zilongwang/ReadingBank huggingface dataset:
of working upskilling new roles and new locations WGPWDA Website Blogs GP Lead (Workforce development) Network Leads (GP Chair, Practice Manager Leads, Practice Nurse Leads) LMC engagement CCG Primary Care Team Limited ability to recruit to posts due to temporary fixed term contracts and shortage of staff Reduced practice resilience Impact on service delivery and patient care Initiatives to promote Wakefield as a place to train and work Opportunities to develop shared roles across primary, community and secondary care High levels of staff retirement Impact on service delivery and patient care Loss of expertise and specialist skills Increased stress amongst remaining staff Reduced practice resilience Virtual Practice Development to retain existing experienced staff Flexible retirement Flexible working GPwER Failure to recruit appropriately qualified, skilled and experienced workforce due to the lack of supply Impact on service delivery and patient care Impact on staff health and wellbeing Participate in the International GP Recruitment Programme Virtual Practice Development to retain existing experienced staff GPN Ready scheme and local preceptorship programme to “Grow Our Own” Local education, training and development programme to upskill the existing workforce providing training tailored to local need Collaborative working with system wide partners Multidisciplinary training
System wide learning and delivery of training Public and patient resistance to workforce transformation Impact on service delivery and patient care Impact on staff morale Patient and public engagement through PPGs Communication and Engagement Strategy System wide collaborative working Insufficient investment to expand the workforce or fund new roles which reduces the capacity to deliver the required interventions Impact on service delivery and patient care Impact on staff morale Partnership working with: NHS Wakefield CCG New Models of Care Board Connecting Care Workforce Steering Group HEE Y&H and NHSE Changes in national and local policy Unable to recruit, retain or retrain the workforce required by 2020 WGPWDA is responsive to change Changes in national workforce requirement Unable to recruit, retain or retrain the workforce required by 2020 WGPWDA is responsive to change 6.3 Communication and Engagement The WGPWDA will work with the CCG Communications Team to develop a plan to enable achievement of the key aims and objectives below: Raise awareness of the training opportunities offered by the WGPWDA Encourage uptake of work experience and internship placements Encourage participation of other GP practices/federations in the WGPWDA programme of work
Wakefield WF1 2EB 10th July 1.00pm-3.30pm LCSB Opportunity Forced Marriage (FM) & Honour Based Abuse (HBA) Town Hall Wood Street, Wakefield WF1 2HQ 11th July Booking via Kim Etherington MARAC Awareness Training Briefing Room, Wakefield DHQ, Havertop Lane, Wakefield 11th July 9:30am- 11:30am DASH Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 15th August 9:30am- 1pm Domestic Abuse Awareness Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 31st August 9:30am- 11:30am DASH Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 5th September 9:30am- 1pm Domestic Abuse Awareness Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 13th September Booking via Kim Etherington MARAC Awareness Training Briefing Room, Wakefield DHQ, Havertop Lane, Wakefield 27th September 9:30am- 11:30am DASH Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 9th October 9:30am- 1pm Domestic Abuse Awareness Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 23rd October 9:30am- 11:30am DASH Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 23rd October Booking via Kim Etherington MARAC Awareness Training Briefing Room, Wakefield DHQ, Havertop Lane, Wakefield 6th November 9:30am- 1pm Domestic Abuse Awareness Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 7th November 1.00pm-3.30pm LCSB Opportunity Forced Marriage (FM) & Honour Based Abuse (HBA) Town Hall Wood Street, Wakefield WF1 2HQ 14th November 9:30am- 11:30am DASH Training Wakefield Suite, (Behind Reception)Wakefield One Burton Street, Wakefield WF1 2EB 19th November Booking via Kim Etherington MARAC Awareness Training Briefing Room, Wakefield DHQ, Havertop Lane, Wakefield 5th December Booking via Kim Etherington MARAC Awareness Training Briefing Room, Wakefield DHQ, Havertop Lane, Wakefield Booking Forms See below (must be completed and returned to)
Town of Wakefield Karen L. Burke, Veteran’s Service Officer __________________________________________________________________________ 30 Converse Street Wakefield Massachusetts 01880 MEMORIAL DAY, Monday May 29, 2017 at 1:00 pm Wakefield Veteran Memorial Common Posting of the Colors by the Wakefield Boy Scouts Pledge of Allegiance led by American Legion Commander Thomas Collins “National Anthem” performed by the Wakefield Wind Ensemble Invocation – Father Ron Barker Memorial Day Proclamation presented by (add name) from the Wakefield Middle School Freedom is Not Free by Kelly Strong read by Neil Fitzgerald “America the Beautiful” performed by the Wakefield Wind Ensemble Laying of Gold Star Wreath-WWII Wakefield Girl Scouts Rose Petal Ceremony – Wakefield Girl Scouts Keynote Address by Lieutenant Justin Maio, United States Coast Guard “Armed Forces Medley” performed by the Wakefield Wind Ensemble World War I rededication-- Reading of In Flanders Field-(need person to read) Laying of the wreath- Wakefield Girl Scouts Moment of Silence TAPS performed by the Wakefield Wind Ensemble Benediction – Father Ron Barker Colors will be retired by the Wakefield Boy Scouts
Low density residential – multiple dwellings: 75%; neighbourhood centres, low impact industry and medium impact industry: 90%. PO3 Development in residential areas and for public parkland is adequately protected from industrial development to ameliorate the impact of industry noise and air pollution and facilitate wildlife movement between nearby parklands and corridors. AO3.1 Development, if reconfiguring a lot for residential purposes north of New Cleveland Road where abutting the Industrial development precinct (Wakerley neighbourhood plan/NPP-002), incorporates a noise and air pollution buffer 70m wide as identified in Figure a, with a minimum 20m of the width comprising existing native vegetation or is revegetated using a layered structure of native species, including koala food species. AO3.2 Development of parkland north of where abutting the Industrial development precinct (Wakerley neighbourhood plan/NPP-002): is a minimum of 70m wide; is accessible from an adjacent public street for a minimum of 50% of the length of its eastern boundary; comprises existing native vegetation or is revegetated using a layered structure of native species, including koala food species for a minimum width of 20m from the boundary with the low impact industry or medium impact industry potential development area. PO4 Development in residential areas and public parkland is appropriately buffered from major traffic routes to improve amenity and facilitate wildlife movement between nearby parklands and corridors. AO4.1 Development involving reconfiguring a lot for residential development incorporates a landscaped buffer/fauna link a minimum of 20m wide along the boundary with the road corridor where indicated in Figure a, and the buffer/fauna link comprises existing native vegetation or is revegetated using a layered structure of native species, including koala food species.
