zilongwang/ReadingBank huggingface dataset:
appropriate. If the price threshold is set too low, however, the exception may be too broad for the local jurisdiction to accomplish its policy goals. No Drug Paraphernalia Sales This Plug-in helps local agencies enforce state laws regulating the sale of drug paraphernalia. Stores that sell drug paraphernalia commonly sell cigarettes or other tobacco products. These retailers often claim that their drug paraphernalia, such as bongs or pipes used to smoke methamphetamine or other illicit drugs, is in fact tobacco paraphernalia. California law regulates the sale of drug paraphernalia and preempts local ordinances on the subject. However, a provision can be incorporated into a local tobacco retailer licensing ordinance to make violations of state laws regarding drug paraphernalia or controlled substances a violation of a tobacco retailer license as well. Under this approach, if a retailer is found to have violated state laws regarding drug paraphernalia or controlled substances, that retailer will also be in violation of the local tobacco retailer license, and the penalties of the licensing ordinance will apply. For additional information on this topic, see ChangeLab Solutions’ fact sheet, Pipe Down! How to Address Drug Paraphernalia in Your Community, available at www.changelabsolutions.org/publications/drug-paraphernalia. Amendments to ChangeLab Solutions’ Model Licensing Ordinance In SECTION I. FINDINGS, add the following findings to the Model Ordinance prior to the clause beginning with “NOW THEREFORE”: WHEREAS, state law prohibits sales of “drug paraphernalia”; and WHEREAS, many retailers nevertheless sell that are commonly known to be “drug paraphernalia,” including bongs and pipes used to smoke methamphetamine and other illicit drugs, claiming that such items are intended for tobacco use; and WHEREAS, several California cities require compliance with state drug paraphernalia laws as a condition of obtaining and maintaining a local tobacco retailer license; and In SECTION II, Sec. [ ____ (*1) ]. DEFINITIONS, add the following definition in alphabetical order:
Assessment schedule: – Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Evidence/Judgements for Achievement with Excellence Whakarongo kia ki te reo o te ao torotoro The learner demonstrates their knowledge of spoken te reo Māori by: providing at least two pieces of evidence of their listening skills in te reo Māori being able to make meaning of the text understanding the gist of the text without being able to develop explanatory responses/answers or give fine details giving some valid information/details For example: For He Ngutu Kau I think that Manawa is right. Water is important to everybody. Farmers shouldn’t be allowed to make the rivers dirty. The above expected learner responses are indicative only and relate to just part of what is required. Each task will require the development of evidence statements for each level of achievement. Whakarongo kia mārama ki te reo o te ao torotoro The learner demonstrates their understanding of spoken te reo Māori by: providing at least two pieces of evidence of their listening skills in te reo Māori selecting relevant information, ideas and opinions from the text and communicating them unambiguously developing an explanatory response/answer without indicating a grasp of fine detail and/or nuance giving a range of valid information/details For example: He Ngutu Kau, question 8: I think that Matiu is right. His family was trying to follow the environmental guidelines but it’s hard with all the stresses of being a farmer, like droughts and low prices. Whakarongo kia mātau ki te reo o te ao torotoro The learner demonstrates their comprehensive understanding of spoken te reo Māori by: providing at least two pieces of evidence of their listening skills in te reo Māori selecting and expanding on, with supporting evidence or detail, relevant information, ideas and opinions from the text showing comprehensive understanding of possible implied meanings or conclusions within the text giving a fully explained and detailed response/answer For example: He Ngutu Kau, question 8: I think they both made really good points. I can understand how frustrated Matiu might feel when his family might lose their land, and he feels really strongly that farming is important for future generations, but
Slide 40 Introduce two of Sexual Harassment. Paraphrase both – not a definition but a second stab at immediate understanding. “Quid Pro Quo, or Promise in exchange for Favor, or I’ll do this if you do that.” “Hostile Environment - A hostile work environment is one in which unwelcome conduct of a sexual nature creates an uncomfortable work environment for some employees. Examples of this conduct include sexually explicit talk, sexually provocative photographs, foul or hostile language or inappropriate touching “Let’s look at more specific definitions.” Slide 41 Quid Pro Quo: for “something for something” or “this for that” Emphasize Key points: behavior must be unwelcome and is on supervisor’s actions. Slide 42 Review examples of Quid Pro Quo sexual harassment. Slide 43 Introduce the video vignette. Do not move to the next slide until after the video is finished. Vignette #1: “Demanding Supervisor” Quid Pro Quo Vignette (Filename: case_09.mov) Slide 44 Ask the class and wait. Specify the question with “Some people may say this is not sexual harassment. Why not?”
Sexual Harassment: Awareness and Prevention Training Evaluation Sexual Harassment: Awareness and Prevention Training Evaluation DATE: _______________ LOCATION: __________________________________________________________ PRESENTERS: ________________________________________________________ DEPARTMENT/AGENCY:_________________________________________________ Content Evaluation: Strongly Strongly Disagree Agree Circle One: 1. Content was well organized 0 1 2 3 4 5 2. Course objectives met 0 1 2 3 4 5 3. Content easy to understand 0 1 2 3 4 5 4. of content challenging 0 1 2 3 4 5 5. Content applied to work environment 0 1 2 3 4 5 6. Handout useful for future reference 0 1 2 3 4 5 Presenters: 7. Knowledge of subject matter 0 1 2 3 4 5 8. Responsive to participants 0 1 2 3 4 5
Emphasize Key Points: “objectively offensive” (reasonable person) “alter the conditions of employment” Slide 52 Faragher v. City of Boca Raton, Emphasize Key Points: Actions may be inappropriate for the workplace even if they are not unlawful sexual harassment. Slide 53 Introduce Vignette. Do not move to the next slide until after the video is finished. Vignette #2: “Remarks and Pin Ups” (Filename: case_16.mov) Slide 54 “What were the signs that the conduct was unwelcome?” “Where might the words ‘severe’ or ‘pervasive’ apply? Encourage volunteers to answer each question. Go to the next slide after a few minutes of discussing the questions. Emphasize Key Points: Potentially sexual harassment. Unwelcome conduct. Severe or pervasive? Alter the conditions of employment? Intimidating, hostile or offensive working environment?. Objectively offensive (reasonable person)? Slide 55 Paraphrase the question, “What options were there?”
