zilongwang/ReadingBank huggingface dataset:
IF THERE IS MORE THAN ON CHILD TO HAVE ENGAGED IN SUTDENT OFFENDING, OR MORE THAN ONE CHILD WHO IS THE VICTIM OF SEXUAL OFFENDING, PLEASE OUT OUT ADDITIONAL STUDENT DETAILS FORM EACH CHILD. FORM CAN BE FOUND AT OF THE CHILD ALLEGEDLY ENGAGED IN STUDENT OFENDING name: gender: Year level/class: date of birth: residential address: parent/carer name/s: contact: Language(s) spoken by child: Disabilities, mental or physical health issues: TO HAVE ENGAGED IN THE OFFENCE) cultural status and religious background if the child is of aboriginal or torres strait islander background, government schools must contact their koorie engagement support officer, and catholic schools must contact the diocesan education office to arrange culturally appropriate support. if the child is an international student you must notify the international education division on (03) 9637 2990
support from mentors and/or teachers, advice/modelling and first/other language resources personal ‘in the head’ or pen and paper methods, calculators and/or computers to solve calculations and problems oral descriptions using common, everyday, informal language and gestures for explanations, answers and interpretations. Learning outcome 1 Design a Numeracy-based Project Plan in a Familiar Industry Area Elements Students will select an industry area linked to the VET units in their VCAL program or employment. In consultation with the teacher, students will develop an investigative numeracy-based project plan using routine calculations that is linked to the selected industry area, and focuses on Number, Measurement, Financial Numeracy, and Probability and Statistics. Select six enquiry-based tasks from the table, ensuring that at least one task comes from each of the four focus areas (Number, Measurement, Financial Numeracy, and Probability and Statistics) and at least one task comes from each of the three Industry Stages (Inputs, Processing and Outputs). Industry Stages Number Measurement Financial Numeracy Probability and Statistics Inputs (resources such as raw materials, labour, equipment, capital and source information) Identify the amounts of inputs used in the industry area Investigate and make calculations using the ratios of inputs used in the industry area Obtain the cost of the inputs used in the industry area Compare trends over a set period of time relating to inputs used in the industry area Processing (the process of transforming inputs into finished goods and services) Identify and compare the numbers involved in the processing/production stages in the industry Describe the importance of Measurement in your industry area and list the types of measurement and their units Research current salary costs of the industry Compare trends over a set period of time relating to processing used in the industry area Outputs (transformed inputs that are returned to the external environment as finished product or service) Research and interpret the numerical data linked to key sales figures Collect data relating to units of measurement in the industry Perform routine calculations involving in the industry Research key statistical data relating to the outputs of the industry area
Structure of SSP Chapter One: Sector Profile What is this chapter about? The main purpose of the Sector Profile is to present a profile of the sector. It indicates the scope of coverage of the sector, its key role-players, its economic performance and labour market profile; and how it has been evolving. This chapter gives a sense of the size and
Immunisation Advice Team – Health protection team 0844 225 1295 Health & Safety Executive – Ian Stringer 0151 295 3092 Urgent Care (Public No.) The 111 111 Urgent Care (Private No.) The 111 111 Health & Safety Incident Contact Centre West 0345 300 9923 Out of Hours 0151 922 9235
SANTA CRUZ COUNTY HEATLH SERVICES AGENCY Syringe Services Program (SSP) Policy and Procedures Table of Contents Introduction 1 Training for and Volunteers 4 Staff Security and Safety 5 Distribution and Collection of Syringes and Syringes 7 Providing HIV AND Hepatitis C Prevention Education 9 Referring Clients to Other Services 9 Security of Syringes and Supplies 10 Termination of Program Participants 10 Data Collection and Program Reporting 10
This document provides guidance on electronic authentication (E-Authentication, which is the process of establishing confidence in user identities electronically presented to an information system. Authentication focuses on confirming a person’s identity, based on the reliability of his or her credential. Office of Management and Budget (OMB) Memorandum M-04-04, Guidance for Federal Agencies requires federal information system owners determine the system’s electronic authentication (E-Authentication) requirements to minimize the potential impact of authentication errors and misuse of credentials. OMB Memorandum M-04-04 can be at the following URL: This E-Authentication Plan provides an overview of the security requirements for the () in accordance with OMB Memo M-04-04. Table 21 Information System Name and Title Unique Identifier Information System Name Information System Abbreviation The OMB memo defines four authentication levels to categorize a federal information system’s E-Authentication posture. The OMB Memo defines the four E-Authentication levels as: 1: Little or no confidence in the asserted identity’s validity Level 2: Some confidence in the asserted identity’s validity Level 3: High confidence in the asserted identity’s validity Level 4: Very high confidence in the asserted identity’s validity Selecting the appropriate E-Authentication level for a system enables the system owner to determine the right system authentication technology solution for the selected E-Authentication level. Guidance on selecting the system authentication technology solution is available in National Institute of Standards and Technology (NIST) Special Publication (SP) 800-63, Revision 2, Electronic Authentication Guideline. NIST SP 800-63, Revision 2 can be found at the following URL: has assessed the potential risk from E-Authentication errors, or E-Authentication misuse, related to a user’s asserted identity. has into consideration the potential for harm (impact) and the
You must comply with copyright and site licenses of proprietary software. You must process only data that pertains to official business and is authorized to be processed on the system. You must report all security incidents or suspected incidents to the IT department. You must discontinue use of any system resources that show signs of being infected by a virus or other malware and report the suspected incident. You must challenge unauthorized personnel that appear in your work area. You must use only the data for you have been granted authorization. You must notify your manager if access to system resources is beyond that which is required to perform your job. You must attend computer security awareness and privacy training as requested by . You must coordinate your user access requirements, and user access parameters, with your manager. You must ensure that access to application-specific sensitive data is based on your job function. You must safeguard resources against waste, loss, abuse, unauthorized users, and misappropriation. You must ensure that access is assigned on your manager’s approval. You must familiarize yourself with any special requirements for accessing, protecting, and utilizing data, including Privacy Act requirements, copyright requirements, and procurement of sensitive data. You must ensure electronic official records (including attachments) are printed and stored according to policy and standards. You must ensure that sensitive, confidential, and proprietary information sent to a fax or printer is handled in a secure manner, e.g., sheet to contain statement that information being faxed is Confidential and Proprietary, For Company Use Only, etc. You must ensure that hard copies of Confidential and Proprietary information is destroyed it is no longer needed) commensurate with the sensitivity of the data. You must ensure that Confidential and Proprietary information is protected against unauthorized access using encryption, according to standards, when sending it via electronic means (telecommunications networks, e-mail, and/or facsimile).
