zilongwang/ReadingBank huggingface dataset:
Sprick, R., Garrison, M., & Howard, L. M. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CA: Sopris West. White-Blackburn, G., Semb, S., & Semb, G. (1977). The effects of a good-behavior contract on the classroom behaviors of sixth-grade students. Journal of Applied Behavior Analysis, 10(2), 31 Williams, R.L., & Anandam, K. (1973). The effect of behavior contracting on grades. Journal of Educational Research, 66(5), 230-236. Ruth, W. J. (1996). Goal setting and behavior contracting for students with emotional and behavioral difficulties: Analysis of daily, weekly, and total goal attainment. Psychology in the Schools, 33, 153–158. Xin, J. F., & Forrest, L. (2002). Managing the behavior of children with ADD in inclusive classrooms: A collaborative approach. Reclaiming Children and 10(4), 240-245. Schunk, D. (1985). Participation in goal-setting: Effects on self-efficacy and skills of learning disabled children. Journal of Special Education, 19, 307-317.
Also see Morgan (2006) for classroom application. Evidence: see above Use High Probability Request Sequence (HPRS) Definition (Oliver & Skinner, 2003): The presentation of a series of directions that a student is likely to perform (i.e., high-p command) delivered immediately before a request that a student is less likely to perform (i.e., low-p command) “High-p” teacher commands = 80% or better compliance “Low-p” teacher commands = 40-50% or less Using a series of high-p requests to build behavioral momentum in order to increase the probability of compliance with the low-p request The high probability request sequence establishes a learning history Steps (Davis, 1995) Deliver a series of three to five high-p commands at a rapid pace Provide praise for each performance of the high-p command Deliver a low-p command Provide praise for the performance of the low-p request Example: A teacher can ask a student to give me five, touch your nose, clap your hands (high-p commands) just before directing the student to get out her textbook (low-p command). Evidence: Demonstrated effectiveness across academic settings (inclusion and special education classrooms) and across different disabilities, including students with severe disabilities as well as young children without disabilities (e.g., Lee, 2005; Davis et al., 1993; Davis & Brady, 1994; Davis & Reichle, 1996; Jung et al., 2008; Wehby & Hollahan, 2000). References Carson, P. M., & Eckert, T. L. (2003). An experimental analysis of mathematics instructional components: Examining the effects of student- selected versus empirically selected interventions. Journal of Behavioral Education, 12, 35-54. Colvin, G., Sugai, G., Good, R. H., III, & Lee, Y-Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-361. Cosden, M., Gannon, C., & Haring, T. G. (1995). Teacher-control versus student-control over choice of tasks and reinforcement for students with severe behavior problems. Journal of Behavioral Education, 5, 11-27.
May 2018 Date Start Time End Time location Leadership Retreat (overnight) - 2 days Tuesday 8th and Wednesday 9th May 2018 9.00am 5.00pm Thornton Hall Hotel and Spa - Masterclass 1 - Professor Damian Hughes - “How to Think like a Great Leader”. Tuesday 22nd May 2018 2.00pm 5.00pm The Women’s Organisation - June 2018 Date Start Time End Time location Coaching Session 1 5th or 6th or 7th June 2018 (TBC at leadership retreat) 1.5 Hours on one of the days Blackburne - Action Learning 1 Tuesday 19th June or Tuesday 26th June 2018. 9.30am until 12.30pm or 1.30pm until 4.30pm The Women’s Organisation - Masterclass 2 - “Know Your Numbers…..keeping on top of your Business Metrics”. Pete Wild. Thursday 14th June 2018 2.00pm 5.00pm The Women’s Organisation - July 2018 Date Start Time End Time location Consolidation Day & Skills Workshop 1 – People Management & Introduction to Business Exchange - Deborah Dalley Tuesday 10th July 2018 1.00pm 5.00pm The Women’s Organisation - Coaching Session 2 11th or 12th or 13th July 2018 (TBC at Leadership Retreat) 1.5 Hours on one of the days Blackburne House -
Masterclass 3 - Marketing for Growth. Phil Birss Thursday 19th July 2018 2.00pm 5.00pm The Women’s Organisation - August 2018 Date Time End Time location Action Learning 2 Wednesday 1st or Tuesday 7th August 2018 (TBC at leadership retreat) 1.5 Hours on one of the days Blackburne House - September 2018 Date Start Time End Time location Masterclass 4 - “Emotional intelligence and leadership” Liz O’Neill Thursday 6th September 2018 2.00pm 5.00pm The Women’s Organisation - Coaching Session 2 11th or 12th or 13th September 2018 (TBC at Leadership Retreat) 1.5 Hours on one of the days Blackburne - Action Learning 3 Tuesday 18th September or Wednesday 26th September. 9.30am until 12.30pm or 1.30pm until 4.30pm The Women’s Organisation - October 2018 Date Start Time End Time location Masterclass 5 - “Developing a Culture of Creativity and Innovation”. Dr Paul Elwood Thursday 11th October 2018 2.00pm 5.00pm The Women’s Organisation - Consolidation Day & Skills Workshop 2 - Leadership and Change Management & Business Exchange feedback. Deborah Dalley Tuesday 16th October 2018 1.00 pm 5.00 pm The Women’s Organisation -
