zilongwang/ReadingBank huggingface dataset:
Survivor Scholarship Application Academic Year 2018-2019 OUR MISSION The Quell Foundation strives to reduce the number of suicides, overdoses and incarcerations of people with mental health illness. We work to accomplish this by encouraging people to share their stories, increasing access to mental health services, providing a pipeline of future mental health care professionals with scholarships, and training first responders to recognize mental health crisis warning signs amongst their own. There’s a severe stigma associated with mental health illness that prevents those closest to us from getting the help they need. By promoting open, judgment-free dialogue, together we can shatter the stigma and normalize the conversation around mental health. Award The Quell Survivor Scholarship is awarded to select high school seniors or current undergraduate/graduate students who have experienced the devastating loss of a parent, caregiver or sibling to suicide. The award was established by The Quell Foundation’s Irene Pasierb Memorial Fund as a means to educate communities and individuals about the disparities in care and effective treatment protocols afforded to the vulnerable and stigmatized population with a mental health illness.
the thought of Oswald Spengler as they depict a Western society that is collapsing irreversibly under the influences of government (totalitarian or democratic, equally repressive) and of economics (collectivist or capitalist, equally corrupt). Individuals who participate in this world, whether accepting or rejecting its invitations, are degraded by personal delusion, distraction, and stupidity. The best lack all conviction: artists alone, capable of accepting both absurdity and the “pure form” of ideas, have the potential to counteract this collapse, but they are hopelessly powerless even when sober. Futility is absolute. This paper will examine Witkiewicz’s apocalyptic vision, particularly as it gains concretion and objectification through his journey to the “tropical” and “savage” territories of Ceylon and Australia in 1914 in the company of his best friend, the anthropologist Bronisław Malinowski. Elizabeth Schreiber-Byers, University of North Carolina, Chapel Hill “200 Years Past, Present, and Future: History and Fantasy in Pieter Harting’s Anno 2065.” Dreams of technological advances, universal literacy, and supranational European unity mark Dutch scientist Pieter Harting’s 1865 work of utopian fiction, Anno 2065. Published in three editions between 1865 and 1870 and translated into German (1865), French (1870), and English (1871), the work was the piece of fiction by the scientist known for his work in the fields of microscopy and botany. While his text has been criticized both at the time and by contemporary scholars as advancing a vision of the future firmly rooted in nineteenth-century sensibilities and technology, the short work is of interest from a literary perspective for its weaving of fantastical and historical elements like the inclusion of medieval scientist and friar Roger Bacon, who guides Harting’s literary alter ego, Dr. Dioscorides, also named for an ancient Greek scientist, through a world 200 years in the future. This paper attempts to salvage Harting’s work as a piece of literature focusing on these meta-textual elements and considering how they contribute both to our understanding of the text and its appeal to German-, French-, and English-language readers between 1865 and 1871. Robert Seguin, Hartwick College “Consumerism and the Spectre of Declassing: From DeLillo to McCarthy”
5. Child Protection 6. Declarations and signatures by person completing the application: I/we declare that The information on this form is accurate I/we have the power to accept a grant under your conditions and repay the grant if I/we do not keep to the conditions I understand that if this application is successful the grant will be subject to terms and conditions. These will be issued with the grant offer. 7. Authorisation: This form must be signed by the person making the application, and be an original signature Name………………………………………………………………………… Signed………………………………………… Date ……../……./……. Please send completed application forms to: Debbie Maule Western Vale ICC, Station Rd, Llantwit Major CF61 1ST Tel: 01446 793030 Closing Date: 12 noon Friday 25th May 2018 N.B. applications received after this time and date will not be accepted Office use only Date Application returned Form signed Approved/Rejected Appraised by:
Description and Diagnostic Criteria Susac syndrome is a rare, microangiopathic disorder characterised by encephalopathy, hearing loss and retinal artery branch occlusions. Case reports show benefit of intravenous immunoglobulin (IVIg) therapy in combination with corticosteroids, with or without other immunosuppressive agents Susac syndrome is a rare, microangiopathic disorder characterised by encephalopathy, hearing loss and retinal artery branch occlusions. Case reports show benefit of IVIg or plasma exchange in combination with corticosteroids, generally with, or in mild cases without, other immunosuppressive agents. A reference to the effectiveness of plasma exchange has been included. Diagnosis is required Yes By which specialty Neurologist Immunologist Rheumatologist Ophthalmologist This condition must now be diagnosed by a specialist in neurology, immunology, rheumatology or ophthalmology as this condition is rare and usually managed by these specialists. Diagnosis must be verified No By which specialty Exclusion No change
Wolff, K. (1979) The non-musical outcomes of music education: A review of the literature. Bulletin of the Council for Research in Music Education, 55, 1-27. Nature Neuroscience, Yoon, J.N. (2000) Music in the classroom: its influence on children’s brain development, academic performance, and practical life skills. ERIC Document Reproduction Service No. ED442707. Young, V.M. & Coleman, A.M. (1979) ‘Some psychological processes in string quartets’. Psychology of Music, 7, 12-16. Wong, P.C.M., Skoe, E., Russo, N.M., Dees, T. & Kraus, N. (2007) Musical experience shapes human brainstorm encoding of linguistic pitch patterns, 10, 420-422. Zillman, D. & Gan, S. (1997) ‘Musical taste in adolescence’. In D.J. Hargreaves & A.C. North The Social wPsychology of Music Oxford: Oxford University Press Zulauf, M. (1993) ‘Three year experiment in extended music teaching in Switzerland: The different effects observed in a group of French speaking pupils’. Bulletin of the Council for Research in Music Education, 119, Winter, 111-21.