Table 5.9.67.A—Wakerley neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change Wakerley neighbourhood plan code Table 5.9.67.B—Wakerley neighbourhood plan: reconfiguring a lot Zone Categories of development and assessment Assessment benchmarks If in the neighbourhood plan area ROL, if assessable development where not listed in this table No change Wakerley neighbourhood plan code If in the Residential precinct (NPP-001) Emerging community zone Assessable development—Code assessment If all resulting lots are 5ha or greater Wakerley neighbourhood plan code Subdivision code Prescribed secondary code Table 5.9.67.C—Wakerley neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Wakerley neighbourhood plan code Table 5.9.67.D—Wakerley neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Wakerley neighbourhood plan code
K.CC.1 I can count to 100 by ones and tens. K.CC.2 I can count forward from a given number (instead of having to begin at 1). K.CC.3 I can write numbers 0-20. K.CC.3 I can represent a number of objects with a written numeral. K.CC.4a I can count objects saying the name of the number in order and pair the number with that many objects. K.CC.4b I know that the last number I say tells the number of objects I counted, regardless of the arrangement or the order they were counted. K.CC.4c I know that each successive number name tells me the quantity is one larger. K.CC.5 I can count to answer “how many” questions about as many as 20 things arranged in a line. K.CC.5 I can count to answer “how many” questions for up to 10 things that are scattered. K.CC.5 I can count objects up to 20 when given a number. K.CC.6 I know if the number of objects in a group is greater than, less than, or equal to the number of objects in another group. K.CC.7 I can compare numbers between 1 and 10 when presented as written numerals. ADDITIONAL IMPORTANT RESOURCES Learning Pathways to Numeracy: Addressing Early Numeracy Skills Available at the back of this binder/ or in English or Spanish on the OSPI Website Standards for Mathematical Practice These are the standards that get students engaged in math, discourse, reasoning, analyzing problems, etc. They are seen in all grade bands of CCSS. They are often used to direct discussions so that students learn to explain their thinking, and to strategize about how to solve problems on their own. 1-10 Number Strips* Great activity for one to one correspondence and for counting objects to match a numeral.
Don’t forget to ask probing questions to extend the learning. An example for the pictured card above: “How can you tell the pig is old?” Common Core Standard K.MD.3 Sorting Mats (A) The sorting mat has been laminated so that you can use your dry erase markers/crayons to fill in your categories. Have students choose an item to set in the column for a category. Using the first item for comparison, search out another object in the environment for the other column that is (longer, shorter, bigger, smaller, heavier, lighter, etc.). Try replacing, taking away the first chosen item and finding something different that fits in that column. You can do this with real objects or cut out pictures from magazines or catalogs. Common Core Standard K.MD.2 K.MD.3 Stopwatch Fun
Person Specification In order to be shortlisted you must demonstrate that you meet all the essential criteria and as many of the desirable criteria as possible. Where we have a large number of applications that meet all of the essential criteria, we will then use the desirable criteria to produce the shortlist. All disabled candidates who meet the minimum essential criteria will be included on the shortlist Criteria Essential or Desirable How Identified Application form / Interview / Selection test / copy of certificates. Skills and Experience Experience of working in the care sector Essential Application form Interview Experience of working with young people or students with visual impairments, learning difficulties and/or other disabilities Desirable Application form Interview Ability and willingness to assist students with their personal care requirements as needed, whilst maintaining their dignity. Essential Application form Interview Ability to support students in a way that promotes their independence and development in the education setting Essential Application form Interview Previous experience of providing personal care Desirable Application form/Interview Enthusiastic, respectful and sensitive attitude to client group Essential Interview Commitment to furthering student’s independence Essential Application form Interview Ability to promote the student group in a positive and professional manner Desirable Interview Excellent communication skills, both verbal Essential Application form
