zilongwang/ReadingBank huggingface dataset:
Date: Level/Subject: Teacher(s): Directions: Use the chart below to categorize assessment questions. Rigor increases as you go down the chart. Teachers with common assessments need only complete one copy. Level Learner Action Key Actions Sample Question Stems Question Numbers Level 1: Recall Requires simple recall of such information as a fact, definition, term, or simple procedure. List, tell, define, label, identify, name, state, write, locate, find, match, measure, repeat How many…? Label the parts of the… Find the meaning of…? Which is true or false…? Level 2: Skill/Concept Involves some mental skills, concepts, or processing beyond a habitual response: students must make some decisions about how to approach a problem or activity. Estimate, compare, organize, interpret, modify, predict, cause/effect, summarize, graph, classify Identify patterns in… Use context clues to… Predict what will happen when… What differences exist between…? If x occurs, y will… Level 3: Strategic Thinking Requires reasoning, planning, evidence, and thinking at a higher level. Critique, formulate, hypothesize, construct, revise, investigate, differentiate, compare Construct a defense of… Can you illustrate the concept of…? What might happen if…? Use evidence to support… Level 4: Extended Thinking Requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains. Design, connect, synthesize, apply, critique, analyze, create, prove Design x in order to… Develop a proposal to… Create a model that… Critique the notion that…
accordance with the matrix permeability and porosity. Figure 7.1.17 shows the grid cell permeability (Kxx) of the DFN realization shown in Figure 7.1.13. Figure 7.1.18 shows the vertical slices through CTD and Inclined drift. Figure 7.1.17. Vertical grid cell permeability for DFN realization shown in Figure 7.1.13.
Planning Template: Considering Teaching Effectiveness Metrics Guiding Questions to Consider the Strengths or Limitations of Each Metric Metric Examples Rate the extent to which your district believes these data reflect effective teaching. 1 = Not at All, 2 = Somewhat, and 3 = Completely Does my district have these data available? Yes or No If my district does not have these data available, could we obtain these data easily? Yes or No and Explanation/Notes Teaching Performance How does your district measure teaching performance? Example metrics could include those from the or your district’s own teacher appraisal or evaluation system, or cumulative data collected during the school year. Student Learning How does your district measure effective teaching as it relates to student learning? Example metrics could include student achievement or growth on district- or state-level tests, SLOs, student portfolios, benchmark exams, or formative assessments. Student Engagement How does your district measure student perspectives and student behavior that reveal engagement in the classroom or at school? Example metrics could include student surveys, student climate surveys, observations of interactions, student discipline data, or student attendance data.
Student learning Student achievement or growth on district formative or summative District data systems; curriculum-based assessments; 6-week benchmark tests; TPRI; DRA; iStation; teacher-developed tests Student achievement or growth on state standarized tests (Grades 3-10) STAAR; STAAR EOC; TELPAS; SAT/ACT Student learning objectives District data systems Student engagement Student engagement with teacher Student surveys; school/classroom climate surveys; student perceptions data; parent surveys Observations of interactions District or campus walk-thoughs; principal observations; staff observations; third-party observations Student discipline data PEIMS 425 Student attendance data PEIMS 400
hasn’t spent much time working on time management or observing the principals in coaching situations and providing guidance on how to be effective with feedback and coaching. way that would be useful for action planning. How do you know? (data/evidence) How do you know? (data/evidence) How do you know? (data/evidence) District financial records, resources data Principal appraisal data, conversations with principal supervisor, principal appraiser and supervisor schedule Conversations with research and evaluation staff Root Cause Root Cause Root Cause Because financial incentives are minimal, recruitment efforts tend only to work for new teachers who are looking for jobs and not experienced teachers. As a result, more experienced teachers tend to be attracted to neighboring districts with more attractive salary and incentives packages. The principal supervisor lacks the skills to effectively coach principals on improving their instructional coaching for inexperienced teachers. Our district does not have systems or practices in place to systematically collect and interpret campus climate data so that we can better understand our teaching conditions challenges and aim to actively improve teaching conditions so that we might reduce teacher burnout and improve retention. Blank Root Cause Analysis Planning Template Problem Statement: How you frame this problem statement in terms of ATTRACTING excellent teachers? How might you frame this problem statement in terms of SUPPORTING excellent teachers? How might you frame this challenge statement in terms of a challenge in RETAINING excellent teachers? Why do you this is the case? Why do you think this is the case? Why do you think this is the case? How do you know? (data/evidence) How do you know? (data/evidence) How do you know? (data/evidence) Why do you think this is the case? Why do you think this is the case? Why do you think this is the case?