Susan Keeble workshop – 25/2/14 Local artist Susan Keeble visited MAC Art Club members at the Plume to run a workshop illustrating how to mix and use warm and cool colours, (essentially watercolour but other media was also used by some members). The demonstration commenced with Susan talking about the colour wheel (as shown in the photograph below) and by members painting their own warm/cool colours onto a pad in order to appreciate the differences. We then progressed to making two identical(ish) pictures, one developed using warm colours and the second with cool colours. Most of the members had never completed this sort of project, or necessarily considered how and when to best use warm / cool colours but the differences are evident in the photo below. Susan also reminded us that cool colours recede while warm colours advance and in landscapes cool blues and greens are useful when painting distant hills or trees. It was clear from the work on display that the members absorbed the lesson well and another very good demonstration evening was enjoyed by the members.
Make a straight cut above the threadbare fabric. If there is still enough length to make decent shorts, fold over ¼” and press. Fold it over once more, press and pin. Sew close to the top of the fold. If there isn’t enough length to make decent shorts, cut a length from another fabric, sew it onto the leg, and then hem that. Fixing Thread-bare Jeans: This will always looks patched – but it will double the lifespan of those favorite jeans. Take a denim patch from a dead pair of jeans, or buy denim fabric. Cut a patch that overlaps the worn area by as much as you like. Pin the patch in place from the front side. Using a mending stitch on your machine, sew around the outside of the area first – joining strong fabric to strong fabric. This is difficult to work around on the machine – persist! Work your stitching inward from the strong fabric to the weak. You can criss-cross over the weakened area or sew a perimeter around it and cut off the flimsy remnants of the jeans. When you are finished, trim away excess material from the back. Fixing Stressed Seams in Jeans: If you have someone who always rips out a certain seam of their jeans, there is a way to beat them! Get a length of strapping material (such as the handles of an old gym bag). Using a zigzag or mending stitch, stabilize the ends of the strapping. Now overlap the doomed seam with the strapping material, sewing down either side and on top of it (if possible). This also works to fix pockets that are ripping out at the top corner. Baby Towels: For this, you’ll need a nice bath towel and coordinating wash cloth. Fold the wash cloth into a triangle, bringing one corner across the center to the other corner. Pin or sew this. Measure to find the center of the towel’s long side. Attach the point of the washcloth triangle to this mark, and sew both sides down to the towel – leaving the longest (folded) side of the washcloth to be the front edge of the hood. Hide the seam joining the washcloth and towel with decorative ribbon or braid. This can be hand-sewn or machine sewn on. More Hints and Tricks:
NSERC –IPS – ARA (PI) 2004-2005 Evaluation of Dowel Bar Misalignment in Concrete Pavements Ministry of Transportation Ontario (PI) 2004 Advanced Pavement Design Ministry of Transportation Ontario (PI) 2004-2005 Evaluation of Work Zone Strategies Ministry of Transportation Ontario (PI) 2004-2006 Automation of Distress Collection Transport Canada (PI) 2004-2005 ITS for Dynamic Load Response NSERC (PI) 2004 Development of Tools for Renovating Asphalt Climate Change Action Fund (Co-PI) 2004-2005 The Road Well Travelled Implications of Climate Change on Pavement Performance Cement Association of Canada (PI) 2003-2007 Concrete in Sustainable Pavements Interlocking Concrete Pavement Institute (PI) 2003-2004 Evaluation of ICP’s Ontario Ministry of Transportation (PI) 2003-2004 Performance Evaluation Of New Technology Based Asphalt Mixes Under Various Axle Weights and Dimensions Public Works Government Services Canada (PI) 2003 Superpave Mix Design for Canadian Airports Ministry of Transportation Ontario (PI) 2003-2004 Evaluation of New Asphalt Mixes Ministry of Transportation Ontario (PI) 2003-2004 Toward a Generic Protocol For Infrastructure Life Cycle Cost Ministry of Transportation Ontario (PI) 2003-2004 Knowledge Management in Transportation Workplace Safety Insurance Board (Co-PI) 2003-2005 Attitudes and Incident Causal Modelling for Construction Premier’s Research Excellence Award (PI) 2003-2005 Innovative Infrastructure Solutions City of (Co-PI) 2002 Toward a Life Cycle Investment Strategy for ’s Sidewalks Greater Toronto Airports Authority (PI) 2002 Synthesis of Asset Management Centre for Transportation Engineering and Planning (Co-PI) 2002-2003 Pavement Preservation Strategy – Best Practices Review United States Portland Cement Association /Cement Association of (PI) 2002-2003 Fast Track Concrete On Aprons: How Does One Address Cracking? City of (Co-PI) 2001 Contract Life Cycle Cost Analysis of Infrastructure Ministry of Transportation Ontario (PI) 2001-2002 Pavement Design Fundamentals Canadian Foundation for Innovation (PI) 2001-2004 Facility for Characterizing Properties of Innovative Materials for Durable Infrastructure Ontario Innovation Trust Fund (PI) 2001-2004 Facility for Characterizing Properties of Innovative Materials for Durable Infrastructure Ontario Research and Development Challenge Fund* (Co-PI) 2000-2004 Roads and Pavements Research
VIII. The Mother’s Child What shall we give to the Mother’s Child? What shall we give that will delight him? We’ll give him raisins in baskets We’ll give him figs in a hamper. What shall we give to the Mother’s Child? What shall we give to the beautiful infant? Raisins and figs and walnuts and olives Raisins and figs and honey and farmers’ cheese. Even if the figs are green Even so, they’ll ripen. If they don’t ripen on Palm Sunday They’ll ripen on Easter. IX. Chiquirriquitín (Andalusia, Spain) ¡Chiquirriquitín! Metidito entre pajas: ¡Ay del chiquirriquitín! Queridito del alma. Por debajo del arco del portaliño Se descubre a María, José y el Niño. ¡Chiquirriquitín! Metidito entre pajas: ¡Ay del chiquirriquitín! Queridito del alma. Entre el buey y la mula Dios ha nacido, Y en un pobre pesebre le han recogido. IX. Little Baby Boy Little baby boy! Placed in the straw, oh the little baby boy! Tiny beloved of the soul. Under the arch of the little manger Mary, Joseph and the Child are revealed. Little baby boy! Placed in the straw, oh the little baby boy! Tiny beloved of the soul. Between an ox and a mule God has been born And they’ve placed him in a lowly manger.