today, he also identifies risks and exposures companies need to consider as they move forward." Mr. Nigam has over 20 years of experience in private industry, government and law enforcement. He has held leadership positions at News Corporation, Microsoft Corporation and the U.S. Department of Justice, where he is collectively responsible for millions of dollars in landmark judgments against online criminals and for removing thousands of predators from the Internet. Most recently, he drove the launch of over 150 safety, security and privacy protection features and programs for News Corporation’s MySpace property and played a key role in the accord between MySpace and 49 State Attorneys General. He also worked with Harvard University’s Berkman Center for Internet & Society and the State Attorneys General to develop widely-used online safety standards, is co-chair of President Obama’s Online Safety Technology Working Group and has advised the United Nations on tackling cyber hate and cyber bullying. “Hemu has a great record of tracking, finding and prosecuting the bad guys,” said John Walsh, host of America’s Most Wanted and co-founder of the National Center for Missing & Exploited Children. “He has worked hard to make the world a safer place, as demonstrated by eliminating Internet predators at MySpace, and has the experience to make any company safer and more secure.” Ernie Allen, President & CEO of the National Center for Missing & Exploited Children added, “Hemu’s guidance in his various positions through the years has been invaluable in helping us protect families from online predators. Anyone using his expertise is setting back those who wish to harm our nation’s children.” Mr. Nigam will carry the title Safety Advisor for News Corporation and maintain a consulting relationship with the company through SSP Blue. SSP Blue has publicly disclosed a partial list of its clients including GOGII Inc., News Corporation and its subsidiary MySpace, Tagged Inc., SafetyWeb LLC and Weplay. Detailed information on SSP Blue services and contact information is available at , and Mr. Nigam’s bio is available at . ###
Special Studies Program Report Form PART 2: DESCRIPTIVE REPORT General Information Name: School: Faculty: Teaching specialty: Period of SSP from: to: Location of the program (i.e. CSU or host institutions) Objectives of the program How the objectives were achieved Any general impressions formed during the program
has a PHYSICAL OR MENTAL IMPAIRMENT which has a SUBSTANTIAL and LONG-TERM ADVERSE EFFECT on his ability to carry out NORMAL DAY-TO-DAY ACTIVITIES’. The person must satisfy the four criteria in capitals in the above statement to fall under, and therefore be protected under, the DDA. Conflicts of Interest Do you have any personal relationships with any current member of staff? (this might include immediate family, close relationships/friendships, close business, commercial or financial relationships.) Yes No If yes, please give details: LEGAL CONVICTIONS Have you any unspent convictions, cautions, reprimands, warnings or (Declaration subject to the Rehabilitation of Offenders Act 1974) Yes No If yes, please specify: Please note that, in accordance with statutory requirements, for some positions, an offer of appointment may be subject to a satisfactory Disclosure and Barring Service check being attained by the College. ELIGIBILITY FOR EMPLOYMENT IN THE UK Are you eligible to work in the United Kingdom? Yes No Please what ORIGINAL documents you can provide to demonstrate this by ticking the relevant box / boxes: EITHER ONE of the following: British passport European Economic Area identity card or passport Travel document showing an authorisation to reside and work in the UK OR BOTH of the following: Birth certificate (with name of holder’s parents) Document showing National Insurance number (not temporary) ADVERTISING Please tell us how you heard about this vacancy: Cambridge News College website jobs@cam.ac.uk Jobs.ac.uk Cambridge Reporter Cambridge University Careers Service Other (please specify) REFERENCES Please give the names and contact details of three referees who will provide a reference for you. One of these should be your current or most recent employer. Current/most recent employer: Name: Organisation: Position held in relation to you, the applicant: Address:
1.3 SERVICE DELIVERY The following provision and services will be offered to all Member Primary Schools. SERVICE/PRODUCT DETAILS The Service of a School Specialist for 1 day per week (38 weeks of delivery) Monday 10th September 2018 – Friday 19th July 2019 1) Planning and delivery of high quality PE lessons using the Lancashire Scheme of Work 2) Assessment of every child using the core tasks within the Lancashire Scheme of Work 3) Continued Professional Development opportunities with Specialists working alongside Teachers and Teaching Assistants. 4) Delivery of 6 School Games Level 1 Competitions embedded within the Specialists curriculum delivery 5) Delivery of WLSP Champions of Character, embedding Empathy, Responsibility, Honesty, Resilience, Respect and Reflection into Specialist’s curriculum delivery. Introductory assembly content to be sent out to schools. 6) Delivery of Change 4 Life lunchtime activities (on full day provision) 7) Delivery of a sports specific after school club Please note that cover is built into our timetable that enables us to replace Specialists who are absent. In the event of this occurring we cannot guarantee that a Specialist from the same curriculum area will cover the sessions. In the event of us not being able to deliver your provision on any given week due to staff absence we will contact you to make alternative arrangements and compensate accordingly.