and written so you can interact with our students and record progress Interview IT literate with a working knowledge of MS office in particular Word, Excel and Outlook Essential Application form General & Specialist Knowledge Knowledge and experience of health and safety issues relating to this area of work Desirable Interview Awareness and respect of student’s rights Desirable Interview Experience, knowledge or understanding of specialist methods of communication, i.e. Braille, BSL, Makaton etc. Desirable Application form An up to date First Aid qualification or willingness to work towards Essential Certificate/Application form/Interview Education & Training Good standard of education i.e. equivalent of 2 GCSEs in Maths and English at Grade C or above Essential Application form Copy of certificates Willingness to undertake and achieve Skills for Care Induction Award within 12 weeks Essential Application form A willingness to undertake the Diploma in Health and Social Care after initial induction Essential Application form Copy of certificate Level 2 qualification/Diploma in Health and Social Care Desirable Application form Copy of certificate Commitment to training & personal development Essential Application form Relevant training and evidence of personal development Desirable Application form Special Requirements Flexible approach to working hours and ability to work the hours which meet the establishment’s need. NB this is more than Essential Interview
Alabaré Christian Care and Support JOB DESCRIPTION (YT3) The purpose of this job description is to indicate the general level of responsibility and standards expected of the post. The detailed duties may vary or develop over time according to needs without changing the nature or level of responsibility of the post. JOB DESCRIPTION: Job title: Young Peoples Support Worker - Waking Night Responsible to: Line Manager Base: Leaving Care Service Salisbury Hours of Work: Will include working unsociable hours, to be part of a flexible rota to include mainly weekends but also other hours including Bank holidays. Hours to be discussed at interview Job Purpose: To provide support and advice around accommodation, basic life skills, welfare benefits, health and personal issues: all allowing service users to work towards independent living. Key Duties and Responsibilities Work as part of a team being responsible to your Line Manager for the wellbeing of service users. Provide service users with practical assistance, advice, advocacy and support in order that they might develop their skills and work toward maximising their independence. To hold regular innovative activities by enabling a user led approach to managing the project. To be proactive in building positive relationship with service users. To help create a “User led” project. To work in accordance with the objectives of Alabaré Christian Care Centres, its policy and procedures at all times. To ensure that all night time and curfew procedures are carried out Service User/Support: To work with service users, to carry out assessment using Outcome Star Tool to develop their support needs, plans, and risk assessments.
Grading Rubric for Wal-Mart CRP A B C D F Economic Analysis (up to 10 points) Identifies salient economic arguments both for and against and draws a conclusion from those arguments. Identifies salient economic arguments more for one side than the other, but still draws an appropriate conclusion. Does not identify salient arguments either for or against but still draws a coherent conclusion. Does not identify salient arguments either for or against nor draws a coherent conclusion. Does not write to the proscribed assignment. Mechanics (up to 10 points) Written analysis coherently follows the identified benefits and costs. Written analysis less coherently follows the result. Written analysis does not follow the solution. Written analysis is difficult to follow. Written analysis is not present.
in discussion. Week Five Remind students about their resources in Color Imagery Journals. Ask if they know how to use them. If not, provide examples. Students should refer to version of novel if they feel they missed important references HW- Read CH. 8& 9. Make entries to journal Catch-up Teacher review Color Imagery Journals & answers Students select color they want to track through novel for Lesson Plan 23 Students should review Color Imagery Journal for Free Write Strategy Group Activity – Share with others about and free writing. color, character, general & questions. Wrap-up group activity purpose with graphic organizer on board and list 5 & Others. As a class, list all the colors associated with each character & possible symbolic meanings w/the colors. HW – Students gather their conclusions about the they wrote about at the beginning of the unit. Peer Review on draft Tuesday Lesson Plan 25 During class, will learn revision, & correction. NOTE: Review a Broad View of Writing Strategy HW - Rewrite summative Peer Review on draft Wed. Week Six Work on Summative Work on Peer Review Revision, & Correction Questions? Revision, & Correction
Essay/Reflection HW due Monday! Teacher: Ms. Walden The Great Gatsby Writing Unit Mon Tuesday Wed Thursday Friday Week One Introduction: The Great Gatsby Modernism Overview F. Scott Fitzgerald HW: Read Intoduction, Chapter 1 &2. Quiz Thursday Quiz Discuss Chapter 1 & 2 If time remaining read chapter 3. Homework (HW): Read Chpt. 3 & 4 Quiz tomorrow Quiz Discuss Chapter 3 &4 HW: Read Chapt. 5 & 6 Quiz Tuesday Week Two Quiz Discuss Chapter 5 & 6 HW: Read Chapter 6-7 Quiz Thursday Quiz Discuss Chapter HW: Read Chapt. 8-9 – Quiz tomorrow Quiz Discuss 8-9 Distribute Handout on Essays. Week Three Catch-up! Form jigsaw groups and choose character for summary assessment. Essay Due! Catch-up Time to work in groups, on computers, preparing Catch up! Time to work in groups, on computer, preparing questions. Students as