R. Evidence of English Fluency Please comment below your English fluency level. S. Professional Responsibilities Please discuss your professional responsibilities in greater detail, including research interests, administrative responsibilities (ex. curriculum design), and/or other pertinent information. Current Courses Taught: Course title Level of Students Classroom Hours / Semester # of Students US Studies Content (%)
mm/dd/yyyy mm/dd/yyyy part-time) From mm/dd/yyyy To mm/dd/yyyy Title/Institution (please specify if position is part-time) From mm/dd/yyyy To mm/dd/yyyy Title/Institution (please specify if position is part-time) From mm/dd/yyyy To mm/dd/yyyy Title/Institution (please specify if position is part-time) From mm/dd/yyyy To mm/dd/yyyy Title/Institution (please specify if position is part-time) Education, Academic and Professional Training Please list all earned degrees beginning with most recent. Degrees listed should reflect the closest US equivalent. Degree Earned Ph.D/J.D. Doctoral Candidate ABD/Post Graduate Degree M.A. / M.S. B.A. / B.S. Associates / 2-Year Degree Year Earned mm/dd/yyyy mm/dd/yyyy mm/dd/yyyy mm/dd/yyyy mm/dd/yyyy mm/dd/yyyy Specialization/Institution Additional Professional Training Active Professional Memberships:
M. Education, Academic and Professional Training Please list all earned degrees and all current teacher qualifications you have such as certificates, licensures beginning with the most recent. Degrees and teacher qualifications listed should reflect the closest United States equivalent. Degree Earned Year Ended Specialization/Institution/ Qualification Expiration Date Additional professional training: N. Active Professional Memberships Active professional memberships are defined as independent of current professional responsibilities. These should not include university committee work or other professional duties directly related to current employment. Position Title Organization
R. Evidence of English Fluency S. Professional Responsibilities Please discuss your professional responsibilities in greater detail, including research interests, administrative responsibilities (ex. curriculum design), and/or other pertinent information. Current Courses Taught: Course title Level of Students Classroom Hours / Semester # of Students US Studies Content (%)
Study of the United States Institute (SUSI): Women’s Leadership Program Application Full Name (exactly as it appears on your passport) Last Name: ______________________________ First Name: ______________________________ Middle Name: _____________________________ Gender Male Female Date of Birth _________________________ month/day/year City of Birth ________________________ Country of Birth ________________________ Citizenship Primary: ________________________ Secondary (if applicable): ________________________ Contact Information Address: ________________________________________________ ________________________________________________
CONTENTS 4 INTRODUCTION 5 5 5 5 6 LEGISLATIVE AND POLICY REQUIREMENTS/ASSOCIATED DOCUMENTS 6 DEFINITIONS 6 ROLES AND RESPONSIBILITIES 7 7 7 KEY FEATURES OF THE POLICY, PRACTICES AND PROCESSES 7 7 2013 8 8 8 9 9 9 10 11 12 12 13 13 14 15 15 16 17 18 18 18 18 19 19 19 20 VERSION CONTROL APS APS PURPOSE A REQUIREMENTS A RESPONSIBILITIES THE IDENTIFYING SUSPECTED BREACHES OF THE CODE OF CONDUCT REPORTING SUSPECTED MISCONDUCT CONSIDERATION OF REPORT OF MISCONDUCT CONDUCT NOT FORMAL MISCONDUCT ACTION SUSPECTED MISCONDUCT WARRANTING FORMAL ACTION CRIMINAL OUTSIDE THE WORKPLACE POSSIBLE SUSPENSION OR RE-ASSIGNMENT OF AN EMPLOYEE SUSPECTED OF MISCONDUCT APPOINTING THE BREACH DECISION MAKER APPOINTING THE INVESTIGATOR CONDUCTING THE FORMAL MISCONDUCT PROCESS NOTIFICATION TO THE EMPLOYEE INVESTIGATOR TO REPORT TO BREACH DECISION MAKER THE PRELIMINARY DECISION EMPLOYEE TO BE NOTIFIED OF PRELIMINARY DECISION THE FINAL DECISION SANCTION DATE OF EFFECT NO OTHER SANCTION DATE OF EFFECT OF SANCTION REASONS DECISION TERMINATION NOTICE FOR TERMINATION RESIGNATION DURING MISCONDUCT PROCESS EMPLOYEE MOVES TO ANOTHER AGENCY BEFORE DETERMINATION SANCTION MISCONDUCT OF OF OF ACT CODE OF CONDUCT
Read the following: “He paused for a moment, considering whether he should risk a smoke. It was dangerous. The flash might be seen in the darkness, and there were enemies watching. He decided to take the risk.” 4. In this event, how does the author create both suspense and conflict? Write your own: Identify two additional sections within the text (not listed above) – one which creates suspense and another which indicates conflict. Write the events and explain reasons for each. 5.
