zilongwang/ReadingBank huggingface dataset:
ANNEX A: DATA COLLECTION FORM Supervision Area (SA):_________________________________ Interviewer:__________________________ Date:______________________ Drug: ________________________ Disease being assessed:___________________ Survey population: ______________________________ No. Village Respondent Type of Response: S = answering for him/herself, P = Proxy1, M =mobile Were you offered _________ during the last MDA? Show respondent example of drug If not, why? A = away at work/ traveling, S=supply ran out, D=distributor never came, O = other Did you swallow ________ during the last MDA? Show respondent example of drug If not, why? F=fear of side effects, N=not enough info, O = other Age Sex (M/F) 1. M F Yes No Yes No 2. M F Yes No Yes No 3. M F Yes No Yes No 4. M F Yes No Yes No 5. M F Yes No Yes No 6. M F Yes No Yes No 7. M F Yes No Yes No 8. M F Yes No Yes No 9. M F Yes No Yes No 10. M F Yes No Yes No 11. M F Yes No Yes No 12. M F Yes No Yes No 13. M F Yes No Yes No 14. M F Yes No Yes No 15. M F Yes No Yes No 16. M F Yes No Yes No 17. M F Yes No Yes No 18. M F Yes No Yes No 19. M F Yes No Yes No 20. M F Yes No Yes No Total Yes: No: Yes: No: 1The principal caretaker should respond on behalf of children <10 years; conversely, all children may respond for themselves when drugs are distributed in schools
ANNEX F: SCT ACTION PLAN Problem/Need Identified Action Required (what do you need to do to address the problem) Success Criteria (how will you identify your success) Time Frame (by when do you need to complete the tasks) Resources (who or what can help you complete the tasks)
Hartmann and Gaddy Procedure writers and editors January 22, 2016 Hartmann and Gaddy Procedure writers and editors February 23, 2016 Hartmann and Gaddy Procedure writers and editors April 22, 2016 Frosch, Hartmann and Procedure writers and editors June 24, 2016 Frosch, Hartmann and Gaddy Procedure writers and editors September 26, 2016 Hartmann and Procedure writers and editors October 31, 2016 Hartmann and Gaddy Procedure writers and editors December 22, 2016 Hartmann, Gaddy and Frosch Procedure writers and editors 27, 2017 Hartmann and Gaddy Procedure writers and editors April 5, 2017 Hartmann, and Ballew Procedure writers and editors May 26, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors June 23, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors August 30, 2017 Hartmann, Gaddy and Ballew Procedure writers and editors September 27, 2017 Hartmann, Ballew and Frosch Procedure writers and editors February 22, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors March 26, 2018 Hartmann, and Ballew Procedure writers and editors April 27, 218 Hartmann, Gaddy and Ballew Procedure writers and editors August 24, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors September 27, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors October 29, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors December 21, 2018 Hartmann, Gaddy and Ballew Procedure writers and editors January 25, 2019
2 1.0 / 17 Added scripts Q#120 & Q#121 August 31, 2018 2 3 1.0 / 18 1.0 / 18 Deleted script #Q106 & Q#107 for NPRR 825 Deleted script #T91 & T#92 for NPRR 825 October 1, 2018 2 3 1.0 / 19 1.0 / 19 Updated script Q#18 & Q#21 Updated script T#18 November 1, 2018 2 3 1.0 / 20 1.0 / 20 Update scripts Q#32, Q#48, Q#49 & Q#71 Updated script T#22 & T#29 December 28, 2018 2 1.0 / 21 Updated script Q#100 January 31, 2019
__________________________________ Date __________________________________ Employee Signature __________________________________ Director Name (Print) __________________________________ Director Signature
28 October 2014 Coordination and Capacity-Building Technical Assistance for Multi-Tiered Behavioral Frameworks What is the purpose of this document? The purpose of this document is to summarize general and specific technical assistance (TA) that is available through the OSEP TA Center on PBIS. Five questions are addressed: What is a Multi-tiered Behavior Framework (MTBF)? What practices, data, and systems capacity are required to implement MTBF with fidelity and sustainability? What practices and systems TA resources are available at the PBIS Center? What evaluation TA resources are available at the PBIS Center? How will PBIS TA Center assist OSHS in coordinating expectations? 1. What is a Multi-tiered Behavior Framework (MTBF)? The prevention science literature provides a useful implementation logic for organizing how behavior is assessed, evidence-based practices are selected, implementation is evaluated, and impact is monitored and assessed. This tiered logic has been applied in variety of contexts, including public health, medicine, and mental health. Over the last 20 years, the tiered prevention logic has been applied successfully in education contexts (e.g., response to intervention, multi-tiered systems of support), and this logic is a defining feature of efforts by the Office of Safe and Healthy Students to improve school climate, safety, and culture, specifically referred to as the Multi-tiered Behavior Framework (MTBF). MTBF is defined as “a school-wide structure used to improve the integration and implementation of behavioral practices, data-driven decision making systems, professional development opportunities, school leadership, supportive SEA and LEA policies, and evidence-based instructional practices” (Fed. Reg., Vol. 79, No. 88, p. 26235)
Student Class Schedule 9/1/18 Time Monday (Mat) Tuesday (Wood) Tuesday (Mat) Wednesday (Wood) Wednesday (Mat) Thursday (Wood Thursday (Mat) Saturday (Mat) 6:00 – 6:30 Instructor Training Tiny Tiger/Little Dragons Tiny Tiger/Little Dragons Tiny Tiger/Little Dragons 6:00 – 6:45 Beginner Youth White and Orange Beginner Youth White and Orange 6:30 – 7:30 Black Belts Cho Dan Adult (All Ranks) Family Class* Adult (All Ranks) 6:45 – 7:30 Intermediate Youth Orange, Green, Brown Intermediate Youth Orange, Green, Brown 7:30 – 8:15 7:30 – 8:30 Black Belts All Ranks C.O.B.R.A. Self-Defense Skills Advanced Youth Red & Blue Advanced Youth Red & Blue 8:15 – 9:00 Black Belts E DAN & UP
