zilongwang/ReadingBank huggingface dataset:
Open Hands, Open Access Deaf-Blind Intervener Learning Modules Module: Concept Development and Responsive Environments Activity Routine Form (Taylor) The “Activity Routine Form” was developed by Kate Moss, Texas Deafblind Outreach, 2002. Table: Routine - Grooming with Amy # Routine Steps Adaptation / Modification Targeted Vocabulary skill Concepts 1 Introduce the grooming routine using loofa mitts as a concrete object symbol representing the routine. Allow extra anticipation and processing time. “Grooming Time” Reaching out to Amy – finding and getting oriented to her. “Waiting” while things get started. This grooming routine has a beginning. This is my friend Amy. I can her. She is fun. 2 Get the bean bag and offer it to Taylor. Let Taylor lie down to be more comfortable (makes it easier for him to focus on the interaction). “Amy’s turn” “My turn” “Taylor’s leg” “Taylor’s arm” Turn-taking Requesting Amy and I can have a conversation by taking turns. When I (Taylor) do this (stick my leg out) Amy responds in a predictable way (rubs loofa on my leg).
3 Orient Taylor to the sequence box. Use sequencing box with concrete object symbols. “Now” “Next” “Finished” Being able to do grooming routine in a specific order (following the left to right steps in the sequence box). The grooming routine has a set sequence of steps that are the same every time. 4 Go through each grooming task (note – not all tasks are shown in the video) in the following way: Guide Taylor’s hand to the appropriate section of the sequence box for each task. Use a concrete object symbol as the label for each task (e.g., toothbrush for tooth-brushing). With Taylor, put object symbol in finished basket as each task is completed. Bring objects and sequence box to Taylor. Teacher sits on floor for better interaction and accommodation of vision. (Vocabulary representing each grooming task) Being able to do grooming routine in a specific order (following the steps in the sequence box). Organizing the steps within a routine. Recognizing that there are steps (beginning, middle, end) within a routine. The tasks in my grooming routine have names. Cause and effect (e.g., when I squeeze this bottle, lotion comes out). 5 End the routine by showing Taylor the empty sequence box and the diaper to represent the next routine (bathroom). Sequence box “Grooming is finished” Transitioning from one routine (larger concept) to another. The grooming routine has an end. When the grooming routine ends, the bathroom routine begins.
TAYLORSVILLE ELEMENTARY SCHOOL Student Handbook and Calendar 2016-2017 Sydell Gant, Principal Casey Voelz, Assistant Principal Box 277 9711 Walnut Street Taylorsville, IN 812-526-5448 812-526-2233 Fax BE SAFE No harm and no hurt. BE RESPONSIBLE Work to get the job done. BE RESPECTFUL Treat others the way you want to be treated.
All areas of school property including areas inside and outside the building. Walk facing forward Keep unkind, unwanted hands, feet and objects to self Get adult help for accidents and violence Use all equipment and materials appropriately Follow school rules for all emergency procedures Remain in designated areas unless permission is given by school personnel Follow school Be honest Be a good role model Be prepared Attend school daily and on time up after yourself Keep tile floors clean and clear of black scuff marks Be a peacemaker Use kind words and actions Wait your turn to speak or act Listen to and follow adult directions Use appropriate voices Be a positive problem solver Be respectful of other personal space School Wide behavioral expectations are to be followed as well as the specific settings listed below. Hallways, Sidewalks, Arrival & Dismissal Stay to the right Move quietly Stay on sidewalks Use hallway passes Allow others to pass when appropriate Special Instructional Areas (library, computer lab, music & art) (Refer to school wide expectations) Restrooms Keep feet on the Keep water in the sink Use soap and water for washing hands Put towels in garbage can Use toilet and urinal appropriately Flush toilet after use Close and lock the stall door Use a restroom pass if not accompanied by the Return to the room promptly Give people privacy Wait your turn Use low voices Cafeteria Eat your own food Use your own utensils Hold tray with both Sit in chair with your bottom on the seat Sit facing the table Raise you hand for adult attention before leaving your seat Get utensils, milk and condiments when going through the line East with your mouth closed Wipe your with your napkin Playground Walk on mulch Use playground equipment as directed Be of the games and activities around you Stay in playground area Stop recess activities when whistle Return all playground equipment to its container Wait your turn at the equipment Play by the rules Include everyone Bus Remain in your seat until you reach your stop Talk to the driver for emergency reasons only Keep hands, feet and objects inside the bus windows Use low voices so the driver can hear traffic sounds Keep the aisles Follow bus rules and directions of the bus driver (Refer to school wide expectations) Special Events & Assemblies Follow convocation expectations Sit on your bottom Keep feet still Follow teacher directions Be courteous to others Classrooms Each classroom will define their expectations for being safe, being responsible, and being respectful in alignment with this Matrix FERPA Notification of Rights under FERPA for Elementary and Secondary Schools