Please provide below, or in a separate letter, details of your request for suspension of studies. Note: Any details are treated in confidentiality and are for the purpose of giving the relevant committee enough information to consider your request. These details will not be disclosed to Student Finance England. SECTION C STUDENT DECLARATION: I have read the guidance notes and I understand the implications of suspending my studies at the University. Student Signature: Date: PLEASE SUBMIT THIS FOM TO THE SECRETARY: Beverley Ireland Departmental Approval: In consultation with: Director of Undergraduate Medical Education Name:
The table below shows what we ran for young people in Surrey Heath during 2014-15: 1.4.14 – 31.3.15 Area What we did Hours of delivery (per week) Old Dean Youth cafe 2 Drop in (3 times a week) 7.5 Youth in Action Committee 2 Project night 2 Frimley Green Drop in (twice a week) 6 Youth Committee 2 Targeted projects (twice a week) 6 Club Shout (project for young people with learning difficulties/ disabilities) 3 Bisley Drop in (3 times a week) 6 Youth Committee 1 Targeted project 2 Project night 2 For 2015-16, we think that the hours of youth work we have should be divided up like this: 1.4.15 – 31.3.16 (Community Youth Work Service) Area Hours of Delivery (per week) Type of activity and what it will do Old Dean 6 Open access: build relationships with young people to provide activities that offer new opportunities in informal learning in personal and social development to work towards employment, keep young people safe, manage behaviour and boundaries, and engage young people in taking ownership to make decisions. 9 Targeted: focus on issue based topics such as tackling drug use and anti-social behaviour, up skilling literacy and numeracy, promote healthy living, offer sex and relationships education, enable young people to develop social skills and foster positive relationships in their community. St Michaels/ Watchetts 3 Open access: build relationships with young people to provide activities that offer new opportunities in informal learning in personal and social development to work towards employment, keep young people safe, manage behaviour and boundaries, and engage young people in taking ownership to make decisions.
CALTRANS DISTRICT 4 OUTREACH EVENT Thursday, September 27, 2018 10:30 am - 12:30 pm 111 Grand Ave., Oakland, CA Basement Room B615 Item Topics Presenter(s) 1 Welcome/Introductions (10 min.) Ali Banani – Office Chief Consultant Services Unit 2 Contract Overview (5 min.) Catalino Nicolas – Contract Manager Consultant Services Unit 3 Suspension Bridge Cable Investigation, Sampling and Testing Services/Project Overview (20 min.) Kenneth Brown and Project Team Members District Office of Structure Maintenance 4 Questions and Answers (20 min.) 5 Networking (60 min.) 6 Wrap Up (5 min.)
The principal may make a request to the Director-General for up to an additional five days suspension beyond 15 days for any one incident. This must be done within the first ten days of suspension. Transfer The principal may recommend to the Director-General through the School Network Leader that a student be transferred to another public school in cases where repeated attempts with comprehensive support to engage the student in effective participation in school is unsuccessful or after an incident of such severity that a return to the school would be unreasonable. The Director-General will make a decision about the transfer within five working days after receiving the recommendation and will advise the parents and student, principal and where appropriate the Director-General, Community Services Directorate and/or Director, Student Engagement, or of the need for an extension of the suspension period to enable consultations to continue. Exclusion The principal may recommend to the Director-General that the student is excluded from all ACT public schools. The Director-General may extend the period of suspension up to a maximum of 20 days (inclusive of days the student has already been suspended) while the recommendation to exclude is being considered. The Director-General will make a decision about exclusion within ten working days after receiving the recommendation and will advise the principal, student and parents and where appropriate the Director-General, Community Services Directorate and/or Director, Student Engagement of the decision. Appeals Students and parents must be advised in writing by the Director-General or principal that they have the right to appeal a suspension, transfer or exclusion if they believe correct procedures have not been followed or that an unfair decision has been made. Appeals against the suspension of a student for up to 15 days may be submitted to the Director-General as outlined in Attachment C. The parents of the student must be notified in writing of the Director-General’s decision regarding the appeal and their right to appeal the decision. Parents may appeal a decision of the Director-General in accordance with the requirements of Section 22B of the ACT Civil and Administrative Tribunal Act 2008. Information about the application process is available on the Tribunal’s website at . Contact The Director, Student Engagement, is responsible for this procedure. For support contact Student Engagement Branch on (02) 6205 6925 or email . Complaints Any concerns about the application of this procedure or the procedure itself, should be raised with: the school principal in the first instance; the Directorate’s Liaison Unit on (02) 6205 5429; online at ; see also the Complaints Policy on the Directorate’s website. References Definitions
Equality Analysis What is the potential impact in relation to the General Duty of this proposal on each of the protected groups below? Protected characteristics Positive Impact Does the proposal: Negative Impact (provide details and mitigating actions taken or proposed) No Impact (√) eliminate unlawful discrimination (provide details) advance equality of opportunity (provide details) Foster good relations (provide details) Other positive impact (provide details) Age This policy covers officers/staff of all ages Any officer/staff member of any age would be subject to the policy therefore equality of opportunity is met No impact None Disability Reasonable adjustment would be made when required if there was a necessity, e.g. dyslexia Any officer/staff member would be subject to the policy therefore equality of opportunity is met No impact None Sex This policy covers any one of any gender Any officer/staff member would be subject to the policy therefore equality of opportunity is met No Impact None