SCT Annex B-1 SEPA Credit Transfer Adherence Agreement Date received by EPC: _________________________ The above is exclusively for use by EPC – please leave blank SEPA Credit Transfer Agreement *Please include the text in square brackets if this Adherence Agreement covers more than one entity. SCT SCT
Collectively these actions imply an increase in the resources that FSS dedicates to tackling food fraud. For some components, the scale of the investment required is linked in part to the future level of integration of different components of the surveillance system in Scotland with that of the wider UK. Summary of the research findings Strengths of the current arrangements in Scotland to consider for further improvement International exemplars Strategic planning Sampling programmes are defined. Scotland has been integrated into strategic planning processes. Horizon scanning strategy for food A more systematic approach to building skills and capability for food fraud surveillance and investigation. Evaluate and potential and the role of government in tackling fraud perpetrated against Scottish products in export markets. Evaluate the resources devoted to food fraud. The countries that have prioritised food fraud, such as the Netherlands and Denmark, have made commensurate investments in staff, training and systems. The Food Crime Unit has an annual business plan to guide surveillance and investigative priorities. Capability to tackle food crime has been strengthened elsewhere in the UK. The FSA is developing a more strategic approach to medium and long-term risk planning, such as through the Emerging Risks Programme. The Netherlands and Germany are developing more systematic approaches to horizon scanning to better identify and incorporate long-term fraud risks into their strategic planning process. The Food Safety Authority of Ireland (FSAI) has invested in developing additional in capabilities to support food fraud surveillance such as GPS tracking of suspect food distribution vehicles involved in fraud. Information gathering Data are collected from many sources. These sources include local authority routine inspections and surveys, other official data, stakeholder engagement, research conducted by third parties and advisory groups, trade data, media information, and consumers. Legal protection afforded to whistleblowers. Make greater use of data from the supply chain and other sources. Targeted product sampling based on appraisal of risk and value. Extending surveillance effort to selected export markets. In the Netherlands, the competent authority proactively uses information such as company accounts to identify businesses which may be more likely to commit fraud due to their weak financial positions. Academic research on indicators of potential food fraud informs surveillance activities. Germany has developed an online platform through consumers can notify the authorities of suspected food fraud. Notifications are examined by specialist investigators. In Ireland, the FSAI is gathering information from social media, focusing on public complaints and content generated by suspects. New Zealand has authenticity sampling programmes for products judged to be at risk of adulteration and of high economic value (e.g. honey). wide
outside of the system entirely, is even further evidence that the system does not hold the answer to problems presented here: the problem of the right to have rights and oppression. This is very similar to what Benhabib points out, although she goes about it in a different way, which will be elaborated on further. What has become abundantly clear is that rights require belonging to a nation-state (or some other political community) as a necessary precondition. Or at least this is what Arendt observed in her extensive historical research and in her own situation of stateless as a Jew who fled Nazi Germany. This is not an inherently natural order and proponents of the Westphalian structure may have led the world to believe. The sovereign state is an artifact. It is a creation and function of human history and the interactions of socio-political beings. It has changed and evolved. It can continue to do so. What cosmopolitan federalism seeks to offer is a true alternative to the Westphalian system as this structure has become unintentionally destabilized and increasingly post-Westphalian, at least in strict terms of the supremacy of national sovereignty, primarily due to economic and environmental processes but also politically. These are changes that are occurring now whether people like it or not, what are being called for here are intentional changes to the international system to a supranational system based on shared underlying principles that are culturally sensitive and universally acceptable. BEYOND THE PROBLEM: BEYOND THE BINARY OF ABSOLUTE INCLUSION/EXCLUSION The right to have rights does not just express the concept of absolute inclusion or exclusion, in a binary sense (Although this could be one interpretation of how Arendt presents it). What this concept and real problem illuminates for us intellectually is that inclusion and exclusion rarely functions binaristically. There can be forced inclusion in a specific demos, which would seem to violate any autonomous choice that individuals may have. There can be partial inclusion. We see this with the status of Palestinians within the imperial borders of Israel, under internationally legally suspect
 NHARTS reserves the right to refuse works that are different from images submitted  Accepted artists will be informed of delivery and pick up dates via email Disks with accepted works will be retained by NHA for PR purposes Checklist - I have included:  application  resume  artist statement  check or money order  return envelope—only if you NEED your disk back  disk Artist Name: Address: Phone: Email: Web Site: Title Dimension Medium ** Retail Price 1. 1D. detail 2. 2D detail 3. 3D detail 4. 4D detail 5. 5D detail
How will you take children to the bathroom when you are outside? If the bathroom is outside your classroom or out of view of the rest of the classroom, how will you take children to the bathroom? Identify barriers to vision or specific concerns pertaining to your bathrooms? How will your teaching team handle those children that are potty training and emergencies?
