zilongwang/ReadingBank huggingface dataset:
8. How do I prepare for the comprehensive exam that students must take prior to graduation? The exam will have questions from each social work course that you take in the Social Work Program. As long as you do well in your social work courses, you should do well on the comprehensive exam. Prior to the exam, it would be helpful to review the textbooks from your social work courses. 9. If I am out of state online student, how do I complete field work? You will need to take the initiative to identify a potential agency in your local area that could serve as their field placement. We suggest dong some web searches for local agencies of interest and then contacting them to explore internship opportunities. Students should carefully review the Agency Criteria Document to ensure that they identify agencies and potential field instructors who meet the standards of the Department. This document as well as the Field Program FAQ can be provided to agencies of interest. These documents are on the field website. 10. Is Junior Field Experience and Seminar only offered during the Spring semester, and is the Senior Field Experience only offered in the Fall semester? The Junior and Senior Field Experiences and Seminar Courses will be offered in both the Spring and Fall. Registration Questions 1. I am unable to find where to register for SOWK 350 and SOWK 370. Where do I find this information? SOWK 350 will launch Spring 2017 D term. SOWK 370 will not be a course that you can register in yourself since you must pass Gates 1 and 2 prior to being eligible to take this course. Once students pass these Gates, the Department of Social Work will request that the registrar’s office register students for this course. 2. Where do I find the details about when registration is required, dates for the class, the total cost for SOWK 355 winter intensive? Students are able to find the registration deadlines on the Academic Calendar . The dates for the course are listed in ASSIST. Please keep in mind that there is pre-work and post-work involved with this intensive course. The cost for the intensive in terms of tuition is the same as a regular 3 credit hour course. Students will need to figure out travel arrangements and lodging on their own. Here is information that we have on the website for hotels in the area: . If you have more questions, please contact your Individual Advisor. Gate Application Questions
weaknesses of applying a specific theory to her or his client. 4. Specialized skills and scholarship. Become proficient in the scholarship of discipline and demonstrate specialized skills needed to pursue a career and/or graduate school Measure 2 Competency 1: Demonstrate Ethical and Professional Behavior COGNITIVE PROCESSES: Social workers recognize personal values and the distinction between personal and professional values when demonstrating ethical and professional behavior. SOWK490: Consistently demonstrate Ethical and Professional Behavior within Field Practice Setting Formal Final Field Evaluation: Assignment component measured- Competency #1, Cognitive Processes. The evaluation measures all competencies and dimensions within a practice setting utilizing a Likert Scale All students will receive a minimum of a 3 on the Likert Scale. 2016-17:100% 5. Self-Awareness. Gain awareness of identity, character, and vocational calling Competency 1: Demonstrate Ethical and Professional Behavior VALUES: Social workers understand the value base of the profession and its ethical standards. “Social workers elevate service to others above self-interest (NASW, 2008)”. SOWK221: To be able to utilize concepts related to human behavior in engaging with individuals, families, groups, organizations and communities Course assignment that includes the service learning experience and the service learning journal: Assignment component measured- Journal assignment that assesse the connection between the demonstration of social work values and building strong professional social work/ client relationships. All students will receive a minimum of 80% on this component of the assignment. 2016-17: 100% 5. Self-Awareness. Gain awareness of identity, character, and vocational calling Competency 1: Demonstrate Ethical and Professional Behavior VALUES: Social workers understand the value base of the profession and its ethical standards. “Social workers elevate service to others above self-interest (NASW, 2008)”. SOWK490: Consistently demonstrate Ethical and Professional Behavior within Field Practice Setting Formal Final Field Evaluation: Assignment component measured- Competency #1, Values. The evaluation measures all competencies and dimensions within a practice setting utilizing a Likert Scale All students will receive a minimum of a 3 on the Likert Scale. 2016-17: 100% 6. Social responsibility. Demonstrate a commitment to service, reconciliation, and justice, and lead effectively and ethically within the complexities of an increasingly diverse and interdependent world. N/A
Core Content Assessment Anglo-Saxon England different kingdoms; Anglo-Saxon villages; beliefs; law; role of the King Death of Edward the Confessor Main claimants to the English throne Harold Godwinson; Harald Hardraada; William of Normandy INFORMAL ASSESSMENT assessment – Why was 1066 a year of crisis? Suggestions for a task include: Written causation piece (a good preparation for the main task) Newspaper homework Radio/TV report Roleplay – Harold Godwinson – my worst week! FEEDBACK Comment marking and effort grade as part of normal marking cycle eg. =unacceptable, =poor, par, =good, =v good Progress mark ie. (+) Making Progress; (=) Staying put (-) Going backwards! Lesson Enquiry Sub Question/Topic & LOs A set of potential Learning Objectives which might help answer each sub question How could we answer these questions? (Activities) Think about ISM, main activities allowing extension, means of assessing understanding of the main questions asked SIGNPOSTS Particular signposts to be targeted Resources List of specific resources for this lesson – if they are digital, where are they located? 1