Sexual orientation This policy covers any one of any gender orientation Any officer/staff member would be subject to the policy therefore equality of opportunity is met No Impact None Gender reassignment The person would dealt with in the gender they present Any officer/staff member would be subject to the policy therefore equality of opportunity is met No Impact None Marriage and civil partnership Y √ Pregnancy and maternity This will be considered on an individual basis dependent on severity of misconduct Any officer/staff member would be subject to the policy therefore equality of opportunity is met No Impact None Race To pass recruitment process English language must be of a certain standard, therefore interpreters would not be a requirement when suspending officers/staff Any officer/staff member would be subject to the policy therefore equality of opportunity is met No Impact None
Suspension Report 1. The following form must be submitted to the CWOSSA Convenor. 2. It must be signed by the local convenor and coach. 3. If no suspensions a nil form must still be submitted. Local Association: ________________________________________________ School Name: ________________________________________________ Students Name Length of Suspension Remaining Reason for Suspension _____________________________ _____________________________ Coach Signature Local Convenor Signature
Which level is this course? This course is at level 2. You will gain a level 2 award in Health and Safety which is accredited by Qualsafe. Who is this course for? Adult Social Care and Health managers What are the benefits? As managers, this course facilitates with the management of health and safety in Surrey. What will I learn? By the end of the course you will: Obtain an understanding of relevant civil and criminal law Be taught Health & Safety legislations You will learn how to: Describe the roles and responsibilities for health, safety and welfare in the workplace Explain the principles of conducting risk assessments Identify and control the risks from common workplace hazards Use the procedure for responding to accidents and incidents in the workplace Manage the Risk Assessment process Manage fire Manage Incident reporting best practice Communicate the Health & Safety message What should I know? There will be a learning assessment on the day of the course in order to achieve the accreditation. Will I need to do a refresher? You will need to complete the Health & Safety for Managers e-learning once every 3 years. How is this delivered? This is a one-day classroom course.
County Hall Penrhyn Road Kingston upon Thames Surrey KT1 2DW Consort House Queensway Redhill Surrey RH1 1YB The Meads Chertsey Road Addlestone Surrey KT15 2EP Quadrant Court 35 Guildford Road Woking Surrey GU22 7QQ Woodhatch Community Centre Whitebeam Drive Woodhatch Reigate Surrey RH2 7LS Fairmount House Bull Hill Leatherhead Surrey KT22 7AY St Saviour’s Church Woodbridge Road Guildford Surrey GU1 4QD British Legion The Cecil Ince Hall The Street West Clandon Guildford Surrey GU4 7TD Harlequin Theatre Warwick Road Redhill Surrey RH1 1NN High Cross Church Knoll Road Camberley Surrey GU15 3SY Redhill Methodist Church Gloucester Road Redhill Surrey RH1 1BP
CONFIDENTIAL REPORTING AUTHORITY Notes: Complete a separate form in respect of each suspected person, company or business. Either type or print this form. Please complete all sections otherwise insert “N/a”. When submitting this form attach all relevant material and use additional page(s) if necessary. All Suspicious Activity Reports must be delivered by hand in an envelope marked “Confidential” addressed to: The Director The Financial Crime & Analysis Unit of the Reporting Authority Royal Montserrat Police Service Police Headquarters Brades, Montserrat E-mail address: For completion by the FCAU of the Reporting Authority: Money Laundering Reporting Authority (MLRA) Reference No: _____________________________ Reporting Entity Reference: ______________________________ Name of Money Laundering Reporting Officer: ______________________________ Date report received: ______________________________ Category: ______________________________ Date acknowledgment sent: ______________________________ Action taken: _____________________________ _______________________________________________________________________ 1. REPORTING ENTITY DETAILS: Name of Reporting Entity or Person: _________________________________________
Required readings: Sustainability: A History, Jeremy L. Caradonna, Oxford, 2015. Chapter 6-7 “Lessons Learned”, Ozone Diplomacy, Richard Benedict, Harvard University Press, 1990 (Nov 28) “International Environmental Regimes and the Success of Global Ozone Policy,” David Leonard Dowie in The Global Environment, 4th ed, Chapter 4, pp. 83-105 (Nov. 28) “Ozone Layer on the Mend, …,” Science Magazine, June 2016, “ “International Climate Change Policy,” The Global Environment, 4th ed, Chapter 10, Michelle Betsill, pp. 234-54, (Dec. 5) Abrupt Impacts of Climate Change: Anticipating Surprises, Report of the National Research Council of the National Academies, 2012, pp. 1-37 (Dec. 12) “Climate Change and Displacements,” Michael Renner in Is Sustainability Still Possible? Worldwatch Institute, Island Press, Chapter 31, 2013, pp. 343-352 (DEC. 12)