INTERNATIONAL TELECOMMUNICATION SCV TELECOMMUNICATION STANDARDIZATION SECTOR Standardization Committee for Vocabulary TD 43 English only Virtual meeting, 9 May 2016 TD Source: SCV Secretariat Title: Agenda of the meeting Meeting starts at 15:00 hours (Geneva time) Documents 1 Opening of the meeting 2 Approval of the agenda (this document) SCV TD-43 CCV/ADM/2 3 Summary record of the last CCV/SCV conference call meeting CCV/6 SCV TD- 4 Review of input documents and follow-up actions 4.1 Terminology relating to the transition from analogue to digital radio technologies 4.2 Revision of the International Electrotechnical Vocabulary (IEV) SCV TD- CCV/7 4.3 Process for the validation and translation of terms SCV TD- 4.4 Feedback from TSAG regarding the SCV TSAG 4.5 LS (for action) from the ITU-T Review Committee on increasing efficiency of work in ITU-T SCV TD- 5 Proposed draft revision to WTSA Resolution 67 SCV TD- / TD- 6 ITU terminology database – follow-up CCV/4(Rev.1) 7 Next SCV-CCV conference call meeting 8 Any business 9 Closing remarks ________________
INTERNATIONAL TELECOMMUNICATION UNION SCV TELECOMMUNICATION STANDARDIZATION SECTOR Standardization Committee for Vocabulary TD 14 English only Original: English Question(s): 1/17 virtual, 4 December 2013 TD Source: ITU-T Study Group 17 Title: LS/r on ITU-T study group responsibilities in WTSA Resolution 67 (Rev. Dubai, 2012) [to SCV] ITU-T Study Group 17 has already appointed Mr. Antonio Guimaraes as Vocabulary coordinator in SG17, and he continues to be available to take this responsibility. Mr. Antonio Guimaraes Vice Chairman of SG17 Tel: +5561 2312 2819 Fax:+5561 2312 2244 E-mail: _______________________
considering a) edited into new considering b) considering b) reflected in new considering b) considering c) covered in new considering b) considering d) new considering c) resolves 1 reflected in new further resolves 7 invites 1 new footnote to the of Annex 3 Annex 1 new Annex 3 Content of Resolution ITU-R 35-4 Content of the revision of Resolution ITU-R 36-4 recognising a) new recognising a) recognising b) new recognising b) considering a) part of new considering a) considering b) reflected in new considering b) resolves 1 new further resolves 1 resolves 2 new further resolves 2 resolves 3 new further resolves 4 resolves 4 new further resolves 5 resolves 5 new further resolves 3 resolves 6 new further resolves 6 resolves 7 new further resolves 7 resolves 8 new further resolves 8 resolves 9 new further resolves 9 resolves 10 new further resolves 10 resolves 11 new further resolves 11 Annex 1 new Annex 2 Content of Resolution ITU-R 36-4 Content of the revision of Resolution ITU-R 36-4 recognising a) new recognising a) recognising b) new recognizing b) considering a) reflected in new considering a) considering b) reflected in new considering b) considering c) reflected in new considerings a) and f) considering d) edited into new considering a) considering e) implied in new considering a) considering f) new considering d) considering g) new considering e) considering h) new considering f) resolves 1 simplified in new resolves 1 resolves 2 reflected in new resolves 3 resolves 3 new resolves 4 resolves 4 new resolves 5 resolves 5 new resolves 2 Annex 1 new Annex 1
1. Post applied for : 2. Name of the Candidate (in Block Letters) : 3. Father’s/Husband’s Name : 4. Date of (as per SSC records) : 5. a) Qualifications - Academic and Technical (from SSC onwards) (Attested Photostat in support of qualifications With marks memos) Qualification With group/Branch Name of the Institution and Board/University Total marks Marks Secured % age of secured Year of Passing (b) Higher Qualifications (M.Phil/ PhD/NET or SLET) Name of the Degree Name of the Institution Marks Secured % age of Marks secured Year of Passing Branch Note: - The candidates who possess the provisional certificate at the time of applying itself shall be eligible to apply. Those who are pursuing higher studies shall not be considered to be possessing higher qualifications unless possess the provisional or original certificate as on the date of submission of application. 6. Experience : Sl.No Name of the Organisation & Period of Service Total Service in
Name of the Student : Father's Name : Class Name and Place of School District Duration of Study giving month and year IV V VI VII VIII IX X NOTE: Should be obtained from the Head of Educational Institution(s) Name of the School (s): Town/Village: District: STATION Signature of the Head of the DATE: Educational Institute(s) With Seal: ENCLOSURE-II I - Certificate of Residence (Vide-Sub-Clause (ii) of Clause (a) of para 7 of the Presidential Order)
performance on assignments; consistent delays in submission of assignments; inadequate understanding or adherence to the NASW code of ethics; and poor performance appraisal of student by field instructor. Penalty for Late Work It is your responsibility to submit assignments on time. If you are unable to submit an assignment by the date and time indicated on this syllabus (or announced in class), please discuss your situation with me 24 hours prior to the time the assignment is due. In order to receive credit for this course all assignments must be completed and recommended changes should be addressed fully. Assignment 1: Learning Agreement The student and the field instructor are asked to develop a written agreement or Practicum Learning Agreement to help with the student’s personal and professional growth. This document encompasses the expectations of each in relation to teaching and learning objectives, assigned tasks, operating procedures, and issues around illness. Responsibility for negotiating and preparing the Practicum Learning Contract is shared between the assigned field instructor and the student intern. The student is responsible for submitting the Practicum Learning Agreement to their FFL on the date indicated on the practicum calendar. This learning contract is used as a guideline by the student, the FI, and the FFL in planning field assignments and evaluating performance. Assignment 2: Process Recordings Complete process recordings on assigned cases or group recording