If you believe that you are the subject of retaliation because you filed a report of sexual harassment or cooperated in an investigation, immediately report this to your supervisor and/or to (insert appropriate agency official). Insert and review the appropriate agency information. Review Key Points: Retaliation will not be tolerated. Slide 93 Make sure you insert the names and numbers of all appropriate contact persons in the agencies involved in the training. Review agency specific information for each individual including phone numbers. Make sure this information is distributed as a hand-out. Slide 94 Slide 95 Review Strategies. Emphasize Key Points: The Commonwealth’s policy prohibiting sexual harassment applies equally to everyone in the workplace. Everyone has the responsibility to know and follow this policy. When discussing “Act Professionally and treat co-workers with respect” emphasize that this is a workplace and that each employee should act, dress, speak and interact with others (including co-workers, clients, vendors, and the public) in a professional manner. Ask participants to volunteer additional strategies specific to their work environment. Slide 96 Review Strategies Emphasize Key Points: Think Before You Act!
INSTRUCTOR’S LESSON PLAN COURSE SEXUAL HARASSMENT AWARENESS & PREVENTION TARGET AUDIENCE Commonwealth supervisors and managers PURPOSE OF COURSE Increase awareness and prevent sexual harassment COURSE OBJECTIVES Define sexual harassment; Identify the and behaviors of sexual harassment. Identify and apply the policy prohibiting sexual harassment Explain the reporting procedures pursuant to the policy Explain how to respond to complaints of sexual harassment Identify strategies to prevent sexual harassment. SKILLS & COMPETENCIES behaviors that could be harassment Report behaviors that could be harassment Prevent behaviors that could be harassment EVALUATION one – end of course questionnaire EVALUATION METHODOLOGY Kirkpatrick Method of Evaluation TOTAL INSTRUCTIONAL HOURS 4.5 hours with set-up (4-hours). Set-up & test equipment day before training session if possible (.5-hour). ROOM SET UP U-shape with LCD front center projected on screen. (35 participants) EQUIPMENT, TRAINING AIDS, SUPPLIES NEEDED Laptop/PC, PowerPoint presentation with video CD, LCD projector, external speakers, extension cord, power strip, projection screen, (4)flip charts & easels, markers, masking tape, duct tape, participant handouts, pencils, name tents, and candy. INSTRUCTOR PREPARATION Review trainer’s manual with slides and test equipment for video interaction with PowerPoint. Test sound level & room lighting PARTICIPANT PREPARATION None INSTRUCTOR REFERENCES Instructor’s Manual; Equal Employment Opportunity Office & website. PARTICIPANT REFERENCES Participant handout with Executive Order 2002-4 and Management Directive 505.30.
The program is composed of five (5) modules and requires the completion of a number of classes and competencies. The lessons cover subjects on General Fire Subjects, Fire Fighting Apparatus, Tools and Equipment, Fire Suppression and Control and Rescue and Emergency Medical Operations. Each module contains the following subjects: MODULE 1 General Information (4 1. Introduction to Fire Safety Services 1.1 BFP Mission and Vision 1.2 Roles and Responsibilities of Fire Volunteer 1. 3 Organization and Relationship of Fire Brigade/Fire Volunteer to BFP 1.4 Introduction to Fire Service Time Allocation Classroom Practical 1 1 1 1 MODULE 2 General Fire Subjects (8 hours) 1. Chemistry of Fire 2. Fire Alarm and Communication System 3.Firefighting Safety Techniques and Procedures 4. Practical Examination 1 2 2 3 MODULE 3 Firefighting Apparatus, Tools and Equipment (8 hours) 1. Firefighting Apparatus and Equipment 2. Personal Protective Equipment 3. Fire Hose and Nozzles 4. Portable Fire Extinguisher and Ladder 5. Practical Examination 1 1 1 1 4 MODULE 4 Fire Suppression and Control (8 hours) 1. Fundamentals of Fire Suppression and Control 2. Fundamentals of Practices of Ventilation 3.Fundamentals of Forcible Entry and Overhaul 4.Fundamentals of Salvage and Procedures 5. Fire Simulation 1 1 1 1 4 Module 5 Rescue and Emergency Medical Operations (12 hours) 1. Basic Rescue a. Basic Search and Rescue Principles b. Rescue Methods and Techniques c. and Knots 2. Emergency Medical Operations a. Basic Life Support 3. Practical Examination 2 2 2 2 4
Controller Trinity Episcopal School has an immediate opening for a full-time Controller. We are currently accepting applications for this position. Trinity Episcopal School is an independent school with approximately 500 students in kindergarten through eighth grade located in Westlake Hills, close to downtown Austin, Texas. Our Mission: At Trinity Episcopal School we will nurture each child intellectually, physically, emotionally and spiritually. We will honor each child’s spirit for learning and life, ever mindful that we are all children of God. Role Focus: The role of the Controller is an integral part of the Business Office responsible for the preparation of financial reports, such as income statements, balance sheets, and analysis of historical and future income and expenses, in addition to special reports that may be needed. The Controller is responsible for all functions of accounting, audit, and budgeting. The role reports to the Chief Financial Officer. Typical Education and Experience: The ideal candidate will be a CPA with a bachelor’s degree in accounting with a minimum of 5-7 years of experience in non-profit accounting, including managerial experience. The candidate must have experience in a similar role. Experience in an Independent School experience is considered a plus. A working knowledge of non-profit accounting is essential. OVERVIEW OF RESPONSIBILITIES: GENERAL ACCOUNTING AND FINANCIAL REPORTING Responsible for managing the accounting department, ensuring accurate and timely financial information; Preparing monthly financial statements, including variance analyses; Supervising student billing, accounts payable, expense reporting, fixed assets accounting, 1099 preparation, sales tax reporting and other general accounting operations; Reviewing account reconciliations on a monthly or quarterly basis; Providing support in the hiring and training of accounting department staff when applicable;