Issues faced by William after the Battle of Hastings Control of regions; rebellions; threats of invasion lack of resources Attacks on the population Harrying of the North; crushing rebellions eg. Hereward the Wake Political changes Governance before the Normans; The feudal system – removing the Anglo-Saxon aristocracy; land redistribution; taxation and Domesday Social Changes Anglo Saxon language & culture; Norman changes to language – impact on names etc. Physical changes Anglo Saxon towns before the Normans; Impact of building castles and cathedrals – building of abbeys etc.; Merging of Anglo-Saxon and Norman culture – evident in church decoration. INFORMAL ASSESSMENT In-class/homework assessment – Prepare a TV programme which covers the impact of the Normans on England Focus on 3 key issues from the ones covered Script in groups and then record or present Needs to cover the PACE and EXTENT of the change the Normans brought FEEDBACK Comment marking and effort grade as part of normal marking cycle eg. =unacceptable, =poor, par, =good, =v good Progress mark ie. (+) Making Progress; (=) Staying put (-) Going backwards! Lesson Enquiry Sub Question/Topic & LOs A set of potential Learning Objectives which might help answer each sub question How we answer these questions? (Activities) Think about ISM, main activities allowing extension, means of assessing understanding of the main questions asked SIGNPOSTS Particular signposts to be targeted Resources List of specific resources for this lesson – if they are digital, where are they located? 1 2
B1020 Roof Construction X X X X X B – Shell – B20 – Exterior Enclosure B2010 Exterior Walls X X X X X Exterior Windows X X X X X B2030 Exterior Doors X X X X X B – Shell – B30 – Roofing B3010 Roof Coverings X X X X B3020 Roof Openings X X X X X C – Interiors – C10 – Interior Construction Partitions X X X X X Interior Doors X X X X X C1030 Fittings X X C – Interiors – C20 – Stairs C2010 Stair Construction X X X X X C2020 Stair Finishes X X C – Interiors – C30 – Interior Finishes C3010 Wall Finishes X X X X C3020 Floor Finishes X X X X C3030 Ceiling Finishes X X X X D – Services – D10 – Conveying D1010 Elevators & Lifts X X X X X Escalators & Moving Walks X X X X D1030 Other Conveying Systems X X D – Services – D20 – Plumbing D2010 Plumbing Fixtures X X X X Domestic Water Distribution X X X X D2030 Sanitary Waste X X X X D2040 Rain Water Drainage X X X X D2090 Other Plumbing Systems X X X D – Services – D30 – HVAC
D3010 Energy Supply X X X X D3020 Heat Generating Systems X X X X X Cooling Generating Systems X X X X X D3040 Distribution Systems X X X X X D3050 Terminal & Package Units X X X D3060 Controls & Instrumentation X D3070 Systems Testing & Balancing D3090 Other HVAC Systems & Equipment D – Services – D40 – Fire Protection D4010 Sprinklers X X X X D4020 Standpipes X X X X X D4030 Fire Protection Specialties X X X X D4090 Fire Protection Systems X X X X D – Services – D50 – Electrical D5010 Electrical Service & Distribution X X X X X D5020 Lighting and Branch Wiring X X X X D5030 Communications & Security X D5090 Other Electrical Systems E – Equipment & Furnishings – E10 – Equipment E1010 Commercial Equipment X X X X X E1020 Institutional Equipment X X X X E1030 Vehicular Equipment E1090 Other Equipment E – Equipment & Furnishings – E20 – Furnishings
Language: Italian Level: Stage 2 Tutor: Bianca Belgiorno Course dates: 2017-2018 Course book title: Chiaro! A2 – Alma – -ISBN 9788861821491 Week (and unit in book) Objectives and language functions Grammar and vocabulary Additional activities STAGE 2A 1 Unit 1 - L’italiano è bello Introducing a person. Describe how you learn Italian. Speak about your interests. Revision Piacere verb, Interessare verb Espressions to use when speaking about language learning. The Italian language in the 2 Unit 1 - L’italiano è bello Expressing an opinion and justifying a choice. Prepare a questionnaire. Describe objectives. Indirect pronouns, Ordinal numbers 3 Unit 1 - L’italiano è bello Making a comparison and expressing preferences. Describe objectives The superlative relative and absolute 4 Unit 2 – Viaggiare in treno A journey by train, asking information on tariffs and train timetables. Verbi: Volerci and bisogna Travel by train Take a train in Italy 5 Unit 2 – Viaggiare in treno Expressing a wish and giving advice in a polite way Present conditional
15 Unit 5 – Cibo come cultura Describing food and recipes The use of Molto: adverb and adjective Italian regional cuisine 16 Unit 6 – Imprevisti delle vacanze Unpredictable events during holidays Medicines Irregular plurals Body 17 Unit 6 – Imprevisti delle vacanze Describing a medical problem, asking advice from a doctor. Giving suggestions. Formal imperative Type of medicine 18 Unit 6 – Imprevisti delle vacanze Italian gestures and body language Informal imperative Communicate with gestures 19 Unit 7 – Vacanze in macchina Travel by car. Speaking about travel habits. Adjectives to describe objects. Adjectives to describe objects 20 Unit 7 – Vacanze in macchina Understanding information about traffic on the radio Imperative with pronouns STAGE 2C 21 Unit 7 – Vacanze in macchina Problems on the road. Report the loss or theft of an object. Revision Modal verbs: volere, potere, dovere A game to revise what you have learned so far 22 Unit 8 – E tu come ti informi? Favourite ways to keep yourself informed. Radio, Tv , Internet, newspaper etc. Irregular comparatives (meglio, migliore, peggio etc) 23 Unit 8 – E tu come ti informi? The news. Understand the main items on the news. Future tense