as determined by the FI, in consultation with the student. A minimum of one process recording per semester (including the Field Instructor’s comments and feedback) will be reviewed by the student’s FFL. Assignment 3: Community Project Proposal The Community Project provides students with experience in identifying and addressing a social problem or issues, and in finding a response or a solution. The proposal and agency approval form are due in the fall. The proposal includes a description of the community problem or issue and population concerned, describes the intervention addressing the problem or plan, model or theory of implementation, project logistics, a description of the agency and role of the intern. Please see the Community Project Proposal Paper guidelines for specific assignment details. Assignment 4: Interventions with Assigned Clients Complete a minimum of three to five (3-5) case assignments with individuals or groups. All students should have the opportunity to deliver social work services to individuals or groups who have a cultural background other than that of themselves in order to develop skills in transcultural practice. Assignment 5: Weekly Supervision with FI
Reporting Period: _________________________________ Date Cleaning Performed By: Gallons Removed List Maintenance Required, if any Date Maint. Completed Manager’s Signature Date: ____________________ Facility Name: _________________________________ Address:______________________________________ _______________________________________
KAISER PERMANENTE- VALUES & INSURANCE 101 – CHAPTER 1, PART B, EMPLOYEES FINAL SCRIPT “As Shot” WITH VISUALS Prepared for: Jerry Iroz Producer: Dianne Malliaras Writer: Jenn Fallon Est. TRT: 4:15 Date: December 16, 2015 VIDEO TEXT WHY AN EMPLOYEE SHOULD CHOOSE KAISER PERMANENTE Presenter on camera Lower third name & title On-camera Text: Employers to find a plan that offers the best value. In this era of rising health care costs, many employers are either eliminating benefits or shifting costs onto their employees. Hi, I’m Josh Keller, a Sales Executive, at Kaiser Permanente. This reality makes it more important than ever for employees to find a plan that offers the best value. On-camera Quality + Affordability That’s where you come in. As a broker, your immediate client may be an employer. But we think that learning about what Kaiser Permanente offers employees can be a tremendous help in presenting your proposal. For the next few minutes, I’ll help you understand how quality and affordability go hand-in-hand for Kaiser Permanente members. Text: Care + Coverage = Kaiser Permanente We offer employees an alternative to the traditional fee-for-service health plan.
populating the frame Text: Interpretive services for 140 languages We serve a diverse population with culturally competent care. That includes interpretive services for over 140 languages. On-camera Text: Quality care Convenience In addition to our quality of care, Kaiser Permanente members benefit from tremendous conveniences. Screen shot: KP.org & Mobile app kp.org and our mobile app make it simple to interact.
(from 2 cell 11) Highlight screens: Emailing your doctor’s office Online appointment scheduling Viewing most test results online Print vaccination records (this is in Chapt 1B cell 13 folder) Refill most prescriptions Members can email their doctor's office anytime. • Schedule most appointments online. • View most test results online as soon as they become available. • Print vaccination records for school or camp, and • Refill prescriptions -- even have them mailed at no additional cost. Services like these are examples of stretching the employee’s premium dollar.
Comment Matters outstanding are detailed below with comments in relation to status. Matters Outstanding MEETING DATE ITEM REFERENCE RESOLUTION CURRENT STATUS 22nd January 2016 2014-2015 of Rates and Minimum Proposal Requiring Ministerial Approval That Council: Application has been submitted. Awaiting on response from the State Administrative Tribunal (SAT). 1/. Make application to the State Administrative Tribunal in accordance with Section 6.82 of the Local Government Act 1995 to have the following rates quashed: - GRV-Town Vacant Land Minimum $600 - UV-Mining/Mining Tenement 35:75 cents - UV-Exploration and Prospecting 18:99 cents 2/. The Department of Local Government and Communities be advised of (1) above. 22nd January 2016 Application for Funding Round Five of the Heavy Vehicles Safety and Productivity Program. That council engage the services of a suitable external consultant to prepare the application for funding for the new rest areas at Paynes Find for Round Five of the Heavy Vehicle Safety and Productivity Program. Paperwork completed. to be submitted to the Application Funding Round when it opens. 18 Aug 16 Establishment of an Emergency Services Training Centre in Yalgoo. That Council engage the services of a suitable consultant to undertake a review of the Business Case for the construction of a Volunteer Emergency Services Training and Operations Centre/VESTOC in Yalgoo Consultant yet to be engaged. 30 Sept 16 Appointment of Bushfire Control Officers Council resolved to appoint Ms Gail Pilmoor and Mr David Rocke as Bushfire Control Officers and that the appointments be advertised and Delegation 2.8 be updated. Notice in paper duly completed. Delegation 2.8 updated. 30 Sept 16 Wild Dog Bounty Scheme Council resolved to form a working group comprising 3 elected members, the CEO and an independent advisor. Report Nº 11.4.3 is included in this agenda for consideration. 30 Sept 16 Consultation Paper Regional Subsidiaries Legislation Council resolved to support the legislative changes and a copy of the stakeholder survey be forwarded to DLGC. Letter together with stakeholder survey sent to DLGC.
(Jon: I will find these icons) Text: Improved Collaboration Emphasis on preventive care Better management of chronic conditions Instead of a traditional fee-for-service Kaiser Permanente is built on an integrated model. Our health plan is part of the same organization as our doctors, hospitals, medical offices, pharmacies, and labs.