Name of Road Length affected Days and hours of operation 1. Bradford Road, Batley side from its junction with Carlinghow Hill for 47 metres All days All hours 2. Carlinghow Hill, Batley a) North-west side from its junction with A652 Bradford Road for 66 metres All days All hours b) North-west side from a point 2 metres south-west of Transvaal Terrace for 25 metres south-westwards All days All hours c) South-east side from its junction with A652 Bradford Road for 17 metres All days All hours d) South-east side from its junction with Chinewood Avenue for 11 metres All days All hours e) South-west side from a point 29 metres north-east of the projected north-eastern kerbline of Transvaal Terrace for 88 metres All days All hours f) South-west side from a point 172 metres north-east of the projected north-eastern kerbline of Transvaal Terrace for 114 metres All days All hours 3. Chinewood Avenue, Batley a) North-east side from its junction with Carlinghow Hill for 22 metres All days All hours
b) South-west side from its junction with Carlinghow Hill for 16 metres All days All hours 4. Transvaal Terrace, Batley a) North-east side and side from its junction with Carlinghow Hill to its north-western terminal point All days All hours b) South-west side from its junction with Carlinghow Hill for 10 metres All days All hours
3. Chinewood Avenue, Batley a) North-east side from its junction with Carlinghow Hill for 22 metres Mon-Fri 8am-9.30am and b) South-west side from its junction with Carlinghow Hill for 16 metres Mon-Fri 8am-9.30am and 4. Transvaal Terrace, Batley a) North-east side and side from its junction with Carlinghow Hill to its north-western terminal point Mon-Fri 8am-9.30am and b) South-west side from its junction with Carlinghow Hill for 10 metres Mon-Fri 8am-9.30am and
TEKS Expectations Materials Lesson Overview Assessment (Q&A, Lab, Quiz, Test, BM) Monday BOOK WS Work day WS Tuesday 7.1(A); 7.2(A), (C), (E); 7.3(A), (D); 7.4(A); 7.11(A) BOOK NOTES WS CLASSIFYING WS Wednesday 7.1(A); 7.2(A), (C), (E); 7.3(A), (D); 7.4(A); 7.11(A) BOOK NOTES WS CLASSIFYING BOOK Thursday 7.1(A); 7.2(A), (C), (E); 7.3(A), (D); 7.4(A); 7.11(A) BOOK NOTES WS NATURAL SELECTION ADAPTATIONS WS Friday 7.1(A); 7.2(A), (C), (E); 7.3(A), (D); 7.4(A); 7.11(A) BOOK, NOTES CSCOPE PAK NATURAL SELECTION ADAPTATIONS QA Teacher(s): WILL BRUMLEY Week(s) of: JAN 18 Subject: SCIENCE 7th Principal: Robert Bray Notes: WS = WORKSHEET
is only a sample list. There are opportunities available every month that are planned by various programs and groups on campus. Please refer to the Campus Activities Board calendars sent each month to your Toro mail. Date of Activity Brief Description Activity Describe how this activity has influenced your experience at Arizona Western College. SURVEY: Please rate your OVERALL experience as a participant of the service opportunity. Put an ‘X’ in one BOX. EXCELLENT GOOD HELPFUL NOT HELPFUL Detach this page and turn in this form to the KEYS Office by the appropriate deadline.
Whānau Cohesion •Connection •Unity Whānau Economic Security •Realising Potential •Aspirations for Economic Independence Participation in Te Ao Māori •Connection: Mana Tūpuna, Whakapapa, Mana Whenua •Enhancing Opportunities •Community Voice •Tamariki Dreams •Empowering Activities •Knowledge is Power Full Participation Healthy Whānau Lifestyles Whānau Self to Dream •Collective Strengths •Access to Resources Figure 1. Impacts of Gambling on Māori Communities: Strengths-based Approaches to Achieving Whānau Ora Pou Tuia Rangahau - Te Rūnanga o Kirikiriroa Trust Inc 26
Supervisor Signature:________________________________ Date:________________________________
‘He showed that children, at different ages, think differently, and concluded that children were not just less knowledgeable than adults, but how they thought was qualitatively different (Piaget, 1982)’. Seligman & Maier (1967) carried out an experiment with dogs in which he showed that they developed what he called ‘learned helplessness’. Nb. If there are more than 2 authors, write the first author surname et al (date). E.g. Smith et al (2013). Your module content starts here Module Introduction Tell your readers what your module will cover and inspire their interest in the topic. Take a look at some of the introductions to our published modules for ideas: The Social role of doctors: Altruism: Ethics and philosophy in psychiatry:
When you finish reviewing the section MAKING YOUR TROOP ITINERARY and PLANNING THE BUDGET, please complete this part of the test. When you finish reviewing the section HOW TO USE TRIP PLANNING FORMS, please complete this page of the test: Please match the name of the form on the left with the purpose of the form on the right. 1. Parental Permission Form A. Complete when a girl needs help paying for a council event. 2. Driver’s Guidelines B. Identifies vehicle insurance and the driver’s license information. 3. Troop Trip & Activity Application C. Form used to register for council sponsored events. 4. Financial Assistance Request D. Information that informs parents of beyond the meeting place. 5. Girl/Adult Health History E. List driver guidelines for safe travel tips during Girl Scout trips/activities. 6. Driver and Privately Owned Vehicle Statement F. Where parents/guardians enter current information about the health of a girl.