CCBHC TIP SHEET Recommended Process for Living Within Your PPS Rate Why CCBHCs should monitor their PPS rate during Year 1 of the demonstration The CCBHC PPS rates were initially set based on historical data and adjusted for anticipated changes in services provided, costs and visits (daily or monthly). Some states will be re-basing the PPS rates based on performance in Year 1 while others will simply increase the initial rate by the Medicare Economic Index (MEI) Monitoring financial/operational performance throughout Year 1 is imperative for many reasons including: Ensuring that the CCBHC’s performance is financially sustainable given current and projected PPS rate-setting Preparing for adjustments to the PPS rate in Year 2 When monitoring the PPS rate, CCBHCs must focus on the key drivers of the PPS rate and how operations impact the rate, and thereby, revenue generated to support the program services Managing/monitoring the actual cost of the program – costs of the CCBHC program are impacted by many factors which should be measured throughout the year and compared to the same metrics used in preparing the initial cost report, including: Staffing profile (full-time equivalents, FTEs) and support staff ratios Salary levels Indirect costs – both the amounts charged and amount allocated to the CCBHC program (CCBHC direct cost as a % of total direct costs) “Anticipated” new costs as well as unanticipated costs Provider productivity/clinician capacity Managing/monitoring the actual visits – since the counting of visits used in the calculation of the PPS rates are new to most clinics and many states’ definitions continue to evolve, it is important to monitor the actual visits being billed as compared to those computed and included in the rate calculation. Items to consider would include: The actual definition of a visit used in preparing the cost report versus that used to bill The differences between the number of visits versus services (which include non-billable encounters or contacts with clients) Provider productivity/clinician capacity and staffing profiles Utilization of services (visits per patient) The impact of scheduling and patient flow on visit volume Managing/monitoring visit utilization - how many visits, on average, are provided to a patient/client is an important tool when evaluating total visit volume; increasing services provided to an existing patient is one method of improving care and volume. If the service utilization is flat and patients/clients are being effectively managed, visit growth would come from bringing in new patients through outreach and engagement efforts.
Cohort 11 – L3 Certificate in Leadership and Management Timetable Date 5th April 2017 24th and 25th April 2017 15th May 2017 5th and 6th June 2017 26th/27th/28th June 2017 Time 10:00am – 12:00pm 9.30am-4.30pm Close of business 9.30am-4.30pm 1 hour to be arranged Submit pre workshop reflection documents to one week before attending each unit Submit post workshop reflection documents to within one week of attending each unit Activity Induction Workshop Assignment submission Workshop & Assignment submission Tutorial Subject Unit 1 Developing yourself & others Unit 2 Understanding Leadership Unit 3 Understanding how to motivate to improve performance Unit 4 Understand how to establish an effective team Opportunity to discuss progress with tutor. Actions required Following workshop, 2 assignments to complete. Complete Learning Logs Completion of online Belbin Team Roles questionnaire, instructions will be sent by tutor Submit assignment from Unit 1 FAO Hannah Roberts to Submit assignment from Unit 2 FAO Hannah Roberts to Submit Manager/sponsor debriefing document FAO Hannah Roberts to Complete Learning Logs
Date 26th June 2017 17th and 18th July 2017 7th August 2017 4th and 5th September 2017 11th/12th/13th September 2017 Time By close of business 9.30am-4.30pm 9.30am-4.30pm 9.30am-4.30pm 9.30am-1.00pm 1 hour to be arranged Activity Assignment submission Workshop & Assignment submission Assignment submission Workshop & Assignment Submission Tutorials Subject Unit 5 Understanding performance management Unit 6 Solving problems and making decisions Unit 7 Planning Change Opportunity to discuss progress with tutor, topic of report and key learning. Actions required Submit assignment from Unit 3 FAO Hannah Roberts to Submit assignment from Unit 4 FAO Hannah Roberts to Complete Learning Logs Submit assignment from Unit 5 FAO Hannah Roberts to Following workshop consideration should be given to subject for problem solving Following workshop consideration should be given to subject for problem solving Submit assignment from Unit 6 and complete Manager/sponsor debriefing document FAO Hannah Roberts to Outline of topic for Report (Problem Solving & Change) Complete Learning Logs & Personal Development Plan
Date 20th and 21st September 2017 12th October 2017 Time 9.30am-4.30pm Activity Presentations Report submission Subject Day 1 Presentation practice Day 2 Presentation delivery Actions required Finalise and complete report Submit report from Unit 6 & 7 FAO Hannah Roberts to
Cohort 12 – L3 Certificate in Leadership and Management Timetable Date 25th 2017 12th May 2017 16th June 2017 12th July 2017 15th August 2017 Time 2.00pm-3.00pm 9.30am-4.30pm 9.30am-4.30pm 9.30am-4.30pm 9.30am-4.30pm Submit pre workshop reflection documents to one week before attending each unit Submit post workshop reflection documents to within one week of attending each unit Activity Induction Workshop Workshop & Assignment submission Workshop & Assignment submission Workshop & Assignment submission Subject Unit 1 Developing yourself & others Unit 2 Understanding Leadership Unit 3 Understanding how to motivate to improve performance Unit 4 Understand how to establish an effective team Actions required Following Induction hold briefing meeting with line manager Following workshop, 1 assignments to complete. Submit assignment from Unit 1 FAO Hannah Roberts to Complete Learning Logs Completion of online Belbin Team questionnaire, instructions will be sent by tutor Submit assignment from Unit 2 FAO Hannah Roberts to Complete Learning Logs Submit assignment from Unit 3 FAO Hannah Roberts to Complete Learning Logs
