) 35.00 25.00 7.34 0.00 Project is under bidding process. (X) 7 Patna (Pahari- Zone IVA (S) (EAP - World Bank) 4.2.03 123.40 10.24 133.64 26.12.13 Sewerage scheme at Pahari (Zone IVA (S)), Bihar (EAP - World Bank) 87.69 8.64 0.00 Project is under bidding process. (X) 8 Patna (Pahari- Zone V) (EAP - World Bank) 4.2.04 196.36 17.95 214.31 20.02.14 Sewerage scheme at Pahari Zone V, Patna, Bihar (EAP - World Bank) 110.65 13.75 0.00 Project is under bidding process. (X)
School Values RESPECT ‘Valuing, Accepting, Appreciating, Worthiness’  Respecting self and others good manners, body language, tone of voice, presentation and appearance Respecting school grounds and personal belongings. Showing appreciation and valuing diversity through inclusive practices Authority - leadership, rules ‘Showing respect for others & showing respect for yourself!’ RESPONSIBILITY ‘Commitment, Reliability, Accountability, Conscientiousness’ Responsibility for own actions, behaviour, belongings and learning Not only knowing the right thing to do, but doing it Aspiring to be ‘good citizens’ Developing a sense of ownership and caring for self and others ‘Observing’ and appropriate behaviours and actions that are respectful and align with school and society expectations ‘If it is to be it is up to me!’ EXCELLENCE ‘Merit, Virtue, Personal Best’ High expectations - teachers, students, parents 100% effort to achieve personal excellence Catering for and fostering individual talents/ abilities through excellent programs Excellence in all social, emotional, physical and academic Willingness to surmount obstacles ‘Be the best that you can be!’ PRIDE ‘Dignity, Integrity, Self –esteem’ in yourself: Learning, appearance, attitude, behaviour and achievements Pride in your school: Community (peers teachers, class), grounds and buildings, uniform, personal belongings. Pride as part of the wider community: Sporting groups, heritage, Shepparton, Australia! Belief in yourself. ‘Living our values!’
Table of Contents The Guide 1 Getting Started 2 explained Events 3 Steps to planning your event 4 SHS involvement 5 Travelling between Schemes 6 Map of Schemes……………………………………………………….7 Scheme Address………………………………………………………8 This Guide Why has this been created? This guide has been designed to help and aid the tenants of Sutton Housing Society in creating a social committee. Each scheme should ideally have one social committee which are able to work with the community engagement officer, creating and running activities open to the residents Why should I/We start a social committee? If you have an idea about an activity or an event you’d like to put on a social committee is a great way to bring the community together. Trying to organize an event by yourself may be challenging and How do I know if there is a social committee already at the scheme? You will need to check your events noticeboard for any scheme committee posters or flyers. already an existing social club in my scheme? Get involved! You may not want to/have the time for join the social committee; however you can still take advantage of the social events. Remember the activities are available to all tenants, across all the schemes. This guide will give you details on how to travel on public transport between the schemes.
Setting up Outlook Culhane Meadows Hosted Exchange Server Note: These instructions all assume you already have at least one account set up in Microsoft Outlook and that you would like not only your existing account, but also your new Culhane Meadows account to show up in Outlook in the same profile when you open Outlook. A. If you are using Outlook 2007, press the control key and then click . B. If you are using Outlooks 2010 or 2013, press the control key and then click . To create a profile in Outlook 2007: Tip: During the following procedures, if you see a popup window that asks you to log in, click Cancel. You may get an error message or another login request, but just click Cancel again. Make sure Outlook is CLOSED before you begin. Go to Start > Control Panel > Mail. ***If you cannot locate the Mail icon within your Windows Control try the following steps: To the left of the Windows Control Panel, but in the same window, select Classic View. If Mail still does not appear as an individual icon, look for it under Show 32-bit Control Panel Items. If you are in Windows 7, you may have to change the upper right hand selection that say “View By” from “Category” to View By “Large Icons.” Once you switch to Large Icons, you should now see a “Mail (32-bit)” icon. the Show Profiles button. Click on the Profile Name in the list that matches the one at the bottom beneath the “Always use this profile” and then click Properties. on “Email Accounts” to open Outlook Account Settings:
On slow networks, connect using HTTP first, then connect using TCP/IP: Yes. Use this authentication when connecting to my proxy server for Exchange: Select, “Basic Authentication” Click OK > Apply > OK > Next > Finish. If you are prompted for the password at this step you can enter it. Start Outlook in this profile. To create a profile in Outlook 2010/2013: Tip: During the following procedures, if you see a popup window that asks you to log in, click Cancel. You may get an error message or another login request, but just click Cancel again. Make sure Outlook is CLOSED before you begin. Go to your Outlook mail settings from Start > Control Panel > Mail > Show Profiles ***If you cannot locate the Mail icon within your Windows Control Panel, try the following steps: To the left of the Windows Control Panel, but in the same window, select Classic View. If Mail still does not appear as an individual icon, look for it under View 32-bit Control Panel Items. If you are in Windows 7, you may have to change the upper right hand selection that say “View By” from “Category” to View By “Large Icons.” Once you switch to Large Icons, you should now see a “Mail (32-bit)” icon. Click on the Profile Name in the list that matches the one at the bottom beneath the “Always use this profile” and then click Properties. . .
Pitfall: Unclear expected results or measures Clearly describe the qualities or measures of the expected results to reduce ambiguity Next Steps for Step One: Setting Goals and Expectations During the months of July and August 2017: Meet with your employee (s) to review their Job Responsibilities Worksheet (JRW) and to identify 2-5 goals that they will work towards achieving by March 31, 2018. your meeting, your direct report will update their JRW in the JRW online tool and submit it for your approval. Your employee will also complete the Goal Setting Worksheet (pdf) and share it with you. Goals will be reviewed formally during the Mid-Year Check In– and then will be rated as part of the End-of-Year Review. You are ready to keep the conversation going with your direct report about their performance! Use the Performance Management Conversation Tracker (pdf) on a regular basis to record the on-going conversations you are having with your direct reports around their progress towards goal achievement, professional development and examples of strong performance and/or challenges.
Part 1: Personal Details The young person Full Name Date of birth Address GP Name GP Surgery NHS Number Nationality Looked After Child Languages or preferred method of communication Interpretation needed Mobile number (optional) Address (optional) Primary area of need Secondary area(s) of need Name of current setting or school The parents or carers Parent/Carer Parent/Carer Names Address Telephone Mobile Email address Languages or preferred method of communication Parental Responsibility Yes / No Yes / No Interpretation needed Yes/No Yes/No