Order Received-Shipped, Donated or Delivered Here is what you need to know orders your Girl Scouts might have received. Shipped/Donated orders: In eBudde you can look on the Girl Orders tab to see how many each girl has sold. You do not need to provide any inventory to her for those orders. You will see a credit for the full amount paid for orders. You can also see the amount as a Deposit in your Deposits tab in eBudde. You may need to adjust the amount of money you deposit using the sales report as a guide. OR If your council has ACH withdrawals they will adjust to reflect that deposit already being made into your account. All Digital Cookie sales will add to your troop’s total cookies sold and each girl’s total cookies sold. They will be reflected in your Sales and Per Girl Average and count towards any rewards the girl may be eligible to receive.
TROOP 120 ORGANIZATION CHART SCOUTMASTER ASST ASST ASST ASST JUNIOR ASST SCOUTMASTER NEW PATROL SCOUTMASTER SCOUTMASTER SCOUTMASTER SCOUTMASTER TROOP GUIDE SENIOR PATROL LEADER NEW SCOUT PATROL LEADER ASST SENIOR PATROL LEADER PATROL LEADER PATROL LEADER PATROL LEADER DEN CHIEF NEW SCOUT ASST PATROL LEADER ASST PATROL LEADER ASST PATROL LEADER ASST PATROL LEADER OA TROOP REP MASTER LIBRARIAN CHAPLAIN AIDE BUGLER INSTRUCTOR SCRIBE NO TRACE TRAINER WEBMASTER HISTORIAN PLC MEMBERS – SPL, ASPL, PATROL LEADERS, GUIDE, SCRIBE SCRIBE – non-voting member of the PLC ASS’T PATROL LEADERS ATTEND PLC IF PATROL LEADERS UNAVAILABLE OA TROOP REPRESENTATIVE – Provides written reports monthly to SPL or PLC
4.3 Troop Committee Meetings Meeting The Troop Committee Meeting meets the Monday immediately following an outing, and immediately after the PLC. Purpose The committee meeting is used to coordinate the ongoing operations, and assist in the monthly planning process. This meeting is open to ALL adults, and attendance is required for the assigned committee members. Facilitation The meeting is facilitated by the Committee Chair. 5 Uniforms and Equipment Each boy is required to have and wear a regulation Boy Scout uniform. Adult leaders are encouraged to wear the adult Boy Scout uniform. The troop will accept both the Class A and Class B uniforms as described below, depending on the activity involved. All boys are expected to wear their Class A uniforms to all Scout meetings and other sanctioned functions. Class A uniforms are to be worn at the start of all outings, so the scout should always arrive at the collection point in Class A uniform. Shirts are expected to be clean and tucked in. 5.1 CLASS A UNIFORM The Class A uniform is the official Boy Scout uniform. The troop requires that each Scout attend meetings in uniform. The Scouts tend to get the most use out of the short sleeve shirt. Matching colored long sleeve t-shirts may be worn in non-official ceremonies. The required uniform and patches is as follows: Required Boy Scout Shirt (Short or Long Sleeve) Boy Pants Neckerchief (Green/Gold) (provided by troop) Neckerchief slide of choice, BSA standard is fine Troop 728 Patch (provided by troop) Patrol Patch Rank (provided by troop)
venerate and magnify thee, and we rejoice at thy manifestation./ As the trophy and unconquered weapon that thou art,/ protect, cover and shelter by thy grace those who cry to thee:/ Rejoice, O Wood most blessed. Kontakion of St Acacios Tone 2 Let us fittingly acclaim the godly witness and victor over the devil./ Let us call him blessed as we pray:/ Cease not to entreat the Saviour, O Acacios,/ that thy servants may be saved;/ for thou hast great boldness before the Lord. Kontakion of St Nil of Sora Tone 1 Beholding the blessings of Paradise and delighting in her beauties,/ thou didst bring forth fragrant fruits of God-enlightened understanding./ O chalice of divine compunction, Father Nil, pray to Christ that we thy disciples/ may rejoice eternally with thee. Kontakion of St Pachomios the New Martyr Tone 4 Thou didst become illustrious on Athos by thine ascetic life and didst later excel in martyrdom./ For thou wast given wings by thy love for God,/ O divinely-wise Martyr, glorious Pachomios. MAY 8 THE MIRACLE OF THE MOTHER OF GOD OF CASSIOPIA SYNAXIS OF THE HOLY, GLORIOUS AND ALL-FAMED APOSTLE AND EVANGELIST JOHN THE THEOLOGIAN OUR HOLY FATHER ARSENIOS THE Troparion of the Mother of God of Cassiopia Tone 2 All thy are most wondrous and worthy of praise,/ most holy Mother of God;/ for to Stephen, unjustly deprived of his eyes and blinded,/ thou didst grant eyes again and restore to him sight./ Pray to Christ our God to enlighten our souls. Troparion of St John the Evangelist Tone 2 Apostle beloved of Christ our God,/ hasten to deliver a
EMPLOYMENT RECORD: Additional Sheet, if needed Applicant’s Name: ______________________________________________ Name and Address of Employer Dates Employed Job Title Salary Reason for Leaving Company Name Phone From: Mo/Year To: Mo/Year Starting $ Leaving $ No. & Street City & State Zip Supervisor's Name Company Name Phone From: Mo/Year To: Mo/Year Starting $ Leaving $ No. & Street City & State Zip Supervisor's Name Company Name Phone From: Mo/Year To: Mo/Year Starting $ Leaving $ No. & Street City & State Zip Supervisor's Name Company Name Phone From: Mo/Year To: Mo/Year Starting $ Leaving $ No. & Street City & State Zip Supervisor's Name Company Name Phone From: Mo/Year To: Mo/Year Starting $ Leaving $ No. & Street City & State Zip Supervisor's Name Company Name Phone From: Mo/Year To: Mo/Year Starting $ Leaving $ No. & Street City & State Zip Supervisor's Name