Designate interviewer HW: Essay Due questions for summative Characters. Student as audience prepare questions. Allow 10 min. per group. (20 students/5 groups) audience prepare questions. Group Interviews on Tuesday (10-15 min.) Week Four Group Interviews Continue (10-15 min each) Catch up! Begin on Modernist Poetry Introduction Review handouts of poems and writers. Poetry!! “Nothing great was ever achieved without enthusiasm.” - Ralph Waldo Emerson Week Five Poetry Continued! Discuss literary devices - Message to reader Poetry Essay Handouts Catch-up! Work on draft in class Final Essay Due
Engaging members 2. Karen Hoskins advised that new IIRSM Legionella Awareness course is now available online. AOB 3. No further business was discussed, the guest speaker topic was still very much the hot topic. Everyone took the opportunity, individually, to thank Andrew for his very engaging presentation. Future meetings 4. Planned meetings are to be arranged for September and November. Haydn Brittain (Branch Secretary) is to establish local groups meeting dates, as to avoid meeting clashes. The meeting was closed by the Chairman who thanked everyone for their contribution
Guidance Table 18: Examples of insulation for timber frame walls with external tile/render/cladding finishes: External finishes of tiles/render/cladding on battens as guidance, timber studs at 600 / 400mm centers with insulation fixed between/over studs with vapour checked integral /separate plasterboard as stated below with 3mm plaster finishes. U-value no worse than 0.21 W/m²k Timber stud (mm) Insulation type and minimum thickness Internal insulation/finish 100 x 50mm 100mm Kingspan Kooltherm K12 Framing Board. K Value 0.20 fixed between studs or 100mm Kingspan Thermawall TW55 K value 0.022 fixed between studs 37.5mm Kingspan Kooltherm K18 Insulated Plasterboard. K value 0.023 fixed over studs 100 x 50mm 90mm Celotex FR5000 K value 0.021 fixed between studs 40mm Celotex PL4000 K value 0.022 fixed with integral plaster board and 3mm skim finish fixed over studs 150 x 50mm 80mm Kingspan Kooltherm K12 Framing Board. K value 0.020 fixed between studs 12.5mm plaster board and 3mm skim finish fixed over studs 150 x 50mm 80mm Celotex FR5000 K value 0.021 fixed between studs 25mm Celotex FR5000 K value 0.021 fixed with plaster board and 3mm skim finish fixed over studs 150 x 50mm 140mm Knauf Earthwool Frame Therm 32 slab between studs K value 0.032 35mm Knauf XPS Laminated to inside of studs 150 x 50mm 140mm Knauf Flexible Slab or OmniFit Slab between studs K value 0.035 35mm Knauf PIR Laminated to inside of studs Notes. 1. Insulation to be installed in accordance with manufacturer's details subject to the suitability of the wall construction and UK zones for exposure to wind-driven rain in accordance with Diagram 12 and Table 4 of ADC. Important note: Actual insulation requirements and condensation risk analysis to be calculated for a specific project by the insulation manufacturer. Source: Calculated by individual insulation manufacturer.
Contents Undertaking research. 6 Promoting equality 8 Working with public authorities. 10 Advising the Welsh Government and National Assembly 12 Promoting human rights. 14 Working in partnership. 16 Advising on GB-wide projects. 19 Our mandate Parliament has given the Commission the mandate to challenge discrimination, promote equality of opportunity and to protect and promote human rights. Our mission To be a catalyst for change and improvement on equality and human rights. Contact us This report and more information can be found at: or you can contact us on 02920 447710 © Equality and Human Rights Commission September 2016 ISBN: 978-1-84206-676-8
to have been cleaned before the area was occupied. AC dust can adhere to carpet, even after repeated cleaning. However, this dust is difficult to dislodge and is therefore unlikely to have been released in measureable quantities. Repeated air monitoring undertaken following an event that had a significantly higher potential to generate dust and debris in the same room did not detect asbestos fibres above background levels. Staff and students occupying 64 Library in subsequent years Very Low – background Any damage to the AC cement sheet was effectively encapsulated by the rail. Carpet below the rail is the only likely source of ongoing contamination. Airborne fibre release from contaminated carpet is unlikely to have been significant. All carpet was removed from the room in April, 2014 Rare Some asbestos fibres may have been disturbed during initial carpet cleaning, but it is highly unlikely that this would have resulted in airborne exceeding background other than on rare occasions. Very Low Coffey Environments, Australia concludes by stating that the assessment of the risk of developing an asbestos related disease following this coat hook rail incident for staff and students occupying Room 64 Library in 2012 as very low; and for staff and students occupying the room in subsequent years as very low. Regarding the contractor who installed the coat hook rail, Coffey Environments, Australia stated that the installation could have resulted in “minor fibre release into the air” but that it would have been “transient and localised as it would only have resulted from a small number of screws”. They found that “any damage to the AC cement sheet wall was effectively and immediately encapsulated by the installation of the coat hook rail” and assessed the health risk to the contractor as being very low.