SSP Step 1) SWOT Building a SWOT chart is the first step in building your plan of action. Be honest in assessing each area. The rest of your strategic plan is built upon this exercise. Use simple bullet points. • Strengths – Document what you do inherently well (where are you remarkable?) and other factors that are working in your favor at this point in time. These are the good things that you can leverage to your advantage. • Weaknesses – Enter the things you don’t/can’t do well right now. These are areas you need to develop into minimum competence or eliminate altogether as you move forward. They are present pains and hurting your efforts. • Opportunities – Write down the things that can take you to the next level once you get going. What can you tap into to get to the next level? You will need to prioritize your activities to take advantage of these areas. • Threats – List the things that are in your way or can take you down (this may include your perceived or real competitors). Counter/eliminate them while moving forward. SSP Step 2) Mission Statement The Mission Statement for your business taps into your passion and begins to define the dream. It should be succinct, clear, and unchanging. This is where you draw a line in the sand and give purpose to your business. What does it exist for? What will it always do, even if the products change over time? • What does it exist for? – Use your passion. Think about the reason you wanted to start the business when it was just an idea. • What will it always do, even if the products and services change over time? – Think broader than the products and services you provide. Technology will change over time, and so will the needs and wants of your target market. • Start Writing –Don’t stare at a blank screen or sheet of paper too long. Start by writing down your thoughts, dreams, and desires for the business. Do mind-maps or other exercises to get going. Record yourself talking to a friend about it, and then take notes when you listen to it. Themes and keywords will start to appear.
Application Instructions Specialized Secondary Programs Timeline Cohort 6 Specialized Secondary Programs (SSP) Planning Grant Period: December 1, 2018–June 30, 2020 SSP Planning Grant Activities Activity Date Release of Request for Applications (RFA) September 19, 2018 RFA Technical Assistance Webinar September 27, 2018 Intent to Apply (Form A) October 5, 2018 Applications Due/Postmarked November 7, 2018
23 September (Tuesday) 9:00 Perspectives on Cybersecurity in Federal Acquisition Background, Challenges and Software and Supply Chain Assurance (SSCA) Role – Joe Jarzombek, Department of Homeland Security (DHS) Keynotes Dan Tangherlini, General Service Administration (GSA) Administrator Christine Harada, GSA/Office of Govt-wide Policy (OGP) Assoc. Administrator Charles H. Romine, Director, Information Technology Lab (ITL), National Institute of Science and Technology (NIST) Mitch Komaroff, Department of Defense (DoD) David Dasher, DHS Office of Chief Procurement Officer/Office of Selective Acquisition (OCPO/OSA) 10:30: Break 11:00 Level-setting Cybersecurity Framework – Jon Boyens, NIST SSCA Int’l Standard Landscape - Michele Moss, Booz Allen Hamilton (BAH) Framework and NIST SP 161 – Jon Boyens, NIST Update of NIST SP 53A – Kelley Dempsey, NIST 12:30: Lunch 1:30 National Security Council Executive (EO) 13636 Overview - John Banghart, Nat’l Security Council Staff Industry View on Acquisition Reform Jon Etherton, National Defense Industrial Association (NDIA) UK Approach to Vendor Assurance Stephen Newman, Trustworthy Software Initiative (TSI) 3:00: Break 3:30 Cybersecurity in Acquisition EO13636 Sec 8(e) Overview – Emile Monette, GSA EO13636 SECTION 8(e) Implementation Update Baseline Cyber Requirements – Don Davidson, DoD Training – Andre Wilkins, DHS/Homeland Security Acquisition Institute (HSAI) Definitions – Jon Boyens, NIST Acquisition Risk Mgmt – Don Johnson, DoD Original Equipment Manufacturer (OEM)/Authorized – Emile Monette, GSA Govt Accountability – Joe Jarzombek, DHS
School Strategic Plan for Le Page Primary 5422 2018-221 Endorsement by School Principal Signed………………………………………. Name: George Danson Date: 12/12/17 Endorsement by School Council Signed………………………………………. Name: Stuart Cowden Date: 12/12/17 School Council President’s endorsement represents endorsement of School Strategic Plan by School Council Endorsement by the delegate of the Secretary Signed………………………………………. Name…………………………………………. Date……………………………………………
School Strategic Plan 2014- 2017: Indicative Planner Key Improvement Strategies Actions Achievement Milestone Productivity Promote the school's Vision, Mission and 7 Habits philosophy. Year 1 Effective allocation and use of resources, supported by evidence and adapted to the unique contexts of each school. Successful productivity outcomes exist when a school uses its resources – people, time, space, funding, facilities, community expertise, professional learning, class structures, timetables, individual learning plans and facilities – to the best possible effect and in the best possible combination to support improved student outcomes and achieve its goals and targets. Year 2 Year 3 Year 4