Sample: Priority Checklist (Resource 5: Sustainability Toolkit) Impact Resource Potential CommunitySupport Still a Need Increased community collaboration Measurable improvement in community health Improved health policy Increased community capacity to deal with the issues Benefits (short-term and long- term) justify the cost of doing the work. Filling a gap or niche in the community. Currently leveraging additional resources (money, services, donations, etc.) Potential to secure additional funding Effective track record Existing capacity to implement strategies Community commitment Community support Key decision-makers support Recognition- community members identify specific accomplishments/ activities with our work Long-term community goal (i.e. tobacco free by 2020). There is still a community need Discontinuing will have a negative impact Value-relative to other problems in the community Set sustainability goals. Now that you have identified your priorities, those components of your work that you must sustain to continue to make progress on your outcomes, you are ready to set clear sustainability goals. Always keep the long-range goal in sight (e.g. decreasing underage drinking, or reduction of binge drinking), even when you focus in on sustaining short-term strategies and changes in risk and protective factors. Effective sustainability goals and objectives are: Clear, concrete, doable and measurable Limited; you may not be able to continue everything, consider two to three goals Arrived at by consensus with strong buy-in by partners and collaborators Firmly aligned with the long term goal Example: Sustainability Goal and SMART Objective Goal: Maintain quality and frequency of compliance checks Objective: 75% of retail vendors pass compliance checks at least one time every six months, conducted by trained law enforcement and youth Related tasks Research how similar programs have found successful ways to sustain their efforts Engage partners and collaborators in goal setting now, so they’ll be fully on board when it’s time to implement the plan
6 Keys to Sustainability Central Resource Team SAMHSA’s Center for the Application of Prevention Technologies 7 SAPSTs 2012-SPF Assessing Capacity Central Resource Team SAMHSA’s Center for the Application of Prevention Technologies 8 Prevention Institute-Collaboration Multiplier 9 Sustaining Improved Outcomes: A Toolkit
This works most effectively with project teams of four members or more. Student Instructions Read through the list of group norms provided and mark the ones that you think are important for your team. You may add additional ones if you wish. Discuss with your team and create a list of 5 rules that you as a team want to enforce. You will be evaluating yourself and your other team members based on this rules. Additional Material List of group norms and template for student feedback is provided below. Group Norms The following is a list of sample ideas that you might want to use to evaluate yourself and others as a team member. Feel free to add your own ideas, these are examples. Asks questions if something is not understood properly Does not interrupt another team members while they are trying to explain something Takes part in decision making of the group Attends and is on time for all group meetings Does not dominate the discussion and think that their method is always best
Sustainable Value Partners Sustainability Consulting Consulting Great Falls, VA Sustainable Life Solutions Sustainability Consulting Consulting Bolton, MA Corporate Citizenship Sustainability Consulting Consulting New York, NY Booz Allen Hamilton Sustainability Consulting Consulting McLean, VA Greenland Enterprises Sustainability Consulting Consulting Gloucester, MA Natural Capitalism Solutions Sustainability Consulting Consulting Boulder, CO Rocky Mountain Institute Sustainability Consulting Consulting Snowmass, CO ICF International Sustainability Consulting Consulting Fairfax, VA PE International Sustainability Consulting Consulting New York, NY Accenture Sustainability Consulting Consulting New York, NY Mckinsey & Company Sustainability Consulting Consulting New York, NY Boston Consulting Group Sustainability Consulting Consulting Boston, MA BSR Sustainability Consulting Consulting San Franciso, CA GreenOrder Sustainability Consulting Consulting New York, NY Blu Skye Sustainability Consulting Consulting San Franciso, CA Domani Sustainability Consulting Consulting Denver, CO Green Canary Sustainability Consulting Consulting Austrailia Strategic Sustainability Consulting Sustainability Consulting Consulting Herndon, VA InterfaceRAISE Sustainability Consulting Consulting Atlanta, GA SustainAbility Sustainability Consulting Consulting Washington, DC Natural Logic Sustainability Consulting Consulting Berkeley, CA Great Forest Sustainability Consulting Consulting New York, NY PA Consulting Group Sustainability Consulting Consulting London, UK Kuhn Associates Sustainability Consulting Consulting New York, NY Cadmus Group Sustainability Consulting Consulting Washington, DC Waste Management Green Squad Sustainability Consulting Consulting Houston, TX Five Winds International Sustainability Consulting Consulting Boston, MA EcoCentric Sustainability Consulting Consulting Destin, FL
individuals and units to better see the connections between their work and the sustainability mission of the University. Table 2. Examples of meta-competencies applications in faculty and staff tasks Task Systems Thinking Temporal Thinking Ethical Literacy Interpersonal Literacy Creativity Purchasing Evaluation of entire supply chain of purchased item Longevity of item; consequences of its disposal and disposal of its packaging Environmental and social conditions of production of the item If a different item is deemed to be more responsible choice, work with those who will use the item to get on the alternative Is the item necessary? What else could be done? Music History Class Assignment Types Role of music in participates and how and why Which music lives on through time; what sustains it and does it sustain people? Why? How can/does music play a role in depicting important (sustainability) issues of our time or other times? Could you invite broader community participation in music programs—how might this affect the sustainability of the community? How might musicians play a role in conveying importance of sustainable behaviors? How can music itself be used to help change behavior or policy related to sustainability? Lawn Care What organisms go into a flourishing lawn? How are they related to one another? What affects these relationships and what/who is affected by them? What were the reasons for having this particular kind of lawn in this particular place? Does it still make sense? Would a change have more positive long-term impacts? Who benefits from this lawn, and are there negative effects of maintaining this lawn? Are there reasons to have native species or food production instead of lawn in this location? Talk with supervisor and co-workers about sustainability concerns regarding lawn care. What is the space/the lawn used for now? What might it be used for? What do people need here and is it possible to get it?