Set Student Learning Objective (Targeted) Teacher(s): Grade Level/Subject/Period: Date: Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1) Targeted Objective Rubric The teacher has surpassed expectations described in the Student Learning Objective and/or demonstrated an outstanding impact on student learning. The teacher has met the expectation described in the Student Learning Objective and/or has demonstrated a considerable impact on student learning. The teacher has not fully met the expectation described in the Student Learning Objective, but has demonstrated some impact on student learning. The teacher has not met the expectation described in the Student Learning Objective and has demonstrated an insufficient impact on student learning. Targeted Objective Defined Targeted Population: Students who start the course at the lowest level of preparedness as identified in Step 2 Targeted IN Content Standards: Approved Assessment: Growth and/or Achievement Goal: See the directions on page 4 Set Student Learning Objective (Targeted) – continued Use the following directions to write your targeted learning objective:
Evaluator Approval of Student Learning Objectives Teacher(s): Evaluator: Class Learning Objective Assessment: Date: Highly Effective (4) Effective (3) Improvement Necessary (2) Ineffective (1) Exceptional number of students achieve content mastery Significant number of students achieve content mastery Less than significant number of students achieve content mastery Few students achieve content mastery Learning Objective Evaluator Feedback: Class Learning Objective Approved
Cathy Humphrey (Host) Planning/NEPA Training Coordinator National Training Center 602-906-5536 Sample Spreadsheet Example for Direct Community Services – Columns 1-5 1 & 2 Resources and Programs (Talk to your state P&EC to make any changes) 3 Projects, Management Actions, (from RMP) 4 PEs 5 Where Fire Management Wildfire Management Access Land Tenure Land Use (ROWs) Unauthorized Use Example of Columns 6-13: 6 Priority 7 Magnitude 8 FY12 9 FY13 10 FY14 11 FY15 12 FY16 13 Cross Reference Blue represents cells that will be filled in for you. Yellow represents you will fill out in STEP 1.
EG Prepare Vegetative Permits/Contracts (number) EI Develop and Issue Federal Fluid Mineral Leases (number) EJ Process Fluid Minerals APDs (number) EK Manage Helium (MMcf) EL Process Coal Leases and Exploration Licenses (actions processed) EM Process Coal Post Lease Actions (post lease actions processed) EN Process Non-Energy Mineral Licenses, Permits, or Leases (number processed) EO Process Non-Energy Mineral Post Lease Actions (number) EP Process Mineral Material Disposal Through Sales (number of contracts) EQ Process Leases, Permits, Licenses, and Easements (actions processed) ER Process Rights-of-Way Grants(number of actions) ES Process Recreation & Public Purpose Leases (acres leased) ET Process Withdrawal Actions (acres withdrawn) EU Process Land Sales (acres disposed of) EW Record/Adjudicate Mining (number of claims/sites) EX Process Mining Plans of Operation (plans processed) EY Determine Mining Claim Validity/Process/Mineral Patents (number) EZ Collect Mining Claim/Site Fee (number of claims/sites) FB Permits Issued Authorizing Heritage Resource Investigations (number) FD Heritage Resources Intensively Recorded, Evaluated and Studied (number) FF Process O&G Reservoir Management Agreements (number) FH Process & Manage SRP's for Non Commercial (number of permits issued/monitored) FI Process Admin Changes Post Lease Federal Fluid Minerals (actions) FJ Process Minerals Sundry Notices (number) FK Process Indian Pre-Lease Actions for Energy Minerals(number processed) FL Process Mining Notices (notices processed) FM Process Land Exchanges disposed in exchange) FN Support Hydropower Licensing (number of licenses issued) FO Process Land Exchanges-Acquisitions acquired in exchanges) FP Process Right-of-Way Actions Other than Grants (actions processed) FQ Process Withdrawal Revocations and Similar Actions (acres reviewed) FR Process Land Disposals Other than Sales (acres disposed) FS Process Indian Pre-Lease Actions for Non-Energy Minerals (actions processed) FT Process Geophysical Leases/ Permits / Licenses (actions processed) FU Manage Fee Collection Program for RUPs& SRPs (number of fee sites managed) FV Administer the Recreation Fee Program (number of fee sites managed) FW Process Mineral Material Disposals Through Permits (permits issued)
Attracting Volunteers Many societies have been successful in recruiting people for specific tasks (e.g. research, administration, assisting with cataloguing). Many of these may join as volunteers rather than members. Others have developed short-term volunteer projects for specific skills that may not exist amongst your members. It is also valuable to create time-specific, outcome-focused roles. This could be preparing school curriculum materials, conducting an event, or cataloguing objects in the collection. It is also worth considering other ways that people can participate on a project-by-project basis and ways that people can contribute remotely. There are a number of volunteer pages where you can advertise for free. This form of advertising attracts a diversity of applicants who may not have come to your organisation through advertising in the society newsletter or social media pages. Volunteering Australia is the national peak body for volunteering, working to advance volunteering in the community. Volunteering Australia has developed National Standards and a guide to best practice in managing volunteer programs. GoVolunteer is the national database for volunteer referrals and volunteer management . Seekvolunteer is a site for advertising volunteering opportunities Pro Bono Australia is the National, State and Territory peak body for Volunteering, Volunteer Resource Centres and organizations. In recruiting volunteers to work with you and support the broad goals of the organisation, it is useful to know about the rights and obligations for new and existing volunteers. You can ensure that you are familiar these obligations by reviewing this check list from Volunteering Australia on the rights and obligations of Volunteers: Volunteers have the right: • to work in a healthy and safe environment (refer various Occupational Health and Safety Act[s]); • to be interviewed and engaged in accordance with equal opportunity and legislation; • to be adequately covered by insurance; • to be given accurate and truthful information about the organisation for which you are working; • to be reimbursed for out of pocket expenses;
5a. Recruitment of Successors Align the roles with potential successors – from existing members or volunteers. Record whether any external recruitment is required or if you have any other plans for filling the roles. Urgency Role Internal Successor External Recruitment Required (yes/no) Immediate (within three months) Term (within 12 months – two years) Long Term (in two years time or beyond)
Select the “My Account” tab. Select “Print a Statement of My Account Detail” under “View My Student Account.” VIEW UP-TO-DATE ACCOUNT BALANCE Students should log into their FlashLine account through Select the “My Account” tab. Choose “Account Detail” under “My Student Account.”