Engineering and Architecture (EA) Architectural Design Engineering Technology Engineering Design Environmental Engineering Fashion and Interior Design (FID) Fashion Design and Merchandising Interior Design Personal Services Health Science and Medical Technology (HSMT) Biotechnology Patient Care Health Care Administrative Services Health Care Operational Support Services Public and Community Health Mental and Behavioral Health Hospitality, Tourism, and Recreation (HTR) Food Science, Dietetics, and Nutrition Food Services and Hospitality Hospitality, Tourism, and Recreation Information and Communication Technologies (ICT) Information Support and Services Networking Software and Systems Development and Simulation Manufacturing and Product Development (MPD) Graphic Production Technologies Machining and Forming Technologies Welding and Materials Joining Product Innovation and Design Marketing, Sales, and Service (MSS) Marketing Professional Sales Public Services (PS) Public Safety Emergency Response Legal Practices
◄ August 2016 ► Sun Mon Tue Wed Thu Fri Sat 21 22 23 Introduction 24 25 Ch1 – Quiz 1 26 Last day to add/dop. 27 28 29 30 Ch 2 – quiz 2 31 ◄ September 2016 ► Sun Mon Tue Wed Thu Fri Sat 1 Ch 3 – quiz 3 2 In-Service Day – No Classes 3 @La College 4 5 Labor Day – No Class 6 Ch 3 cont Job Description Due 7 8 Exam 1 – Ch 1,2,3 9 10 bsu @ 6pm 11 12 13 Ch 4 – quiz 4 14 15 Ch 5 – quiz 5 16 17 Bellhaven @ 1pm 18 19 20 Ch 6 – quiz 6 21 22 Ch 6 cont Resume and cover letter due 23 Last day to withdraw with a “W” 24 25 26 27 Exam 2 – Ch 4,5,6 28 29 Ch 7 – quiz 7 30 In-Service Day – No Classes ◄ October 2016 ► Sun Mon Tue Wed Thu Fri Sat 1 @NC Wesleyan 2 3 4 Ch 7 – quiz 7 5 6 Ch 8 – quiz 8 7 Midterm 8 Ferrum @ 1 9 10 11 Ch 9 – quiz 9 12 13 Ch 9 cont 14 15 lagrange @ 1
Board Goal 3: Develop stakeholder involvement to promote student success. Superintendent’s Priorities District Initiatives Local School Key Actions: (List as many actions as needed in each box.) Measured by: Results of Key Actions from last year’s plan: (Due September 1) Make Cobb the best place to teach, lead, and learn. Utilize stakeholder input to improve school processes. Seek and analyze data (surveys, post-activity evaluations) to improve school processes, continuing to monitor and address strengths and growth areas. Provide Nicky folders to all students and agendas to students in grades 3-5 to increase home/school communication and parent involvement. Increase means of home/school communication via call outs/texts, Parent Vue, school marquee, school website. School Council Professional Development Building Leadership Team (BLT) Parent/School Compacts PTA (Use GA Climate Survey data) Implemented ideas from stakeholders to improve safe school environment i.e. WATCH DOGS, increased number of Safety Patrols, provided conflict resolution and peer mediation Establish programs and practices that enhance parental involvement and reflect the needs of students and their families. Offer a multitude of opportunities for parents to be engaged in the educational process. For example: Math Night at Walmart Watch DOGS Milestones prep for parents (counselors) Parent/teacher conferences Resources for home/school communication (Nicky folders, student agendas) Champions for Kids breakfast Family Literacy Night Family Math Night PBIS PTA Moments With Maynard School Council Students With Academic Goals (SWAG) International Night ESOL Training for parents Parent Resource Room Gifted Program Parent Meeting “Clark” Goes to Work (Collect data at local school) Increased home/school communication Increased student achievement Increased parental engagement/ involvement Increased parent visibility Increased parental awareness of teaching and learning/ operations
Local CCG South Sefton CCG Southport & Formby CCG 0151 247 7000 0151 247 7000 01704 387010 01704 387010 Hospital University Hospital Aintree Southport & Formby District General 0151 525 5980 01704 547 471 Location Organisation Name In Office Hours Out of Office Hours Thameside & Glossop Local Authority Tameside MBC 0161 342 8355 0161 342 2222 CCG Tameside and Glossop CCG 0161 304 5300 0161 304 5300 Hospital Tameside Hospital 0161 922 6000 Halton & St Helens Local Authority St Helens MBC 01744 676789 0845 050 0148 Local CCG St Helens CCG 01744 627596 01744 627596 Hospital Whiston Hospital 0151 426 1600 Hospital Chorley Hospital 01257 261222
If practice to close. Contingency plan in place for relocation. Refer to Business Continuity Plan. Contingency plan in place for relocation. Refer to Business Continuity Plan. Does an interruption to another service impact on your service delivery. Emergency Services for vulnerable patients. Ensure all agencies have been informed and communicating effectively to ensure continuity of care during this time. Practice to liaise with NHS England/community matron/district nurses regarding vulnerable patients who may require care during this time.