Date 5th and 6th September 2017 15th September 2017 17th October 2017 16th and 17th November 2017 29th and 30th November 2017 Time 1 hour to be arranged 9.30am-4.30pm 9.30am-4.30pm 9.30am-4.30pm 9.30am-1.00pm 1 hour to be arranged Activity Tutorial Workshop & Assignment submission Workshop & Assignment submission Workshop Tutorials Subject Opportunity to discuss progress with tutor. Unit 5 Understanding performance management Unit 6 Solving problems and making decisions Unit 7 Planning Change Opportunity to discuss progress with tutor, topic of report and key learning. Actions required Complete Learning Logs Submit assignment from Unit 4 FAO Hannah Roberts to Complete Learning Logs Submit assignment from Unit 5 FAO Hannah Roberts to Following workshop consideration should be given to subject for problem solving Following workshop consideration should be given to subject for problem solving Outline of topic for Report (Problem Solving & Change) Complete Learning Logs & Personal Development Plan Date 13th December 2017 14th December 2017 15th January 2018
Antimicrobial use surveillance This document provides guidance on how to use the TIPCU Antimicrobial Use Surveillance module which includes an antimicrobial use data collection tool – the Antimicrobial Event Sheet. Background Surveillance data on antimicrobial use can provide data to assess usage patterns and can be important for supporting antimicrobial containment and education strategies. This surveillance module uses a patient level antimicrobial data collection method, which gives accurate information about antimicrobial use within a facility. Data to be collected includes patient demographics, rationale for treatment, drug name, dosage, duration of therapy, microbiological testing and documentation. The data from this quality improvement surveillance program should be used to give feedback of prescribing practices to medical practitioners, as well as informing targeted education programs. Data should only be collected from the patient’s written medical record and medication chart. Aims To quantify antimicrobial use within Tasmanian rural hospitals over a defined audit period. To assess the appropriateness of antimicrobial within Tasmanian rural hospitals in accordance with Therapeutic Guidelines: Antibiotic Guidelines. Inclusion criteria All inpatients in acute beds in a Tasmanian rural hospital that are prescribed antimicrobial treatment. Surveillance is to occur consecutively for one calendar month inclusive each year. Exclusion criteria Patients in residential or long term care beds.
Microbiology not collected collected Date of Specimen Site of Specimen Result / / / / Name of person who completed the form ……………………………………………………….. Signature …………………………………………………….. Name of prescriber ……………………………………………………….. Signature ……………………………………………………..
Cohort 16 – L3 Certificate in Leadership and Management Timetable Date 3rd September 2018 20th September 2018 18th October 2018 15th November 2018 14th December 2018 Time 11.00-12.00 09.30-16.30 09.30-16.30 09.30-16.30 09.30-16.30 Submit pre workshop reflection documents to one week before attending each unit Submit post workshop reflection documents to within one week of attending each unit Activity Induction Workshop Workshop & assignment submission Workshop & assignment submission Workshop & assignment submission Subject Unit 1 Developing yourself & others Unit 2 Understanding Leadership Unit 3 Understanding how to motivate to improve performance Unit 4 Understand how to establish an effective team Actions required Following induction, email Matt Stone at to confirm continuation on the programme. Hold briefing meeting with line manager. Complete learning logs Submit assignment from unit 1 FAO Matt Stone to Completion of online Belbin Team Roles questionnaire, instructions will be sent by tutor Submit assignment from unit 2 FAO Matt to Submit assignment from unit 3 FAO Matt Stone to Submit manager/sponsor debriefing document FAO Matt Stone to
Date 9th and 10th January 2019 17th January 2019 14th February 2019 13th and 14th March 2019 25th and 26th March 2019 Time 1 hour to be arranged 09.30-16.30 09.30-16.30 09.30-16.30 1 hour to be arranged Submit pre workshop reflection documents to one week before attending each unit Submit post workshop reflection documents to within one week of attending each unit Activity Tutorial Workshop & assignment submission Workshop & assignment submission Workshop Tutorial Subject Opportunity to discuss progress and learning with tutor Unit 5 Understanding performance management Unit 6 Solving problems and decision making Unit 7 Planning change Opportunity to review learning with tutor and focus on project report Actions required Complete learning logs Submit assignment from unit 4 FAO Matt Stone to Complete learning logs Submit assignment from unit 5 FAO Matt to Consideration and planning for final project report Consideration and planning for final project report Submit manager/sponsor debriefing document FAO Matt Stone to Complete learning logs Consideration and planning for final project report Date 29th April 2019 30th April 2019 8th May 2019 Time 09.30-16.30 09.30-16.30 Close of business Activity Guided learning Presentations Project report submission