About this report The 2013-14 Annual Research Achievements Report provides a summary of research and development activities in primary industries in the Northern Territory (NT) by the Department of Primary Industry and Fisheries (DPIF) excluding fisheries for which there is a separate annual report series titled Fisheries Status Reports 2013. The report covers current and recently completed research in the pastoral and biosecurity sectors. The report highlights the effort of DPIF researchers through which services are provided to primary producers to improve their productivity and profitability and to control animal and plant diseases. Due to a recent outbreak of the cucumber mottle mosaic virus disease in the NT, it was not possible to include reports on the plant industry sector because research officers were engaged in the control of the disease. Their contribution will be published in next year’s report. DPIF’s Industry Development Plan 2013-17 focuses on profitable and productive primary industries, highlighting the following emerging challenges for research and development among others: provide certainty and security to encourage investment, facilitate continuous improvement in production quantity and quality, expand market options for Territory products, develop and promote a more efficient and environmentally sound production system, promote biosecurity and encourage Indigenous participation. Each research project in this report addresses at least one of these challenges. Primary industry activities in the NT focus mainly on pastoral, crop and horticultural production. Products include beef cattle, buffalo, crocodiles, field crops, pasture, hay, seeds, forestry products, mangoes, melons, vegetables and cut-flowers. The primary industry sector in the NT has significant links with other sectors of the local economy and contributes to manufacturing, transport, storage and retail, thereby enhancing employment. Comments and suggestions for improvements of future editions of this report, including content, layout and structure, are most welcome. Please send your comments and suggestions to . Images/photos: Unless otherwise stated, all images and photos are sourced from the lead researcher. Cover Images Left: Feed trial for cattle in Katherine (Source: Kieren McCosker) Right: Inoculated wild-caught Culicoides with bluetongue virus serotype 1 (Source: Lorna Melville) Report compilation: Hassan Bajhau, Jason De Araujo, Tim Schatz and Christine Long
Environmental Project of the Year Awards is reserved for projects who meet the following criteria: Nominees for the EPOY will be for a project that is currently in progress or has been completed within the previous two years. Environmental Impact: The project will have a measurable beneficial impact on some portion of the ecosystem – air, water, groundwater, soil, habitat quality/quantity, flora or fauna population. Partnerships: The nomination information shall include a description of any partnerships being utilized to achieve the project’s goals. Innovativeness: The project description should include any new technologies and/or environmental theories being employed. Funding: A description of how the project is being funded initially, and how the funding is sustained (if applicable), shall be included in the nomination form. Award Category (chose one or more from the following listing): Lifetime Achievement Award Environmental Professional of the Year Environmental Project of the Year Name of Action/Program/Project Achievement Nominated: Name of Nominee: Group or Affiliation: Address: City: State: Zip Code: Phone: Fax: Email Address: Applications must include the following information and addressing the Criteria 1. Describe how the Environmental Professional or Environmental Project emphasizes creative or novel approaches (200 words maximum); 2. Identify the environmental challenge or problem statement that the action, program, project, or achievement addresses (100 words maximum); 3. Cite the best verifiable evidence of significant results and achievement (100 words maximum); 4. Identify the action, program, project, achievement beneficiaries (100 words maximum); 5. Describe committed public/private implementation funding, monetary benefits, and cost savings from the action, program, project, achievement (100 maximum); 6. Describe unique features or methodologies not presented elsewhere (100 words maximum); and 7. Please indicate if are any pending legal actions concerning the action, program, project, achievement, or methodology. If the answer is "yes", please explain. Supporting Evidence. (Applications should be accompanied by the following information): Relevance to one or more of the criteria from the criteria above;
KS3/4 managed intervention placement spot purchase for 1 term (based on 6 term year) £1,200 per place ‘Day 6’ provision Spot purchase – not bought into service £100 per day days 6 to 10 £175 per day days 11+ £275 per day Primary Behaviour Support (capacity permitting) Behaviour Intervention Team (RBKC) Referral individual/class Intervention support individual/class Specific Skills group CPD Day ½ Day Twighlight 2 hours 3 hours PIDS (H&F) Primary PRU (H&F) £385 £385 £385 £490 £245 £140 £210 £170 per day £170 per day Primary and Secondary Team Teach Training (2 day course) £157 per person or £1,800 for a group of 12 staff. Hammersmith and Fulham Schools: NAME OF SCHOOL: Return to : Provision Cost Reviewed annually Yes No Number of places Core offer: Permanent Exclusion Managed move to avoid permanent exclusion AWPU to follow pupil £5516 (autumn term) £3979 (spring term) £1839 (summer term)
‘Day 6’ provision and managed intervention. Spot purchase if not bought into service £4,564 per planned place £176 per day for spot placements £280 per day Primary Provision Primary Pupil Referral Unit No charge Primary Inclusion Development Service No charge Behaviour Intervention Team (RBKC) dependant on capacity Referral individual/class Intervention support individual/class Specific Skills CPD Day ½ Day Twighlight 2 3 hours £385 £385 £385 £490 £245 £140 £210 Primary and Secondary Team Teach Training (2 day course) £157 per person or £1,800 for a group of 12 staff. Kensington and Chelsea Schools: NAME OF SCHOOL: Return to : Provision Cost Reviewed annually Yes No Number of places Core offer: Permanent exclusion Managed move to avoid permanent exclusion AWPU to follow pupil £5516 (autumn term) £3979(spring term £1839(summer term Eight week re-integration placement £3,000 Managed move to new school including 8 week placement at PRU £6,000 with £3,000 to receiving school.
6 Day provision and managed intervention (max 5 weeks) Spot purchase if not bought into service £4,564 per ‘rolling’ place per year £176 per day for spot placements £280 per day Primary Provision Behaviour Intervention Team Referral Intervention support individual/class Specific Skills group CPD Day ½ Day Twighlight 2 hours 3 hours No charge Primary Inclusion Development Service (H&F) Dependant on capacity. £170 per day Primary PRU (H&F) dependant on capacity £170 per day Primary and Secondary Team Teach Training (2 day course) £157 per person or £1,800 for a group of 12 staff.