While coordination at headquarters was fairly strong, significant duplication of resources provided to schools indicates that coordination, beyond headquarters, was weak. Initial coordination mechanisms between the Australian Government and implementing partners worked well with the establishment of targets and priority Meetings between partners were regular and provided an opportunity to engage, discuss issues and challenges, and present a united front to All partners were involved in the establishment of targets and indicators and DFAT promoted enhanced coordination through personal engagement by Suva post staff and the implementation of flexible contracting arrangements. In theory, this coordination appeared well organised, consultative and aligned to national priorities. However, the field visits revealed that coordination was less evident with a high proportion of schools receiving multiple levels of support. In some cases, schools have received support from all Australian-funded partners at various stages over the past 12-months and there was evidence of duplication of resources. The duplication appears to have increased in frequency since December 2016 as partners move to close out the recovery phase. Therefore, while coordination was occurring at the national level it was not transferring to the field. Interviews with District Education Officers (DEOs) reveal consultation efforts from partners were generally limited. DEOs had requested better coordination through existing systems (for example the Education Cluster) to help facilitate coordination processes, promote local ownership and leadership and to ensure resources are equally distributed according to need.
UNICEF AQEP Joint Strategy for Immediate Education Assistance TC Winston Humanitarian Update 27/02/2016 TC Winston Response Update to DFAT 05/08/2016 TC Winston Response Update to DFAT 01/11/2016 TC Winston Response Update to DFAT 25/11/2016 TC Winston Response Update to DFAT 16/01/2017 UNICEF UNICEF UNICEF UNICEF UNICEF UNICEF
Rose, PhD, MSW University of Maryland Baltimore School of Social Work 525 W. Redwood Street Baltimore, MD 21201 (410)706-4127 ______________________________________________________________________________ Education: Ph.D. 2010 The Catholic University of America, National Catholic School of Social Service M.S.W 1994 State University of New York at Stony Brook, Social Work Concentration: Planning, Administration, and Research B.A. 1990 The Johns Hopkins University Major: Psychology Licensing 1995 Licensed Masters Social Worker (LMSW) (NY: Deactivated 2006) Experience in Higher Education: 2015-Present Assistant Professor, University of Maryland School of Social Work, Baltimore, MD 2012-2015 Research Assistant Professor, University of Maryland School of Social Work, Baltimore, MD 2013-2014 Guest Lecturer, Coppin State University, Department of Social Work, Baltimore, MD 2011–2012 Adjunct Professor, MSW Program, The Catholic University of America, National Catholic School of Social Service Washington, DC 2008 - 2010 Instructor, BA Program, The Catholic University of America, NCSSS, Washington, DC 2008 - 2010 Research Assistant, Center for Spirituality and Social Work, The Catholic University of America, Washington, DC Study: “Investigation of the Effects and Mechanisms of Religious Involvement on the Physical and Mental Health of African American Caregivers” 2007 - 2010 Research Assistant, Center for the Advancement of Children, Youth, and Families, The Catholic University of America, NCSSS, Washington, DC Teaching 2016-Present Course Revision: MSW advanced research course - SOWK 772 Program Evaluation University of Maryland School of Social Work, Baltimore, MD
Melody Sunday, February 3, 2008 The e-mail arrived in my on Sunday, February 3rd, 2008. It was straightforward, businesslike, and to the point. It said: My name is Melody Ethington Olson. My father Ronald Gene Ethington never knew much about his father James Robert (Jimmie) Ethington. He died when he was very young. Can't find anything on your web-site linking us to the Ethington Family, but he knew his father was from the Kentucky area and had family from Ireland? Any link that you know of?. Melody Ethington Father - Ronald Gene Ethington born 12/14/1938 living Father - James Robert (Jimmie) Ethington born 6/7/1912 died 11/15/1947 Father - William Harm Ethington born 12/25/87 and died 2/9/20 Married to Alice Stevenson? Father – James Harm Ethington born 5/15/1862 and died 5/2/1928 Thanks. At this time, I knew nothing about the trouble at the Lexington courthouse. I didn’t know anything about young Willy Ethington, or his father Jim Harm. The next day I answered Melody, telling her that I knew of one James Hiram Ethington who may have had a son named William Hiram, but I could not be sure if it was her grandfather or not, as I did not have dates to compare with hers. I asked her to review what I had, and I would work with her to find answers. I was not to hear from Melody for another 6 months, and after a few weeks, I placed a printed copy of her original e-mail in my “to be filed” stack, where it was soon forgotten, and gradually sank lower, and lower in the pile, sitting there, forgotten, on the corner of my desk.
Troubleshooting guide on creating the Active Workspace Client war file if you are behind a proxy server This documents will give you some what to check if you want to create a war file for Active Workspace Client and your internet connection is setup with a proxy server. This will not cover all possible issues. All depends also on the used proxy server and on the security rules set on the proxy server. Basic Use Case Due the need of an internet connection while creating the war file for Active Workspace you can run into some issues which are related due the use of a proxy server in your network.