Date 16th-18th May 2018 4th June 2018 6th July 2018 6th August 2018 6th September 2018 Time 1 hour to be arranged 09.30-16.30 09.30-16.30 09.30-16.30 09.30-16.30 Activity Tutorial Workshop & Assignment Submission Workshop & Assignment Submission Workshop & Assignment Submission Workshop & Assignment Submission Subject An opportunity for feedback from your tutor and to discuss progress and learning. Specific guidance on Induction Pack Unit 5 – Workplace communication Unit 6 – Understanding change in the workplace Unit 7 – Planning and monitoring work Unit 8 – Diversity in the workplace Actions required Complete Learning Logs Submit assignment from Unit 4 FAO Matt Stone to pod@contacts.bham.ac.uk Complete Learning Logs Submit assignment from Unit 5 FAO Matt Stone to pod@contacts.bham.ac.uk Complete Learning Logs Submit assignment from Unit 6 FAO Matt Stone to pod@contacts.bham.ac.uk Complete Learning Logs Submit assignment from Unit 7 FAO Matt Stone to pod@contacts.bham.ac.uk Complete Learning Logs Date 8th October 2018 24th-26th October 2018 8th November 2018 Time 09.30-16.30 1 hour to be arranged By close of business
Friday 4th September 2015 7:00pm The problem of evil Garth Stevenson 7:45pm How to stop your boat from sinking while sailing in grief Glenys Fairhurst Saturday 5th September 2015 9:00am Divinity in the Hebrew Bible: The God who suffers in, with, and under creation Terry Grey 9:45am Hope among the dead: Paul, Parousia and coping with loss David Janssen Morning Tea 11:00am Leaving childish things behind: A reflection on the experience of suffering accompanying an epistemological crisis Dean Smith The Salvationist and Terrorism Casey 11:45am Hello darkness my old friend, I’ve come to talk with you again! Wayne Ennis Onward Christian Pacifist Soldiers… Matt Cairns Lunch 2:00pm Samira’s story: A dialogue of grief and hope! Nari McGifford Is dementia the ultimate long dark night of the soul? Coralie Bridle 2:45pm A church’s response to asylum seekers from North Korea Rebekah Lim Salvation that is good news for with physical and mental disabilities Laithe Greenaway Afternoon Tea 4:00pm Suffering in Salvationist response: Shaping an expanded 'theological knapsack’ Kalie Webb 4:45pm A Calvinist and a Wesleyan meet after an earthquake: A response to John Piper Kylie Herring Dinner 7:00pm Coffee conversations: Responding to suffering at a pastoral, missional and organisational level Lyn Edge, Bryce Davies, & Ian Gainsford Or from 7:30pm Z’ is for Zechariah, not zombies Malcolm Irwin Sunday 6th September 2015 9:00am Healing suffering: The hope that Christians and (not) psychologists profess Catherine Philpot 10:15am Concluding Worship Garth Stevenson Caroline Jewkes Coralie Bridle
28 Pirie Street, Liverpool 28 Pirie Street, Liverpool 28 Pirie Street, Liverpool Other 7.00pm to 8.00pm - - - 7.00pm to 8pm 7.00pm to 8pm 5.30pm to 6.30pm 7. Heaven on Earth - Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) Drug ARM, Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) Drug ARM, Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) 9. Kamal Ahmed – (Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) Dinner - - - - - - - - 8.30pm to 9pm 8.30pm to 9pm 8.30pm to 9pm 8.30pm to 9pm 8.30pm to 9pm - St Vincent de Paul Patrol Van, Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) 6. St Vincent de Paul Night Patrol Van, Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) 6. St Vincent de Paul Night Patrol Van, Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) 6. St Vincent de Paul Night Patrol Van, Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) 6. St Vincent de Paul Night Patrol Van, Pioneers’ Memorial Park, Liverpool (parking bays along Macquarie Street opp. Benevolent Society) Free food services in the broader Liverpool: Tuesday to Saturday 9.15pm to 9.45pm Friday 11am to 12:00pm St Vincent de Paul Night Patrol Edwin Wheeler Oval (car park) Maxwells Avenue, Sadleir Bill Crews Mobile Community Kitchen Miller Square 16 Woodward Crescent, Miller
Our Training For Leadership Business provide Training that is built around the optimisation of Individual effort, Team performance & Organisational performance, ultimately resulting in improved value for our client’s customers: Business Systems Analysis Six Series Business Process Management Project Management Finance & Accounting Management & Local Government Business Analysis & Support Certificate 5) and Business Analysis Certificate 6) E-Learning, Silver Belt, Green belt and Black Belt Business Process Management (BPM) Programme Project Management Certificate (PMBOK) PMP Exam preparation support Prince II Course Municipality Minimum Competency Programme (MFMA ) Association Accounting Technician (aat) (Certificate and Diploma Qualification) (level 3 to Level 5) Our Professional Resourcing Services provide both short term to long contracting and permanent staff to assist clients in the execution of their strategic projects to meet business objectives. We provide skills in the following areas: Business Strategy and Management Project Management Business Process Management Application Development Infrastructure Management Business Strategists Senior (CEO, CIO, COO, CFO) Program, Portfolio, Project Managers Project Administration Enterprise Architects Process Architects, Engineers , Analysts, Consultants Business, Systems Analysts Information Architects, Data Analysts, Developers IT Network and Electrical Installtions Security Architects Network experts and administrators Security specialists Our Vision is to position Tipp Focus as the leading and most preferred company by clients, partners and stakeholders within its mission critical space .