371-408 38 AN O Street address line 1 409-446 38 AN O Street address line 2 6.11 447-473 27 AN C Street address suburb, town or locality 6.12 474-476 3 A C Street address state or territory 6.13 477-480 4 N C Street address postcode 6.14 481-530 50 AN C Street address country 6.15 531-533 3 AN C Member account type 6.29 534-534 1 A C Member account status 6.30 535-548 14 AN O Unique superannuation identifier (USI) 6.31 549-564 16 AN C Member account number 6.32 565-580 16 AN O Member client identifier 6.33 581-583 3 AN M Reporting type 6.34 584-591 8 D C Effective date 6.35 592-604 13 N C Value 6.36 605-613 9 N O 3rd TFN 6.37 614-653 40 AN C 3rd party surname or family name 6.38 654-693 40 AN C 3rd party first given name 6.39 694-733 40 AN C 3rd party second given name 6.40 734-735 2 N C 3rd party day of birth (=DD) 6.41 736-737 2 N C 3rd month of birth (=MM) 6.42 738-741 4 N C 3rd party year of birth (=CCYY) 6.43 742-742 1 A O Was the commutation paid directly to the member? 6.44 743-743 1 A M Cancellation indicator (=Y or N) 6.45 744-996 253 A S Filler Character position Field length Field format Field type name Reference number 1-3 3 N M Record length (=996) 4-13 10 AN M Record identifier (=FILE-TOTAL) 6.46 14-23 10 N M Number of records on file 6.47 24-996 973 A S Filler
744-996 Filler blank fill Character position Field name Contents 1-3 Record length 996 4-13 Record identifier FILE-TOTAL 14-23 Number of records on file 0000000003 24-996 Filler Blank fill
AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Objective: 01-01 The definition of strategic management and its four key attributes. Level of Difficulty: 1 Easy Topic: The Strategic Management Process 5. Strategic management is not concerned with how to create competitive advantage in the marketplace. The essence of strategic management is the of why some firms outperform others. Managers need to determine how a firm is to compete so that it can obtain advantages that are sustainable over a lengthy period of time. That means focusing on how to compete in order to create competitive advantages in the marketplace and how to create competitive advantages in the marketplace that are unique, valuable, and difficult for rivals to copy or substitute. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Learning Objective: 01-01 The definition of strategic management and its four key attributes. Level of Difficulty: 2 Medium Topic: What is Strategic Management? 6. Management innovations such as quality, just-in-time, benchmarking, business process reengineering, and outsourcing are important, but not enough for building sustainable competitive advantage. TRUE Sustainable competitive advantage cannot be achieved through operational effectiveness alone. Popular management innovations of the last two decades like total quality, just-in-time, benchmarking, business process reengineering, and outsourcing are concerned with operational effectiveness. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Learning Objective: 01-01 The definition of strategic management and its four key attributes. Level of Difficulty: 2 Medium Topic: What is Strategic Management? 7. Making trade-off decisions between effectiveness and efficiency is central to the practice of strategic management. TRUE The fourth attribute of strategic management is that it involves the recognition of trade-offs between effectiveness and efficiency. Some authors have referred to this as the difference between doing the right thing (effectiveness) and doing things right (efficiency). Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Learning Objective: 01-01 The definition of strategic management and its four key attributes. Level of Difficulty: 2 Medium Topic: What is Strategic Management?
54. When the data studied are gathered from a published source, this is referred to as a(n) _______________. 55. One method of determining whether a sample being studied can be used to make statistical inferences about the population is to: 56. of the following is NOT an example of unethical statistical practices? 57. If we collect data on the number of wins each team in the NFL had during the 2011-12 season, we have _____________ data. 58. If we collect data on the number of wins the Dallas Cowboys earned each of the past 10 we have _____________ data. Answer Questions
55. When companies are trying to meet the shareholders' and the general public's demands to act more ethically and environmentally responsible, they are recognizing the importance of _____. 56. is a companywide effort to continuously improve the ways people, machines, and systems accomplish work. 57. A company competes for the Malcolm Baldrige National Quality Award. If it is evaluated based on how senior executives create and sustain vision, values, and mission, it is likely that the company is being judged on the criterion of _____. 58. Which one of the following is true about the Six Sigma process?
76. Which of the following is a core value of TQM? 77. Exporting jobs from developed to less developed countries is known as _____. 78. of the following, if true, would support reshoring as a strategy for a U.S. firm?
AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 02-01 Define the concept of culture Topic: Cross-Cultural Variations in Consumer Behavior 6. Which one of the four segments of world citizens feels positively about international brands because they view them as a signal of higher quality? Global citizens are the segment of world citizens who feel positively about international brands because they view them as a signal of higher quality. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 02-01 Define the concept of culture Topic: The Concept of Culture 7. is the complex whole that includes knowledge, belief, art, law, morals, customs, and any other capabilities and habits acquired by humans as members of society. Culture is the complex whole that includes knowledge, belief, art, law, morals, customs, and any other capabilities and habits acquired by humans as members of society. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 02-01 Define the concept of culture Topic: The Concept of Culture 8. Which of the following statements is TRUE regarding culture?