Entrance into Grade R – Applicants applying for the Grade R qualification without a matric/Grade 12 Certificate NTC3/N3/NSC – Applicants that have studied towards a National Technical Certificates/N3 certificate/N4 certificate Senior Certificate – Applicants currently/already completed Home Schooling OR Obtained Senior Certificate (pre 2009) with 2 Higher 4 Standard Grade subjects OR 1 Higher Grade and 5 Standard Grade subjects OR 1 Higher Grade subject, 4 Standard Grade and 1 Lower Grade subjects Certificate of Complete Exemption – Obtained Senior Certificate (pre 2009) with all subjects on Higher Grade OR 5 Higher Grade and 1 Standard Grade subjects Ordinary Conditional Exemption - Obtained Senior Certificate (pre 2009) with 4 Higher Grade and 2 Standard Grade subjects Subject Details Applicants currently in 12 Applicants already has passed 12 School Leaving Subject: Select the button. You can enter a description in the field for a quick display. Select the SEARCH button to display the appropriate list of values. Select the correct subject This field cannot be changed Description of Symbols: Symbol (Achievement Level) Percentage Range 1 0 – 29% 2 30 – 39% 3 40 – 49% 4 50 – 59% 5 60 - 69% 6 70 – 79%
questions about details of administration. The key focus is the use of measures that are meaningful and useful to educators at the classroom, school, and district levels. (p. 24) CVTE educators and administrators have found WestEd’s DDM Review and Discussion Guide (see Appendix D-2) useful for determining the approach to growth that is associated with a particular assessment, evaluating an assessment’s usefulness as a measure of growth, and examining other considerations. The anticipated outcome from Step G is a list of all assessments evaluated and decisions made each in terms of its capacity to measure growth and its feasibility.
“Treasure Chest - A Physiological and Pedagogical Review of the Low Mechanism.” Presented at The First International Conference on the Physiology and Acoustics of Singing. Held in Groningen, The Netherlands. Oct. 3-5, 2002. (Invited). “A Pedagogical Approach to Registers.” Presented to the North Carolina Chapter of the National Association of Teachers of Singing. Held at Montreat College, Black Mountain North Carolina. September 15, 2000. (Invited) “Science versus Pedagogy - Is the Cold War Really Over?” Presented to the National Association of Teachers of Singing National Convention, Philadelphia, Pennsylvania. July 2, 2000. (Invited) “Raiders of the Lost Art.” A workshop held at Converse College in Spartanburg, South Carolina. I served as a member of the faculty for this three day workshop. June 21-23, 2000. (Invited) “Pedagogical Application of the Two-Register Theory.” Presented to the 28th Annual Symposium: Care of the Professional Sponsored by the Voice Foundation. Philadelphia, Pennsylvania. June 3, 1999. “Science versus Pedagogy - Is the Cold War Really Over?” Presented to the Music Teachers National Association National Convention, Los Angeles, California. March 23, 1999. (Invited) I presented four sessions to the National Association of Teachers of Singing National Mid-Winter Workshop: “Great Voice Teaching and Great Voice Pedagogy.” Louisiana State University, Baton Rouge, Louisiana. January 6-10, 1999. (Invited) “What You Can Do When Your Voice Won’t.” Music Teachers National Association. Regional Conference, Sheraton Inn, Baton Rouge, Louisiana. Nov. 21, 1998. (Invited) “Movement of the Mandible in Speech and Singing in Classically Trained Male Singers.” Presented to the 27th Annual Symposium: Care of the Professional Voice. Sponsored by the Voice Foundation. Philadelphia, Pennsylvania. June 5, 1998. “Vocal Health for the Choral Singer.” Presented to the Association of Choral Directors - Louisiana Chapter. Hilton Hotel. Baton Rouge, Louisiana. November 7, 1997. (Invited) “Vocal Registers in the Teaching Studio.” Presented to the 26th Annual Symposium: Care of the Professional Voice. Sponsored by the Voice Foundation. Philadelphia,
Stephen Ministries is a not-for-profit Christian education organization founded in 1975 that produces training and resources known for their excellence, practicality, psychological integrity, and theological depth. Stephen Ministry equips lay people to provide confidential, Christian care to adults (18 and over) in our community* who are experiencing difficulties in their lives such as – Loss of a one Hospitalization Divorce or separation Loneliness or discouragement Spiritual crisis Unemployment or a job crisis Terminal or chronic illness Caregiver/family member of someone with terminal/chronic illness Birth, adoption, miscarriage or infertility Relocation Recovery after accident or disaster A STEPHEN MINISTER IS: Christ-centered - works and acts as an instrument of God’s love for others Compassionate – has gifts for caregiving; carefully selected to serve Skilled - received 50 hours of training in providing emotional and spiritual care Trustworthy – a Christian friend who listens and respects the care relationship’s confidentiality Faith-filled - will “be there” for his or her care receiver; meeting faithfully for about an hour each week, for as long as there is a need.