Development of the Project Management Framework for efficient collaboration between the Head Office and the nine provinces Department of Agriculture Roll-out of the Project Management Implementation Framework for the Department of Agriculture through-out the nine provinces of South Africa. Project Management Training for staff involved in projects South Africa Safety and Security SETA(SASSETA) Development and implementation of Quality Management System (QMS) South African Revenue Services Automation of Business processes through process and process improvement Department of Social Development Implementation of the Project Management Application – Project Portfolio Office (PPO) Nigeria Companies Office Workshops on: Organisational Restructuring Setting Project Management Office for Companies Registration Office Ghana Companies Registration Office Workshops on: Organisational Restructuring Setting Project Management Office for Companies Registration Office Uganda Ministry of Justice and Constitutional Affairs (Companies Registration Office) Workshops on: Organisational Restructuring Setting Project Management Office for Companies Registration Office Implementation Plan for setting up Uganda registration office as an autonomous organization Limpopo Department Sport and Culture Organizational Strategy definition Development of the Organisation Structure Transnet Rail Implementation and configuration of ARIS business modeling tool, BPM methodology and process modeling
Late Work Policy: Penalty points (20%) will be deducted from late work if prior arrangements or notification has not been communicated. Students have one week to complete missed work following an absence. Please discuss planned/extended absences with the teacher before leaving, if possible. Materials to bring to class daily: * School Planner * Pencils/Pens * Lined Paper * Science Binder or Folder * Colored Pencils (opt.) * A sense of wonder “I Can Statement” Common Assessments: It will be required for each student to achieve proficiency on all “I Can Statement” common assessments. To master each statement requires the student to make a sincere effort to attend class, focus on the daily “Learning Target” and review materials before tests. Retakes are handled during “iTime” immediately following an assessment, then after school if additional time is needed. Expectations: Student Parent Teacher Be willing and prepared to participate daily. Turn in assignments in a timely manner. Be respectful to self, others, and property Follow safety guidelines Check planner and backpack at least weekly during first term. Check Powerschool as needed (grades.provo.edu) Contact the teacher if there is a concern (email Be prepared with appropriate, challenging, and interesting lessons Keep accurate and timely attendance and grades Contact parents with concerns and successes
Another suggestion is that we drop or weaken the consensus requirement in the UNFCCC process. Both this proposal and the one to reduce the size of the participating face the following problem: ultimately we need most countries to adopt a treaty on greenhouse gases, which presumably requires that they have some say in its drafting. Will countries agree to adopt a treaty that they did not play a role in constructing? 5. Economic Incentives Leading to Tipping Ultimately the solution seems to lie in getting the economic incentives right and structuring a treaty so that it is in all emitting countries’ interests to adopt it (see Barrett (2003)). This goal runs into the classic problem that each country bears its costs of cutting emissions while the benefits are shared by all countries. Even if the benefits of action exceed the costs globally, there is no incentive for any country to act on its own. Given the apparently intractable nature of the challenge, it is worth pausing to look at some cases in which a problem of this type has in fact been resolved. 5.1 Illustration 1: unleaded gasoline In moving from leaded to unleaded gasoline, are three fixed costs: one is the research to find an alternative to lead as an additive, the second is adapting refinery capacity to deal with the new additive and the third is modifying automobile engines to burn the reformulated fuel. The U.S. moved first to adopt unleaded gasoline, and in doing so solved the first and third problems: it found a new additive and worked out how engines needed to be modified for this. Once this change was in place, the incremental costs of adoption for other countries were only the costs of modifying refinery capacity. In fact, adoption was made even easier because the Japanese and European motor industries both export extensively to the U.S. Their manufacturers had to start making engines for lead-free fuel as soon as the U.S. made its move. So for the second and subsequent movers the incremental costs of going lead-free were negligible. An interesting detail is that in Europe, Germany went lead-free before Italy: many affluent German tourists visit
• Advisor Charge: A fee paid to the advisor for ongoing advice and services received. • AC Paid By Provider: The Advisor Charge will be paid by the product provider. • AC Paid By Client: The Advisor Charge will be paid by directly by you. AC Paid By Fund: The Advisor Charge will be paid from the fund. AC Paid By Cash Account: The Advisor Charge will be paid from the cash account within your investment. • Discretionary Fund Management Charge: An additional charge for day-to-day investment management decisions of client assets held in a nominee name by a professional investment firm. • Investment Management Fee: Or Annual Management Charge (AMC). A fee levied by the investment firm paid out of the fund for the costs of investment management and fund administration. • Total Expense Ratio (TER): Annual cost of a fund which includes the AMC and other services paid for by the fund i.e. trustee, depositary and custodian fees. • Trading / Broker Fee: Necessary costs when investing in shares or active funds if the manager or broker buys and sells. • Plan Fee: A set charge typically applied on the plan anniversary to provider administration. • Wrap Fee: Charge taken by the Wrap service provider for administering a specific tax wrapper • Platform Fee: Charge taken by the Platform service provider for administering a specific tax wrapper. • Trust Fee: Charges taken from the trust property for on-going trustee duties and expenditure Other Fees: Attributable on-going charges to the plan or investment strategy not already mentioned. Event Based Charges: Ad hoc charges related to specific events. • Advisor Charge: A fee paid to the advisor for specific advice or services. • AC Paid By Provider: The Advisor Charge will be paid by the product provider. AC Paid By Client: The Advisor Charge will be paid by directly by you AC Paid By Cash Account: The Advisor Charge will be paid from the cash account within your investment. AC Paid By Fund: The Advisor Charge will be paid from the fund.