Figure 2.1 depicts self-enhancement/self-transcendence and openness to change/conservation as the two basic dimensions of values in Schwartz's model. Analytical Thinking AACSB: Ethics Accessibility: Keyboard Navigation Blooms: Remember Learning Objective: 02-01 What role do values play in influencing my behavior? Level of Difficulty: 2 Medium Topic: Schwartz's Value Theory 56. The self-transcendence part of Schwartz's model is composed of: According to Figure 2.1, self-transcendence is composed of universalism and benevolence. AACSB: Analytical Thinking AACSB: Ethics Accessibility: Keyboard Navigation Blooms: Remember Learning Objective: 02-01 What role do values play in influencing my behavior? Level of Difficulty: 2 Medium Topic: Schwartz's Value Theory 57. Stimulation is in the ____________ part of Schwartz's model. Stimulation is in the openness to change part of Schwartz's model. AACSB: Analytical Thinking AACSB: Ethics Accessibility: Keyboard Navigation Blooms: Remember Learning Objective: 02-01 What role do values play in influencing my behavior? Level of Difficulty: 2 Medium Topic: Schwartz's Value Theory
AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Objective: 02-05 What work-related outcomes are associated with job satisfaction? Level of Difficulty: 1 Easy Topic: Organizational citizenship behavior 109. Discretionary individual behavior that promotes the effective functioning of the organization is called: Organizational citizenship behavior (OCB) is defined as individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Objective: 02-05 What work-related outcomes are associated with job satisfaction? Level of Difficulty: 1 Easy Topic: Organizational citizenship behavior 110. CWB stands for: Counterproductive work behavior (CWB) represents behavior that harms other employees, the organization as a whole, or organizational stakeholders such as customers and shareholders. Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Learning Objective: 02-05 What work-related outcomes are associated with job satisfaction? Level of Difficulty: 1 Easy Topic: Counterproductive behavior
coefficient of friction mean (time averaged) coefficient of friction coefficient of lift mean (time averaged) coefficient of lift coefficient of pressure mean (time averaged) coefficient of pressure D diameter of / cylinder F flow field in unsteady aerodynamic solver f body oscillation frequency g acceleration due to gravity h thickness of water film on surface of cylinder i, j, k unit orthogonal vectors n, n unit vector and distance normal to body surface P pressure distribution R radius of cylinder Re Reynolds number = UD/ r position vector S surface of body in unsteady aerodynamic solver s, s unit vector and distance tangential to body surface T distribution t time U, U velocity vector and magnitude UR reduced velocity ( = U∞/fD )  inclination angle
 yaw angle (angle of cable to wind direction)  surface tension of water  damping ratio  angle around circumference of cylinder  dynamic viscosity of  kinematic viscosity of fluid  density of fluid  vector potential and stream function  rotational velocity of solid body, vector and magnitude  vorticity vector and magnitude Subscripts ∞ freestream; far field i denotes number of the body under consideration (for this study with a single body, will always ≡ 1) ic Denotes reference point for the body. p point within flow or on body surface. ac anti-clockwise around cylinder surface Material derivative of vector x
Position Description Wastewater Project Officer Position Identification Position Title: Wastewater Project Officer Position Number: Corporate Services TBC Classification: Band 6 Reports to: Environmental Health Program Lead Directorate: Budget responsibility: Nil Department: No. of direct reports: Nil Job Family: Environmental Health Officer (EHO) Delegation, Authorisations and Appointment: EPA Act 1970 And Date Approved: April 2018 Yarra Ranges Corporate Values We are a values based organisation and behave in a way that is consistent with our organisational values: Our Values Our Philosophy Honesty and Trust Clear and open communication Creativity and Innovation Customer Focus We are committed to achieving excellence through improvement by applying the Business Excellence Framework. Position Purpose Project manage the development and implementation of a Domestic Wastewater Management Plan (Strategy) and supporting operating policies, procedures, training and education programs to assist Council in assessing requirements for sustainable domestic wastewater management (including grey water). Develop key internal and external partnerships to ensure Councils approach to wastewater management is informed, relevant and connects with other Council strategies.