a) Please describe the activity b) Which component of sustainable management does this activity address? Productivity and viability Impact on natural resources/other ecosystems Climate and market risks c) How will it address this component? d) When will the work/activity commence? e) When will it be completed? f) How much will it cost? $ g) How is it to be funded? Activity 4 a) Please describe the activity b) Which component of sustainable management does this activity address? Productivity and viability Impact on natural resources/other ecosystems Climate and market risks c) How will it address this component? d) When will the work/activity commence? e) When will it be completed? f) How much will it cost? $ g) How is it to be funded?
Week 2 Beginning 17/7/17 What is innovation? Icebreaker – share with the class something that you would like to invent or change to make it easier for yourself. What is innovation? Power point Terms used Why do we need innovation Definitions Innovation what does it mean (community) Benefits of innovative ideas Leaders and innovation Risks associated with innovation Innovation in the service Management and leadership styles Barriers Resistance to change Footprint- Kahoot.it –Quiz- NQS EYLF and Innovation Making dolls 6 Students are to research resources/activities that can be made from reusing household items-your choice. Bring items to the next class Footprint reflections What was your ecological footprint? Were you surprised by this result? Why / why not? Do you think this result will impact on the way you do things? Shark Tank:
Week 3 Beginning 24/7/17 Common terms and definitions Icebreaker – Share with the class one saying/slang word, such as “sick” which means good not bad. Common terms and definitions – Power point Greenhouse effect Ozone layer Facts Impacts on the planet Species becoming extinct Population growth Solutions Definitions Biodiversity Earth resources Make resources from reusable materials 6 What is the greenhouse effect? World population Waste management- Plastic code Biodiversity Quiz open to be completed by week 5, including second attempts (11/8/17)
Making quoits Week 4 Beginning 31/7/17 Embedding sustainability into Early Childhood Icebreaker – Paper balls Embedding sustainability into Early Childhood -Power point Legislation, NQS and EYLF, Code of ethics Early childhood and sustainable society Environmental sustainability What we can do at the service Make it real Audit (Assessment 2) EYLF and sustainability - Students are to go to the library and then read a story book that supports sustainable practices to the class 6 Education for sustainability for early Childhood 10 things you should know about What nature teaches children Little green steps More than just a veggie patch Going green in childcare Week 5 Beginning 7/8/17 Biodiversity Icebreaker - Emotions Biodiversity What is biodiversity 6 Resources and references
resource Write down sustainability issues that have been in the media/facebook this week. Share with the class next week Week 7 Beginning 21/8/17 Behaviour barriers Promoting sustainable work practices Icebreaker – camping trip activity Students are to share what they have heard or seen this week in the media about sustainability Behaviour Barriers-power point Promoting sustainable work point Students are to debate from scenarios provided 6 Three Myths of Behaviour Change - What You Think You Know That You Don't: Jeni Cross at TEDxCSU References: Sustainable Living: A Review of Behavioural Influences and Policy Options for Australia, CSIRO (2009) Ideas for projects Week 8 Beginning 28/8/17 Excursion to reverse garbage at Excursion to Reverse Garbage with Letitia Meet at Reverse Garbage: 20 Burke Street, Wooloongabba Ph. 3891 9744 Time TBA 6 Student to complete challenge sheet
Figure 53: Website Instruction, Survey Code Entering code “0” for individual survey taker Assigned code for a group survey Click the black arrow on the bottom right of the page (Red Arrow) to continue the Survey Figure 54: Website Instruction, Survey Continuation (Part 1) First page of the Survey Enter the amount of “money” for any of the 6 options given Do NOT exceed over $100 in total Click the black arrow on the bottom right of the page (Red Arrow) to continue the Survey Figure 55: Website Instruction, Survey Continuation (Part 2) Second page of the Survey Enter the amount of “money” for any of the 2 options given Do NOT exceed $100 in total Click the black arrow on the bottom right of the page (Red Arrow) to continue the Survey Figure 56: Website Instruction, Survey Continuation (Part 3) Third page of the Survey Enter the amount of “money” for any of the 2 options given Do NOT exceed $100 in total Click the black arrow on the bottom right of the page (Red Arrow) to continue the Survey