Text: Improved health outcomes Reduced health spending Integrated Emphasis on prevention Our use of technology Our commitment to member convenience. In explaining our to your clients, remember these distinguishing features of Kaiser Permanente health outcomes and reduced health care costs How? our integrated model, our emphasis on prevention, our use of technology, and our commitment to member convenience. --
1: ID Reference or Related Document Source or Link/Location 1 ISO 19105:2000 Geographic information -- Conformance and testing 2 OGC 08-131r3 OGC Specification Model https://portal.opengeospatial.org/files/?artifact_id=34762 3 SC_235_D4.4.1 GITB INSPIRE report (to be provided) REFERENCES
Staff Council January 16, 2018 11:00AM MSR 260 Announcements Approve Meeting Notes of November 14, 2017 Financial Report Old Business/Past Event Follow-up Shirts Finals Care Packages Holiday Social Deck the Halls Contest V. New Business Fourth of July Parade Float: Academic Affairs Division Workshop Day: Future Events Spring Semester Kick-Off - January 24, 2018 8-9AM South Dining Employee Recognition – update from Pres. Junn Meeting Date/Time: Location: Coordinators/Leads: Picnic – June 1, 2018 11:30AM-1PM Location: Theme: VII. Open Forum
Source: Save the Children Save the Children Practitioner Guidelines on the Integration of DRR and CCA into Sector-Based Programs: How to Integrate DRR and CCA into Education (13 p. excerpt from larger document) " Useful for background and orientation and professional development Source: Save the Children Disaster Risk Reduction in the Education Sector - Save the Children's Experience in Asia: Preparing for the Post-2015 Agenda (13p) Summarizes our experience 2007-2013. " practitioners Source: Save the Children Basic Ed QLE tool (2013) Integration of CSS is highlighted throughout EiE QLE and ECCD QLE - Integration " Useful for QLE users. planned for 2016 Q1 2. CSS Common, Flexible Approach: Tool Box Rolling & Iterative 1. Policy, Planning & Advocacy Tools & Evidence Base Current location Status
#5 Scoping and Priority-Setting #6 Capacity Indicators & Capacity Development Planning #7 Inclusion Considerations for Disability, Gender, Language & Cultural Minorities, Out-of-School Children Source: Save the Children CSS Overview Presentation (ppt) This is a 60-minute presentation for face-to-face training. Content For internal use and translation English: 1st Q 2016 Source: Save the Children with Deakin Univ. Online Lesson: Introduction to CSS. This is a 60-90 minute online self-study lesson intended to provide an introduction to CSS for all professional audiences (in preparation in English, for 4th Q 2015) Will be for external use and translation English: 1st Q 2016 Source: Save the Children CSS Roles and Responsibilities – Sample ToRs for Education Sector RRR Focal Points Brief guidance Internal M.word doc 1st Q 2016 Source: Children in a Changing Climate Children’s Charter for Disaster Risk Reduction The Children’s Charter was developed by children, who were asked about the impacts of disasters on their lives, the networks that exist in their communities to tackle disasters and their priorities for DRR going forward. This abbreviated version presents five points selected on the priorities identified by children themselves, grouped together according to the most Tools for of consultations with children also available
Describe the ways you believe the Active Learning Center can impact teaching and learning and support your desired pedagogy. Why? (See page 5 of the Proposal Guide for a detailed description of the elements of an impact study.) Maximum 500 words Measuring impact
Focusing Lens(es) Systems Standards and Grade Level Expectations Addressed in this Unit SC09-GR.HS-S.3-GLE.3, SC09-GR.HS-S.3-GLE.6 SC09-GR.HS-S.1-GLE.1 Inquiry Questions (Engaging- Debatable): Why would destroying natural coastal barriers (ex. mangrove swamps) contribute to extreme weather across many systems? How would rebuilding places destroyed by natural hazards contribute to re-building of the system? Why do people build cities along plate boundaries? Unit Strands Earth Science, Physical Science Concepts Change, Systems, Plate Tectonics, Structure, Impacts, Landforms Generalizations My students will Understand that… Guiding Questions Factual Conceptual The structure of the shaped by plate tectonics, influences how organisms live, use resources and develop into communities What are the types of plate boundaries and their associated landforms? What causes plate movement? How has plate tectonics shaped biological systems (human civilization, biomes/ecosystems) What will the earth look like in the future? Physical, chemical and biological processes change landforms by altering the chemical and physical structure of rock. What systems result in a change of landforms? What are the positive and negative changes on Earth’s geosphere due to water, air, gravity and biological activity? tectonic theory allows for prediction of natural hazards and their impacts. and What natural hazards are associated with plate boundaries and landforms? How do local, national and global organizations collaborate to plan for natural hazards caused by plate tectonics? Advances in technology continually refine the theory of plate tectonics and improve measurement of changes to landforms. (SC09-GR.HS-S.3-GLE.3-EO.d;IQ.2;RA.1;N.1,4) and (SC09-GR.HS-S.3-GLE.6-EO.d;RA.1,2;N.3) What technology has been used to develop the theory of plate tectonics? How have scientists discovered the interior structure of the Earth?