THURSDAY 9.00 – 10.30 Exploiting authentic materials 11.00 – 12.30 Exploiting the media and the internet 13.00 – 14.30 Social programme FRIDAY 9.00 – 10.30 Effective meetings 11.00 – 12.30 The language of meetings 13.00 – 14.30 Meetings roleplay and feedback SATURDAY/SUNDAY Optional Day Trip / Recommended Cultural Excursions MONDAY 9.00 – 10.30 Case studies ,roleplays and simulations 11.00 – 12.30 A case study 13.00 – 14.30 Socialising in English TUESDAY 9.00 – 10.30 Preparing a professional CV 11.00 – 12.30 Successful job interviews and interviewing techniques 13.00 – 14.30 Collocations and business vocabulary WEDNESDAY 9.00 – 10.30 Effective negotiations and SWOT analysis 11.00 – 12.30 The language of negotiations 13.00 – 14.30 Negotiation roleplay and feedback THURSDAY 9.00 – 10.30 Effective telephoning and language of telephoning 11.00 – 12.30 Telephoning roleplays and feedback 13.00 – 14.30 Social Programme FRIDAY 9.00 – 10.30 Intercultural communication : business across cultures 11.00 – 12.30 Business correspondence: formal vs informal 13.00 – 14.30 The language of emails Tasks of the participant before, during and after: Before: From the Sending Organisation’s end: Here please list any preparation activities that the participant will be involved in which are organized/overseen by the mentor at the Sending Organisation’s end. Here are some examples you might want to explore: Any linguistic preparation Applying for the Europass Preparation of an EU Language Passport, describes the language skills acquired not only through formal education but also through non-formal and informal ones. Preparing any personal, professional and/or institutional portfolios in order to highlight the mobility experience Filling in of Learning Agreements Liaison with Receiving Organisation regard8ing accommodation, etc Reading history/culture/educational system of country to be visited
Wisconsin Concussion Fact for Athletes Assess the Be for signs and Contact a health care provider are the signs and symptoms of a concussion? Unlike a broken arm, you can’t see a concussion. Mo st con cu ssion s o ccu r wi thout loss of con sciou sne ss. Signs What is a concussion? A concussion is a type of brain injury that changes the way the brain normally works. A concussion is caused by a bump, blow, or jolt to the head. Concussions can also occur from a blow to the body that causes the head and brain to move rapidly back and forth. Even what seems to be a mild bump to the head can be serious. Concussions can occur during practices or games in any sport or recreational activity. and symptoms of concussion can show up right after an injury or may not appear or be noticed until hours or days after the injury. It is important to watch for changes in how you are feeling, if symptoms are getting worse, or if you just “don’t feel right.” If you think you or a teammate may have a concussion, it is important to tell someone. COMMON SYMPTOMS OF A CONCUSSION: Tell someone if you see a teammate Tell someone if you feel any of the following: with any of these symptoms: • Appears dazed or stunned • Forgets sports plays • Is confused assignment or position • Moves clumsily • Answers questions slowly • Repeats questions • Can’t recall events prior to the hit, bump, or fall • Can’t recall events after the hit, bump, or fall • consciousness (even briefly) • Shows behavior or personality changes Thinking/Remembering: • Difficulty thinking clearly • Difficulty concentrating or remembering • Feeling more slowed down • Feeling sluggish, hazy, foggy, or groggy Physical: • Headache or “pressure” in head • Nausea or vomiting • Balance problems or dizziness • Fatigue or feeling tired • Blurry or double vision • Sensitivity to light or noise • Numbness or tingling • Does not “feel right” Emotional: • Irritable • Sad • More emotional than usual • Nervous Changes in your normal sleep patterns. Materials adapted from the U.S. Department of Health and Human Services Centers for Disease Control a nd P r e v e nt i on at
• Consumer Directed Personal Assistance Program • Other HCBS/TBI Waiver Services • Service coordination • Independent living skills training and development • Structured day program • Substance abuse programs • Intensive behavioral programs • Community integration counseling • Home and community support services • Environmental modifications • Respite care • Assistive Technology • Transportation • Community Transition Services HCBS/TBI Waiver Services 1. Service Coordination The key to individual choice and satisfaction is person-centered service coordination. The Service Coordinator: • Is responsive to the individual and helps the waiver participant identify his or her unique needs; • Promotes activities which will increase the individual’s independence and life satisfaction; • Assists in the integration of the individual in the community of his/her choice; • in increasing the individual’s productivity and participation in meaningful activities; and • Assists in arranging for daily living supports and services to meet the individual’s needs. 2. Independent Living Skills Training and Development
Galveston Orientation and Amnesia Test (GOAT) Measures orientation to person, place, and time, and memory for events preceding and following the injury. Lawton’s Activities of Daily Living (Lawtons) Measures client self management. Northwick Park Dependency Measure – Nursing (NPD-N) Identifies the level of attendant care needed. Northwick Park Dependency Scales - Therapy (NPD-T) Identifies therapy requirements. Mayo Portland Adaptability Index (MPAI) Measure that covers Activity and Participation Neuro-behavioural Functioning Inventory (NFI) Covers depression, memory, attention, communication, aggression and motor issues. An alternative at this point would be the Overt Behaviour Scale but this does not include all of the areas covered by the NFI. Sydney Psychosocial Reintegration Scale (SPRS) Measure looking at community integration, including vocational and non-vocational activities, interpersonal relationships and ability to live independently. Agitated Behaviour Scale (ABS) Measures the nature and extent of agitation during the acute phase of recovery. It allows serial assessment of agitation by treatment professionals who want objective feedback about the course of a client’s agitation. Quality of Life Measure (SeQOL, BICROs, QOLIBRI) (SEIQoL) A measure of goal attainment. Supporting family & whānau The very best client outcomes are achieved when the client is highly motivated and well supported. When the family/whānau are involved and committed to the rehabilitation programme the opportunity for achieving the best outcomes is greatly improved. The supplier will ensure the client’s family/whanau Understand their injured family member’s brain injury and the opportunity for recovery. Have all the facts so they can make good decisions Are empowered to participate in the rehabilitation planning Interruptions to Rehabilitation An interruption to rehabilitation is any situation in which the client is not actively participating in TBIRR funded rehabilitation. In all situations ACC must be informed of the interruption. Depending on the circumstances ACC may have to approve the interruption such as home trials or readmission to DHB. (Part B Clause 8.7)
Group Dinner #1 Appetizers Seasonal Soup – made from “scratch” daily Bauer Salad - select greens, pecan granola, fresh pear, toasted seeds, goat cheese, white balsamic vinaigrette, dried cranberries Mains Atlantic Salmon – charred broccoli & quinoa salad, toasted almonds, radish, Manchego cheese, pickled onion, lemon crème fraîche Grilled Chicken Bowl - grilled avocado, brown rice, bean chili, tomato, cucumber, corn chips, lime vinaigrette Wild Mushroom & Smoked Corn Risotto – arborio rice, roasted garlic, arugula, herbs Smoked Chicken & Mushroom Tagliatelle – house smoked hens, cream sauce, sundried tomatoes, parsley, basil pesto, Grana Padano Dessert TBK Brûlée – vanilla bourbon crème brulée, orange & almond biscotti Carrot Cake – traditional spiced cake with pistachios, vanilla whipped cream cheese, pistachio dust, candied ginger gelato $43 per person (plus HST) Group Dinner #2 Appetizers Seasonal Soup – made from “scratch” Classic Caesar - romaine hearts, radicchio, white anchovies, house cured bacon lardon, Parmesan, croutons, lemon garlic vinaigrette Mains Steak Frites – AAA striploin, parm frites, shallot and garlic ragout Baked Atlantic Salmon – charred broccoli & quinoa salad, toasted almonds, radish, Manchego cheese, pickled onion, lemon crème fraîche Lemon & Rosemary Roast Chicken - boneless chicken, charred onion, roast potatoes, seasonal vegetables, chicken jus Wild Mushroom & Smoked Corn Risotto – arborio rice, roasted garlic, arugula, herbs Dessert TBK Brûlée – vanilla bourbon brûlée, orange & almond biscotti Chocolate Nemesis - flourless chocolate cake, raw chocolate sauce, dark chocolate ice cream and cocoa nibs $48 per person (plus HST)
Validation and Peer Review Information Supporting Other Test Method 35 Method Name Pollutant(s) Measured Method 301 Validation Other Validation Information External Peer Review/Internal EPA Peer Review Other External Review Journal Articles Comments/EMC Contact(s) OTM 35 - Measurement of Particulate Matter and Heavy Metal Emissions from Electric Arc Welding Processes PM Cr(VI) Total Cr Mn Pb Ni D, Krone R, Heung W, Yun M, Green P. Improving Welding Toxic Metal Emission Estimates in California - Final Report, Submitted by the Department of Civil & Environmental Engineering, University of California, Davis. Submitted to Chris Halm of the California Air Resources Board, . Supporting Field and Laboratory Data Summary for Other Test Method 34: Measurement of Particulate Matter and Heavy Metal Emissions from Electric Arc Welding Processes Internal EPA Reviews conducted in 2013 Mike Ciolek 919-541-4921 Robin Segall 919-541-0893
GAME ROSTER DATE: ______________________ _______________ VS ________________ DIVISION: ____________________ FINAL SCORE: __________ / __________ NO. PLAYER COMMENTS COACHES: ____________ ____________ _____________ ____________ ____________ _____________ MANAGER: ____________ COMMENTS LEGEND: A – Absent I – Injured L – Late Arrival S – Serving Suspension
KC Clay Guild Teabowl National 2017 Juror: Chandra Debuse __________________ Calendar: June 9...Deadline for entries! July 1…Jurying complete, notifications July 31…Deadline to send accepted work October 6...Opening at Bredin-Lee Gallery, KCMO October 31...Return of unsold work* Media: Work composed of 90% ceramic clay is eligible! Please pack artwork CAREFULLY! Pieces that arrived damaged will NOT be eligible for the show…the artist will be notified! Rules: An Artist may submit 3 teabowls for $30 entry. An entry tag must be securely attached to each piece for identification. All work must be original. Please fill out all forms. ALL ENTRIES SUBMITTED FOR JUDGING MUST BE FOR SALE. No single piece may exceed $250 in value. There will be a 40% commission on pieces sold. Pieces not sold will be returned to the artists, provided there is shipping sent with the teabowls. All works must be original and completed within the last 2 years. No single teabowl may exceed 9x9x9". Submitting entries implies consent for photographic reproduction and compliance with the rules. *ARTIST MAY PLACE UNSOLD WORK IN CENTERED EARTH GALLERY AT KC CLAY GUILD. Please notify by email: Susan Speck… llywhite54@yahoo.com The Artist is responsible for safe delivery and all shipping costs. Shipping: Entries should be sent to: KC Clay Guild attn: KCCG TBN 2017 200 West 74th St. Kansas City, MO 64114 USA Entry Fee: The non-refundable entry fee of $30 DOES NOT include shipping. Make checks payable to: KC Clay Guild. Please email us for details at: llywhite54@yahoo.com Payment and must accompany entries. Awards: Best of Show ($500), 1st Runner Up (($300), 2nd Runner Up ($200). Several Purchase Awards (regardless of Artist’s price on the piece) and Equipment Awards Disclaimer: We will do all we can to maintain the safety of the submitted works. However, due to the fragile nature of these pieces, we shall not be held responsible for any damage that might occur.