24 Unit 8 – E tu come ti informi? Give opinions about the Media Underline positive / negative aspects The gerund and Stare + gerund 25 Unit 9 – La vacanza è di casa Choosing and renting a house. Understanding advertisements. The adjectives: Quello and Bello Italian houses 26 Unit 9 – La vacanza è di casa Type of houses Expressing disappointment, doubts, surprise. Direct pronouns with Passato prossimo 27 Unit 9 – La vacanza è di casa Sustaining a conversation with an estate agent Quel + substantive (quel, quello, quella, quei …) Compare culture and habits of different countries 28 Unit 10 – L’Italia in festa Speaking about celebrations and traditions. Organise a journey to Italy Conoscere and Sapere verbs 29 Unit 10 – L’Italia in festa Inviting somebody to a special event. Buy an object in a street market Finire e Cominciare verbs 30 General revision What you learned General grammar revision A game
Complete work within specified performance period 2.4 For each calendar day of delay, Contractor shall pay damages of $dollar value Contractor’s work is free from any defect in equipment, material, design, finish or workmanship for warranty period 2.21 % of work remains defect free throughout years year(s) warranty Punchlist items identified in final inspection are corrected and/or repaired in a timely manner 2.23 % of items corrected/repaired within days When notified of detected noncompliance, contractor takes immediate corrective action 2.24 % noncompliances detected are corrected/repaired within days GOVERNMENT FURNISHED PROPERTY (GFP) AND SERVICES: Any GFP and Services provided under this contract are listed under Appendix _. 5 APPENDICES:
Including key questions, key teaching points, models and resources Including Support and Extension Including key questions and homework 3 ; students to devise their own problems to swap Problem Solving: Other problems from or elsewhere. Students share solutions or Look at a problem together Or Summarise key learning points from these 3 lessons. Homework: New exam questions and/or Integral Exercise 3 and/or problem from 4 Mini-whiteboards: recap of completing the square Use Integral: Explore Circle Equations (Geogebra) to review students’ knowledge of the equations of circles. How do we know these equations define circles? What happens if we move the centre? Derive the general equation of a circle. or simpler matching activity Homework: Routine practice from old resources or 5 & 6 A GCSE starter/revision resource on applying circle theorems Problem Solving: Integral: Activity 1: Problem-solving shorts or Activity 2: finding the circle through 3 points or or or Students to present solutions. Discuss methods of solution, reasoning, efficiency. Homework: Topic assessment
MCPA whole 0.01 not set 5 – 0 methabenthiazuron whole 0.01 not set 5 – 0 metolachlor whole 0.01 0.05 5 0 0 metosulam whole 0.01 not set 5 – 0 metribuzin whole 0.01 0.05 5 0 0 metsulfuron–methyl whole 0.01 not set 5 – 0 napropamide whole 0.01 not set 5 – 0 norflurazon whole 0.01 not set 5 – 0 oryzalin whole 0.01 not set 5 – 0 oxyfluorfen whole 0.01 not set 5 – 0 paraquat whole 0.01 not set 2 – 0 pendimethalin whole 0.01 0.05 5 0 0 picloram whole 0.01 not set 5 – 0 propachlor whole 0.01 not set 5 – 0 quizalofop–ethyl whole 0.01 not set 2 – 0 quizalofop–P–tefuryl whole 0.01 not set 2 – 0 sethoxydim whole 0.01 not set 5 – 0 simazine whole 0.01 not set 5 – 0 tralkoxydim whole 0.01 not set 5 – 0 triasulfuron whole 0.01 not set 5 – 0 triclopyr whole 0.01 not set 5 – 0 trifluralin whole 0.01 0.05 5 0 0 Table Insecticides Chemical Matrix LOR (mg/kg) MRL (mg/kg) No. of samples tested > ½ MRL to ≤ MRL > MRL abamectin whole 0.01 0.002 5 0 0 acephate whole 0.01 1 5 0 0 acetamiprid whole 0.01 not set 5 – 0 aldicarb whole 0.01 not set 5 – 0 amitraz whole 0.01 not set 5 – 0 azamethiphos whole 0.01 not set 5 – 0 azinphos–methyl whole 0.01 not set 5 – 0 bifenazate whole 0.01 not set 5 – 0 bifenthrin whole 0.01 not set 5 – 0 bioresmethrin whole 0.01 not set 5 – 0 buprofezin whole 0.01 not set 5 – 0 cadusafos whole 0.01 not set 5 – 0 carbaryl whole 0.01 0.1 5 0 0
2012 “Integrating Sustainability into Corporate DNA.” With Janice Bell and Robert Turner. Journal of Corporate Accounting and Finance, March/April 2012. 2011 “Sustainability Metrics: Has the time arrived for accountants to embrace SEERS reporting?” With Janice Bell and Robert Turner. In Greenberg, Danna, McKone-Sweet, Kate, and Wilson, H. James, The New Entrepreneurial Leader: Developing Leaders Who Shape Social and Economic Opportunity. Berrett-Koehler Publishers. 2009 “Analyzing Business Earnings.” In Grossman, Theodore, and Livingstone, John Leslie, eds., The Portable MBA in Finance and Accounting. Fourth edition. New York: John Wiley & Sons. 2002 “All Pro Forma Accounting.” With Robert Halsey. CPA Journal, April 2002. 2001 “Financial Analysis.” With Alex Hardy. In The Casebook for Young Entrepreneurs. Babson College. 1997 “Achieving Comparability of U.S. and Japanese Price-Earnings Ratios.” With Paul R. Brown and Clyde P. Stickney. In Choi, Frederick D. S., ed., International Accounting and Finance Handbook. Second edition. New York: John Wiley & Sons. 1994 “Comparing U.S. and Japanese Corporate-Level Operating Performance Using Financial Statement Data.” With Paul R. Brown and Clyde P. Stickney. Strategic Management Journal, February 1994. 1993 “Achieving Comparability of U.S. and Japanese Financial Statement Data.” With Paul R. Brown and Clyde P. Stickney. Japan and the World Economy, Spring 1993. 1992 “Municipal Financial Reporting and the General Obligation Bond Market: New York City, 1961-1975.” Journal of Accounting and Public Policy, Fall 1992.