S1 0.789* 0.736* 0.867 1.189 *Significant at 1% level Figure 4: Rolling 50 Day Window MVR Test for TSE. 1 – Probability of Accepting Null Hypothesis Rolling 50 Day Variance Ratios for TSE (Q=5) Figure 5: Rolling 50 Day Window MVR Test for JSE. 1 – Probability of Accepting Null Hypothesis Rolling 50 Day Variance Ratios for JSE (Q=5) Figure 6: Rolling 50 Day Window MVR Test for BSE. 1 – Probability of Accepting Null Hypothesis Rolling 50 Day Variance Ratios for BSE (Q=5)
Air Force Systems Command Naval Air Systems Command Two of the key military service R&D laboratories requiring early DMA digital geospatial data R&D support were the Air Force System Command’s Electronic Systems Division (ESD), and the Navy’s Naval Air Systems Command (NAVAIR). DLMS: 1970’s DMAAC Digital Geospatial Data Initially, the first DMAAC broad area data base product was planned to be called “Digital Radar Landmass Simulation” (DRLMS), because the initial application was for radar simulation. However, other military lab R&D successes broadened the application of this new product, and the name “Digital Landmass Simulation” (DLMS) was adopted. DLMS consisted of multiple databases: Digital Terrain Elevation Data (DTED) and Digital Feature Analysis Data (DFAD). DLMS DTED and DFAD were produced at two levels of detail. Vertical Obstruction Data (VOD) was soon added. Flight Simulator Systems B-52 Flight Simulator & Digital Cockpit Displays The Air Force and Navy were developing the first digital flight simulator cockpit display systems for the F-111, B-52, C-130 and A-6E aircraft, and needed these early DMAAC digital geospatial data bases. The data was used in new digital flight simulators to generate radar, visual, forward-looking infrared (FLIR), and Low-Light-Level TV (LLTV) cockpit display simulations, for more realistic air crew training of the actual sensors on the aircraft. Strategic Nuclear Deterrence Strategic Air Command (SAC) Joint Strategic Target Planning Staff (JSTPS) Offutt AFB, Nebraska The Strategic Air Command (SAC) and the Joint strategic Target Planning Staff (JSTPS) further applied these simulations and DMA digital geospatial data for Single Integrated Operations Plan (SIOP) mission planning and air crew mission folders. The SIOP was the U.S. attack “War Plan”, should nuclear deterrence fail. In the SAC flight simulators, the crews could actually “fly”, or “rehearse”, their actual SIOP mission in the simulator, greatly enhancing aircrew proficiency, readiness, and our strategic nuclear deterrence strength. The DTED and VOD data allowed
Tom Wolf for Pennsylvania Governor Campaign – Political Communication Internship (2014) YMCA Healthy Living Outreach Program – Health and Organizational Communication Internship (2014) PROFESSIONAL DEVELOPMENT Student Engagement Webinar – WVU Teaching & Learning Commons (September 2018) Voicethread and Storytelling Workshop – Voicethread Instructional Design Online (March 2018) Safe Zone Training Workshop – West Virginia University LGBTQ+ Center (September 2017) PROFESSIONAL ORGANIZATIONS National Communication Association Eastern Communication Association
Pace, C. R. (1979). Measuring outcomes of college. San Francisco: Jossey-Bass. Pascarella, E. T., Terenzini, P. T., & Hibel, J. (1978). Student-faculty interactional settings and their relationship to predicted academic performance. Journal of Higher Education, 49(5), 450-463. Pascarella, E. T., & Terenzini, P. T. (1979). Interactive influences in Spady's and Tinto's conceptual models of college dropout. Sociology of Education, 52, 197-210. Pascarella, E T., & Terenzini, P T. (1991). How College Affects Students. San Francisco: Jossey- Bass. Perna, L.W. & Thomas, S.L. (2006). A framework for reducing the college success gap and promoting success for all. Paper presented at the National Symposium on Postsecondary Student Success. Sponsored by the National Postsecondary Education Cooperative (NPEC), p.2-4. D.V. (2005) Learning communities and student success in postsecondary education: A background paper. MDRC, p. 6. Retrieved from: http://www.mdrc.org/publications/418/abstract.html Roberts, M. (2006). Student persistence in the adult ESOL classroom. Pearson Education, Inc. Retrieved from http://www .pearsonlongman.com/ae/download/adulted/ persistence.pdf Rootman, I. (1972). Voluntary withdrawal from a adult socialization organization: A model. Sociology of Education, 1972, 45, 258-270.