POST Support Worker DEPARTMENT Residential LOCATION Wales SALARY Band E Level 1 – £19,988 Per Annum Level 2 – £20,397 Per Annum Level 3 – £20,689 Per Annum Level 4 – £21,216 Per Annum Level 5 – £21,626 Per Annum Level 6 – £22,035 Per Annum HOURS Part time (up to 30 per week) Full time (37.5) RESPONSIBLE TO Unit Manager Fair Ways Person specification To actively contribute towards the maintenance of a positive culture within all Fair Ways services, in which teamwork thrives. Guarding against transference of negative views, being solution focused, and promoting positive attitude. Ability to proactively engage with young people to establish, maintain and end safe-boundaried relationships. Ability to advocate for young people and enable them to advocate for themselves. To be able to recognise the effects of stress on self and others Ability to time manage own workload effectively and work as part of a team, promoting a positive culture. Have a flexible approach to the task and resilience under pressure. To hold or be working towards a qualification relevant to the post, such as NVQ3 in childcare Experience of working with children and young people Knowledge of legislation relevant to residential childcare and child protection
Name Justin ferroni 83 Ethan Pritchett. 97 John McElroy 97 Dan Hill 91 Matt Yanik 97 by submitting this list I have verified the date of birth and contact information of the players on this list. Any player on this list can be asked to produce identification by the opposing manager at any time. Submitting Manager: Amit Shah
The Policy Company Limited The Standard 25.1 Pack – List of Contents (Items in Red) NATIONAL MINIMUM STANDARDS FOR DOMICILIARY CARE AGENCIES IN WALES APPENDIX F POLICIES AND PROCEDURES OF THE AGENCY (Standard 25.1) The policies and procedures encompass the following areas:- Appendix F Requirement The “Standard 25.1 Pack” contains, briefly: statement of purpose and aims and objectives of the agency Model Statement of Purpose conditions of engagement including travel expenses, insurance etc. Model Standard Terms of Business for the Provision of Care Services form of staff contracts & job descriptions Model “Written Statement of Particulars” for the engagement of staff + Model Job Descriptions range of activities undertaken – and limits of responsibility Model Staff Handbook of Operational Policy personal safety whilst at work Model Policies on “Lone Working” and “Violence at Work” standards for quality assurance Model Quality Assurance Programme + Model Policy on Quality Assurance confidentiality of information Model Policy on Confidentiality provision of practice Model policy on Diversity in Care equal opportunities, sexual or racial harassment Model Policy on Equality health and safety Health and Safety Materials, including various Risk Assessment Forms, Model Health and Safety Policy etc. moving and handling Model Policy on People Moving and Handling
practical guide (4th Edition). New York, NY: John Wiley. Available at . Rozensky, R. (2011). The institution of institutional practice of psychology: Health care reform and psychology’s future workforce. American Psychologist, 66, 797-808. doi 10.1037/a0025074 Rupert, P. & Kent, J. (2007). Gender and work setting differences in career-sustaining behaviors and burnout among professional psychologists. Professional Psychology: Research and Practice, 38, 88-96 Rupert, P. and Morgan, D. (2005). Work settings and burnout among professional psychologists. Professional Psychology: Research and Practice, 36, 544-550. Singer, S., & Shortell, S.M. (2011). Implementing Accountable Care Organizations. JAMA: The Journal of the American Medical Association, 306, 758-759. doi: 10.1011/jama.2011.1180. Szapocznik, Rio, A., Perez-Vidal, A. Kurtines, W., Hurvis, O. & Santisteban, D. (1986). Bicultural Effectiveness Training: An experimental test of an intervention modality for families experiencing intergenerational/intercultural conflict. Journal of Hispanic Behavioral Sciences, 8, 303-330. Stout, C.E. & Grand, L.D. (2005). Getting started in private practice: The complete guide to building your mental health practice. Hoboken, NJ: Wiley. Taylor, M. & Nanney, J. (2011). An existential gaze at multi-racial self-concept: Implications for psychotherapy. Journal of Humanistic Psychology, 51, 195-215. Verhaagen, D. (2010). Seven keys to developing your dream non-managed care practice In S. Walfish (Ed.) Earning a living outside of managed mental health care: 50 ways to
expand your practice (pp. ). Washington DC: APA Books. Verhaagen, D. & Gaskill, F. (2014). How we built our dream practice: Innovative ideas for how to build yours. Camp Hill, PA: TPI Press. Walfish, S. (2001). Clinical practice strategies outside the realm of managed care. Paper presented at the meetings of the American Psychological Association, San Francisco, California. Walfish, S. (2011). Practicing outside of managed care: What we can learn from our social work colleagues. The Independent Practitioner, 30, 34-36. Walfish, S. & Barnett, J. (2009). Financial success in mental health practice: Essential tools and strategies for practitioners. Washington DC: APA Books. Walfish, S. & O’Donnell, P. (2007). Satisfaction and stresses in private practice. The Independent Practitioner, 28, 135-138. Walfish, S. & Walraven, S. (2005). Career satisfaction of psychologists in independent practice. Counseling and Clinical Psychology Journal, 2, 124-133. Whitton, S. & Buzella, B. (2012). Using relationship education programs with same-sex couples: A preliminary evaluation of program utilities and needed modifications. Marriage and Family Review, 48, 667-688. Woody, R. H. (1997). Valuing a psychological practice. Professional Psychology: Research and Practice, 28, 77-80. Woody, R.H. (2013) Legal self-defense for mental health practitioners. New York: Springer Books.
The component of the project in which funding is requested will be completed by 1 July 2017 The project is predominantly infrastructure in nature The Local Government is requesting up to $110,000 (inclusive of GST) The Local Government can implement the project and can sustain it in the longer term The Local Government has, or will have at the time of applying, the following required documents to support the application: letters to confirm the provision of partnership funding from the funding providers letters of community support and evidence of community consultation supporting documentation that includes details of the scope and outputs of the project, sets out how the project will be delivered and identifies any risks quotations (through WALGA’s preferred supplier panel) The Local Government can present a strong, well supported case against the following: the extent to which the project will contribute to and sustain regional economic growth the extent to which the project will provide community benefit the extent to which the applicant leverages additional funding from a variety of sources the extent to which the applicant is unable to otherwise fund the project (for projects which are normally the responsibility of State or Federal Government, or private entities). The Local Government is willing to enter into a Funding Agreement with WALGA I am a person authorised to make this declaration on behalf of Insert Local Government .