RE (LS) FOCUS: Christianity and Sikhism Bigger Question: What do different people believe about God? Display tasks- to be done in Prayer Room God as creator- story boards God as a shepherd- lamb display God as the gift box activity Everyone is equal before God (Sikhs and Christians) PSHE (LS) RULES OF LAW- BRITISH VALUES DISPLAY Internet Safety day- OF ONLINE SAFETY (Internet Safety L4) -RESPECT AND RESPONSIBILITY -KEY WORD SEARCH -THE POWER OF WORDS (CYBER BUL) French (LS) Birthdays/ age/dates Birthdays/party games Body parts Colours Body parts and colours COMPUTING within topic- we are pollsters Mind Mapping Questions Investigating Question types Create an online survey Understand digital footprints Gather data Analyse data
The Project Scoping Report which contains proposed typical sections, a project issues map, and notes from meetings with area industries will be available for review by March 23rd, at: MnDOT is specifically looking for input regarding: Construction challenges and contractor identified risks of the proposed project. How would construction be staged? How would a contractor provide maintenance of access to private residents, farmers and other businesses impacted by the project? What is an expected construction time-frame? The project consists of: 5.4 miles of two lane concrete reconstruction 194835 SY Remove Pavement (concrete and bituminous) 43,909 CY Select Granular 18,964 CY 5 86,295 SY Concrete Pavement (6”) 12,438 tons Bituminous 74,118 CY Excavation MnDOT requests one-on-one meetings with potential construction contractors. The meetings are expected to last approximately 1 hour. MnDOT cannot compensate contractors for the one-on-one meetings or accommodations to and from the meetings. Contractors will not be disqualified from submitting bids for construction if they attend. A summary of items discussed will be posted to the ftp site following the meetings (names and company titles will not be posted). Monday April 9th, 2018 has been selected as the Department’s desired time period for constructability reviews. Please contact Lori Vanderhider, Project Manager, at 218-846-7955 or to schedule a meeting. Meetings will be held at the MnDOT Headquarters in Detroit Lakes, MN.
DECEMBER 9th Submit verified Teacher Rosters Ongoing Submit necessary Change of Status Forms JANUARY 10th Submit verified Teacher Rosters Tina Ellis 13th Submit Student Move-Ups Lists & Senior Exits (PreK to K, Elem to MS, MS to HS) Linda Palenchar By 31st Reconvene IEP Team meetings for students who regressed or did not recoup Critical Skills to determine ESY services Tina Ellis By 31st Administer Exit Surveys to all high school completers and submit Senior Exit Survey Verification form Ongoing Submit necessary Change of Status Forms FEBRUARY 10th Submit verified Teacher Rosters Tina Ellis By 17th Schedule transition meetings with sending/receiving schools for exit/entrance IEPs MARCH 1st – 31st Conduct Exit IEP Team meetings for: Graduating students 8th grade Gifted students PreK to K transitioning students Tina Ellis 17th *****Submit ESY Documentation***** Ongoing Submit necessary Change of Status Forms APRIL 1st – 30th Develop IEPs for Exceptionally Gifted students and Plans for Exiting 8th Grade Gifted students Tina Ellis Ongoing Submit necessary Change of Status Forms 30th Complete all IEPs due in May through September 30, 2017 MAY 10th Submit verified Teacher Rosters Tina By 12th Conduct Move-Up IEP Team Meetings All Special Education paperwork (i.e., IEPs, Triennial Reevaluations) MUST be submitted by May 27, 2017
Supreme Chaplain, 2014-2016 Table of Contents Manual Introduction ……………………………………………………………….. M-1 What is My Job? …………………………………………………………. M-5 The Prayers of the Ritual …………………………………………. M-13 The Sky and the Ritual ……………………………………. M-19 Public Prayers and Events ………………………………………. M-27 Sky Pilot Counseling ……………………………………………….. M-51 and Notes ……………………………………………………… M-55 Hospital Visitations …………………………………………………. M-59 Sky Pilot Reports ……………………………………………………. M-65 Supreme Awards ……………………………………………………. M-69
Veterans Day Prayer ……………………………………………….. H-25 Veterans Day Benediction ……………………………………….. H-27 POW/MIA Remembrance Day Prayer ………………………. H-30 Voice of Democracy Luncheon Invocation ………………. H-31 Voice of Democracy Luncheon Benediction ………….… H-32 The Young Dead Soldiers Do Not Speak …………………. H-33 In Flanders Fields …………………………………………………….. H-35 Note – Supreme ……………………………………………. H-37 Note Cards – Grand …………………………………………………. H-40 Sample Sky of the Year Letter ………………………… H-43 Tim LaHaye Memorial Prayer …………………………………… H-45 Memorial Blessing ……………………………………………………. H-46 The Snow Rose Ceremony ……………………………………... H-47
Remember, these services are to console the family, not show off your talents. Make every effort to meet their needs. There are four basic types services involved in a funeral. The family of the deceased may ask for any of them, but very rarely all of them. These four types are: Viewing Funeral Service Committal Service Wake or family meal The Viewing usually happens at the funeral home, the day before the funeral itself. Although, when the funeral, or memorial service, is held at the funeral home, the viewing may be earlier on the same day as the funeral, so that family and friends can come for the viewing and stay for the funeral service. The viewing allows the friends and more distant relatives to offer condolences to the immediate family and to pay final respects to the deceased. The coffin may be opened or unopened depending on the desires of the family and the condition of the deceased. If the coffin is left closed, the flag will cover the coffin. If
Although we (or at some of us) may be so insufferably vain as to believe we are prettier than the average gorilla (though I’m sure gorillas would dispute this), our differences go beyond surface appearances. Perhaps the most dramatic evolutionary changes have been in the organization of our brain. So we’ll look at some of what neurosciences have revealed about how our brain works. How have these evolutionary changes opened the way to language, and to culture? Read: Goldschmidt, Chapters 3 and 6 Tomasello, “The Human Adaptation for Culture” For April 24, Commentary on what makes humans human Page on opening thoughts/questions/discussion points on human pro-sociality Weeks 12-14: Human Hyper-Sociality What ain’t true #9: “Rugged Individualism” The cowboy ethos of “rugged individualism” promotes toughness, macho self-interest, indifference to others’ suffering, violent “solutions” to conflict, violence as entertainment, unfairness, and the current notion of some in power that “greed is good.” But none of this is justifiable by claiming it is just “human nature.” So let’s start by looking at violence, sex, and grannies. Read: Fuentes, “It’s Not All Sex and Violence” Nell, “Cruelty’s Rewards,” (summary in Fuentes 102) Hawkes et. al. “Grandmothering………” (summarized in Fuentes 119) But then we may ask the question raised by the twentieth century philosopher Tina Turner: “what’s love got to do with it?” Nurturance and “affect hunger” Read: Goldschmidt, Chapters 4 and 5 Fairness and Cooperation One of the most important contributions to modern evolutionary theory comes from the work of Sloan Wilson. Professor Wilson shows that the common interpretation of “survival of the fittest” has resulted in an almost exclusive preoccupation with competition. His work has been tremendously influential in redirecting research on evolution toward the realization that cooperation has a powerful impact in evolution. Read:
The course or program is offered through a distinct technology, such as online delivery; For new programs, the client group for the course or program receives educational or other services at a cost beyond what could be reasonably provided within CSU Operating Funds; For existing programs, there has been a cessation of non-state funding that previously provided for educational or other services costing beyond what could be reasonably provided within CSU Operating Funds. For self-support programs, please provide information on the per-unit cost to students and the total cost to complete the program (in addition to the required cost recovery budget elements listed in the CSU degree proposal faculty check list found earlier in this document). Submit completed proposal packages to: Academic Programs and Faculty Development CSU Office of the Chancellor 401 Golden Long Beach, CA 90802-4210 Contact Us Dr. Christine Mallon Assistant Vice Chancellor Academic Programs and Faculty Development Phone (562) 951-4672 Fax (562) 951-4982 Academic Programs and Faculty Development is on the Web Contact Extended Education Dr. Sheila Thomas, Assistant Vice Chancellor and Dean, Extended Education Phone (562) 951-4795 Fax (562) 951-4982
Sector Member Name (first and last name) Organization Name and Role in Organization (name of organization and role) Specific Contribution to Coalition (tasks performed as part of coalition) Page Number for Matching CIA (provide page number only) Youth (an individual 18 or younger, provide age) Parent Business School Youth-Serving Organization Law enforcement Religious or Fraternal Organization or Volunteer Group Healthcare Professional State, Local, or Tribal Governmental Agency with Expertise in the Field of Substance Abuse Other Organization Involved in Reducing Substance Abuse
Appendix K: Resumes and Job Descriptions As Attachment 8, applicants must include a resume (no longer than two pages) and a position description (no longer than one page) for the Program Director and Project Coordinator, and each additional key paid or in-kind position. If a person has been selected but not yet hired, include a letter of commitment from that individual along with a resume and position description. If no individual has been identified for a position, a position description is still required, along with an overview of the hiring plan. Resumes Existing curricula vitae of project staff members may be used if they are updated and contain all items of information requested below. You may add any information items listed below to complete existing documents. For development of new curricula vitae include items below in the most suitable format: Name of staff member Educational background: school(s), location, attended, degrees earned (specify year), major field of study Professional experience Honors received and dates Recent relevant publications sources of support [Other support is defined as all funds or resources, whether federal, non-federal, or institutional, available to the Program Director/Project Coordinator (and other key personnel named in the application) in direct support of their activities through grants, cooperative agreements, contracts, fellowships, gifts, prizes, and other means.] Job Description Title of position Description of duties and responsibilities Qualifications for position Supervisory relationships Skills and knowledge required Personal qualities Amount of travel and any other special conditions or requirements Salary range Hours per day or week
A faculty member who is elected to the URTPC may not serve simultaneously on a Program Personnel Committee (PPC) for a faculty member undergoing review during a given cycle. A faculty member who has served a full two-year term on the URTPC may choose to exempt him/herself from the next two annual election cycles. In order to be exempted from the election, the faculty member must notify Faculty Affairs before the election is scheduled. If a faculty member does not notify Faculty Affairs in advance of the election, the faculty member’s name shall be placed on the ballot and, if elected, shall serve for an additional two-year term. If there is only one eligible representative in the categories in 2a-f (above), that individual may opt out, and the position in question reverts to an At-Large position for that two-year term. If a URTPC member has personal interests that are incompatible with his/her professional duties or believes that he/she cannot provide an unbiased recommendation regarding a candidate, he/she shall contact Faculty Affairs with a request to be recused from committee deliberations on that candidate. The administrator in charge of Faculty Affairs shall decide whether to approve the request. If recusal is approved, the remaining URTPC members shall deliberate and make the recommendation. The URTPC member who was recused from deliberations shall not sign the recommendation, but may participate in review of other candidates. The election process for the URTPC shall be facilitated by Faculty Affairs. During the first month of each academic year, all tenured and probationary faculty shall vote from the list of eligible faculty in the representation categories listed above. E. PROGRAM PERSONNEL COMMITTEES (SEE ALSO SECTION T BELOW, RESPONSIBILITIES OF THE PROGRAM PERSONNEL COMMITTEE) The Program Personnel Committee (PPC) shall be constituted as follows, in compliance with Article 15 of the Collective Bargaining Agreement (CBA):
A) Provide your contact information. Write your current address in the fields provided if this information is available. If you have no permanent address, this does not make your children ineligible for free or reduced price school meals. Sharing a phone number, email address, or both is optional, but helps us reach you quickly if we need to contact you. B) Print and sign your name and write today’s date. Print the name of the adult signing the application and that person signs in the box “Signature of adult.” C) Mail Completed Form to: Insert School/District address here D) Share children’s racial and ethnic identities (optional). On the back of the application, we ask you to share information about your children’s race and ethnicity. This field is optional and does not affect your children’s eligibility for free or reduced price school meals.