All matter in the universe follows predictable patterns based on chemical composition and What is the difference between an atom and a molecule? (SC09-GR.HS-S.1-GLE.4-EO.b) How can the periodic be used to predict chemical reactions? (SC09-GR.HS-S.1-GLE.4-EO.b,c,e) What is the difference and relationship between pure substances and compounds? How do relate to elements? What happens if you change number of protons in an atom? Physical and chemical properties define the structure of the periodic which allows patterns to emerge and inferences to be and What physical and chemical patterns can be observed in the properties of elements and groups in the periodic table? (SC09-GR.HS-S.1-GLE.4-EO.b,e) How is the molecular structure related to the physical and chemical properties of matter? Do all elements follow the patterns in the periodic table? How can consumers use the periodic to make informed decisions regarding the purchase of household chemicals? Why are physical properties of semiconductors so important to specific industries? Elements predictably bond to form compounds due to patterns on definite How can patterns in the periodic table be used to predict if an atom will gain, lose, or share electrons? What role do electrons play in different of chemical bonds? (SC09-GR.HS-S.1-GLE.4;IQ.2) What would be the implications if elements randomly combined? Why does one element want to lose an electron and another want to accept one? What role does the structure of valence electrons play in an element’s chemical properties? The structure of matter determines characteristic physical and chemical properties. (SC09-GR.HS-S.1-GLE.2-EO.b,c) How do the bond angles of a molecule determine if the molecule is or non-polar? How do the inter and intra molecular bonds determine physical and chemical properties? Critical Content: My students will Know… Key Skills: My students will be able to (Do)…
Table 3: Non-MAGI Eligibility Categories 2013 Category 2013 FPL Resources Counted? 2014 Category 2014 FPL Limit Resources Counted? Aged, Blind and Disabled (ABD) 100% YES Aged, Blind and Disabled (ABD) 100% YES Specified Low Income Beneficiaries (SLMB) 120% YES Specified Low Income Beneficiaries (SLMB) 120% YES Qualifying Individual (QI) 135% YES Qualifying Individual (QI) 135% YES General Hospital (GH) 300% YES General Hospital (GH) 300% YES Nursing Home (NH) 300% YES Nursing Home (NH) 300% YES Katie Beckett (TEFRA) 300% YES Katie Beckett (TEFRA) 300% YES Home and Community Based Services (HCBS) 300% YES Home and Community Based Services (HCBS) 300% YES Qualified Disabled Working Individuals (QDWI) 200% YES Qualified Disabled Working Individuals (QDWI) 200% YES Working Disabled 250% YES Working Disabled 250% YES Optional State Supplementation (OSS) $1,193 YES Optional State Supplementation (OSS) $1,193 YES Transitional Medicaid (TMA) 185% NO Transitional Medicaid (TMA) Unknown NO Breast and Cervical Cancer Program (BCCP) 200% NO Breast and Cervical Cancer Program (BCCP) 200% NO
Reilly, E. D., Rochlen, A. B., & Awad, G. H. (2013). Men’s Self-Compassion and The Moderating Roles of Shame and Masculine Norm Adherence. Psychology Of Men & Masculinity, doi:10.1037/a0031028 Yang, X. (2016). Self-compassion, relationship harmony, versus self-enhancement: Different ways of relating to well-being in Hong Kong Chinese. Personality and Individual Differences, 89, 24-27. Self-Compassion in Work and Professional Contexts Abaci, R., & Arda, D. (2013). Relationship between Self-compassion and Job Satisfaction in White Collar Workers. Procedia-Social and Behavioral Sciences, 106, 2241-2247. Bhayana, T. K., & S. (2015). Entrepreneurship and self-compassion among working class of Delhi-NCR region. International Journal of Education and Management Studies, 5(1), 31. Devenish-Meares, P. (2015). Call to compassionate self-care: Introducing into the workplace treatment process. Journal Of Spirituality In Mental Health, 17(1), 75-87. doi:10.1080/19349637.2015.985579. Jennings, P. A. (2014). Early childhood teachers’ well-being, mindfulness, and in relation to classroom quality and attitudes towards challenging students. Mindfulness, doi:10.1007/s12671-014-0312-4 Karanika, K., & Hogg, M. (2015). Self-Compassion, Social Comparison and Coping Strategies: The Case of Downwardly Mobile Consumers. Advances in Consumer Research, 43. Karanika, K., & Hogg, M. K. (2015). Being kind to ourselves: Self-compassion, coping, and consumption. Journal of Business Research. A. B., & Ebbeck, V. (2014). Mindful and Self-Compassionate Leadership Development: Preliminary Discussions with Wildland Fire Managers. Journal of Forestry, 112(2), 230-236. Waldron, A. L., & Ebbeck, V. (2015). The relationship of mindfulness and to desired wildland fire leadership. International Journal of Wildland Fire, 24(2), 201-211.
McArthur, M., Mansfield, C., Matthew, S., Zaki, S., Brand, C., Andrews, J., & Hazel, S. (2017). Resilience in veterinary students and the predictive role of mindfulness and Self-compassion. Journal of Veterinary Medical Education, 44(1), 106-115. Ramos Salazar, L. (2017). The Influence of Business Students’ Listening Styles on Their Compassion and Self-Compassion. Business and Professional Communication Quarterly, 2329490617712495. Waldron, A. L., & Ebbeck, V. (2015). The relationship of mindfulness and to desired wildland fire leadership. International Journal of Wildland Fire, 24(2), 201-211.