------------------------------ Check SQL startup account to see if its domain account. Errors in SQL Management Studio (SSMS) Error message Troubleshooting information SSMS shows Availability Group state as Resolving. Check that cluster service is started on that node. Also check for issues as in error 19406. Back up database task up the database availability groups contained in the set, you receive a warning message like the one below. This backup type is not supported in the secondary this task will fail if executed on the secondary. GoTo SQL Server Management Studio, in Object Explorer, expand the availability of – availability – AlwaysOn group – group – properties. Note the Backup preferences section. Consider the maintenance plan Wizard to create a backup job since it checks the sys.fn_hadr_backup_is_preferred_replica function call and automatically includes the following script logic. This logic is if the default backup the current replica replica (the return value to 1) grants the COPY_ONLY option in your backup and not backup default backup replicas. The maintenance plan Wizard when you create a database backup using the scripts are automatically added. IF (NOT sys.fn_hadr_backup_is_preferred_replica(@DBNAME)) BEGIN Select 'This is not the preferred replica, exiting with success'; RETURN 0 – This is a normal, expected condition, so the script returns success END BACKUP DATABASE @DBNAME TO DISK=<disk> WITH COPY_ONLY;
For the transactions posted in the first identified day, change the tax period. Option 1: Manually Open developer workspace go to AOT> Data Dictionary >Tables > select TaxTrans > field: TaxPeriod - change the properties: AllowEdit and AllowEditOnCreate to YES and save changes Open table TaxTrans > search for all transactions posted on identified day (field TransDate) and change the TaxPeriod to “TEST” but just for few, i.e. on all with specific Tax Code or where the source is the same (sales order, voucher, purchase order, free text invoice, …) or tax origin (sales tax, cash discount) Option 2: Tax period modified by script Open developer workspace > AOT > Jobs > create new and write code Run it and the results Result can be checked in TaxTrans table Run again the sales tax payment for the “old” settlement period for the same day and check if the issue still exist. If issue occurs, repeat step 1.6 (1 or 2) for next part of transactions posted on the identified day If the disappear, proceed with below: Export the transactions to excel just to remember them Change back the setup and set “TEST” tax period for first one and run the sales tax payment for “Test” period Hint: To do not create new settlement period each time when it will be posted, we can just modify data in Table > TaxReportPeriod Change on the field ”Closed” and “VersionNum” the properties “AllowEdit” and “AllowEditOnCreate” to YES Open the TaxReportPeriod and unmark checkbox in Closed column and change version form 1 to 0 On “TEST” TaxPeriod After change:
Note: Make sure to check the most important parameters Note: Make sure that we test it on the same build number at first Step 6: Not able to on customer application In our example, the issue could not be repro because the accounting distribution exist. Research in VKB and TFS and find KB 2986812 “If Vendor invoice is deleted in purchase history source document header is deleted and the link with AccountingDistribution is lost” Similar issue has been found for Free text invoice -> KB 2878451 “Able to delete posted free text invoice” Review AP > Inquires > History > Invoice history and matching details and confirm that the PO has been deleted from this form: Missing voucher: 110000007_061 With this information we can try to reproduce the scenario: Create PO Delete PO from Invoice history and matching details (before fix KB 2986812) Run the sales tax payment Example 3: User receive an error: ”Error message: The combination 3800---- is not valid for the account structure Account structure – cee” With the same procedure, we identify that the issue was coming from the voucher where tax amount was equal to 0,00. The root was connected with missing TaxTransGeneralJournalAccount entries to this TaxTrans. This has been under KB 2852396 Useful scripts and jobs SQL Script 1: Identify all tax transactions that does not have corresponding TaxTransGeneralJournalAccountEntry select distinct from TAXTRANS left join TAXTRANSGENERALJOURNALACCOUNTENTRY
Date Trip / Event Time How much and details Thursday 21st June Coles Funfair 12.30-3.00pm Free Meet at the discovery centre car park Wednesday 27th June Go Social BBQ 5.30-9.00pm £8.00 Separate booking form Saturday 30th June Smoothie Bike at the St Cross Fair 1.30-5.00pm Free - Come and help Then enjoy some time exploring the fair Friday 13th July Osborne House Isle of Wight 9.30-9.00pm £20.00 Meet at the discovery centre car park You will need to bring lunch and extra money for ice cream / fish and chips Thursday 19th July Summer Disco 7.00-9.30pm £3.50 – on the door Come boogie the night away Squash included, bar available Saturday 21st July Boomtown Workshop 4.00 – 5.00pm Free workshop in the Learning Rooms Winchester Discovery Centre Wednesday Go Social 6.00 – 8.30pm £3.00 – on the day
25th July Picnic and Games in the Park To Include a light picnic tea. Please let us know of any allergies. Friday 27th July Watercress Line 10.00 – 5.00pm £14.00 Meet at Winchester Bus Station Tuesday 31st July Monkey World 9.30 – 6.00pm £20.00 Meet at the discovery car park Wednesday 8th August Nature Walk 10.00-3.00pm £3.00 Meet at the discovery centre car park Sunday 12th August Boomtown Festival 9.30-5.30pm £5.00 Meet at the discovery centre car park Loud music and quite a lot of walking involved Tuesday 14th August Mystery Trip 10.00 – 3.00pm £6.00 Meet at the discovery centre car park Monday 20th August Southsea Beach 10.00 – 8.00pm £12.00 Meet at Winchester Station You will need to bring lunch and extra money for ice cream / fish and chips
Wednesday 29th August Paralympic Personal Best River Park Please ask for separate booking form £5.00 Pay on the day Thursday 6th September Shawford River Walk 10.00 – 4.00pm £4.00 Meet at Winchester Train Station Monday 10th September Paultons Park 9.30 – 5.30pm £25.00 Meet at the discovery centre car park Please fill in the form attached and return as soon as possible with the money for the trips you want to go on, we can accept cash or cheques made out to Winchester Go LD Places on all chosen trips are not guaranteed! There are limited spaces on some trips due to transport Contact Us On: 01962 873608 or email sharron@winchestergold.org.uk
Answers: 1. who, 2. whom, 3. whose, 4. who 5. who, 6. whose, 7. who, 8. whom, 9. who, 10. Whose. Answers: 11.affected, 12. Effect, 13. Affect, 14. Affect, 15. Affected, 16. Effect, 17. Effect, 18. Affects, 19. Affected, 20. Effect Write a sentence using WHOM. Write a sentence using WHOSE and AFFECT. a sentence using WHO and EFFECT.