When would you like to be invoiced? (please tick one) FY17/18 (before 31/03/18) FY18/19 (after 01/04/18) Purchase Order Number: Contact Name for Payment Enquiries: Email Address: Telephone Number: Payment Details for Third Organisation Name of Organisation: Amount Payable: £ When would you like to be invoiced? (please tick one) FY17/18 (before 31/03/18) FY18/19 (after 01/04/18) Purchase Number: Contact Name for Payment Enquiries: Email Address: Telephone Number: Payment Details for Fourth Organisation Name of Organisation: Amount Payable: £ When would you like to be invoiced? (please tick one) FY17/18 (before 31/03/18) FY18/19 (after 01/04/18) Purchase Order Number: Contact Name for Payment Enquiries: Email Address: Telephone Number: Payment Details for Fifth Organisation Name of Organisation: Amount Payable: £ When would you like to be invoiced? (please tick one) FY17/18 (before 31/03/18) FY18/19 (after 01/04/18) Purchase Order Number: Contact Name for Payment Enquiries: Email Address: Telephone Number: Payment Details for Sixth Organisation Name of Organisation: Amount Payable: £
Thurs, Oct. 8 The Protest Cycle of the 1960s: The Civil Rights Movement Film: “Eyes on the Prize: Mississippi, Is this America?” Goodwin/Jasper, Ch. 27: Amenta et. al. “Movements in the Staggenbog, Ch. 4 Goodwin/Jasper, Ch. 7: McAdam, “Recruits to Civil Rights Activism” and Ch 20: Morris, “Tactical Innovation in the Civil Rights Movement” Come to class prepared to discuss your media assignment. PLEASE UPLOAD THIS ASSIGNMENT ON GAUCHO SPACE BY 2 PM. Week 3 Tues, Oct. 13 Oct. 15 The Women’s Movement Film: “She’s Beautiful When She’s Social MovementDecline and Continuity: The Women’s Movement Staggenborg, Ch. 5 Goodwin/Jasper, Ch. 2: “Freeman, The Women’s Movement” Benita Roth, Roth, Ch. 4: “We Called Ourselves ‘Feministas” (Gaucho Space) Goodwin/Jasper, Introduction to Part VIII: Why Do Movements Decline? And Ch. 11: Nancy Whittier, “Sustaining Commitment Among Radical Feminists” Jo Feminist Discourse, and the Emergence of the Toronto SlutWalk” (Gaucho Space) Alison Crossley, “Facebook Feminism: Social Media, Blogs, and New Technologies of Contemporary U.S. Project Proposals Due PLEASE UPLOAD PROPOSALS ON GAUCHO SPACE BY 2 PM.
Thurs, Nov. 5 Short Film: “One Wedding and a Revolution” Katrina Kimport, Queering Marriage, ch. 2 “Marrying for the Movement” (Gaucho Space). Week 7 Tues, Nov. 10 Thurs, Nov. 12 The New American Right and the Tea Party Film: “8 The Mormon Proposition: Equality for Some” Group Research Project Meetings in Class Staggenborg, Ch. 8 Doug McAdam, “Be Careful What You Wish For: The Ironic Connection Between the Civil Rights Struggle and Today’s Divided America” (Gaucho Space) Kathleen Blee, “Becoming a Racist: Women in Contemporary Ku Klux Klan and Groups” (Gaucho Space) Week 8 Tues, Nov 17 Thurs, Nov. 19 The Environmental Movement Global and Social Justice Movements Film: “99%: The Occupy Wall Street Collaborative Film” Staggenborg, Ch. 7 Goodwin/Jasper, Ch. 17: Paul Wapner, “Transnational Environmental Activism” and Ch. 37: Naguib Pellow and Robert J. Brulle, “Environmental Justice” Staggenborg, Ch. 9 Goodwin/Jasper, Ch. 4: Ruth Milkman, Stephanie Luce, and Penny Lewis, “Occupy Wall Street” and Ch. 30: Stephen Lerner, “Global Corporations, Global Unions” Guest Speaker: Ben Manski, Green Peace and local environmental activist
TBR Accessibility 2016 Timeline Project Responsibility Audience Aspirational Deadline Systemwide communication on Fall 2015 Course Audits Dr. Denley, Philip Voorhees Campus Accessibility Chairs, Chief Academic Officers, Chief Student Affairs Officers, Faculty January 2016 Closed Captioning RFP/Sole Source Philip Voorhees/Angela TBR System Spring 2016 Automated Testing Tool RFP Philip Voorhees/Angela Flynn TBR System Spring 2016 Conformance Data Entry into TBR AIMT Webpage Campus Points of Contact for AIMT data Campus Accessibility Chairs February 1, 2016 (audit vendor forms) and ongoing the Trainer Events by Region Philip Voorhees Campus/TCAT Trainers February – September 2016 Joint Meeting to Discuss Models for Adopting and Purchasing AIMT Philip Voorhees/Angela Flynn Campus Accessibility Chairs & Procurement Directors February 10, 2016 Training on Models of Adoption and Purchasing (optional regional trainings) Philip Voorhees Campus Accessibility Teams and Purchasing Officers February – September 2016 Campus Accessibility Plan Campus Accessibility Teams Individual Campuses March 4, 2016 Textbook Meeting with Bookstore Vendors Dr. Denley Bookstore Vendors 2016 Campus Accessibility Self-Audits: Student Support Campus Accessibility Teams and Disability Directors Admissions & Scheduling Mid-March 2016 Create “change plan” for top 30 courses Campus Accessibility Chairs Top 30 course faculty March 31, 2016 Campus Accessibility Trainings Campus Trainers Administrative staff creating content, admissions staff, adjunct faculty, select programs March 2016 – September 2016 Campus Accessibility Meeting Dr. Denley, Dr. Leming Campus Accessibility Chairs March 31, 2016 Audit Plan for Library Materials Campus Accessibility Teams /Library Deans/Directors Advisory Group Library April 29, 2016
TCAT Course Accessibility Audit of Top 5 Programs TCAT Directors TCAT Faculty July 29, 2016 Syllabi Accessibility Deadline Campus Accessibility Chairs Faculty August 19, 2016 Campus Accessibility Self-Audits: Faculty Survey Academic Officer & Campus Accessibility Teams/Philip Voorhees & Matthew Gann Sample of faculty in top 30 courses for survey October 2016 Institutional audit of significant programs of choice Accessibility Chairs Institutionally selected programs October 2016