on the “Leave Feedback” link on the Menu or the respective link on the Summary to review these items. Work orders will appear on this page to review once they have been closed out by the provider/contractor PROVIDE FEEDBACK- PROCESS your full name Choose the most appropriate rating for the service performed Enter comments/supporting information regarding your choice in Step 2 (required if Unsatisfactory is chosen) Click one of the “Submit Feedback” buttons to post this information to the service request You will receive confirmation immediately after clicking “Submit”. If unsatisfactory feedback is left, the vendor and Facilities will be notified immediately so they can take appropriate action. Figure M CANCELLING A REQUEST To CANCEL a service request, from the SUMMARY page follow the steps below. Locations must also call the appropriate representative to cancel an emergency request. Figure N To Cancel a Request: Click “View Open Tickets" Review the report and locate the request to cancel “Add Note” Your name will be auto populated Enter note – be very specific that you need the request cancelled and why. If this request is an EMERGENCY, also call the VENDOR to notify them Select the Status “COMPLETED/CANCELLED” Choose the Department to receive the e-mail note “Submit” The note will show immediately after clicking “Submit”. Click the appropriate link to continue.
Contact: Stephen Parker, PhD Clinical Supervisor (619) 298-2990 (phone); (619) 295-8886 (fax) Program Description: This is an elementary, middle, and high school program for students with learning and/or social/emotional disabilities. It is considered a certified non-public school, fully accredited by WASC. Students are provided with a small class size, individual instruction, and a supportive environment to help them learn and be more successful. Hours Required: At least 21 hours per week with a ten-month commitment. Trainees may work weekdays between 8AM and 3PM and must be available for supervision Wednesdays between 8AM and 10AM. Experiences Provided: Trainees manage their own caseload, under supervision. Opportunities include individual and group counseling, as well as crisis intervention. BPSR Kinesis North/MHS Inc. 474 West Vermont Ave., 102 Escondido, CA 92025
Generate Hope 4025 Camino Del Rio South #300 San Diego, CA 92108 Contact: Susan Munsey, LCSW Executive Director (619) 818-4026 (phone); (619) 342-7508 (fax) susan@generatehope.org Program Description: At GenerateHope they work with women who have been sex trafficked to rehabilitate them from the traumas of the sex trade. Students would have the opportunity to co-lead 5 psychotherapy groups weekly, plus work one on one with women in individual therapy. GenerateHope is an opportunity for students to obtain experience with a variety of diagnoses & issues beyond sex trafficking as well. They typically deal with such things as homelessness, histories of child abuse & neglect, PTSD, depression, bipolar disorder & much more. Contact the Director/Supervisor, Susan Munsey, if you are interested in this site.
Spectroscopy of Crystals Containing Rare Earth Ions Spin and Magnetic Excitations Optical Properties of Mixed Crystals Spin Waves and Magnetic Excitations Pattern Recognition and Artificial Intelligence Ion Beam Assisted Film Growth Charge Density Waves in Solids High Gain High Power Free Electron Laser: Physics and Application to Tev Particle Acceleration Helium Three Superstring Construction Recent Topics in Nonlinear PDE Wave Phenomena: Modern Theory and Applications Topics in the Theory of Computation Second Order Linear Differential Equations in Banach Spaces Trends in The Theory and Practice of Analysis Digital Communications Recent Topics in Nonlinear PDE II Vacuum Technology Hopping Transport in Solids Quantum Tunneling in Condensed Media CP Violation Singular Perturbations I Spaces and Singular Perturbations on Manifolds without Boundary
A Comparative Study of Parallel Programming Languages: The Salishan Problems Pseudo-Differential Operators on Manifolds with Singularities Boundary Value Problems in Mechanics of Nonhomogeneous Fluids Uncertainty in Artificial Intelligence 4 Non-Linear Partial Differential Equati0Ns Languages Compilers and Run-time Environments for Distributed Memory Machines Uncertainty in Artificial Intelligence 5 Artificial Neural Networks and Statistical Pattern Recognition The Theory of Fractional Powers of Operators Tensor Norms and Operator Ideals Artificial Neural Networks Neural Networks Progress in Functional Analysis Topological Artificial Neural Networks 2 Topological Algorithms for Digital Image Processing Biosensors SET THEORY WITH AN INTRODUCTION TO DESCRIPTIVE SET THEORY Differential Forms in Mathematical Physics Advances in Graph Theory
Describe your plan to meet student needs. STEP TWO: SLO APPROVAL The SLO has been reviewed jointly between the teacher and evaluator and will as the agreed-upon measure to determine the teacher’s student growth rating. Teacher Signature: Date: Evaluator Signature: Date: STEP THREE: ONGOING COMMUNICATION Progress Update: Describe student progress toward the SMART goal. Are your students on track toward meeting the SMART goal? Specify the assessment used to track progress. Strategy Modification: If necessary, document changes in strategy. Does data suggest I need to adjust my instructional strategy? Describe how you plan to meet the goal. SLO Adjustment: Are there circumstances beyond the teacher’s control that will impact SLO goal? If needed, attach a revised SLO.