Stephens Forest Spring Field Day ~ FRIDAY April 27, 2012 Time Topic/Activity 9:00 am Meet at Stephens State Forest Shop; Registration 9:15 am Understanding Succession and Assessing Regeneration – DNR Forestry 10:15 am Oak Ecosystem Improvement Cost Share Update – Dave Whittlesey, NWTF 11:00 am Restoration and Function of Forest Understory – ISU Forestry Research Presentation Group Exercise 12:00 pm Lunch / Open Discussion* - Lucas Community Building 12:45 pm Conservation Easements and Landowner Options – Erin Van Waus, INHF 1:15 pm ISU Forestry Research – Outdoor Session 1:45 pm Bats in Iowa Woodlands – Daryl Howell, DNR Wildlife 2:30 pm Forest Health Update – DNR Forestry 3:00 pm Questions Instructors Jeremy Cochran - District Forester (Chariton), Iowa DNR Jessica Flatt – Area Forester, Stephens State Forest, Iowa DNR Jeff Goerndt – State Forests Section Chief, Iowa DNR Goerndt – District Forester (Creston), Iowa DNR Daryl Howell – Zoologist, Iowa DNR Dave Whittlesey – Regional Biologist, National Wild Turkey Federation Erin Van Waus – Iowa Natural Heritage Foundation Dr. Jan Thompson – Professor, Iowa State University Michaeleen Gerken – Graduate Student, Iowa University Dr. Jesse Randall– Extension Forester, Iowa State University
Missionary Selling Step Management Guide STEP Prospecting & Qualifying Researching Insights & Solutions Educating Proposing Negotiating & Closing OBJECTIVE To establish your credibility and expertise and to move prospects from attention to interest To find insights or a Big Idea that will help solve marketing and advertising problems To teach your product’s benefits and advantages and move prospects to active consideration To present a tailored proposal that includes price, terms, and conditions To get prospects to take action or give a firm commitment to purchase KEY QUESTIONS “Are you satisfied with your current ads?” “Would you like to get better results?” “What keeps you up at night?” “What criteria do you use to make a decision on what media to invest in?” (Conduct research so you understand prospect’s industry, business, competitors, and advertising strategy and objectives.) “Do you agree with the value in what I’ve presented so far?” “Do we have agreement on your decision criteria?” “Who else needs to see this solution?” “Do you agree that the prices, terms, and conditions are fair and reasonable?” “When would you like to start?” “If you have no other questions, shall we go ahead?” KEY GIVES Give some new information and a success story in prospect’s category. (Create value for your benefits, solutions, Big Ideas.) More success stories (Negotiate on prices, terms, and conditions if appropriate. See Chapter 13.) Give implementation details. KEY GETS Get appointment to present insights, solutions, or a Big Idea. Get commitment to decision criteria. Get commitment to present a specific proposal to others involved in making a Get agreement to move forward. Contract signed, IO sent, firm commitment to purchase
-“Tell a Friend” letter* -Registration Form for Stepping On workshop* 1F. Register participants. Send Registration Confirmation Letter to Participants. Leader -Registration Form for Stepping On workshop* -Registrar’s Form* -Registration Confirmation Letter to Participants* 1G. Communicate with participants prior to workshop, to ensure each individual is appropriate for the workshop and to confirm registration. (Optional) Leader 1H. Prepare signage for class Leader and Sponsoring Organization Signage* 1I. Notify participants and WIHA if class canceled, rescheduled or postponed. Leader 1J. Prepare your Data Collection and Evaluation Documents Leader and Sponsoring Organization -Attendance Log* (for Leader) -Baseline Letter to Workshop Leaders re: Evaluation* (one for each participant) -Information about Evaluation of Stepping On* (one for each participant) -Baseline Questionnaire* (one for each participant) 2. CONDUCT WORKSHOP, ADHERING TO MANUAL 2A. Post signage, set up display, purchase and set out refreshments, weights and hand-outs. Leader and Local Partner Organization -Signage* -Display Ideas* 2B. Review “Baseline Letter to Workshop Leaders re: Evaluation.” Make and distribute to each participant: -Information Sheet about Evaluation of Stepping On; and -Baseline Questionnaire Leader -Baseline Letter to Workshop Leaders re: Evaluation* (one copy for leader) -Information about Evaluation of Stepping On* (one copy for each participant) -Baseline Questionnaire* (one copy for each participant) 2C. Administer Baseline Questionnaire. Answer any questions. Review each questionnaire for completeness. Ask participants to complete any missing sections. Collect completed Baseline Questionnaires. Baseline Questionnaire* 2D. Make copies of the first three pages of each participant’s Baseline Questionnaire. Leader, or county aging unit. Baseline Questionnaire*
Chair…………………………….. Greg B. Outreach Committee Chair……..Sue B. Vice Alexis T. 12th Step Within Chair…………Noelle Secretary…………………………. Laura By Laws Committee Chair………VACANT Treasurer………………………… Mike B. Region 7 reps……………………Sue, VACANT Stepping Stone Editor…………….Alison H. WSBC Delegates………………... Sue, Tania Webmaster……………………….. Lisa S. To Contact Members & Committee Chairs Chair: Vice chair: Secretary: Stepping Webmaster: Outreach Chair: 12th Step Within: By laws: Region 7 reps: WSBC Delegate:
Payments Policy Department- Sydney CBD Location The Intern will be placed in a small team in the Payments Policy Department and will work closely with one of the analysts in this team. The intern will complete an analytical project to explore a real-world question about retail payments (e.g. use of tap-and-go payments, mobile banking, credit card fraud, use of cash vs electronic payments) that is relevant to the work of the RBA in this area – the specific project will be decided at the time. As part of this project, the intern will do a brief literature review to provide background to the issue. The project will primarily focus on analysing data to explore the particular policy issue. The intern will then need to write up a short paper (approximately 4-6 pages) outlining their findings and will give a brief presentation to their team. Skills Required: Excel and Microsoft Word skills Analytical skills (particularly using graphs to analyse economic relationships) Degree/Discipline Economics, Commerce, Mathematics, Statistics Eligibility Requirements Currently studying in their penultimate or final year of a relevant undergraduate or degree with an Australian university Australian citizen Successful candidates will be required to undergo a Police Check prior to commencing their placements. Applications close 22nd September 2017.