Troutman JV (NAVY) Football Schedule 2016 Date Time Location Vs Sept. 10th 11:30am Lake Norman High Silver Pirates Home Sept. 17th 11:30am Lake Norman High MYA Lightning Home Sept. 24th 3:15pm South Iredell MYA Hurricanes Away Oct. 1st 9:00am Mooresville High Troutman Home Oct. 8th 10:15pm Lake Norman High MYA Storm Away Oct. 15th 3:15pm South Iredell BAYAA Black Away Oct. 22nd 11:30am Lake Norman High BAYAA Grey Home Oct. 29th 12:45pm Mooresville High Troutman White Home
Troutman JV (White) Football Schedule 2016 Date Time Location Vs Sept. 10th 9:00am Lake Norman High Purple Pirates Home Sept. 17th 9:00am Lake Norman High BAYAA Grey Home Sept. 24th 2:00pm South Iredell Silver Pirates Home Oct. 1st 9:00am Mooresville High Troutman Navy Away Oct. 8th 12:45pm Lake Norman High MYA Hurricanes Away Oct. 15th 11:30am South Iredell MYA Away Oct. 22nd 9:00am Lake Norman High Purple Pirates Away Oct. 29th 12:45pm Mooresville High Troutman Navy Away
Troutman Family Medicine has implemented several quality improvement projects in 2015. The practice worked to improve in the following areas: Decrease in number of diabetic patients with an A1C greater than 9 - improved scores by 23% from quarter 3 to quarter 4. Decrease in number of patients who needed to come in for a skin cancer check appointment – improved scores by 36% from quarter 1 to quarter 4 Decrease in number of patients who need MenVeo and T-Dap immunizations – improved scores by 2% from quarter 1 to quarter 4. Decrease in the number of patients who are overdue for their Annual Wellness Visit – improved scores by 37% Decreased the number of less than 30 day hospital readmissions from 14% in Quarter 3 to 9% in Quarter 4. Implemented a campaign to women who are overdue for their mammogram- improving scores by 12% from quarter 3 to quarter 4 Decreased the average time for a hospital discharge follow-up appointment from 9 days in quarter 1-3 to 8 days in quarter 4. Implemented a Care Coordination department staffed with nurses and a clinical team. role is to reach out to patients by phone in-between their visits to the office, working with patients to help them meet their health goals (lowering blood pressure, lowering blood sugar, increasing exercise, weight loss, etc.). Through the patient satisfaction survey we learned that patients were not always able to get in for appointments at the time they would like. We improved our quality of care by opening up same day appointments, continuing to take walk-ins, and adding after-hour’s appointments two days a week. Thank you for your participation in our quality improvement efforts! Continue to Invest in YOUR HEALTH! Talk to your provider today to determine if you are due for any of the tests below: Pneumonia Vaccines Zostavax Flu Vaccine Mammogram Pap & Pelvic Exam Prostate Cancer Screening Colorectal Cancer Screening Bone Mass Measurements Cardiovascular Screening Diabetes Screening Annual Wellness Visit EKG Aortic Aneurysm Screening For Diabetic Patients A1C Cholesterol Screening Albumin Glaucoma Screening
Notification of Work in Watersheds Form A. Applicant Information Processing 1a. Specify Nationwide Permit (NWP) number: or General Permit (GP) number: 1b. Has the NWP or GP number been verified by the Corps? Yes No 1c. Does the project meet all the Conditions of the applicable Water Quality Certification Yes No Please note that your project may be subject to the Sediment and Erosion Control Program and/or Trout Buffers implemented by the Division of Energy, Mineral, and Land Resources. Find more info at: https://deq.nc.gov/about/divisions/energy-mineral-land-resources/erosion-sediment-control Project Information 2a. Name of project: 2b. County: 2c. Nearest municipality / town: Information 3a. Name(s) on Recorded Deed: 3b. Responsible Party (for LLC if applicable): 3c. Street address: 3d. City, state, zip: 3e. Telephone no.: 3f. Email address: 4. Agent/Consultant Information (if applicable) 4a. Name: 4b. Business name (if applicable): 4c. Telephone no.: 4d. Email address: B. Project Information Property Identification 1a. Property identification no. (tax PIN or parcel ID): 1b. Site coordinates (in decimal degrees): Latitude: Longitude: - (DD.DDDDDD) (-DD.DDDDDD)
Emergency Evacuation for Persons with Disabilities General This appendix provides a general guideline of evacuation procedures for persons with disabilities, which would make exiting difficult, during fire and other building emergencies. Faculty, staff, students, and visitors with disabilities must develop their own facilities’ evacuation plans and identify their primary and secondary evacuation routes from each building they use. Be familiar with evacuation options. Seek evacuation assistants who are willing to assist in case of an emergency. Ask supervisors, instructors, building emergency coordinators, or Environmental Health & Safety about evacuation plans for buildings. Most MU buildings have accessible exits at the ground level floor that can be used during an emergency. In some buildings, it may be possible for people into unaffected wings of the building rather than exiting. However, in most MU buildings people will need to use stairways to reach building exits. Elevators cannot be used because they are unsafe to use in an emergency and are normally automatically recalled to the ground floor. Evacuation Options Persons with disabilities must evacuate to the nearest exit. Persons with disabilities have four basic evacuation options. Horizontal Using building exits to the outside ground level into unaffected wings of multi-building complexes Stairway Using steps to reach ground level exits from the building Stay in Place Unless danger is imminent, remaining in a room with an exterior window, a telephone, and a solid or fire-resistant door. With this approach, the person may keep in contact with emergency services by dialing 911 and reporting his or her location directly. Emergency services will immediately this location to on-site emergency personnel, who will determine the necessity for evacuation. Phone lines are expected to remain in service during most building emergencies. If the phone lines fail, the individual can signal from the window by waving a cloth or other visible object. The Stay in Place approach may be more appropriate for sprinkler protected buildings or buildings where an “area of refuge” is not nearby or available. It may also be more appropriate for an occupant who is alone when the alarm sounds.