Tues 5 December 6.30pm Sat 2 December Tues 19 December Mon 25th Dec – Mon 1st Jan Committee Meeting PTL Gala – Enniskillen (Home) Fun Christmas Gala and Draw Christmas Holidays - No Training January 18 Tuesday 2 Jan Tues 2 Jan 6.30pm Sat 20th January Sat 27 January Training Resumes Committee Meeting SWML Gala – Sligo (Away) PTL Gala vs Portadown (Home) February 18 Sat 3rd Feb Tuesday 6 Feb 6.30pm Sat 10 Feb SWML Gala – East Cavan (away in Monaghan town) Committee Meeting PTL Gala vs Ballymoney (Away) 18 Fri 2 March Sat 3 Tues 6th March 6.30pm Mon 19 Mar Sat 24 March Wed 28 Mar – Fri 6 April Dry Land Training resumes PTL Area Heats, Venue TBC Committee Meeting No Swimming PTL Finals, Venue TBC Easter Holidays – no swimming April 18 Tuesday 3rd April 6.30pm Mon 9 April Sat 14th Committee Meeting Swimming Resumes SWML Gala – Marlins (Home) May 18 Tuesday 1 May 6.30pm Committee Meeting
--- X Infrastructure Restoration An Incident that impacts an individual configuration item of a larger service and the user is not impacted (e.g. a server goes down and jobs failover to other servers.) --- X Infrastructure Event A loss or reduction of a service that is detected via automatic event monitoring systems (e.g. BlueArc disk space nearing capacity, but users are not impacted). Under the Reporting Information section From the drop-down menu, select the Reporting Source Reporting Source Definition Direct Input The service provider is recording the incident. It may or may not be a service they support. External Escalation A 3rd party vendor supporting an on-site service. Email, Fax, Phone, Voice Mail, Walk In, Web Self-explanatory System Management, Other Do Not use! Click the icon box to the right side of the Reported Date+ field to open the dialog box. Enter the corresponding date and time when the incident was initially reported. (Used when backfilling incidents that were created from Fax, Voice Mail or other delayed entry methods). Product Categorization: - used to identify the Service that is thought to be involved with the reported Incident. The three tier settings are based on a hierarchy with Tier 1 being the highest. From the drop-down menu for Tier 1, 2 & 3; select the appropriate product categorization that best matches the reported Incident. Tier Description Ticket Requirement 1 Typically the base service provided (e.g. Hardware). Required 2 Typically the sub-service provided (e.g. Workstation; peripheral). Required 3 Typically the sub-sub-service provided (e.g. Desktop; Laptop; Network Printer). Optional Operational Categorization: - used to identify the activity or state of the product categorization. From the drop-down menu for Tier 1, 2; select the appropriate operational categorization that best matches the reported Incident.
health related information on a global scale. The goal of nurse education is thus to prepare nurses to meet the challenges of contemporary nursing practice. However, despite this rhetoric, pedagogy in nurse education has not kept pace with societal, organisational and technological change. Instead nurse education displays elements of apprenticeship style training reminiscent of nurse training prior to the introduction of Project 2000. Apprenticeship style training in nurse education relies on occupational expertise and identity, social and personal maturity, and locational or close association between the qualified nurse and the student. Apprenticeship models, whereby novitiates learn from experts through induction into a community of practice (Lave and Wenger, 1991) work well in situations of relative stability. However, when ideal conditions for apprenticeship cannot be met learning within a community of practice is compromised, with the result that leaner’s find themselves having to `sink or swim`. Despite the best efforts of nurse educators and practitioners to` bridge` the theory practice gap by recourse to strategies such as mentorship, continuous assessment of practice, reflective assignments, and other collaborative learning and teaching strategies, these attempts are thwarted by environments which are not conducive to, and cannot effectively support the learner. Critical pedagogy offers an alternative approach, remaining as relevant as in the 1960s and 70s, where it developed as a reaction amongst academics to the repeated failure of socialist governments around the world to deliver promises of economic equality (Hicks, 2004). The goal of critical pedagogy is to challenge conservative, right wing and traditional philosophies and politics. For this reason, critical pedagogy is essential to contemporary nursing practice, in that nurses, while constituting the largest part of the health sector
Job Seeking Activity Worksheet My job goal is: Five businesses I would like to work at are: (If you can’t come up with 5, come up with some ideas for how you can learn about more business in your community) 1. 2. 3. 4. 5. People I know who I can talk to about job ideas and leads are: 1. 2. 3. 4. 5. Three specific things I learned about today that I can add to my job seeking toolbox: 1. 2. 3.
BRE Global Limited LPCB Scheme Document SD : Issue No. Commercial-in-Confidence Introduction This document sets out the LPCB certification requirements for Line units, including input/output modules and short circuit isolators. The performance and test requirements are given in the standards listed in Appendix 1 and have been approved by Expert Group A of the Loss Prevention Certification Board (LPCB). The aim of this scheme is to ensure that these devices used in fire detection and alarm systems installed in buildings comply with the requirements specified in the appropriate standard(s). The functions of these devices vary depending on their intended use. These functions are tested under various environmental conditions in order to reduce their potential for failure when installed in a system. Scope This scheme provides ongoing independent, third party assessment and certification of to ensure that the performance, marking and classification requirements of the appropriate standards are met and maintained. The Scheme Document must be read in conjunction with PN 110 - the product certification process.
7/1/13 Tier 1 member*: 7.15% + 1% supplemental = 8.15% Tier 2 member*: 8.15% FY2014: 7.47% + 1% supplemental = 8.47%; Supplemental contrib. increases by 0.1% each fiscal year through FY2024; For each retired member who returns to covered employment: 9.85% + supplemental contribution above. .11% + 2.38% supplemental = 2.49% 7/1/17 Tier 1 member*: 7.15% + 1% supplemental = 8.15% Tier 2 member*: 8.15% FY2018: 8.770% + 1% supplemental = 8.870% .11% + 2.38% supplemental = 2.49% *A “tier one member” is a person who became a member before 7/1/13 and who has not withdrawn his/her account balance. A “tier two member” is a person who became a member on or after 7/1/13 or who, after withdrawing his/her account balance, became a member again on or after 7/1/2013.