Detailed instructions for SunSmart Renewals (ECH, OSHC and Primary Schools) CONTENTS PAGE Logging in 2-5 The home page Can’t find your organisation in the search menu? Forgot your password? 2 3 5 Renewing 6-32 Renewing for ECH Services: Using your own policy Using Cancer Council’s policy 7-17 11 13 Renewing for OSHC Services: 18-23 Renewing for Primary School Services: Using your own policy Using Cancer Council’s policy 24-32 27 30 Type in into your browser. You should come to the page below. Click ‘Get Started’ You should then be on this page:
12b.1. Once you have clicked whether your school is ‘Implementing’ or ‘Planning’ each of the recommendations, click ‘Continue’ 12c. You can then choose whether you will use Cancer Council NSW’s SunSmart Policy, or use your school’s own policy. If you wish to Cancer Council NSW’s policy, go to page 31. If you wish to upload your own Policy, please continue to the next page.
Step by Step on How to Decompress a Croquis Zip File *[FOR WINDOWS]* Click “Get this Croquis” or “Click Here to Download” to download your desired croquis template When the Download pop-up box appears, In Internet Explorer: Click the down arrow next to Save and select Save As to save the file on your Desktop or wherever you want. In Chrome: Click the up arrow next to the download pop-up and select “Show in Folder”. From there, move the file to where you want to open it. In Firefox: Choose either “Open with” or “Save File” and OK. Go to where you saved the Croquis zip file in the above step, then right click the filename, hover your mouse over “7-Zip” on the pop-up and select “Extract Here” Multiple Croquis PDF’s will appear next to the zip file. Just double click any one of the PDF files to open it, or open from Photoshop or Illustrator. *[FOR MAC]* Click “Get this Croquis” on whichever template you wish to open. When the pop-up box appears, click save to where ever you desire to save your zip file (ex: Download, Desktop). After it gets downloaded, open the zip file. Open Zip file and save the PDF files.
The Steps 2 Success Staff Guidelines have been developed to provide Jobs and Benefits office and Jobcentre staff with the required knowledge to deliver their role in the operation of the programme. guidelines provide information to Employment Service Advisers in the identification and referral of clients to Steps 2 Success at the appropriate time, dependant on each client’s personal circumstances. They also detail the intervals at which clients who remain unemployed should be returned to the Steps 2 Success programme and the actions required with regards to changes in a client’s circumstances while on Steps 2 Success. The 2 Success Contractor and their Supply Chain will take responsibility for a client’s employability needs upon referral to the programme. Good effective working relationships between staff in each Jobs and Benefit office or JobCentre and their partners in the Contractor organisation will be central to a positive experience for clients and to the overall success of the programme in the local area. Any questions or clarifications required in connection with Steps 2 Success Staff Guidelines should be directed to Programme Management and Development Branch via the mailbox at
at least April 2017. Further decisions may be taken at a later stage to determine the best approach to manage this client group. . A Contract Areas Contract Area Lead Provider Office by S2S Contract Notes Region 1 Ingeus UK Ltd Andersonstown, Bangor, North Belfast, Falls Road, Holywood Road, Knockbreda, Lisburn, Newtownards, Shaftesbury Sq, Shankill Belfast Region: Alison Region 2 EOS Works Ltd Antrim, Ballymena, Ballymoney, Carrickfergus, Coleraine, Foyle, Larne, Limavady, Lisnagelvin, Newtownabbey, Strabane Northern Region: Claire McAllister Newtownabbey JBo is in the Employment Service Belfast region Region 3 Reed in Partnership Armagh, Ballynahinch, Banbridge, Cookstown, Downpatrick, Dungannon, Enniskillen, Kilkeel, Lurgan, Magherafelt, Newcastle, Newry, Omagh, Portadown Sothern Region: Ashley Ballynahinch and Downpatrick offices are in the Employment Service Belfast region
Steps to have Digital Signage Installed Background: The Enterprise Communications Committee (ECC) governs the policy, procedures and standards for the display of electronic content on and in campus facilities. The following are steps to take to have a digital sign installed in your area. Steps Responsibility Request Digital Signage via Department Complete Department Digital Sign Plan review Facilities Management (location) and Public Affairs (content). FMD and Public Affairs will meet with client together to look at proposed location, determine power and data needs, and discuss digital content needs. Purchase of display monitor and accompanying computer. Information Services will provide recommendations to assist the department in creating their requisition, based on university standard. Installation of power, data pathway, and monitor mounting bracket(s). Facilities Management (Communicate any changes in the original plan with Public Affairs) Installation of monitor and computer. Information Services (Communicate any changes in the original plan with Public Affairs) Computer Information Services Network & Internet connectivity Information Services Visual Content Development (per Digital Sign Plan) Departments will work with appropriate graphics department (Public Affairs or Publicity Center) to create digital graphics for monitors. Content System Training Departments will work with either Public Affairs or the Publicity Center, as appropriate, for their training needs. Content System Contract Maintenance Public Affairs and Information Services Emergency Alert Notification Police & Parking Services Annual License Payment to Information Services per display Department Enterprise License Payment Information Services
Steps of Meiosis: o Original cell: o DNA replicates so that there are two copies. o DNA condenses into a compact form called chromosomes. Each chromosome contains two identical copies of DNA called sister chromatids. o Chromosomes pair up with their matching chromosome called homologous chromosomes (one chromosome inherited from the father and one chromosome inherited from the mother). o Homologous chromosomes line up at the center of the cell. Fibers attach to each of the homologous chromosomes that will pull each chromosome to opposite poles of the cell. o Homologous chromosomes are pulled to opposite poles of the cell. o The cell splits into two, with both cells having one homologous chromosome from each pair.