Using the , collect data on and monitor how many of your mechanically ventilated patients receive a RASS (Richmond Agitation-Sedation Scale) or SAS (Riker Sedation-Agitation Scale) sedation assessment. 7 consecutive days per quarter Using the , collect data on and monitor how many of your mechanically ventilated patients receive a delirium assessment. 7 consecutive days per quarter Using the , collect data on and monitor how many of your mechanically ventilated patients receive a spontaneous awakening trial (SAT). 7 consecutive days per quarter Using the , collect data on and monitor how many of your mechanically ventilated patients receive a spontaneous breathing trial (SBT). 7 consecutive days per quarter Technical Intervention: Early Mobility Using the , collect data on and monitor how many of your mechanically ventilated patients receive a RASS or SAS sedation assessment. 7 consecutive days per quarter Using the , collect data on and monitor how many of your mechanically ventilated patients receive a delirium assessment. 7 consecutive days per quarter Using the , collect data on and monitor how many of your patients are achieving a score of 0 in the perceived barrier to achieving a higher level of mobility. 7 consecutive days per quarter Technical Intervention: Low Tidal Volume Ventilation Using the , collect data on and monitor whether PEEP (positive end-expiratory pressure), plateau pressure, and tidal volume are within the recommended ranges. 7 consecutive days per quarter
Goal 1 Action Item Priority Mark of Success Action Steps 3-4 Months Action Steps 12-18 Months Resources Needed Stated goals and outcomes of the initiative have been achieved. Person responsible: ☐ High ☐ Med ☐ Low Because: Build and maintain relationships among key stakeholders. Person responsible: ☐ High ☐ Med ☐ Low Because: Ensure stakeholder ownership. Person responsible: ☐ High ☐ Med ☐ Low Because:
Goal 2 Action Item Priority Mark of Success Action Steps 3-4 Months Action Steps 12-18 Months Resources Needed Administrative policies and procedures that support initiative work in such areas as: Conducting needs assessments Implementing evidence-based programs/activities Monitoring and evaluating program performance Values important to the initiative Person responsible: ☐ High ☐ Med ☐ Low Because: District-level expertise for the following: Planning, implementation, and evaluation Selection and use of evidence-based programs/activities Training Evaluation Person responsible: ☐ High ☐ Med ☐ Low Because:
Retain staff and leaders responsible for key initiative tasks OR find ways to integrate tasks into other existing initiatives. Person responsible: ☐ High ☐ Med ☐ Low Because: Incorporate staff training, technical assistance, and continuing education into ongoing operations, including developing co-training events for leadership pairs/teams. Person responsible: ☐ High ☐ Med ☐ Low Because: Make the skills needed to implement and evaluate the initiative part of district-level expectations for LEAs and schools. Person responsible: ☐ High ☐ Med ☐ Low Because: Goal 3 Action Item Priority Mark of Success Action Steps 3-4 Months Action Steps 12-18 Months Resources Needed
Integrate the initiative into the district’s manuals, procedures, and regulations. Person responsible: ☐ High ☐ Med ☐ Low Because: Integrate an implementation monitoring process into the initiative’s ongoing process evaluation activities. Person responsible: ☐ High ☐ Med ☐ Low Because: Establish and maintain on-going outcome evaluation activities. Person responsible: ☐ High ☐ Med ☐ Low Because: Goal 3 Action Item Priority Mark of Success Action Steps 3-4 Months Action Steps 12-18 Months Resources Needed
Routinely communicate evaluation data to a variety of audiences in order to garner community support. Person responsible: ☐ High ☐ Med ☐ Low Because: Ensure the support of the initiative through continuous soft or hard money or put a plan into place to provide funding support. Person responsible: ☐ High ☐ Med ☐ Low Because: Ensure initiative survival through annual budget and grant cycles. Person responsible: ☐ High ☐ Med ☐ Low Because:
Please note these are suggested templates Appendix 8 – Overview Report Content of report: Introduction Circumstances that led to a Safeguarding Adult Review being undertaken in this case Terms of Reference Process of the Safeguarding Adult Review Facts of the individual case Analysis of individual case Conclusions & recommendations Recommendations presented in a grid with SMART targets Introduction This Overview Report is intended to provide an overview of the deliberations and recommendations of the Safeguarding Adult Review Panel, drawing overall conclusions from the information and analysis contained in the Individual Management Reviews and reports commissioned from any relevant parties. Describe individual circumstances and reasons for the review being undertaken. List contributors to the review and the nature of their contributions, including from family. The circumstances that led to a Safeguarding Adult Review being undertaken in this case Provide an overview of the specific individual circumstances and outline the concerns to be addressed. Give the specific facts of the Safeguarding Adult Review. State when the Safeguarding Adult Review commenced and the commissioning arrangements details of the Independent Chairperson/Independent Overview Report Author. Terms of Reference Detail the agreed Terms of Reference Process of the Safeguarding Adult Review Describe the process of the review that is undertaken by the Safeguarding Adult Review Panel. The panel consisted of representatives from (list appropriate agencies). List agencies that provided Individual Management Reports State whether family and/or others were included or involved in the process and if not, provide an explanation, for example, criminal proceedings. Facts of the Individual Case Compile an integrated chronology of involvement with the adult and family on the part of all relevant agencies, professionals and others who have contributed to the review process. A Chronolator can be used. Important to include: relevant information relating to the adult;