Table of Contents Abstract ………………………………………………………………………………………….. 2 Acknowledgements ……………………………………………………………………………… 3 Chapter One: Defining the Issue of History …………………………………………………….. 5 Chapter Two: Walter Benjamin and the Sanctity of History …………………………………... 10 Chapter Three: Rancière, Reproduction, and Means of Resistance ……………………………. 14 Chapter Four: A Technical Approach: Erich Auerbach and Literary Mimesis ……………....... 18 Chapter Five: Forging New Political Paths through History …………………………………... 23 Bibliography …………………………………………………………………………………… 27
ALL ENQUIRIES FROM THE ARE TO BE DIRECTED TO THE UNIVERSITY PRESS OFFICER THE DETAILS OF ANY INCIDENT OR ACCIDENT ARE NOT TO BE DISCUSSED WITH ANY PERSON OUTSIDE OF RUSU UNTIL A FULL INVESTIGATION HAS BEEN CARRIED OUT Student Activities Risk Assessment Form Club / Society Brief description of activity assessed: Assessment date (dd/mm/yy) Assessment valid until (dd/mm/yy) Laws / Regulations / Codes / Rules e.g. COSHH Persons who may be affected by the activity (i.e. are at risk) SECTION 1: Initial Assessment - Consider the activity and identify if any of the hazards listed below are significant (tick the boxes that apply). Water Weather Equipment Contact Location Others 1 - drowning 7 - adverse 14 - housekeeping /storage 22 - other people (participants /spectators) 29 - activity at height / depth / altitude 36 - Display screen Equipment 2 - hypothermia 8 - heat 15 - electrical 23 - equipment 30 - personal security / isolation 37 - Repetitive work 3 - disease 9 - light (sunburn/vision) 16 - weapons / ammunition 24 - surfaces 31 - confined space 38 - noise 4 - access 10 - cold 17 - protective equipment/ clothing 25 - & trips 32 - obstructions 39 - fire hazard 5 - debris 11 - wind (e.g. debris) 18 - manual handling / transportation 26 - animals 33 - ventilation 40 - food prep / provision 6 - currents General 19 - breakage / damage / wear & tear 27 - hazardous substances Travel 41 - other (specify) 12 - lighting 20 - falling person / object 28 - collision with objects / obstacles 34 - vehicles 42 - other (specify) 13 - temperature 21 - misuse 35 - to / from events 43 - (specify) SECTION 2: Second Assessment - For each hazard identified in Section 1 explain how the hazard is relevant, and what actions will be taken to minimise/remove the risk.
Humble, Southeast, & Living Word Campuses Kinder Graduation Dates - TBD HUMAN RESOURCES The HR Department operation has changed as follows: Department Visiting Hours (Appointments can be made outside of the listed below) Morning Times: 7:30 am – 11:30 am Afternoon Times: 1:30 pm – 4:00 pm Effective immediately, please send all email communication to hr@rhodesschool.org and not to a direct individual’s email. This will help with streamlining our processes and offer faster responses. See Your direct HR representative for your campus are as follows: Tiffany Flores – Tidwell, REL, and Living Word Shaleen Willis – Southeast, Humble, and Transportation
DOOR DECORATING CONTEST WINNERS!!! Mrs. Moore – Southeast Campus Mrs. Johnson – Northshore Campus Mrs. Cook – Humble Campus THE RHODES SCHOOL SCIENCE FAIR WINNERS!!! Humble Campus 1st Place – Kobe Byrd 4th Grade 2nd Place – Christen Austin 8th Grade 3rd Place – Madison Babin 6th Grade Southeast Campus 1st Place - Cameron Maxey 1st Grade 2nd Place - Wesley Arceneaux 3rd Grade 3rd - Jamia Williams 2nd Grade In partnership with Harris County Public Library, The Rhodes School Southeast Campus launched its Book Buddies program on Thursday, October 27th. Eight fourth and fifth grade students were selected to serve as “Big Buddies” to a group of first graders, and charged with the task of helping their younger, inexperienced “Little Buddies” further develop a love for reading. The Book Buddies program will operate for thirty minutes, twice a week, through December 16th, after which participants will celebrate their accomplishments and be rewarded for their efforts. Come support The Rhodes School Band & Drill Team !! BSB & Dazzling Dolls will perform during Halftime on