Candidates’ consents to nomination (tick as appropriate) Date of birth (must be over 18 on date of submission) Completed within one month of deadline for delivery Witnessed (attested by another person) Home address in full Office address Name of political party Comments Entered on system (date) Final check (date) 1 2 3 4 5 6 7 8 9 10 11 12 Task Tick Comments Entered on system (date) Final check (date) Certificate of authorisation Delivered alongside the party nomination form Check certificate allows the party name and, if relevant, the description given on nomination form. Issued by Nominating Officer (or someone authorised by them) Request for party emblem Emblem checked on Electoral Commission website Request from party Nominating Officer (or someone authorised by that officer)
Appendix D Observations of Long-term Segregation Instructions for the use of this form 15 minute observations unless otherwise agreed by the MDT but as a minimum at least every 60 minutes File this recording form in the patient’s notes Refer to the patient’s care plan for Long-term Segregation and ensure consistency of practice Patient Name Ward RiO Number Nurse Web based Incident Report number: REVIEWED : Date Time Initiated Risk Behaviour(s)/factors identified during observations Signature/designation of member of staff carrying out observations Signature/designation of member of staff carrying out receiving hand -over
Have the nursing reviews been held at the correct times as per individualised plan Has the medical officer attended daily reviews on time (please detail if other members of the MDT have been present) Has the service user been reviewed by the MDT as per individualised plan Has the monthly independent review taken place Please name those involved in independent review Has there been any physical intervention. Duration of physical intervention (in minutes) Are physical obs recorded correctly Actions taken at a local level / qualitative description of issues – Date to be recorded below: Ward Manager Clinical Team Lead
Network with other professionals in the field Fulfil administrative requirements such as data collection and record keeping People Leadership Contribute to maintaining an effective team. Provide assistance to other therapists as required Attend and participate in meetings, reviews and committees as required whilst seeking guidance and feedback from others for work performed. Supervise and assistants, volunteers and students when assigned, ensuring the maintenance of professional, clinical, ethical, and safety standards Workplace Health & Safety Responsible for ensuring that Scope complies with its legal requirements and strives for best practice in the provision of a safe workplace for all. Work within the policies and procedures of the organisation particularly those promoting a safe working environment (including OH&S procedures), and those ensuring compliance with our duty of care to clients (Code of Practice). SELECTION CRITERIA Position Title Qualifications & Knowledge/Experience Bachelor of Speech Pathology and adheres to the Australian Association of Speech Pathologists code of ethics. Experience working with people who have a disability and experience in a fee for service environment is highly desirable. Technical Competencies Theoretical Knowledge Demonstrates an understanding of the typical development and continuum of function of communication and eating/ swallowing mechanisms. Demonstrates an understanding of general development including communication, motor skills and interaction; Demonstrates an understanding of the common diagnoses of disability, and how these disabilities impact on a person’s function and interaction. Demonstrates an understanding of the common conditions that can affect eating, swallowing and communication for individuals with a developmental, neurological intellectual or physical disability Demonstrates an understanding of gastro- oesophageal reflux and it s implications for individuals with developmental, neurological, intellectual and physical disabilities Assessment/Needs Identification Demonstrates an understanding of the common daily activities, routines and habits and how they will be impacted by communication and eating/ swallowing issues. Demonstrates awareness of the effects of seating and positioning on body tone and controlled movement and its relationship to eating/swallowing and communication. Demonstrates an understanding of the communicative function of behaviour in children and youth with complex communication needs. Demonstrates an understanding of the impact of an individual’s environment and their communication partners on communication success. Intervention and Support Demonstrates an understanding of the different approaches and options for saliva control Recognises signs and implications of swallowing difficulty and risk of aspiration and manages accordingly Provides recommendations to other team members around the safe methods for swallowing and eating
by a resolution. Subject to standing order 23(a), any two councillors may sign, on behalf of the Council, any deed required by law and the Proper Officer shall witness their signatures. COMMUNICATING WITH DISTRICT AND COUNTY OR UNITARY COUNCILLORS An invitation to attend a meeting of the Council shall be sent, together with the agenda, to the ward councillor(s) of the District and County Council OR Unitary Council representing the area of the Council. b Unless the Council determines otherwise, a copy of each letter sent to the District and County Council OR Unitary Council shall be sent to the ward councillor(s) representing the area of the Council. RESTRICTIONS ON COUNCILLOR ACTIVITIES Unless duly authorised no councillor shall: inspect any land and/or premises the Council has a right or duty to inspect; or issue orders, instructions or directions. STANDING ORDERS GENERALLY All or part of a standing order, except one that incorporates mandatory statutory or legal requirements, may be suspended by resolution in relation to the consideration of an item on the agenda for a meeting. A motion to add to or vary or revoke one or more of the Council’s standing orders, except one that incorporates mandatory statutory or legal requirements, shall be proposed by a special motion, the written notice by at least 2 councillors to be given to the Proper Officer in accordance with standing order 9 above. The Proper Officer shall provide a copy of the Council’s standing orders to a councillor as soon as possible. The decision of the chairman of a meeting as to the application of standing orders at the meeting shall be final.