“CELEBRATE RUSHDEN” – PROGRAMME OF EVENTS 9 – 17 JUNE, 2018 Date A.M. P.M EVENING Sat 9th – Sun 17th June TREASURE Linking with Rushden Museums and Library 5,000 miles Cycle Challenge Destination Nene Valley Saturday 9 June Cycle Themed Flower Festival Hope Methodist & St Peter’s R.C. Church Craft Fair 10 – 3 pm Salvation Army Independents’ Day RTP – High Street 11-3 pm St Mary’s Church Fete Entry £1 2 – 4 pm Children Free Inter-Schools Mass Choir Walled Garden 4 – 6 pm Dr Busker “BUSKER & BEER” RHTS (provisional) 7.30 pm Museum Open – Have a look around night! Sunday 10 June Cycle Themed Flower Festival Hope Methodist & St Peter’s R.C. Church Touch Rugby Children 5-16 years 10 - noon Music in the Walled Garden 3 – 5 pm RTC Monday 11 June Open Evening – RBL R & H Utd Football & Social Club. 7.15 pm Caribbean Evening with Steel Band. 7.30 for 8 pm Heritage Hall Tuesday 12 June Tea Dance St Peter’s R.C. Church Hall – Trefoil Guild 2 pm Workshop by The Family History Society Rushden Library 2-5 pm Family Orienteering Hunt with XPLORER Family Treasure Hunt at Spencer Park, Rushden For all ages. FREE ‘Swings the 7.30 for 8 pm start Glenn Miller Style Band St Peter’s Church Open Evening 7.30 pm Rushden Lions Conservative Club Refreshments Wednesday 13 June Rushden Museum OPEN 2 – 4 pm Social Cycle Ride SOAP BOX DERBY Hall Park 6.30 for 7 pm Hobby Horse Races
A J Cycles from Hall Park 3-7 pm Film ‘Kathy Come Home’ 7.30pm Full Gospel Church Thursday 14 June OPEN DAY – Rushden Mind Phoenix House, Skinners Hill 9-4 pm of Women’s Cycle Tour (Hall Park) 10.30 am approx. Historic Cycle Display High Street Inter-Schools Duathlon (ENC) 11.30 -2.30 pm HF Cycling Club (Stall in Park) Club Ride from start to finish (60 miles) Bears’ Picnic Walled Garden Rush2TheDen Band Concert 7.30 pm Rushden Town Band Park Road Baptist Church Naval Association Open Night. 6.45 pm WMC, Griffith Street. Interactive Quiz 7 pm Salvation Army Church £4 inc. tea and cakes Friday 15 June Tea and Singalong Imperial Court 3.30 pm Tot’s & Younger persons Rush2TheDen Will use last year’s ad if going ahead?? Freedom’s Fun Inflatables. 1st session/ 6.30 – 7.15 pm 2nd session /7.15 – 7.45 pm Fun inflatable session at the Splash Centre. Touch Rugby Adults 7 – 9 pm RHRFC End of the Pier Show Heritage Halls 7.30 pm Saturday 16 June Commemoration to the Malayan Emergency 70th Anniversary War Memorial 11 am Morrisons (Crown Way) Open Day/Family Fun Day 11 – 3 pm Independents’ Day Rushden High Street 11 – 3 pm Searchlight Play Performance “Would you Adam & Eve It” St Peter’s Church Midland Road 7 pm for refreshments 7.30 pm Start Sat 16 & Sunday 17 June Art Exhibition Rushden Art Society Sat – 10-4pm Sun – 1-4 pm Rushden Hall Rushden Museum OPEN 2 – 4 pm Sunday 17 June Car Park Car Rally
Modify your recipes to healthier versions that will taste the same! For example, use skim milk instead of whole, applesauce for oil, and so on. The OSU website has a great handout on different modifications: Watch out for those leftovers! Two to three days of overeating isn’t going to cause you to gain weight, but it is the leftovers you bring home that can get you into trouble. In fact, don’t bring home leftovers, but if you must, bring home the healthier turkey, sweet potato, pumpkin, Brussels sprouts, and so on. Sign up for a 5K or fitness walk to keep your mind focused on your fitness goals. Keep up with your exercise during the holidays and try to be more active. Stress can be overwhelming during the holidays and can cause you to miss the joy and spirit of the season. It is important to recognize your stressors and manage them so you are able to enjoy the true nature of the season. Some tips to reduce stress include: Schedule “me” time. Get your sleep. Schedule exercise. Prioritize your “to do” list—Say “no” to things that are not high on your priority list. Make a list of what is truly important to you—Do those lights need to be perfect, or is family time more important? Reward yourself with nonfood a dollar in a jar every time you work out, and get a massage when you have enough money. Volunteer to help others have a great holiday season—serve food at a homeless shelter, buy groceries for a family to have a special Christmas dinner, bring gifts to children at a hospital, and so on. Giving helps raise your spirits and makes you feel like you are making a difference in the lives of others!