January 7 14 21 28 All classes meet All classes meet All classes meet All classes meet February 4 11 18 25 March1 All classes meet All classes meet NO CLASS LEADERSHIP CONFERENCE All classes meet Ash Wednesday March 4 11 18 25 All classes meet All classes meet All classes meet All classes meet April 1 8 15 22 29 All classes meet All classes meet NO CLASS EASTER All classes meet All classes meet
capitalize on a community’s assets to create places where people want to work, shop, live and play. plan-o-gram: A suggested layout from a vendor for a line of merchandise, usually based on the use of a section of slatwall, shelving, or pegboard. PLU (price look up): A computerized method of checking prices by programming code numbers or bar codes into a point of sale cash register system. POP of purchase): Selling materials, such as a display or sign, provided by the vendor to help sell a certain product. pop-up-store: A short-term retail shop, sometimes set up in a vacant store or even in a park or public area. POS (point of sale system, terminal): A computerized, or automated, cash register system that compiles data about merchandise sold and also sometimes information about customers. positioning: How you want your store to be perceived by your customers, especially in relation to your competitors. prepaid: (1) Merchandise paid for before being shipped, either at the time the order is placed or when it is ready to ship; (2) an order for which transportation costs have been paid by the shipper, sometimes to be reimbursed by the recipient as part of the invoice total. release: A notification of coming events or new products sent to the media in the hope of free publicity. pre-ticketing: Putting a store’s retail pricing and codes on merchandise before
Marking Criteria for SSRP Pass amendments (i)(ii) Major amendments (i) (ii) (iii) OA (outstanding amendments) Fail To achieve a ‘Pass’ grade, doctoral standard must be achieved for all assessed criteria (i.e. achievement of an E or S for all assessed criteria Structure Guidelines Marking Criteria Extensive Sufficient Insufficient Introduction Brief literature review A clear and concise statement of the aims of the evaluation and its relevance to the service under investigation. A thorough but concise description of the service under evaluation (including its primary role and Strong and convincing evidence that the work is of professional doctoral standard. advanced and original scholarship of a quality to satisfy peer review. Satisfactory or good evidence that the work is of professional doctoral standard. some scholarship of a quality to satisfy peer review. no that the is of little of a to peer
THE SMS SOCIAL STUDIES DEPARTMENT Great Neck, New York 11020 Reference Tables for Thematic/8th US HISTORY International Conflicts and Incidents Years Conflict Nations Involved Causes Effects 1898 The War Spain, USA no longer a global colonial power; USA gains overseas colonies including Puerto Rico, Guam, Cuba, and the Philippines World War I (The Great War) Germany, Ottoman Empire, UK, France, Russia, USA War leads to communist Revolution in Russia; Treaty of Versailles ends conflict, dismantles Austrian and Ottoman empires, punishes Germany severely; League of Nations created to try and prevent future conflict World War II Germany, Japan, Soviet Union, UK, France, China, USA War ends with only two superpowers remaining – the USA and Soviet – which leads to Cold War; United Nations and system of international law created to prevent future conflict Korean War North Korea, South Korea, China, USA Armistice to end of armed conflict, keeping both nations divided along 38th parallel; war technically still continues to this day Vietnam War N. Vietnam, S. Vietnam, Cambodia, USA USA leaves South Vietnam in 1973 after repeat failures to conquer the North; North invades the South in 1975 2001 September 11th Attacks USA, international terrorists USA becomes much more oriented towards national security; events lead USA to invade Afghanistan; global war on terror is ongoing Landmark Supreme Court Cases 1945
Timeline of 20th Century US History: Essential Foreign Policy Events B. Harrison G. Cleveland W. McKinley T. Roosevelt W.H. Taft W. Wilson W. Harding C. Coolidge H. Hoover F. D. Roosevelt H.S. Truman D. Eisenhower J.F. Kennedy L.B. Johnson R. Nixon G. Ford J. Carter FOREIGN POLICY EVENTS 1890 1895 1900 1905 1910 1915 1920 1925 1930 1935 1940 1950 1955 1960 1965 1970 1975 1980 Timeline of 20th Century US History: Essential Domestic Events B. Harrison G. Cleveland W. McKinley T. Roosevelt W.H. Taft W. Wilson W. Harding C. Coolidge H. Hoover F. D. Roosevelt H.S. Truman D. Eisenhower J.F. Kennedy L.B. Johnson R. G. Ford J. Carter
Human Behavior: Apply knowledge of human behavior and the social environment Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. Social workers critique and apply theory to understand person and environment. Assessment assignment using HBSE theories Unit 3 and discussion of different intervention approaches Practice Contexts: Respond to contexts that shape practice Social workers continuously deliver, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services and develop needed policies. Assessment assignment Focus on ecological theory Use of ecomaps Engage, Assess, Intervene, Evaluate: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities Engagement: - Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities - Use empathy and interpersonal skills - Develop a mutually focus of work and desired outcomes Unit 2 course content Assessment assignment Class exercises in Unit 2 on interviewing and assessment skills SBIRT training Assessment: - Collect, organize, and interpret client data - Assess client strengths and limitations - Develop mutually agreed-on intervention goals and objectives - Select appropriate intervention strategies
Required Readings: Bogo – Ch. 2 The context of practice: Diversity and key concepts (pp. 35-61) Bogo – Ch. 3 The helping relationship: Characteristics and concepts (pp. 62-94) Bogo – Ch. 4 The helping relationship: Further dimensions (pp. 95-117) How to Gather Information and Identify the Client(s)’ Issues Exploration and problem identification Assessment from a post-modern, collaborative perspective Bio-psycho-social-spiritual data Required Readings: Bogo – Ch. 6 The beginning stages: Preparation, initial meeting, understanding/assessment (pp. 143-175) Bogo – Ch. 9 Interviewing skills (pp. 229-282) Recommended Readings: Corcoran – Ch. 3 Exploring the problem with open-ended questions (pp. 49-59) Corcoran – Ch. 4 Exploring the problem with reflecting statements (pp. 62-78) Willer, J. (2009). Progress notes and the chart. In The beginning psychotherapist’s companion (pp. 153-177). Lanham, MD: Rowman & Littlefield. SBIRT – Screening, Brief Intervention, and Referral to Treatment to identify clients at risk for or who have a substance use disorder THIS CLASS WILL BE A LARGE GROUP WITH ALL 605 SESSIONS TOGETHER Required Readings: Walsh, J. (2013). Motivational interviewing. In Theories for direct social work practice (3rd ed.; pp. 255-279). Stamford, CT: Cengage Learning. Required to complete BEFORE class: Two weeks prior to this class all students will be sent information on how to access three narrated Power Points on SBIRT. All three presentations are to have been watched and the two quizzes associated completed before the beginning of this class.