SP00594 (2015 Specifications: 05-01-16) (This Section requires SP00290. Requires SP00084 when a coating system warranty is required in subsection .75. Requires SP00296 when lead is anticipated.) SECTION 00594 - PREPARING AND COATING METAL STRUCTURES (Follow all instructions. If there are no instructions above a subsection, paragraph, sentence, or bullet, then include them in the project. The specifications may be modified to include project specific specifications, but all additions, deletions, or modifications must be sent to the ODOT Technical Resource and Senior Specifications Engineer for review and approval.) (Use only one of the following lead-in paragraphs as instructed below.) [ Use the following lead-in paragraph when NONE of the following subsections are included in the project special provisions. ] Comply with Section 00594 of the Standard Specifications. [ Use the following lead-in paragraph when ANY of the following subsections are included in the project special provisions. ] Comply with Section of the Standard Specifications modified as follows: (Use the following subsection .05(a) when lead is anticipated on the project.) 00594.05(a) Abrasive Blast Cleaning - Add the following bullet to the end of the bullet list: Type E1 Airlock for containment entryways. (Use the following subsection .05(g) when the Contractor is allowed to conform to defined loading conditions instead of submitting structural design calculations. Obtain language from the Bridge Designer.) 00594.05(g) Structural Design Requirements - Replace this subsection with the following subsection: 00594.05(g) Structural Design Requirements: (1) Design Requirements - Include dead load, live load, and wind load when designing loads for containment structures and work platforms. Dead load is the self-weight of the containment and work platforms, live load is all personnel, equipment, and materials, including collected debris, required for normal operations, and wind load is a basic wind speed of 90 mph applied in the most critical direction. Design a factor of safety of at least 6 for wire ropes and connecting hardware and at least 4 for all other components for containment structure and work platform
(b) Disposition of Waste Materials - , Dispose of all waste materials on completion of the work according to 00330.41(a-6), or as directed. 00965.43 Foundations - Set forms square and true to line and grade. Construct forms of rigid materials that remain in position until the concrete has set. Use a steel template to accurately locate the anchor bolts and hold them plumb and in proper alignment. Outofposition anchor rods and anchor rods installed more than 40V:1H out of plumb are cause for rejection of the foundation. Field bending of anchor bolts and field modification of the base plate are not allowed. Where breakaway bases are specified, the post stub projection shall not exceed the limits shown. Construct foundations of concrete according to Section and applicable portions of 00540.48(a). Place concrete: With a continuous pour. To the elevation shown or directed. With conduit ends and anchor rods held securely in proper vertical position and height with a manufacturer's recommended template the concrete sets. Maintain rebar clearances during concrete pour. Finish tops of foundations to roadway, sidewalk or curb grade, or as directed. Finish exposed concrete foundations to present a smooth, neat appearance. Fill all holes. Make no adjustment of anchor rods after concrete has set. Any adjustment made may be cause for rejection of the foundation. Remove forms and place subsequent loading according to Table 00540-1. obstructions prevent the construction of planned foundations, construct the foundations in the location directed. Any extra cost due to the site change will be paid according to 00195.20. If it is determined that foundations must extend deeper than shown, the extra foundation depth will be paid according to 00195.20. Steel Camera Poles - Camera poles include the pole shaft, hand holes, base plate, top tenon assembly, and anchor rod assembly. Poles up to 50 feet in length shall be one piece construction. Poles greater than 50 feet in length shall be of two piece construction. Pole shafts shall be round, 8 sided, 12 sided, or 16 sided with a constant linear taper of 0.14 inch per foot, and contain only one longitudinal seam weld. Unless shown or specified, circumferential welded tube butt splices are not permitted. Laminated tubes are not permitted. Do not erect poles until the Engineer has made a visual inspection of pole welding. Fabricate entrance openings in steel poles and tenons, including handholes, before galvanizing.