Walk Kansas Photo Challenge We are seeking inspirational photos from amateur photographers that illustrate the spirit of Walk Kansas. What type? Photos can show kids, families (including pets), and/or adults being physically active; supporting Walk Kansas goals for physical activity and healthy eating; or photos that share a motivational or inspirational message. How will they be used? Photos will be used to promote Walk Kansas, displayed on the program website , and used in newsletters and social media. Who can participate? Photographer must be a current Walk Kansas participant. How can I enter? Submit a high-resolution digital photo before May 12, 2016 to . (Photos must work in print, so photo size of 3 mb or larger is best.) Include your name, email, mailing address, and appropriate release forms. ♦ All photos submitted must include a signed Photo Reprint Permission Form: ♦ Photos that show faces of individuals must also include a Publicity/Photo Release signed by each individual: ♦ All photos submitted become the property of K-State Research and Extension. Are there incentives for submitting a photo? Each photographer that submits a selected photo will receive a Walk Kansas SportTek shirt of their choice. Only one incentive item will be awarded per person. Send signed release forms to: NE Area Extension Office 1007 Throckmorton Hall Manhattan, KS 66506 Questions? Contact Sharolyn Jackson, , 785-532-2273.
Walk-A-Thon 2018 Student Council has devised a system to fund activities for your sons, while saving you money in the process. Below is a list of planned activities, along with the cost for participation in each event. Please look over the list and use it to evaluate what level of participation is best for you and your son. If your son is active in extra-curricular activities, our Platinum Membership may be ideal for you. Our goal is to double the value of your money as an incentive for paying upfront. New this year – we are adding a color run! A color run is a running or walking event where participants are showered in color powder at stations along the course. Platinum Members Spend $100 Receive the following: $5.00 Events Football Tailgate Fall Olympics Lunch $10.00 Events Astros Game Casino Night Crawfish Boil Movie @ Edwards Cinema Sky High Trampoline $30 Events Paintball TopGolf $40.00 Events Homecoming Dance Schlitterbahn Waterpark = $200 Total Savings of $100 Gold Members Spend $50.00 Receive the following: $5.00 Events Football Tailgate Fall Olympics Lunch $10.00 Events Astros Game Casino Night Crawfish Boil Movie @ Edwards Cinema Sky High Trampoline Park $40.00 Event Schlitterbahn Waterpark = $100 Total Savings of $50 Silver Members Spend $25 Receive the following: $5.00 Events Football Tailgate Fall Olympics Lunch $10.00 Events Astros Game Casino Night Crawfish Boil Movie @ Edwards Cinema = $50 Total Savings of $25
Mental Health Walk-In Clinics And Community Drop-In Centres: Barrie Monday Tuesday Wednesday Thursday John Howard Society 80 Bradford Street Suite 530 1-7 pm Services include up to an hour of personalized one-to-one counselling session in an inclusive and barrier-free environment John Howard Society 80 Bradford Street Suite 530 1-7 pm Services include up to an hour of personalized one-to-one counselling session in an inclusive and barrier-free environment Newpath 165 Ferris Lane 11 am - 7 pm Children, youth and families can receive a single session intervention that day. They can return to a walk-in clinic at any time, when they most need the service. Newpath 165 Ferris Lane 11 am - 7 pm Children, youth and families can receive a single session intervention that day. They can return to a walk-in clinic at any time, when they most need the service. Canadian Mental Health Association (CMHA) 134 Anne Street 1-4 pm Walk in clinic to access mental health or addiction support Catholic Family Life Walk-In Counselling 20 Anne Street South 12-00 –7 pm (closed between 4:30-5:30) Single-session counselling services on a first come, first served basis. Sessions are approximately 1 hour in length Canadian Mental Health Association (CMHA) 134 Anne Street 2-4pm Walk in clinic to access mental health or addiction support Catholic Family Life Walk-In Counselling 20 Anne Street South 12-00 –7 pm