Name: Role: Contact Number: Email: Date: Please note: This is a confidential document and subject to all the provisions of the DET Privacy Policy Primary- and Sub-presenting Issues Primary Presenting Issue Sub Presenting Issue Attendance Chronic illness Disengagement Has been suspended/expelled Out of home care School Refusal Truancy / chronic absenteeism Behaviour Aggression/anger [fights with others, swears] Cries a lot Fights with others, swears Hyperactivity /impulsivity Inappropriate social behaviour Inattention Noncompliance Peer connectedness Violence Communication or Speech Articulation (Production of speech sounds) Expressive language (Spoken language) Feeding/swallowing Pragmatic language Receptive language (Understanding spoken language e.g. instructions) Social language skills Stuttering Voice Social / Emotional Adjustment or transition Anger; Frustration bullied Bullying others Complaint investigation e.g. from Region Death of significant person/pet Developmental delay Disadvantage Family concerns/parenting Family conflict/violence Homelessness Illness or disability Issues related to gender Issues related to sexuality Obsessive/compulsive behaviours Parent separation or divorce Parenting strategies Peer relationships Protective concerns Sadness Self-esteem Social skills Withdrawal Curriculum / Learning Difficulty staying on task Does not complete classwork / homework Giftedness Hand Writing Learning difficulties Literacy Numeracy Oral language skills Planning and organising Short-term memory Well Below expected level of achievement Medical, Health, Physical Alcohol or other drug concerns Chronic illness
Family member with mental illness Gross or fine motor skills Identified hearing impairment Legally Low vision/partially sighted Medical condition Mobility difficulties Sexual health Terminal illness Mental Health Body image or eating disorders Confused thinking or behaviour Excessive worry/anxiety Exposure to violence/abuse Sadness/depression Self-harm Stress Suicidal ideation Trauma Support following critical incident Fire Flood Road Trauma Other please specify Any Whole school issues
Berlin, S. (2002). Clinical social work practice: A cognitive-integrative perspective. New York, NY: Oxford University Press. Ronen, T., & Freeman, A. (Eds.). (2007). Cognitive behavior therapy in clinical social work practice. New York, NY: Springer Publishing Company. Course Assignments Masters Level Students Midterm Exam Required, objective, closed book Class #5 Case Formulation Required, take-home, application to case material Due Class #9 Treatment Plan Required, take-home, application to case material Due Class #13 Doctoral Level Students Midterm Exam Required, objective, closed book Due Class #5 Scholarly Paper Doctoral level participation Required, critical analysis of a clinical issue via theory (to be individually negotiated with professor) Required negotiation with professor re. class attendance, individual meetings with professor, extra readings, scholarly participation Due date to be negotiated with professor Grading Policy: The letter grade for this course will be based on the University Grading System. DO NOT PUT YOUR NAME ON ANY ASSIGNMENTS. USE YOUR CUA ID NUMBER ONLY!!!!!!!!!!!!!!! Masters Students 1. Midterm Exam 30% 2. Case Formulation Paper 30% 3. Treatment Plan & Critique 30% class,
Lyddon, W. (1995). Cognitive therapy and theories of knowing: A social constructionist view. Journal of Counseling and Development, 73, 5 THEORY BUILDING AND PUTTING IT ALL TOGETHER: CONTRIBUTIONS OF SOCIAL WORKERS TO COGNITIVE AND BEHAVIORAL THEORIES AND MODELS Contributions of social workers; combining behavioral and cognitive theories into one unified model ** IN CLASS CONCEPT TEST ** Behavioral and cognitive theories Required Berlin, S. (1996). Constructivism and the environment: A cognitive-integrative perspective for social work practice. Families in Society, 77, 326-335. Thomlison, R.J., & Thomlison, B. (2011). Cognitive behavior theory and social work treatment. In F.J. Turner (Ed.), Social work treatment: Interlocking theoretical approaches (5th ed.) (pp. 77-102). New York, NY: Oxford University Press. Wright et al. – Chapter 1: principles of cognitive-behavioral therapy Recommended Readings Berlin, S. (2002). Clinical social work practice: A cognitive-integrative perspective. New York, NY: Oxford University Press. Gambrill, E. (1995). Behavioral social work: Past, present and future. Research on Social Work Practice, 5, 460-484. B. (1987). Contingency analysis: Toward a unified theory for social work practice. Social Work, 32, 150-157. 6 CASE FORMULATION WITH COGNITIVE AND BEHAVIORAL THEORIES Behavioral Analysis and Cognitive Conceptualization. Creating a case formulation. Required Beck, J. (2011). Cognitive conceptualization. In Cognitive therapy: Basics and beyond (2nd ed.) (pp. 29-45). New York, NY: The Guilford Press.