Be positive and enthusiastic to help get your child looking forward to high school Organise their school uniform Arrange books, stationery and a school bag – remember to label all belongings about the new school routines – these might be very different from primary school Help your become familiar with travel to and from school, including a plan for public transport if required Talk to your child about their timetable, subjects and where their classrooms are. Keep a few copies of the timetable handy Encourage good study habits and create an environment where all interests – such as sports, TV and music – are balanced Remind your child that nerves are normal. Encourage them to talk about any concerns they have Encourage your child to keep in touch with their primary school friends and to make new ones 10. Have an emergency safety plan – be clear about who your child should contact and how
Next meeting was scheduled by the conclusion of the meeting. 1= Next meeting was referred to but not scheduled. 17. A fidelity of implementation measure is documented/used for each solution, along with a schedule for gathering those data. 1= Fidelity measure and schedule are defined and documented for some solutions. Meeting Minutes are distributed to all team members within 24 hours of the conclusion of the meeting. 1= Meeting minutes are distributed to all team members but not within 24-36 hours of the meeting. 18. A student social/academic outcome measure is documented for each problem, with a schedule for gathering those data. 1= Measure and regular schedule for student behavior /performance are documented for some solutions. Meeting Foundations Total Score Problem Solving Total Score Percentage (out of 18) Percentage (out of 18)
TRiO - The Federal TRIO Programs are educational opportunity outreach programs designed to motivate and support students from disadvantaged backgrounds. TRIO includes six outreach and support programs targeted to serve and assist low-income, first-generation college students, and students with disabilities to progress through the academic pipeline from middle school to post baccalaureate programs. Tuition - The amount paid for enrollment. Tuition does not include the cost of books, fees, or room and board. Tuition charges vary from college to college and are dependent on such factors as resident or out-of-state status, level of classes enrolled in (lower, upper or graduate division), and whether the institution is publicly or privately financed. Tutor - A tutor is a person, generally another student, who has completed and/or demonstrated proficiency in a course or subject, and is able to provide instruction to another student. Tutors usually help students better understand course material and make better grades. Unsubsidized Student Loans – Loans on which the students are charged interest while enrolled in school and during deferment periods. WACC – The Washington State branch of Campus Compact. WACC directs and administers the Retention Project. Work Study Employment – A part-time job may be provided to students who need income to help meet educational costs. Typically 5 – 15 hours per week during the academic year. Community service work and work related to the student’s major are encouraged. Wages will be at least the federal minimum wage. Students are automatically considered by filing the FAFSA.
NTT DATA INC Moderator: Christal Simms 19, 2018 3:00 pm CT Coordinator: Welcome and thank you for standing by. All participants will be able to listen only. Today's conference is being recorded. If you have any objections, please disconnect at this time. I would now like to turn the conference over to Ms. (Ashley Harris) and (Joanne Hyman). You may begin. (Ashley Harris): Hi, everyone. Thank you so much for joining us today. The topic for today's webinar is tips for understanding and comparing financial aid offers. So given the season that we're in now, I'm sure many of you are receiving financial aid offers from different schools around the country. So this is I think a really exciting time. I know when I was going through this looking for schools, one thing I wish I knew more about in retrospect was how to compare offer letters and get the most bang for my buck. So I do hope you learn a lot today. I'm here again with my colleague, (Joanne Hyman). Today's topic , so I'm going to go over a few housekeeping items, give you a quick overview of who we are, learn how schools calculate your financial aid is the first main topic. Know the different types of aid,
Three Step Video Handout Step 1: Ask Ask: “In your whānau/family what are you already doing to make your home warmer and drier?” Write these down and acknowledge what they are doing. Show them the video. Step 2: Build After watching the video ask the whānau/family: “Now you have seen the video what extra things do you realise you are already doing?” Add this to what you have already written down (Step 1). “Did you learn anything new from the video?” Write this down too. “Most people have questions about these sorts of videos – what are your questions?” “What is something else you could do to make your house warmer or drier or to stop the spread of infections between sleeping children?” Record this on the reminder message (circle the relevant picture). “Who do you think could do that? Do you want me to write that down next to the picture?” Write down in the blank space anything you said you would do (e.g. referral to healthy homes provider) and put in the date. “Do you want to tick any pictures on the reminder message of the things you are already doing?” Step 3: Check “So can you tell me what you decided you are going to do to make the house warmer/drier/ to stop infections?” If relevant “And what did I say I would do and by when?” If necessary, refer to the reminder message. Thank them and write down your name and contact number if they need to contact you again.
Flipchart paper for ‘carpark’ (issues that are outside this training session). Video. Cards. Small prizes. Quiz answers. Copies for each participant of: video cards modified EECA diagram blank key messages handout Three Step Model Three Step video handout Three Step cards handout. Quiz. Time Activity Resources 5 mins Welcome and housekeeping Welcome all participants. Give housekeeping information. Show objectives of training session on flipcharts/PowerPoint. Explain it is a two hour session. Encourage participants to ask questions throughout session. Do a quick round of introductions if participants don’t know each other. Flipchart/slides with session objectives 5 mins Background information Show flipchart/slides about the strategies and 2015 Campaign. Link the toolkit to the last objective of the 2015 Campaign. Show slides/flipcharts showing background and findings from the of the draft toolkit. Flipchart/slides with strategies and 2015 Campaign objectives Flipcharts/ slides showing background and findings of toolkit trial 5 mins Purpose of the toolkit Ask participants why they the toolkit was developed. Confirm that the toolkit and cards) was designed to provide information about what whānau/families can do to keep their houses warmer and drier and to prevent the spread of infections by creating as much space as possible between sleeping children.