-4- Senior Resident / Permanent Tutor: - 41. Category Women Rural Physically Handicapped men Kannada Medium Displaced by Project Unreserved Total SC 2 2 1 - - - 1 6 ST - - - - - - 1 1 C-I 1 - - - - - 1 2 C-II(A) 2 2 1 - - - 1 6 C-II(B) 1 - - - - - 1 2 C-III(A) - - - - - - 1 1 C-III(B) - - - - - - 1 1 GM 6 5 1 1 1 1 4 19 TOTAL 12 9 3 1 1 1 11 38 3 Posts Reserved for Hyderabad Karnataka region Candidates under Article 371(J) Category Women Rural Physically Handicapped Kannada Medium Unreserved Total SC - - - - - 1 1 ST - - - - - 1 1 C-I - - - - - - 0 C-II(A) - - - - - - 0 C-II(B) - - - - - - 0 C-III(A) - - - - - - 0 C-III(B) - - - - - - 0 GM - - - - - 1 1 TOTAL 0 0 0 0 0 3 3 Junior Resident / Tutor:-59, 3years Contract on Consolidated Salary Category Women Rural Physically Handicapped men Kannada Medium Displaced by Project Unreserved Total SC 3 3 1 - - - 2 9 ST 1 - - - - - 1 2 C-I 1 - - - - - 1 2 C-II(A) 3 2 1 - - - 2 8 C-II(B) 1 - - - - - 1 2 C-III(A) 1 - - - - - 1 2 C-III(B) 1 - - - - - 1 2 GM 8 7 2 2 1 1 6 27 TOTAL 19 12 4 2 1 1 15 54 …5
Details of Educational Qualifications (as on date of advertisement) Exam Passed Board/ University Name Year of passing Division /Grade Aggregate % Marks Obt. (upto decimal of two digit) Subjects Remarks (Distinction, if any) (1) High Sch. / Sec. or equivalent (2) High. Sec. / P.U.C. or equivalent (3) Sr. Sec. / Inter. or equivalent exam. (4) Graduation(B.A. /B.Com / B.Sc. etc.) Exam Passed Degree/ Diploma Name Board/ University Name Year of passing Division /Grade Aggregate % Marks Obt. Specialization Remarks (5) P.G. exam. or equiv. (M.A., M.Com., M.Sc., M.Tech. etc.) (6) M.Phil. (7) Any other Degree(s)/Diplomas (8) NET Examination (through CSIR/ UGC/ ICAR) (9) Ph.D* Attach photocopy of Qualifying examination, JRF/ NET and Ph.D. certificate. Notes:– 1. Where no Division / Grade is mentioned, clarification should be given in the ‘Remarks’ column. 2. Give details of Scholarships and Fellowships or Medals won. Whether applying as retired employee: Yes ( ) No ( ) * Please mention 'Y' in the Remark if Ph.D Degree in accordance with the UGC (Minimum Standards and Procedure for Award of Ph.D. Degree) Regulations 2009,otherwise 'N' Present Position: Post with details of Organization Date of Appointment in the present post Present Grade Basic Pay Total emoluments Date of next increment Nature of job Appointments held before joining the present post: Name of post Name and address of employer Appointment Date Leaving Date Grade Reasons for leaving the post Nature of job
Crucifixion (Matt 27:32-56) You may feel that this station is best set up as reflective area – for ideas visit: Resurrection (Matt 28) If possible you could set up an Easter garden with an empty tomb – you might want to include Easter eggs that they children could share. Have a very celebratory atmosphere about this station. Think about how different people would feel during this part of the story in contrast to how they felt on Good Friday: Jesus The High Priest The Roman soldiers and Pontius Pilate Peter The other disciples, including the women How do you think you would have felt if you had been there? Why do you think this is such an important day for Christians still today?
Team briefings for employees were held on a daily basis and acted as a forum to: discuss any new safe work method statements, plant or substances on site report on any incidents or accidents from the previous day discuss the work planned for the coming day and WHS in general. SMARTEK system Walker Corporation engaged a consultant to develop an IT system to assist with managing safety and general administration. The SMARTEK system allows for: photographic induction cards monitoring of certificates of competency changes in induction certificates currency of workers compensation certificates scanners to ensure an accurate tally of personnel on site (for use in an emergency). Results As a result of the site safety management plan, site safety committee and SMARTEK system the Broadway Shopping Centre expansion was a safety conscious environment catering to shop employees, visitors and construction workers. This project won an award for safety in the Master Builders Association of NSW awards and was a finalist in 2006 of the Master Builders Australia National Building & Construction Awards. For further information about this safety initiative contact: Walker Corporation Head Office Ph: 02 8765 5000 About these case studies The Australian Government is committed to improving the WHS standards for all workers on building and construction projects. These case studies have been developed to share practical ideas that can be adopted by industry to assist in their own management of WHS issues. The Federal Safety Commissioner consults widely with industry, WHS authorities and other relevant agencies to promote a cooperative approach to improving WHS performance. The vision of the Federal Safety Commissioner is a building and construction industry where no one is harmed.