WHAT STEPS SHOULD YOU TAKE IF YOU ARE INTERESTED IN LEARNING MORE ABOUT WOOSTER’S IB PROGRAM? SHADOWING OPPORTUNITIES The best way to see the program is to shadow an IB Ambassador for a day. This will give you an opportunity to meet teachers and students, and see classrooms and the campus. You will be able to ask questions all day. Please Mrs. Lienau, the IB Diploma Coordinator to set up a day to come visit our school. Appointments are available most Tuesdays from September - February. A school day runs from 8:00 to 2:45. Mrs. Lienau’s email is Mrs. Lienau’s phone number 321-3167 VISIT OUR WEBSITE (some areas are in the process of being updated): Click on “IB Programme” We have lots of information, and a link to the Signature Academy application. APPLICATION Applications open at the beginning of November and close in January for first-round selection. There are subsequent rounds of selection based on space available in the program You can find it on the Signature Academy web page on the WCSD website: You can find the Signature Academy link to the common application on our website. FOR QUESTIONS: Jennifer Lienau, IBDP Coordinator 321-3167 Dustin Coli, IBCP Coordinator 321-3160, extension 37194 WE LOOK FORWARD TO MEETING YOU!
be sent to the chapter president as soon as we have them. It usually takes about a week to get them done. Please do not ask for them to be over-nighted. You then patch your applicants – paying particular attention to the pledge. Make sure that they know proper patch placement and will have vests that are policy compliant.
A bit more work or cost: Use flexible connections where meet appliances (such as water heaters, ovens, and clothes dryers). Secure . Secure free-standing wood stoves or fireplace inserts. Detailed instructions for how to secure these and many other household, school, and workplace are available by clicking on the items listed on the right. Test your knowledge of how to Secure Your Space by playing our “” online game, and then challenge your friends to beat your score! Step 2: Plan to Be Safe Plan to be safe by creating a disaster plan and deciding how you will communicate in an emergency. Will everyone in your household do the right thing during the violent shaking of a major earthquake? Before the next earthquake, get together with your family or housemates to plan now what each person will do before, during and after. Once the earthquake is over, we will have to live with the risk of fire, the potential lack of utilities and services, and the certainty of aftershocks. By planning now, you will be ready. This plan will also be useful for other emergencies. Planning for an earthquake, terrorist attack, or other emergency is not much different from planning for a party or vacation. Make sure that your emergency plan includes evacuation and reunion plans; your out-of-state contact person’s name and number; the location of your emergency supplies and other pertinent information. By planning now, you will be ready for the next emergency. Plan NOW to be safe during an earthquake: Practice “drop, cover, and hold on.” (See )
Wrenches to turn off gas and water supplies Work gloves and protective goggles Heavy duty plastic bags for waste, and to serve as tarps, rain ponchos, and other uses Portable radio with extra batteries (or hand crank for charging) Additional flashlights or sticks cooking and matches if needed Cooking utensils, including a manual can opener Pet food and pet restraints Comfortable, warm clothing including extra socks Blankets or sleeping bags, and perhaps even a tent Copies of vital documents such as insurance policies Use and replace perishable items like water, food, medications and batteries on a yearly basis. A special note about children If earthquakes scare us because we feel out of control, think how much more true this must be for children, who already must depend on adults for so much of their lives. It is important to spend time with children in your care before the next earthquake to explain why earthquakes occur. Involve them in developing your disaster plan, prepare disaster supplies kits, and practice “drop, cover, and hold on.” Consider simulating conditions by going without electricity or tap water. After the earthquake, remember that children will be under great stress. They may be frightened, their routine will probably be disrupted, and the aftershocks won’t let them forget the experience. Adults tend to leave their children in order to deal with the many demands of the emergency, but this can be devastating to children. Extra contact and support from parents in the early days will pay off later. Whenever possible, include them in the recovery process.