Puncture Strength (minimum) D 6241 lb 620 430 Apparent Opening Size (AOS) (maximum) U.S. Standard Sieve D 4751 — 30 30 Permittivity (minimum) D 4491 sec-1 0.02 0.02 Ultraviolet Stability Retained Strength (minimum) D 4355 (at 500 hours) % 50 50 1 All geotextile properties are Minimum Average Roll Values (MARV). The test results for any sampled roll in a lot meet or exceed the values shown in the table. Table 023206 Geotextile Property Values for Pavement Overlay Geotextile 1 Geotextile Property ASTM Test Method Units Geotextile Property Requirements Nonwoven Grab Tensile Strength (minimum) Machine and Cross Machine Directions D 4632 lb 100 Grab Failure Strain (minimum) Machine and Cross Machine Directions D 4632 % ≥ 50 Asphalt Retention (minimum) D 6140 oz./sq.ft. 2.8 Melting Point (minimum) D 276 F 300 1 All geotextile properties are Minimum Average Roll Values (MARV). The test results for any sampled roll in a lot shall meet or exceed the values shown in the table.
SP02925 (2015 Specifications: 06-01-16) (Use this Section only when subsections .42 or .64 are required. This Section requires SP02530 & SP02560.) SECTION - TRAFFIC SIGNAL MATERIALS (Follow all instructions. If there are no instructions above a subsection, paragraph, sentence, or bullet, then include them in the project. The specifications may be modified to include project specific specifications, but all additions, deletions, or modifications must be sent to the ODOT Technical Resource and Senior Specifications Engineer for review and approval.) Comply with Section 02925 of the Standard Specifications modified as follows: (Use the following subsection .42 when traffic signal control devices are required. Obtain information from the Signal Designer.) 02925.42 Traffic Signal Control Devices - Add the following to the end of this subsection: The current version of the ODOT Standard Specification for Microcomputer Signal Controller is the July 2014 edition with no modifications. The Standard Specification for Microcomputer Signal Controller is available on the Oregon Department of Transportation Traffic Standards website. (Use the following subsection .64 when heavy duty polycarbonate vehicle signals are required.) 02925.64 Vehicle Signal - Add the following paragraph to the end of this subsection: Use heavy duty polycarbonate vehicle signals listed on the ODOT "Blue Sheet". Assemble the heavy duty polycarbonate vehicle signal, visor, and backboard with bolted connections, stainless steel reinforcing strips, and stainless steel reinforcing plates.
unless otherwise approved by the Engineer. Test in accordance with this provision all mainline travel lanes, full width acceleration or deceleration lanes and collector lanes. Page 6-28, Subarticle 610-13(B), Option 2- North Carolina Hearne Straightedge, lines 1-2, delete these two lines. Page 6-32, Article 610-16 MEASUREMENT AND PAYMENT, replace with the following: Pay Item Pay Unit Asphalt Concrete Base Course, Type B25.0C Ton Asphalt Concrete Intermediate Course, Type I19.0C Ton Asphalt Concrete Surface Course, Type S4.75A Ton Asphalt Concrete Surface Course, Type S9.5B Ton Asphalt Concrete Surface Course, Type S9.5C Ton Asphalt Concrete Surface Course, Type S9.5D Ton Page 10-30, Table 1012-1, AGGREGATE CONSENSUS PROPERTIES, replace with the following: TABLE 1012-1 AGGREGATE CONSENSUS PROPERTIESA Mix Type Coarse Aggregate AngularityB Fine Aggregate Angularity % Minimum Sand Equivalent % Minimum Flat and Elongated 5 : 1 Ratio % Maximum Test Method ASTM AASHTO T 304 AASHTO T 176 ASTM D4791 S4.75A; S9.5B 75 / - 40 40 - S9.5C; I19.0C; B25.0C 95 / 90 45 45 10 S9.5D 100 / 100 45 50 10 OGFC 100 / 100 45 45 10 UBWC 100 / 85 45 45 10 Requirements apply to the design aggregate blend. 95 / 90 denotes that 95% of the coarse aggregate has one fractured face and 90% has 2 or more fractured faces.
Page 10-162, Subarticle 1081-1(B), Requirements, lines 26-30, replace the second paragraph with the following: For epoxy resin systems used for embedding dowel bars, threaded rods, rebar, anchor bolts and other fixtures in hardened concrete, the manufacturer shall submit test results showing that the bonding system will obtain 125% of the specified required yield strength of the fixture. Furnish certification that, for the particular bolt grade, diameter and embedment depth required, the anchor system will not fail by adhesive failure and that there is no movement of the anchor bolt. For certification and anchorage, use 3,000 psi as the minimum Portland cement concrete compressive strength used in this test. Use adhesives that meet Section 1081. List the properties of the adhesive on the container and include density, minimum and maximum temperature application, setting time, shelf life, pot life, shear strength and compressive strength. Page 10-163, Table 1081-1, PROPERTIES OF MIXED EPOXY RESIN SYSTEMS, replace with the following: Min. Bond Strength Slant Shear Test at 14 days (psi) Maximum Water Absorption (%) Min. Compressive Strength of 2" mortar cubes at 7 days Min. Compressive Strength of 2". mortar at 24 hours Tensile Elongation at 7 days (%) Minimum Tensile Strength at 7 days (psi) Pot Life (Minutes) Speed (RPM) Spindle No. Viscosity-Poises at 77°F ± 2°F Property TABLE 1081-1 PROPERTIES OF MIXED EPOXY RESIN SYSTEMS 1,500 1.5 5,000 (Neat) 3,000 (Neat) 30 min. 1,500 20-50 - Gel Type 1 1,500 4,000- 30 min. 2,000 30-60 10-30 Type 2 2,000 6,000- 2-5 4,000 20-50 25-75 Type 3 2,000 6,000 (Neat) 2-5 4,000 5-50 Gel Type 3A 1,500 3,000 5-15 1,500 40-80 40-150 Type 4A