Long-term unemployed Long-term unemployment rate (%) Gender gap of unemployment rate (percentage points) Jobless households Ratio of jobless households (%) Access to basic services Health Access to primary health Physicians and doctors per 100,000 inhabitants Healthy life expectancy Healthy life expectancy (years) Education Pre-school access Participation rates of 4-years olds in education Primary school access Pupils in primary and lower secondary education (ISCED 1-2) – as % of total population Cultural house / library access Percentage of people with access to a cultural house or library Educational attainment: primary or less than primary education (ISCED levels 0–1) Percentage of people (aged 14+) with less than primary or primary education (below ISCED levels 0–1) Gender gap of male and female people (aged 14+) with less than primary or primary education (ISCED levels 0–1, percentage points) Educational attainment: tertiary education Percentage of people (aged 24+) with tertiary education (ISCED levels 5–6) Gender gap of male and female people (aged 24+) with
Shaw, R. (2002). Grammar checkers helpful or harmful? USA Retrieved January 15, 2007, from http://www.usatoday.com/tech/news/2002/07/15/tech-grammar-full.htm Smart Communications. (2007). MAXit Checker. Retrieved January 15, 2007, from http://www.smartny.com/ maxit.htm Strunk, W., & White, E. B. (1979). The elements of style (3rd ed). New York: Macmillan Publishing. StyleWriter: The English Editor. (2007). Retrieved January 15, 2007, from http://www.stylewriter-usa.com/stylewriter.html Thyer, B. A. (1994). Successful publishing in scholarly journals. Thousand Oaks, CA: Sage Publications, Inc. Tracz, R.F. (Dr. Grammar). (1991). Dr. Grammar's writes from wrongs. New York: Vintage Books. __________________ February 17, 2007
Tips for Rescue & Restore Coalitions Communities wishing to form Rescue & Restore Victims of Human Trafficking Coalitions should consider the following: • Structure Bylaws and governance Leadership Membership Funding or in-kind support Financial management and accountability Geographic boundaries Structure (e.g., meetings, committees) Partnerships Continuity of operations (e.g., coalition point of contact, Web site, social media) • Purpose Knowledge of human trafficking in region Relationship with Federal and local law enforcement and service providers Identification of public awareness, training, and outreach opportunities Engagement of appropriate members and communities Capacity to reach priority communities (e.g., language, cultural understanding) Intention to add to the unity, cohesion, and support of the local anti-trafficking community Coalitions should avoid identification with a particular network, organization, or individual. Coalitions should strive not to duplicate or compete with other coalitions or comparable entities in the same region.
21 Whail Lane Jackson, MO 63755 573.243.1618 mavass1s@semo.edu Objective To obtain a position as a summer intern in the area of accounting – most interested in financial accounting. Education Bachelor of Science Degree in Business Administration, Southeast Missouri State University, Cape Girardeau MO – Accredited. Accounting Expected Graduation: May 2012 Overall GPA: 3.2/4.0 Accounting Courses GPA: 2.9/4.0 Will complete the 150 hour requirement – May 2012 Plan to sit for the CPA Exam – August 2012 Work Experience Commerce Bank, Teller, Cape Girardeau, MO, September 2010-present Commerce Bank, Teller, Jackson, MO, August 2009-September 2010 Finish Line, Assistant Manager, Cape Girardeau, MO, May 2009 – July 2009 Wireless Connection, Sales Associate, Cape Girardeau, MO, Summer Job, March 2009 – July 2009 The Shoe Dept., Keyholder, Cape Girardeau, MO, July 2008- 2009 Journey’s, Co-Manager, Cape Girardeau, MO, May 2008 – July 2008 The Shoe Dept., Keyholder, Cape Girardeau, MO, May 2005- May 2008 Awards Presidents Scholarship: Fall 2007-Spring 2008 Wessel Scholarship: Fall 2010-Spring 2011 Personal Interests Exercising, hunting, watching movies, and spending time with family and friends. References Dr. Deborah Beard, accounting professor, Southeast Missouri State University, 573-986-6742, e-mail: dfbeard@semo.edu. Jennifer Jones, manager of The Shoe Dept., 573-513-9797, e-mail: jajones@gmail.com. Kipper Myles, branch manager of US Bank, 573-693-7973, e-mail: kipmyl@usbank.com.
Federal data must comply with NIST SP 800-53. 15 If your application uses any of the following types of data, special security considerations may apply: personally identifiable information, criminal justice information, financial information, payment card processing, protected health information, cloud-based solutions, vendor involvement. Alternatives Evaluation (This section is used to compare alternative IT solutions to ensure that all possible solutions have been considered. Use the table below to rate the alternative solutions for your project. The next section will be used to explain your ratings. See the TIR Instruction Guide for more information). Alternatives Evaluation Table Status Quo Modify Build COTS Transfer Outsource Business Case Criteria Business Objectives Needed Functionality Schedule & Cost Criteria Target Deadline Within Budget Technical Criteria Technical Standards Target Infrastructure Benefits Criteria Financial Benefits Non-Financial Administration Complexity & Risk Key for Table Above: Y (Yes), N (No), ? (Possibly or Unknown), NA (Not Available) Evaluation Rating Key for Evaluation Rating above: Pass, Fail, or NA (Not Available) Alternatives Rating Description (Using the Alternatives Rating Table below, explain the reasons for your ratings in the table above. Describe why each alternative was rated Pass or Fail, and provide an
Access and share your files from anywhere Work on your files in the office, at home, in a coffee shop--or anywhere you happen to be. With OneDrive for Business, it’s easy to get work done on virtually any device from anywhere. You can share and collaborate on a document with colleagues both inside and outside the organization.