11A Analysing the forces on a car This car is travelling forwards along a level road at a steady speed and in a straight line. Various forces are acting upon it. 1) Draw and label arrows on the picture to show the direction of: a. The force due to the motor b. Weight c. Air resistance d. Friction in the moving parts e. Reaction force from the ground (the ground being strong enough to support it). 2) Think about the size and direction of the forces. a. Compare the weight and the reaction force. b. Compare the force due to the motor, driving it forwards, with the forces due to air resistance and friction (remember the car is travelling at a steady speed). c. Think about the forces in Part B. If you
Shine! Shine! Shine! Scriptures: Ephesians 5:8-9 Psalm 119:30 Question: We can hide our by being quiet when we should speak, going along with the crowd or ignoring the needs of others. Think of a time when you hid your light or when you shared light. It’s much easier to study God’s Word and think about how others should obey it than to put it into practice ourselves. How is God calling you to obey Him today? Lecture Prayer Requests
The Seven A3 Problem Solving Steps in Detail Contributor: Debashis Sarkar Background of A3 Problem Solving A3 problem solving is quite similar to other problem solving approaches which mirror Deming’s Plan-Do-Check-Act (PDCA) cycle. The comparison between A3 problem solving and PDCA is depicted in Table 1. Table 1 A3 Steps PDCA Cycle Background Plan Problem Statement Goal Statement Root Analysis Countermeasures Do Effect Confirmation Check Follow Up Actions Act A3 Problem Solving Steps Using a very simple approach, A3 problem solving is composed of the following seven steps shown below. Step 1: Background In this step, you make the business case for selecting a particular problem for resolution. Upon your selection, clearly state how the problem impacts the strategic business objectives around customers, process, financials, new products, etc. Step 2: Problem Statement Detail the specifics of the problem. These may include the magnitude of the problem, where and when the problem occurred, and the problem’s impact on the business. By defining these specifics on a quantitative scale, you help to bring the problem to life for your
business problems. However, it is not that simple. It requires the right context and conditions. Debashis Sarkar is one of world’s leading lights in the space of Lean Management. Over the last decade he has been researching, experimenting and working on how to successfully implement the Lean principles to service companies. He has led large number of Lean service transformations and his efforts have led to the pioneering contribution to service lean comprising: A) The DEB-LOREX™ model, B) holistic approach for service lean implementation and C) blueprint for 5S implementation in service companies. Debashis Sarkar written extensively on organizational performance improvement and is the author of books such as: Quality in Business (Sage, 2003), Lessons in Six Sigma (Sage, 2004), 5S for Service Organizations and Offices–A Lean Look at Improvement (ASQ Press, 2006) and Lean for Service Organizations and Offices–Holistic Approach for Achieving Operational Excellence (ASQ Press, 2008). His latest books are titled: Lessons in Lean Management – 53 Ideas to Transform Services (Westland, 2012) and How Can I Help You – 5 Mistakes of Customer Service Excellence (Random House, 2013). Sarkar is a much sought after speaker. He is credited to have pioneered the enterprise-wide deployment Lean Management to service companies in Asia, for which he was elected as a Fellow of American Society of Quality in 2013. Debashis Sarkar is currently Global Head of Reengineering at Standard Chartered Bank for global finance comprising all countries, shared service centers in China & Africa and Finance Transformation. Prior to this role Debashis was the Global Champion and Head Asia Pacific for Enterprise Lean in Avery Dennison; and Head - Organizational Excellence function at ICICI Bank. His pioneering work at ICICI Bank in process excellence in an industry benchmark.
SSTS DESIGN SUMMARY PROPERTY INFORMATION: Property Name: Phone #: Address: City: State: MN Zip: Township: PID #: Section: PERMIT #: Boring # SOIL BORING LOG Depth in Inches USDA Soil Texture Munsell Color Y / Y / Y / Y / Boring # SOIL BORING LOG Depth in Inches USDA Soil Texture Munsell Color Y / Y / Y / Y / Percolation Rates or Detailed Soil Structure Test Hole # Test Hole # Web Soil Survey Map Unit: Landscape Position: convex concave plane Vegetation Type: Depth to Restricting Layer: Inches Soil Loading Rate (gpd/ft2): Soil Verification #: Benchmark Elevation: Restricting Layer Elevation: Bottom of System Elevation: DESIGN CRITERIA New/ Upgrade/ Replacement/Repair Number Bedrooms: ______ Garbage Disposal? YES NO (Alarm & Effluent Screen Recommended) Lift Pump in Basement? YES NO Hot Tub/Whirlpool? YES NO Area in basement that could be used as a bedroom? YES NO Site Protection Primary & Secondary Sites? YES NO Management Plan? YES NO Employ Flow Measurements? YES NO (Required if Pressurized) Tank Size: Material Trench System: Septic gal Rock _____ Inches Pump gal EZ flow: ________ Inches Holding gal Chambered: ______Inches At-Grade System: Land Slope % Land Slope ______% Lineal Feet of Trench Rockbed Dimensions _______ft x_______ft Depth of Soil over Laterals Inches Mound System: Land Slope % Operating Permit: Rockbed Dimensions ft x ft OP # ____________ of Clean Sand below Rockbed inches Type: □ Holding Tank □ □ MSTS Pressurized Bed: Other System: Rockbed Dimensions ft x ft □Type (Fill/Disturbed Soil, etc.) Pressure Distribution System: □Type (Performance w/ Help) Size of Perforated Laterals: 1.25” 1.5” 2.0” No. of Laterals □Type (Performance) SITE EVALUATOR/DESIGNER INFORMATION: Company: License#