6: Come up with ideas of what you could do instead of smoking when: Waking up Bored Driving After meals Drinking On the phone Stressed 7: I will not use tobacco on this day or any day after that! Face to face counseling with Tools to Quit or Quit Smoking Now classes. Talk to a quit coach 1-877-822-6669 Online Program 1: What are your personal benefits to quitting smoking? 2: Save money Improve health Improve physical performance Whiter teeth Clothes and breath smell better Much less chance of lung and oral caner Set an example for friends, family and children 3: What are some healthy activities that also make you feel relaxed, focused, calm and steady? Reading Listening to music Playing with kids Exercising 4:
Steps to Successfully Re-brand Your Organization This template is not intended as legal advice. Your organizational goals, purpose and values should drive the creation of this document. An organization’s brand is one of its most important assets. The brand is far more than the nonprofit’s logo or tagline. The brand reflects the image and reputation of the organization – it instantly tells people what you stand for. Your brand is based on core values, performance on mission, and impact in the community. A strong brand effectively communicates how an organization is unique among others offering the same or similar services, and how it delivers benefits to its stakeholders. Your brand not only is your identity, it’s your promise to the community about who you are and what you offer. Preparing to develop the re-branding campaign: Re-branding should not occur when an organization is in crisis. Instead, it should be undertaken when the organization is financially stable, and the board fully supports the effort. Below are questions for staff and board to consider before starting a re-branding campaign: What is the purpose of the organization? What does re-branding mean to the organization? Does your organization have the resources – both financial and – to successfully plan and implement a re-branding campaign? What is the desired outcome? It could be: Community support Community recognition Competitive status Increased donor support Increased membership Marketing platform Community organizer Community point of contact Who are the primary audiences for this re-branding effort? Internal Community Donors Members The campaign plan: Once you have fully considered these questions, you are ready to take the steps involved in a campaign:
The Key Person Should: Have attended the last CIN review meeting and verbally agreed to be undertaking the Key Person role. Have received a copy of the last CIN plan, the signed Early Help Assessment consent and step-down plan (and if required a Safety Plan) from the Social Worker. If the family do not agree to support through an Early Help Assessment at any time during the initial stages the Early Help Co-ordinator will discuss the case with the social work team manager immediately. Child Protection Plan Outcome – Step down to Early Help Assessment Following Protection Plan, the outcome is step down to Early Help Assessment. The decision to step down to Early Help Assessment is to be made at a Review Child Protection Conference (RCPC) where all multi-agency partners and the parents are present. Following a joint decision to step the case down to Early Help Assessment, at the meeting the following to be agreed/arranged: A Key Person is identified with the family and the professional agrees to be the Key Person for the Early Help Assessment. The outstanding needs for the family are agreed and Early Help Assessment written consent is obtained and an outcome focused Early Help step-down plan (and Safety Plan if required) is completed and signed at the RCPC. If this is not possible, the Social Worker will complete this at a later date. The social worker will: Send copies of the signed Early Help Assessment consent and step-down plan (and Safety Plan if required) to the Key Person and the family, securely (either by post, or secure email routes such as ‘Egress’ or ‘Anycomms+’ for schools). Send copies of the signed Early Help Assessment consent and step-down plan (and Safety Plan if required) to the relevant Early Help Co-ordinator (see page 11) to put on the next Family Network Meeting agenda. Record this information on Mosaic within case notes - tick significant event. Upload Early Help Assessment consent and step-down plan. The Early Help Co-ordinator will: Open/re-open Early Help Assessment Record on Mosaic and Early Help Assessment registry as a ‘step down’ Contact the Key Person and liaise with them to put in support to the Family Network Meeting. Add the case to the Family Network Meeting agenda under the ‘step-down’ heading. Invite the Key Person to Family Network Meeting. Update Mosaic with the outcome of the Family Network Meeting
Perform all work required for a complete system, as indicated by the Contract Documents. Furnish all items necessary for the proper installation of the system. System shall consist of precast concrete paving units for sand-set pedestrian use installations. Related Sections: Note to Specifier: Modify and/or Insert appropriate sections. Section 321413.13 Interlocking Precast Concrete Unit Paving. Section 321413.19 Porous Precast Concrete Unit Paving. 1.2 REFERENCES American Society for Testing and Materials (ASTM) ASTM C33 Concrete Aggregates ASTM C39 Concrete Compressive Strength ASTM C144 Aggregate for Masonry Mortar ASTM C150 Portland cement ASTM C642 Water Absorption, Density, Voids in Hardened Conc ASTM C666 Rapid Freeze/Thaw Resistance of Conc ASTM C979 Pigments for Integrally Colored Concrete ASTM C1028 Coefficient of Friction Paving installations should be designed in consultation with a qualified civil engineer, in accordance with established flexible paving design procedures. 1.3 SUBMITTALS Samples: Submit two full-sized samples of each type of precast concrete paving units to show the full range of color and texture of unit for selection and approval. If sealer is to be applied to precast concrete paving slab, apply sealer on one sample. Warranty: Provide certified copies of manufacturer's product warranties. Shop drawings (Optional)
Aggregate for exposed aggregate surface: As selected. Precast concrete paving unit style: (Specifier confirm with size chart in Section 2.4.B) California Architectural Pavers: 2” thick or 2-1/2” thick Pavers shall have radius top edge to reduce chipping. All pavers have drafted sides. 2.3 COLORS AND FINISHES Colors: Davis Colors (or equal), integral color admixture. Integral color shall be throughout entire product. Finish color shall not be added as a face mix. Note to Specifier: Select one or more of the standard colors. Custom colors are available. With Slag 1401 Granada 1404 French Gray 1405 Iceberg Green 1406 Almond 1407 Cafe Brown 1410 Caramel 1412 Agave 1413 Porcelain 1416 Brick Red 1421 Kona 1424 Pebble 1425 Adobe Without Slag 1801 Granada White 1804 French Gray 1805 Iceberg Green 1806 Almond 1807 Cafe Brown 1810 Caramel 1812 Agave 1813 Porcelain 1816 Brick Red 1821 Kona 1824 Pebble 1825 Adobe Slate-Finish (Sonorastone) 1501 Granada White 1504 French Gray 1506 Almond 1507 Cafe Brown 1510 Caramel 1512 1513 Porcelain 1516 Brick Red 1521 Kona 1524 Pebble 1525 Adobe Note to Specifier: Select one or more of the finishes listed below. Finishes: Walking surfaces of precast concrete paving units shall have minimum coefficient of friction of 0.60, wet and dry. Sandblasted Light Sandblast Medium Sandblast