Walk for Parish Nursing – 2015 Pledge Form for __________________________________ (Participant) From: _________________________________ (Church/Organization) Name Email Address Postal Code Amount Pledged Amount Collected Please make cheques payable to CAPNM 2015. Receipts will be issued for donations of $20 or more. For more information or to get involved please contact a member of our ‘Walk for Parish Nursing,` organizing committee: Elaine Hesje, Treasurer 306 652 4524 Ruth Black, Co-chair 306 229 2801
Sr. No. Name of the Post Name of Project Qualification Period Place of Work Emoluments (per month) 1. Project Fellow (3 Nos.) “Forest cover mapping of PLPA section 4 &/or 5 notified areas in Haryana” 1st Class Master’s Degree in Remote or Ist class Master Degree in the relevant field with P.G. Diploma in Remote 3 Months (May be extended depending on the project HARSAC, Hisar Rs.25,000 + 10% HRA 2. Project Assistant (1 No.) “Area Estimation and Monitoring Active Fire Locations for Wheat and Rice Stubble Burning for all Districts of Haryana for 2018” B.Tech/M.Sc./MCA in Computer Science/IT. Preference will be given to candidates having knowledge of development of web applications using open layers/Google API’s 31st 2018 or till the expiry of the project HARSAC, Hisar Rs.25,000/- For all the above posts, the work involves extensive field work and only those who are willing to travel extensively need to apply. The appointment in all the projects will be purely on contractual basis for the period as mentioned above or earlier or extendable as per project requirement. Eligible candidates may walk-in for skill test cum interview on 15.10.2018 at 09:00 AM sharp at HARSAC, CCS HAU Campus, PTO -2- From overleaf: Hisar will duly filled in application form, original and copies of testimonials/certificates and application fee of Rs.200/- in the form of IPO or Demand Draft drawn in favor of Chief Scientist, HARSAC, Hisar. Separate application form and fee is required for each post. The appointment in the projects will be purely on contact and co-terminous with the project. The selected candidates will not confer any right on the incumbent to any claim, implicit or explicit, on any post. Candidates are required to mention exact percentage of marks obtained by them against each column of qualifications. No TA/DA will be paid for attending the Interview-cum-Skill Test. The syllabus for the skill test will be made available on HARSAC website (www.harsac.org)
Chief Scientist APPLICATION FORM Post Applied for : Name of the Project : Name of the Candidate in full : Date of Birth : Name of Father/ Husband : Contact Tel/Mobile No. : E-mail Address : Nationality : Address for correspondence : (in block letters) Permanent Address : Whether SC/ST/OBC/General : Educational/Professional Qualifications (Matriculation onwards): Sr. No. Examination Passed (Indicate name of degree) University/ Board Year of Passing Division Exact % of marks Subjects Studied 1. 10th class 2. 12th Class 3. Graduation 4. Master Degree 5 Preferred Qualification (RS & GIS) 6. Higher Qualification, if any Relevant Experience (Only in GIS & RS) : No. of Publications (Attach Xerox copies) : If selected, minimum time required to join the post : Application fee details: D. D./ I.P.O./ No. __________. Dated: _________
Belief Trust Loyalty Dependability In the Strong’s Concordance faith is found 247 times in 231 verses in the Bible. Therefore it is important to keep the context in mind when you are reading a particular scripture. Now let’s look at the Bible’s definition of faith from the book of Hebrews. Hebrews 11:6 “Without faith it is impossible to please God” If you are not careful, you will perceive this verse as being a blank check from God. It is easy to interpret this scripture to mean that whatever you are sure of and hope for will come to pass. However, this verse does not say that at all. It merely defines faith. Faith is not based on the seen or the tangible since it wouldn’t be faith in those instances. The key here is to identify the source of the hope. I can hope for something for the rest of my life but if it isn’t’ in God’s will then I can’t expect God to grant it to me, even though I may pursue it and get it on my own accord. Habakkuk 2:4 states it this way, “Behold, his soul [which] is lifted up is not upright in him: but the just shall live by his faith. The just shall live by faith, not my faith can rest in my own self or it can rest in God. If it rests in me then I can have faith for anything and expect God to honor “my faith,” which isn’t biblical at all. On the other hand, I can have faith in God and expect him to honor what he said that he would do. My faith is then based on the Word of God and not merely my wishful thinking or desires. The just, those being obedient to do all of God’s word shall live by faith. Proverbs 3:5 through Proverbs 3:6 (NKJV) Trust in the LORD with all your heart, And lean not on your own understanding; In all your ways acknowledge Him, And He shall direct your paths.
Name:____________________________ Date:__________ Walking Worksheet 1 How many calories equal one pound? How does walking compare to running? A) B) C) What should you look for in a walking shoe? A) B) C) D) What will help with sore shins? A) B) C) D) 5. Describe how you could loose one pound in one week. How many calories are burned in one mile? Approximately, how many steps are in one mile? What would be a good pace for one mile?
Years ago, a guy named Mark was putting his daughter to bed, but, for whatever reason, she just wouldn’t go to sleep. She was like three or four years old… that age where it can be a lot of work putting them down. So he put her down to go to sleep, but, when he checked on her an hour later, she was still awake. He said to her, "What are you doing?" She said, "I'm thinking." He said, "What are you thinking?" She said, "I'm thinking about someday when I'm all grown up and I'm going to be a bride. I'm going to wear a big dress and you're going to be my prince." And he said, "I can't be your prince." She said, "What do you mean you can't be my prince? Why can't you be my prince?" He said, "Well I'm already Mommy's prince. But even if I’m not your prince, I’ll always be your daddy.” She said, "Well then who is going to be my prince?" He says, "I don't know. It might be someone you know right now… but it’s probably someone you’ve never even met… But don’t worry honey, when it's time for a prince to be chosen, Daddy will decide who the prince is going to be!" If you’re a woman here, married or single, young or old, you need to hear this. You're the daughter of a king. If you're a man, whatever scars you bear, whatever wounds you carry, you're the son of a king! Jesus treated everybody like they were the child of the King. And most people, especially the poor, the sick, the sinners, were not used to being treated this way. And, BTW, they're still not. But, you can still be part of Jesus' movement to change the world by the way you see the people you walk past every day. Go through the Old Testament and you’ll see that, over and over again, God talks about four categories of people. When He's talking to Israel He says, "You be real careful about how you treat widows, orphans, aliens, and the poor."
Walking With Jesus Lesson 3 - Galilee The Calling of the Fishermen - Simon, Andrew, James and John (Luke 5:1-11) The Calling of Matthew the Tax Collector (Luke 5:27-32) Walking With Jesus Lesson 3 - Galilee Lessons: The Northern Sea of Galilee from Mount Arbel