TBR Accessibility 2018 Timeline Project Responsibility Audience Aspirational Deadline Presidential communication on Fall 2017 Course Audits for schools not at 100% compliance Dr. Leming Institutional Presidents January 2018 Initial convening of faculty for Maps/Art; Math; Science Subcommittees Director of Student Initiatives/ Dr. Leming Pre-identified faculty in each subgroup February – early March 2018 Assignment of C&R forms to be sent to common TCAT publishers identified in Fall 2017 Top 5 Audit Dr. Leming TCAT Faculty February 2018 Identification of National Partners for Reporting Vendor Compliance Director of Student Initiatives/ Dr. Leming National Associations/Private Foundations Spring 2018 Audit of accessibility of library websites Library Task Force Library Spring 2018 meeting Campus Accessibility Chair Meeting Director of Student Initiatives/ Dr. Leming Campus Accessibility Chairs May 11, 2018 Final recommendations made by subcommittees for Maps/Art; Math; Science Subcommittees Faculty Representatives Accessibility Chairs/TBR System May 2018 Revisions of D2L Accessibility Training Course TNeCampus, Nicola Wayer TBR Faculty/Staff May 2018 Conformance Data Entry into TBR AIMT Webpage for TCAT Top 5 Programs TCAT Faculty TCAT Faculty/Vendors May 2018 Implementation Plan for Maps/Art; Math; Science Subcommittee Recommendations Director of Student Initiatives TBR Institutions Summer 2018 Adobe Webinar Director of Student Initiatives Campus Accessibility Chairs, IT Staff, and Web designers Summer 2018
Before the Proposed Change (List as it now appears on the official Academic Program Inventory at THEC) After the Proposed Change (List as it should appear on the official Academic Program Inventory at THEC once approved.) Title of Old Program or Certificate Option (Include all existing concentrations before revision.) Degree CIP Code Title of New Program or Certificate Option (Include concentrations existing after revision is approved.) Degree CIP Code 4.*Attach a copy of the "before and after" curriculum or organizational chart, as applicable, and a rationale for the proposed change. For policy changes, include the current and proposed policy. Whenever possible a side-by-side comparison is preferred. 5. Intended implementation date for program change: _______________ 6. For terminations, date phase-out period will end: _______________ (If the phase-out period is greater than 1 year for certificates or 3 years for any other program, explain why more time is needed.) 7. If any new costs are anticipated, attach the THEC Financial Projections Form. 8. Describe the anticipated impact for students, personnel, fiscal resources, and other clientele.
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? Ensure all necessary support is provided for eligible individuals Address attendance issues amongst eligible students Improve communication with all eligible families in order to inform interventions required Roll out attendance strategy January 2016 to involve primary schools and monitor group Home/school partnership known to be key. Always reinforced at strategy conferences. Communication is already very good in the majority of cases, it can be improved in a minority to help overcome barriers to supporting children academically at home. Proven links between attendance and attainment. Despite improvement in attendance rates in2015/16 the disadvantaged group continue to give cause for concern. Awareness raising with pastoral and teaching LOM minutes Parents/info evening registers Minutes of meetings Student logs Giving time for meetings Administrative support Rigorous and sustained approach WHI with HOYS WHI November End January March May July November End January May July Total budgeted cost £45,000 approx – dependent upon identified need Other approaches Please also see Pupil Premium Annual report for further planned interventions
Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead When will you review implementation? The most vulnerable students have access to all resources and support required to maximise their emotional and physical wellbeing and safety and in turn facilitate and promote progress at school. ‘Way to well-being’ and ‘Self esteem is everything’. Two approaches outlined in PP annual report and ‘Mind our gap! presentation PIXL conference 2016 National growth in numbers of students suffering from mental health issues, self harm, eating disorders, anxiety etc. Through: Fast Forward meetings, LM meetings, supervision discussions, access to appropriate and quality training. Maintaining excellent working relationships with agencies WHI November End January May July Total budgeted cost £35,000 approx – dependent upon identified need Review of expenditure Please see Pupil Premium Annual report for further detail on breakdown of expenditure and impact for 2015/16 Previous Academic Year £206,900
KS2 to EoY7 Cohort Disadv Diff All subjects 0.25 0.38 0.23 0.15 English 0.47 0.48 0.47 0.01 Maths 0.70 0.78 0.71 0.07 KS2 Fine Levels Disadv Diff English 4.66 4.71 -0.05 4.47 4.66 -0.19 *KS2 to EoY7 the progress from KS2 Fine Levels to End of Year 7 attainment This analysis shows that Disadvantaged students are making slightly more progress than non-disadvantaged students. The gaps at KS2 for English and Maths have been closed by the end of Year 7 and surpassed by a small margin. Year 8