Decile band High decile 206 Mid decile 229 8 (5.0, 11.5) 0.49 High decile 206 Low decile 96 20 (14.5, 24.5) 1.08 Mid decile 229 Low decile 96 11 (6.5, 16.0) 0.59 School type Composite school (Years 1–15 & 7–10) 31 Full primary school 185 3 (-6.5, 13.0) 0.15 Composite school 1–15 & 7–10) 31 Intermediate school 257 3 (-6.5, 12.5) 0.17 Composite school (Years 1–15 & 7–10) 31 Secondary school 7–15) 58 2 (-8.5, 11.5) 0.08 Full primary school 185 Intermediate school 257 0 (-3.5, 3.5) -0.00 Full primary school 185 Secondary school (Years 7–15) 58 -2 (-6.5, 3.5) -0.08 Intermediate school 257 Secondary school (Years 7–15) 58 -2 (-6.0, 3.0) -0.09 Special education needs No SEN 494 SEN (combined) 37 18 (10.5, 24.5) 0.93 A1.5 Achievement on the NSS scale: Differences between means for Year 4 and Year 8 by subgroup Group Year 8 effective sample size Year 4 effective sample size Difference in means Confidence interval for difference in means Effect size All 531 530 33 (30.5, 35.5) 1.63 Gender 257 279 33 (30.0, 37.0) 1.64 Boys 274 251 33 (29.0, 36.0) 1.64 Ethnicity 121 120 33 (27.0, 38.5) 1.43 Pasifika 64 58 41 (33.5, 49.0) 1.89 Asian 44 60 36 (29.5, 43.0) 2.04 NZE 316 330 31 (28.5, 34.0) 1.86 Decile band Low decile 96 149 34 (28.0, 39.5) 1.45 Mid decile 229 177 30 (26.5, 33.0) 1.70 High decile 206 204 32 (29.0, 35.5) 1.95 Special education needs No SEN 494 474 33 (30.5, 35.0) 1.71
On referral for SEN 2 3 28 (-19.0, 76.0) 0.96 Moderate SEN 33 51 26 (16.0, 36.5) 1.08 High SEN 2 3 58 (20.0, 95.0) 3.20 SEN (combined) 37 56 28 (18.5, 38.0) 1.16
Delhi Public School, Duliajan Practice TEST- I (2017-18) SOCIAL SCIENCE Class – X Time allowed : 3 hours Maximum Marks : 80 1 What was the major issue taken up by liberal nationalists? OR How was the maritime silk route used in Vietnam 1 2 Give a reason to prove that Gutenberg’s press was too slow as compared to present press technology. OR Who was the author of Jungle Book? 1 3 What are the causes of scarcity? Give a reason 1 4 What do you understand by Homogenous society ? 1 5 Who supervises the functioning of formal sources of loan? 1 6 Why do MNCs setup their offices and factories in India? Give a reason 1 7 Define globalization. 1 8 Describe any three economic hardships faced by Europe in 1830s. OR Describe any three problems faced by French in Vietnam 3 9 Why did James Augustus Hickey claim that Bengal Gazette was a commercial paper open to all but influenced by none? Explain in three points. OR Premchand’s novels are filled with powerful characters from all levels of society? Explain in three points. 3 10 There is an urgent need to develop a sustainable path of energy development. Give three board measures for it. 3 11 Environmental degradation has been seen everywhere- Explain any three values to prevent environmental degradation. 3 12 Explain any three consequences of Majoritarianism adopted by Sri Lanka. 3 13 What is regional political party? State any two conditions required to be recognized as a regional party. 3 14 How does democracy promote dignity and freedom of its citizens? Explain three points. 3 15 The issue of sustainability is important for development. Explain in three points 3 16 Explain any loan activities of banks in India. 3 17 How do MNCs interlink production across countries? Explain with examples 5 18 Why is tertiary sector important for a developing country? Explain 5 19 Describe the social and economic effects of world war I on USA OR Why did some merchants go to villages for producing goods for international market? OR Why did population of London expand in 19th century? Explain. 5 20 Explain the role of plantation workers of Assam on the Non Cooperation Movement in five points. 5 21 “Energy saved is energy produced” Explain in five points. 5 22 Explain any five merits of Air transport. 5 23 In India still women leg behind men in some areas- Give any five reasons to support the statement. 5 24 What is political reform? What are the guidelines to be kept in mind making political reforms? 5
Evaluation Milestones Preparation August – December 2014 Constituting the Management Group August 2014 Development of Terms of Reference August 2014 Recruitment of the Evaluation Team (selection, procurement, contracting) Aug 2014 – Jan. 2015 Inception January 2015- 2014 Inception Field Mission January 2015 Production of draft Inception Report Early February 2015 Finalized Inception Report Early March 2015 Data collection and analysis, fieldwork March/April 2015 Field mission with full team 3 weeks during March 2015 Data analysis 2015 Reporting April/ May 2015 Production of draft report End of April 2015 Revised version of the report May 2015 Approval June / July 2015
Model Observation Protocol: Post-Conference Planning Form Observation Details Date: Time (start/end): Content Objective: Refinement Area #1 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice Self-Reflection Question(s) to prompt candidate Evidence from Observation Recommended Action Potential Resources/Guided Practice/Training to support Refinement Area #2 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice Self-Reflection Question(s) to prompt candidate Evidence from Observation Recommended Action
Potential Resources/Guided Practice/Training to support Reinforcement Area #1 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse 4.A.1 Reflective Practice Evidence from Observation Recommended Action Reinforcement Area #2 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice Evidence from Observation Recommended Action Upcoming Steps in the CAP Process Type of Next Observation: Focus of Next Observation: Date/topic of next three-way meeting: Other: