zilongwang/ReadingBank huggingface dataset:
classroom. In my opinion there is a distinction between what a Teacher Leader is able to do and what I can do because I am not part of any one team, or involved in the day to day of the classroom. I would like to be assigned to a specific team perhaps and have the parameters of what I can bring to the table clearly outlined for both myself and my colleagues. That way I know what is clearly expected of me and feel like I'm still an integral part of the teaching team. It will be much easier if there's no principal change! More structures set in for when and how we are supporting the ongoing work of the teachers. Again, as a beginning teacher, I need the opportunity to share with others and receive feedback, support, and resources. I need the support of my administration to advocate for me and trust my philosophy and experience. I also need my peers to value my opinions and listen to the ideas I have coming right out of teacher training. I need the support of the school board and it's branches (such as Early Learning Network and area strategists) to advocate for me and my students and provide resources and support. We need to take all of the work from today's session and use the solutions to reframe our school leadership agenda. We will make the TEF more visible from the get go next year and start designing tasks through the discipline approach brought forth at the last meeting. We be more committed to bring the work forward within the walls of our school to encourage
continue next year. Anytime we bring teachers together to discuss practice in a structured format, we grow as learners. We do not have enough personnel at the system level to attend to this unless we choose to let go of other responsibilities (which maybe we should do). I would really like some more classes on Galileo and how to teach inquiry based learning. I feel I struggle with this and would love feedback and help on how to teach a better inquiry based activity. I am very much a hands on learner and I feel that I need more sessions to feel like I am a little bit of an expert on inquiry based learning and inquiry based activities. - Ability to continue to work with Galileo experts to continue our scholastic growth - Continued work around the Teacher Effectiveness Framework, but with a more focussed intention (one thing at a time) I would also like to use some PD time to go through some of the work we have done here I think that over all, we have been provided with ample time to share our Area III learning. I think the biggest need for me is to continue developing my own practice so that I can become a better lead learner. It would be nice to have a network where you can discuss with other Leads hiccups that may occur in the process. Increased leadership skill development. -Professional development around leadership My favourite session this year was the one in that looked
Aspect of Formative Assessment Strategy 1 What it looks like in practice Examples from your table group Provocation/ Hook into the area: sometimes it is important to hook students into learning before sharing learning intentions Physcial, play, prompt thinking, end game, leadership, sense of justice, emotions Sharing learning intentions and success criteria Learn vs do, accessible, context Learning targets posted Learning intention on handouts Saying to students “today we are going to learn about…” Reminding them of the key learning that you introduced the day before “We are continuing on with this same target…” Clarifying learning intentions and success criteria Exemplars and inquire inot quality, rubrics Unpack what key words in the learning target mean Communicate quality by using exemplars and non exemplars first Hold exemplars and non exemplars up side by side to inquire into quality Use success criteria or rubrics to discuss quality with students Students co-design rubrics Developing an understanding of learning intentions and success criteria Unpack Check in with students Listen to students discuss in partners what they think the learning target means Ask students to identify an example of what the learning intention is and is not Asking a well crafted question to uncover anticipated misconceptions about the learning target At the end of the a lesson, asking the students what they have learned “What are you learning about today?” “What does a good ..… look like?” (Timperley, 2011)
Feedback Triggers: Reflection What insights and/or reflections do you have in relation to feedback triggers when working with students? Colleagues? Can you think of a time when you may have inadvertently activated a feedback trigger in a student or a colleague? How might you approach the conversation differently now? Reflection Checklist Providing Feedback that Moves Learning Forward I don’t do this yet I do this sometimes This is embedded in my practice I could support someone else I focus on student response to my feedback rather than the feedback itself. I praise students for effort rather than ability. I give students feedback rather than ego-involving feedback. I limit the written feedback I give to students and give class time for students to respond. I give “balanced” written feedback. I make feedback into detective work for my students.
work and great support” – Cbeyond Customer Reduced Management Burden Cbeyond can use fewer resources for virtual machine support. Resources previously used to support Virtuozzo are being redeployed for system improvements versus troubleshooting. In addition, Cbeyond was able to use the System Center Suite, including Virtual Machine Manager, Configuration Manager, Operations Manager, and Data Protection Manager, to manage the newly migrated virtual machines. This has resulted in approximately 0.5 FTE (Full-time Equivalent) reduction of support required since migration o Hyper-V. Improved Reliability Cbeyond has realized Hyper-V offers reliability advantages too. Customers have the ability to run their own Microsoft updates without having to wait for Virtuozzo verification. Waiting for verification often resulted in installation delays for important updates. Eliminating Virtuozzo verification has also reduced code related incidents. “I noticed that we had more disk space on the new server, and it seems that we have more memory, although the numbers are the same, it seems to perform better. And I really like running the updates myself, I always felt hamstrung when I couldn’t update my server as I wanted.” – Cbeyond Customer Greater Agility for a Competitive Advantage With Hyper-V, Cbeyond provides their customers an easy, affordable way to adopt new technology and expand their businesses. Customers also receive the full benefits of the Hyper-V platform without any limitations. Microsoft Cloud Power Microsoft offers a complete set of solutions to meet business needs, including solutions for advertising; communications (email, meetings); collaboration (document storage, sharing, and workflow); business applications (customer resource management, business productivity); data storage and management; and infrastructure services. In addition, customers can take advantage of an entire ecosystem of solution providers and Microsoft partners. For more information about Microsoft Cloud Power, go to:
Standards/Criteria Please list standards as per example in first row. Provide full information on source of standards – Title, website reference etc. Be sure data you plan to collect will measure performance against listed standards. Criteria Target (%) Exceptions Source & Strength* of Evidence Instructions for where to find data E.G. At initial assessment urinary incontinence should be categorised as stress/mixed/urge 100% NICE Guideline CG40 C Medical notes 1 2 3 4 5 6 *Strength of Evidence A At least one randomised controlled trial as part of a body of literature of overall good quality and consistency addressing the specific recommendation B Availability of well-conducted clinical studies but no randomised clinical trials on the topic of the recommendation C Expert committee reports or opinions and/or clinical experience of respected authorities. Absence of directly applicable clinical studies of good quality D Recommended good practice based on clinical experience (local consensus)
Civil and administrative procedures I. (3.1) (c) Disciplinary actions I. (3.1) (d) Investigations, enforcement proceedings or sanctions by supervisory authorities I. (3.1) (e) Refusals or withdrawals of authorisation, licence, etc. I. (3.1) (f) Evidence relating to an assessment of the proposed acquirer's reputation by another authority in the financial sector I. (3.2) Evidence relating to an assessment of the proposed acquirer's reputation by an authority in another sector I. (3.3) Financial and non-financial interests that may represent a conflict of interest for the proposed acquirer I. (3.4) Shareholding structure I. (3.5) structure I. (3.6) Financial institutions subject to prudential supervision which are part of the group I. (3.7) Balance sheets for the last three years I. (3.8.a) Profit and loss accounts for the last three years I. (3.8.b) Annual reports and annexes for the last three years I. (3.8.c) Group consolidated accounts for the last three years I. (3.8.d) Credit ratings of the proposed acquirer I. (3.9) Credit ratings of the proposed acquirer's group I. (3.10) General purpose of the acquisition I. (4.1) Diagram showing the structure of the indirect qualifying holding I. (4.2) Significant influence – qualifying holding of less than 10% I. (4.3) Shareholders agreements I. (4.4) Actions in concert with parties I. (4.4) Origin of the private financial resources I. (5.1) Sale of assets to finance the acquisition I. (5.2) Practicalities of the transfer of funds I. (5.3) Access and recourse to financial markets to finance the acquisition I. (5.4) Bank credit to finance the acquisition I. (5.5) Appeal to shareholders of the financial institution to finance the acquisition I. (5.6) Business plan II.A Detailed document on strategy II.B Document on strategy II.C Part I: General information
Business’s reason for sponsoring the arts or heritage project and activities (please tick all that apply) Business and/or brand name awareness Corporate social responsibility (CSR) Creative development Developing community links Direct access to target audiences Enjoyment Entertaining Image enhancement Marketing PR opportunities Staff relations & development Other (please specify) Art form (please tick all that apply) Animation Art & health Combined arts Craft Dance Design Fashion Festival (including youth, community, film, general, literature, military, music, ethnic) Film & TV Galleries Literature Music Street arts Theatre Visual arts Other (please specify) Heritage form (please tick all that apply) Archaeology Archives & collections Community heritage
Please ALSO tick the following statement to confirm The business has not been promoted in association with the arts or heritage organisation or the arts or heritage activities detailed in this form. Promotion should only commence once a decision has been made as to whether the application for funding has been successful. Section 2: Project details Project title Proposed impacts of arts or heritage project and activities (please tick all that apply) Community & social empowerment Education & learning Environment Equality, diversity & inclusion International engagement Health & wellbeing Older people People with disabilities Tourism Young people Other (please specify) Business’s reason for sponsoring the arts or heritage project and activities (please tick all that apply) Business and/or brand name awareness Corporate social responsibility (CSR) Creative development Developing community links Direct access to target audiences Enjoyment Entertaining Image enhancement Marketing PR opportunities Staff relations & development
Organisation Purpose Amount $ The German Shepherd Dog Club of the Northern Territory Inc Purchase specialised agility equipment $3,000.00 The Totally and Permanently Incapacitated Ex Service Men and Association of the Northern Territory Inc Purchase laptop computers and accessories $4,698.00 Top End Orienteers Inc Hire a professional interstate-based mapper to update orienteering maps in Darwin $1,500.00 Top End Orienteers Inc Update existing maps of the Darwin area $4,912.00 Top End Practical Shooting League Inc Hire a grader and dozer to upgrade fire breaks $3,500.00 Top End Practical Shooting League Inc Purchase and install water tank $3,267.50 Top End Rodeo Circuit Inc Host May Day fundraiser $3,500.00 Total Recreation NT Inc Provide assistance towards photography workshops $2,254.54 Vietnamese Community in Australia - NT Chapter Inc Purchase plastic chairs and tables for the Vietnamese Community Centre $1,000.00 $238,346.39 Organisation Grant Purpose Amount $ EAST ARNHEM / ARNHEM Anglicare NT Purchase furniture and cookware for the East Arnhem “respite flat” $4,344.55 Captain Cook Community Centre Purchase and install security system $4,545.00 Gove Amateur Astronomers Purchase materials and build an observing shed to house telescope $3,895.00 Gove Arts Theatre Purchase mobile scaffold and mobile safety platform $4,000.00 Gove Boat Club Purchase materials and undertake maintenance $2,000.00 Gove Peninsula Festival Association Inc Purchase purpose-built trailer $2,500.00 Groote Eylandt & Milyakburra Youth Development Unit Inc Purchase sewing machines and overlockers for Mikbamurra Stitches $4,560.00 Groote Eylandt BMX Club Inc Purchase ten bikes $4,037.00 Nhulunbuy Playgroup Association Inc Renovate front of premises to provide a waterproof room $3,000.00 Tiwi Islands Shire Council Purchase design programs and inks $5,000.00 $37,881.55
Item Symptom Remedy Ballot Mis-feed Scanner reports a mis-feed Review any screen messages before proceeding. If given choices such as “re-scan” or “continue” check the status of the ballots in question, then respond to the screen message. Remove the offending ballots from the scanner and re-insert them into the hopper to be if indicated. If ballots are crumpled, folded or torn, attempt to smooth them to aid in the scanning process. Target Card not read Tabulator reports a fatal error Delete the box, re-start Tabulator, and re-scan the box Box requires re-scanning Ballots became out of order Operator inadvertently terminated a box before all ballots were scanned. Run the “Delete Box” script, Re-initiate the standard procedures for scanning a box. If ballots are crumpled, folded or torn, attempt to smooth them to aid in the scanning process. No response to Start Scan button or scanner incorrectly reports no paper on input tray If the paper is curled upward, the paper sensor may not be depressed. With your fingers, press down at the center of the leading edge of the paper and press the Start Scan button.
99236 Observation or Inpatient Care including admit and discharge on same day. New or established patient. *Requires 3 of 3 X X X NA INITIAL NURSING HOME CARE 99304 Initial Nursing Facility Care. New or established patient. *Requires 3 of 3. X X X X 25 99305 Initial Nursing Facility Care. New or established patient. *Requires 3 of 3. X X X 35 99306 Initial Nursing Facility Care. New or established patient. *Requires 3 of 3. X X X 45 SUBSEQUENT NURSING HOME CARE 99307 Subsequent Nursing Facility Care. New or established patient. *Requires 2 of 3. X X X 10 99308 Subsequent Nursing Facility Care. New or established patient. *Requires 2 of 3. X X X 15 99309 Subsequent Nursing Facility Care. New or established patient. *Requires 2 of 3. X X X 25 99310 Subsequent Nursing Facility Care. New or established patient. *Requires 2 of 3. X X X 35 NURSING HOME DISCHARGE OR ANNUAL REVIEW 99315 Nursing Facility Discharge 30 minutes or less 30 or <30 99316 Nursing Facility Discharge >30 minutes >30 99318 Annual Nursing Facility Assessment *Requires 3 of 3 X X X X 30 REST HOME, BOARDING HOME, CUSTODIAL CARE 99324 Rest Home, Boarding Home, Custodial Care. New patient. *Requires 3 of 3. X X X 20 99325 Rest Home, Boarding Home, Custodial Care. New patient. *Requires 3 of 3. X X X 30
Miname Export (Senegal) Mango, Green beans, okra, eggplant. Hortica (Senegal) & Fruits and vegetables. Ngueya Sarl (Senegal) Mango, melon, green bean, okra, fruit of passion. Agro Sarl (Senegal) Melon, green bean, okra, mango.
list, which we think is great. We kindly request you / your line colleagues to carefully go through the document and take note of the actions and proposed deadlines. In case you foresee any significant delay from your end with the proposed deadlines, please let us know. The time line as reported at the end of the attached document is reported here below for ease of reference. Again: please go through this document and guidelines and start to take action accordingly Steps Actions and timeline STEP 1 – Getting organized, focal points. Organizations to send to UNHCR by 20th of Dec STEP 2 – Standardization of available data by Organizations, understanding of qualitative aspects Organizations to send indications on data fields as per instructions, to UNHCR by 28th of Dec STEP 3 – Preparing the data for sharing with UNHCR UNHCR to send on Step 2 to Organizations by 6th of January, Organizations to send data sets to UNHCR by 10th January STEP 4 – Send the data STEP 5 – Data analysis, ESSN criteria UNHCR to produce first analysis tentatively by 20th January, share / present in informal presentation STEP 6 - Data analysis, UNHCR to produce first
Then he is brought back to share the vision with the medicine man and to integrate the experience into his life. Of course, capacity is the elephant in the room. There is far less capacity (i.e., sufficient numbers of sufficiently expert personnel) than needed in most AI/AN locales. In some locales, especially small, rural, AI/AN communities, expert treatment and care are almost non-existent. It is obvious that greatly increased capacity (i.e., funded positions) is required to meet the need for behavioral health services dealing with depression, substance abuse, and behavioral problems. For example, May described ramping up the capacity in the Navajo Nation over a 10 year period. This cultural intervention consisted of comprehensive health services developed and delivered over a 10 year time period, as an Adolescent Suicide Prevention Project. Upon community input, it broadened to address the complete array of underlying issues. It obtained active involvement of the community in assessment and planning, ultimately being institutionalized as a tribal behavioral health department. Interventions included education and awareness raising; identifying and monitoring risks; identifying high-risk persons and families; outreach/screening/intervention in service institutions and social venues; school-based life skills and other interventions; natural helpers for advocacy, referral and non-professional counseling; and professional mental health delivered in community settings. The capacity was increased over the period from 1.2 full time equivalents (FTE) to 57 FTE. Outcomes were reduced suicide gestures and attempts. Increased numbers of funded personnel positions is not an easy solution. Another solution is to increase the productivity of existing personnel. The capacity gap is so huge and so crucial, that increased suicide, violence, and substance abuse prevention training for existing personnel can be considered a system-wide strategic imperative, per se.
SCHOOL PERFORMANCE FACT SHEET CALENDAR YEARS 2015 & 2016 BA in Psychology – 120 credits or 10 terms On-Time Completion (Graduation Rates) Includes data for the two calendar years prior to reporting Calendar Year Number of Students Who Began the Program Students Available for Graduation Number of On-Time Graduates On-Time Completion Rate 2015 7 7 4 57% 2016 10 10 6 60% Student’s Initials: ____________________ Date: ____________________ Initial only after you have had sufficient time to read and understand the information. Job Placement Includes data for the two calendar years prior to reporting “Because of the change in the Bureau’s reporting regulations, which became effective on July 14, 2016, this institution was not required to collect the data for its 2015 and prior graduates.” Calendar Year Number of Students Who the Program Number of Graduates Students Available for Employment Graduates Employed in the Field Placement Rate % Employed in the Field 2015 2016 10 6 6 n/a n/a You may obtain from Cambridge College a list of the employment positions determined to be in the field for which a student received education and training. Simply contact the Student Services Coordinator, Courtenay Griffin, at extension 1563.
Rutgers Biomedical and Health Sciences (RBHS) Competency-Based Job Description Job Department: Division/Section: School/Operating Unit: Reports To: Approved By: Approval Date: Age/Patient Population(s) Served Double Click on Box(es) for Your Selection; Select Checked; Click OK for All that Apply AGE/PATIENT POPULATION(S) SERVED KEY Age of Patient Population Served Neonate (birth - 28 days) Infant (29 days – less than 1 year) Pediatric (1 - 12 yrs) Adolescent (13 – 17 yrs) Adult (18 – 64 yrs) Geriatric (65 yrs & older) Nonage Specific Task (N/A) Population Bariatric Patients: BMI greater than 40, or greater than 35 with weight related comorbidities Patient with exceptional communication needs Patient with developmental delays Patient at the end of life Patient under isolation precautions All Populations ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned. (List Essential Duty Responsibility Statements.) Core Competency is the demonstrated ability to carry out the primary responsibilities of the job which should be reflected in the essential duties section of the job description. 1. 2. 3. 4. 5.
SCHOOL PERFORMANCE FACT SHEET CALENDAR 2015 & 2016 BA in Multidisciplinary Studies – 120 credits or 10 terms On-Time Completion Rates (Graduation Rates) Includes data for the two calendar years prior to reporting Calendar Year Number of Students Who Began the Program Students Available for Graduation Number of On-Time Graduates On-Time Completion Rate 2015 51 51 46 90% 2016 19 19 19 100% Student’s Initials: ____________________ Date: ____________________ Initial only after you have had sufficient time to read and understand the information. Job Placement Rates Includes data for the two calendar years prior to reporting “Because of the change in the Bureau’s reporting regulations, which became effective on July 14, 2016, this institution was not required to collect the data for its 2015 and prior graduates.” Calendar Year Number of Students Who Began the Program Number of Graduates Students Available for Employment Graduates Employed in the Field Placement Rate % Employed in the Field 2015 2016 19 19 19 n/a n/a You may obtain from Cambridge College a list of the employment positions determined to be in the for which a student received education and training. Simply contact the Student Services Coordinator, Courtenay Griffin, at extension 1563.
Ensures that properties are allocated fairly Meets the Bassetlaw District Council’s legal obligations Allocates housing to people in need Gives applicants choice and control over where they wish to live 1.2 Overview The Choice Based Lettings Policy is based on five main principles: 1.2.1 Access Access to Bassetlaw District Council’s housing register is available for anyone aged 18 and over. This is explained in section 2. 1.2.2 Lettings Applicants with similar needs for housing are grouped into 1 of 6 Lettings Bands that are used for deciding who will get a new tenancy. These are explained in section 4 1.2.3 Advertising Vacant properties are advertised openly so that anyone accepted onto the Housing Register can request the tenancy. This is explained in section 5 1.2.4 Offers Normally a new tenancy is offered to the applicant who is top of the list of applicants who have put their name forward for the property. This is explained in section 5. 1.2.5 Feedback We will advertise the results of allocations of vacant properties through the Choice Lettings Brochure, on the Internet and in our Property Shops, to allow applicants to make informed decisions and choices in the future. 1.3 Choice of Accommodation Under Section 166A Housing Act 1996 (as amended by the Localism Act 2011) it is Bassetlaw District Council’s policy to allow applicants as wide a range of choice of accommodation as possible. Under Section 160ZA Housing Act 1996 (as amended by Localism Act 2011) Bassetlaw District Council has the power to determine what classes of person are not qualified to be allocated housing (these requirements are in addition to the provisions on eligibility in respect of persons from abroad)
(sample) 2016 BOD Calendar Last Revised: July 2016 Item Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec Mtg Date Board Education CBL 101 and Leadership Training Jan.28 Expansion Planning: Process and Timelines Expansion Planning: on Board Decisions CBLD Cooperative Café March 12 Market Study CCMA June 9-11 Amherst Pro Forma Financial Statements Yearly Reflection: What have we learned? How can we integrate this learning/lead into the future? Yearly Review and Update of next year’s education plan Member Engagement and Newsletter Articles Article for Annual Report Prep for Annual Member Meeting Article about BoD Elections, Candidate Bios Review Member Meeting Agenda and assignments Annual Member Meeting Admin. Agenda Items Welcome new directors Election of Board Officers Finalize GM Evaluation BOD Budget finalized Review GM Proposal BOD Retreat March 22 Board Retreat Follow-up Finalize GM Decision Review Member Meeting Agenda Start 2017 calendar assignments for election Deadline for BOD Candidates information for ballots September 11th Auditor Presents Report to the BOD Board Elections October 1-21 Enroll in CBLD Certify election results Register for CBLD events Farewell to departing directors Orientation meeting for new board members Review calendar for next year Board Monitoring C: Global Governance D: Global BoD-Mgmt C1: Governing Style C2: Board’s Job C3: Agenda Planning C4: Meetings C5: Code of Conduct C6: Officers C7: Committee Principles C8: Governance Investment D1: Unity of Control D2: GM D3: Delegation to GM D4: Evaluating GM GM Monitoring B: Global Constraint B1: Financial Condition B9: Succession B4: Membership B5: Consumers B1: Financial Condition B2: Planning & Budgeting A: Ends A: Ends, continued B1: Financial Condition B3: Asset Protection B6: Staff B1: Financial Condition B7: Board B8: Board Support
Gainfully Employed Categories Includes data for the two calendar years prior to reporting “Because of the change in the Bureau’s reporting regulations, which became effective on July 14, 2016, this institution was not required to collect the data for its 2015 and prior graduates.” Part-Time vs. Full-Time Employment Calendar Year Graduates Employed in the Field 20-29 Hours/Week Graduates Employed in the Field at Least 30 Hours/Week Total Graduates Employed in the Field 2015 2016 Single Position vs. Concurrent Aggregated Position Calendar Year Graduates Employed in the Field in a Single Position Graduates Employed in the Field in Concurrent Aggregated Positions Total Graduates Employed in the Field 2015 2016 Self-Employed/Freelance Positions Calendar Year Graduates Employed who are Self-Employed or Working Freelance Total Graduates Employed in the Field 2015 2016 Institutional Employment Calendar Year Graduates Employed in the Field who are Employed by the Institution, an Employer Owned by the Institution, or an Employer who Shares Ownership with the Institution Total Graduates Employed in the Field 2015 2016 Student’s Initials: ____________________ Date: ____________________ Only initial after you have had sufficient time to read and understand the information.
SCHOOL PERFORMANCE FACT SHEET CALENDAR 2015 & 2016 Teaching Skills and Methodologies – 32 credits or 3 terms On-Time Completion Rates (Graduation Rates) Includes data for the two calendar years prior to reporting Calendar Year Number of Students Who the Program Students Available for Graduation Number of On-Time Graduates On-Time Completion Rate 2015 0 0 0 n/a 2016 5 5 5 100% Student’s Initials: ____________________ Date: ____________________ Initial only after you have had sufficient time to read and understand the information. Job Placement Includes data for the two calendar years prior to reporting “Because of the change in the Bureau’s reporting regulations, which became effective on July 14, 2016, this institution was not required to collect the data for its 2015 and prior graduates.” Calendar Year Number of Students Who Began the Program Number of Graduates Students Available for Employment Graduates Employed in the Field Placement Rate % Employed in the 2015 0 2016 5 5 5 n/a n/a You may obtain from Cambridge College a list of the employment positions determined to be in the field for which a student received education and training. Simply contact the Student Services Coordinator, Courtenay Griffin, at extension 1563.
We learn from this quotation that people should not rush into baptism before they are ready. The men and women of Samaria were not baptised until "they believed...the things concerning the kingdom of God and the name of Jesus Christ". Deciding to be baptised is the most important decision of a lifetime. It is not a decision to make lightly. Before baptism, it is necessary to understand, and believe, the true teaching of the Bible. After baptism, it is necessary to fight against temptation and try to obey God's commandments always. Without these things – belief of true Bible teaching first, and obedience to God afterwards – baptism is worthless. Children of God We are born the children of Adam. But when we are baptised we are taken into the family of God, and we become the children of God. Every man and woman is a child of Adam, and the Bible speaks of them as being "in Adam". When we are baptised, we "put on Christ", and are spoken of as being "in Christ". Paul tells us in Galatians, chapter 3, verses 26-27, "For ye are all the children of God by faith in Christ Jesus. For as many of you as have been baptised into Christ have put on Christ." We have a new hope of life, for we read in 1 Corinthians, chapter 15, verse 22, "As in Adam all die, even so in Christ shall all be made alive." Christ our Mediator We make a fresh start at our baptism. But we cannot live without sinning. What happens if we sin, after we are baptised? Because we are "in Christ", we have Jesus Christ to be our mediator, and to pray to God for us – and, if we are really sorry we have sinned, we may be sure that God will hear Him, and forgive us our sins for His sake. The apostle John writes, "If any man sin, we have an advocate [or, a mediator] with the Father, Jesus Christ the righteous" (1 John, chapter 2, verse 1). Summary God has commanded us to be baptised.
contractors. Contact CSLB for information about the licensed contractor you are considering, including information about disclosable complaints, disciplinary actions, and civil judgments that are reported to CSLB. Use only licensed contractors. If you file a complaint against a licensed contractor within the legal deadline (usually four years), CSLB has authority to investigate the complaint. If you use an unlicensed contractor, CSLB may not be able to help you resolve your complaint. Your only remedy may be in civil court, and you may be liable for damages arising out of any injuries to the unlicensed contractor or the unlicensed contractor’s employees. For more information: Visit CSLB’s Internet Web site at www.cslb.ca.gov Call CSLB at 800-321-CSLB (2752) CSLB at P.O. Box 26000, Sacramento, CA 95826. Representations: Authority to Sign: Each party promises to the other party that it has the authority to enter into this Contract and to perform all of its obligations under this Contract. Client will Review Work: The Client promises to review the work product, to be reasonably available to the Contractor if the Business has questions regarding this project, and to provide timely feedback and decisions. General: Signatures: The Client and the Contractor must sign the document either electronically or in hardcopy. If this document is signed in hard copy, it must be returned to the Business for record. Electronic signatures count as originals for all purposes. Compliance with Laws: Contractor must comply with all provisions of law applicable to this Contract. Term and Termination: This Contract ends on write the contract end date here, unless the Client or the Business ends the contract before that time. If one of the parties chooses to end the Contract prior to project completion, the Client is responsible for paying for all work and costs incurred up until that date. Bond. Client has the right to require the Contractor to have a performance and payment bond. Three-Day Right to Cancel The Client has the right to cancel this contract within three business days. You may cancel by e-mailing, mailing, faxing, or delivering a written notice to the Contractor at the Contractor’s place of business by midnight of the third business day after you received a signed and dated copy of the contract that includes this notice. Include your name, your address, and the date you received the signed copy of the contract and this notice.
• Did your first attack of severe vertigo last hours, with nausea and vomiting? Vestibular neuritis • Are you light-headed when you get up from a bed or chair for a few seconds? Blood pressure/cardiovascular disease (CVS) • Do you pass out completely with your dizziness? CVS Difference between peripheral and central vertigo Peripheral Central Hallucinations of movement Definite Less definite Onset Usually paroxysmal Seldom paroxysmal Intensity Usually severe Less severe Duration Seconds to hours Weeks to months Induced by head position Frequently Seldom Nystagmus Present Present or absent Nystagmus pattern Uni-directional, increased by loss of fixation Direction changing, no change with fixation, other forms of nystagmus Autonomous nervous system symptoms Definite Less definite or absent Tinnitus Frequently present Seldom present Hearing loss Frequently present Seldom present Disturbance of consciousness Absent More frequently present Other neurological signs Usually absent Frequently present Differential diagnosis of vertigo Peripheral Central Common • Vestibular neuritis • Meniere’s disease • Bilateral vestibulopathy • Vestibular schwannoma/acoustic neuroma Common • Phobic postural vertigo • Vestibular migraine • Pathological forms of nystagmus, e.g. • Down-beat nystagmus • Up-beat nystagmus • Gaze nystagmus Rare semi-circular canal dehiscence (SSCD) • Vestibular paroxysmia (vascular loop compression) • Perilymph fistula • Labyrinthitis • Auto-immune inner-ear diseases Rare positioning vertigo • Dizziness syndromes of unclear aetiology/familial • Episodic ataxia type II • Arnold-Chiari malformation • Psychogenic dizziness Other problems (physiological/ pathological stimulation) disease • Caloric stimulation • Water exposure CNS disease (causes) • Multiple sclerosis • Vascular disease • Tumours • Epilepsy
not require a dissertation for completion of the degree. The DPA program at La Verne is among those who require a dissertation for degree completion. All 5 of the research focused DPA programs (including Laverne’s) tend towards a regional perspective. Providing a practitioner-oriented degree that allows students to further advance their administrative skill set in order to address the extremely complex nature of today’s public sector issues. While the core curriculum for these 5 programs are somewhat similar, La Verne’s DPA is the only one of these that does not offer a student selected concentration area. At the other DPA granting institutions, students may engage in a concentration of their choosing—taking courses at the graduate level throughout the given institution. Concentrations range from 9-15 units. Only the University of Illinois program has a faculty dedicated 100% to DPA instruction. Institution Units Exams Faculty Concentrations Diss Units La Verne 55-76 Y N N Y Valdosta St. 57 N N Y Y U of I, Springfield 52 Y Y Y Y U of Baltimore 48 N N Y Y Hamline Univ. 48 N N Y Y The University of La Verne, DPA curriculum differs from the other 3 institutions due to the concentrated focus on theory as a foundation for the scholarly practitioner. At La Verne, the first year of coursework is dedicated to the foundations and theoretical scope of the field. The other institutions tend to place their curricular focus on advanced management techniques. The expectation at La Verne is that students have achieved this functional administrative focus primarily in their master’s programs and are better served towards doctoral research outcomes with a fundamental understanding of the theories of the field. The goal is the ability of
Dissertation Assessment –Sheet Total Points: Date: Name/ID Number: ………………………………………………….. Dissertation Title: ……………………………………………………………………………………………………………………….. Chair/Committee Member: ……………………………………………………………………….. Date and Initials: Comments Points proposed Issue Clarity of objectives Statement of the problem Relevance/significance of Rationale for study 15% (0-15) Literature Review Relevance of sources Depth of review Critical awareness Conceptual framework 15% (0-15) Methodology Correct use of appropriate method Date collection techniques/data sources Critical awareness of limitations 15% (0-15) Use of Evidence Valid evidence/Depth of analysis Analysis techniques used properly Critical awareness about results 15% (0-15) Use of Theory Benchmarking Relevance Depth of inquiry Attachment to study 15% (0-15) Conclusions and/or recommendations Plausibility/soundness/produces answers questions Relevance to objectives Completeness 15% (0-15) Structure and Presentation Structure, organization of material. Clarity of expression. Use of referencing and bibliography. Use of tables and figures. 15% (0-15)
Gypsum Sheathing Board: Gypsum core sheathing surfaced with fiberglass mat on front and back: complying with ASTM 1396 and ASTM C1177 Acceptable Product: Continental Building Products Weather Defense Platinum Sheathing Thickness: 1/2 inch (12.7 mm) 48 inches (1219 mm) Length: Use longest length available, avoiding unnecessary joints Edges: Square Fire-Rated Glass-Mat Gypsum Sheathing Board: Gypsum core sheathing surfaced with fiberglass mat on front and back: complying with ASTM 1396 Type X and ASTM C1177. Acceptable Product: Continental Building Products Weather Defense Platinum Sheathing Type X Thickness: 5/8" (15.9 mm) 48 inches (1219 mm) Length: Use longest length available, avoiding unnecessary joints Edges: Square GYPSUM PLASTER BASE Plaster Base: Gypsum core lathing with additives to enhance fire resistance of core and surfaced with highly absorptive paper on front and back; and complying with ASTM C 1396 Section 10 and ASTM C 588. Acceptable Product: Continental Building Products Plasterbase Thickness: 1/2 inch (12.7 mm) 48 inches (1220 mm) Length: Use longest length available, avoiding unnecessary joints Edges: Tapered Fire-Rated Plaster Base: Gypsum core lathing panel with additives to enhance fire resistance of core and surfaced with absorptive paper on front and long edges and complying with ASTM C 1396 Section 10 and ASTM C 588, Type X. Acceptable Product: Continental Building Products Firecheck Plasterbase Type X Thickness: 5/8 inch (15.9 mm) Width: 48 inches (1220 mm) Length: Use longest length available, avoiding unnecessary joints Edges: Tapered GYPSUM JOINT TREATMENT AND FINISH PRODUCTS Treatment Tape: Complying with ASTM C 475 and GA-216 Compound: Vinyl type pre-mixed compound; complying with ASTM C 475; acceptable product(s): Continental Building Products Coat Lightweight All Purpose Compound (White, Beige, Yellow) Continental Building Products Rapid Coat Fullweight All Purpose Compound (White) Continental Building Products Rapid Coat Mid-weight All Purpose Compound (White) Joint Compound: Setting type lightweight; job mixed chemical-hardening compound; off white color; complying with ASTM C 475; acceptable product(s):
Chehalis Basin Partnership -- Agenda -- DATE: Friday, October 26, 2018 TIME: 9:30 am to 12:00 pm LOCATION: **Chehalis Tribe Lucky Eagle Hotel “Sky Room” **Note new location – Hotel, which is across from the Casino. Look for signs to direct you to meeting location. A. Partnership Business Start Time Discussion Lead 1. Welcome & Introductions 9:30 am Terry Harris, Chair 2. Approval of September Meeting Notes 9:35 am Terry Harris, Chair 3. Partner Updates 9:40 am Terry Harris, Chair B. Presentations & Discussions Start Time Discussion Lead Summary of Net Ecological Benefit workshop (Lacey) & American Water Resources Association (Seattle) 10:00 am Mike Noone, Ecology Follow-Up from September Workshop and Next Steps in Watershed Planning Process *Summary of CBP’s September Workshop *Brainstorming for Subcommittees *Review of draft Timeline *Outreach to non-active members *Further discussion on Decision-Making procedures *Review draft Request for Qualifications for Contractor *Formation of Selection Committee for Contractor 10:15 am Kirsten Harma, Watershed Coordinator Break 11:00 am Presentations: Conceptual Projects Applying for Streamflow Restoration Act funding *Thurston County Public Works –Mark Maurer *Grays Harbor County Conservation District –Anthony Waldrop 11:15 am Various C. Other Business Grays Harbor Stream Team Funding 11:45 am Kirsten Harma, Watershed Coordinator Nominations for Chair and Vice Chair – Due in October Decide for Next Meeting 11:55 am Kirsten Harma, Watershed Coordinator
regions on the opportunities to restore wetlands and programs and other assistance that is available. Perform education/ marketing of the website and materials to wetland practitioners and other conservation program staff including Soil Conservation District, local watershed groups, and private consultants. 3.a. Facilitate regional workshop opportunities via webinar trainings and in person for wetland practitioners and implementation staff (i.e. Soil Conservation District employees, etc.). At least 3 in-person trainings are required (located in PA, MD/DE, and VA at minimum) and at least one webinar that can be recorded for future viewing. These workshops will also be used to gain feedback on the regional brochures and the audience to send the information. List specific deliverables/products to be provided by the contractor: Website Printed brochure on wetland restoration opportunities 3 in-person workshops (located in PA, MD/DE, and VA) on the website and brochure 1 webinar (and recording) to provide training on the website and brochure QAP: Will environmental data be generated, and will a quality assurance plan be required? No Qualifications: List skills and experience required of winning bidder: Website development with interactive tools and aimed toward the public and technical program staff Succinctly presenting complex materials Engaging interface Easy navigation of information Coordinating and facilitating trainings in person and remotely High quality products delivered on time Bidders List: Due to federal procurement guidelines, project ideas MUST be open to competitive bidding. List at least three entities to include in the request for proposals Need help here! Reviewers List: The Trust will use external review to evaluate bids. List at least 3 potential reviewers without a conflict of interest with likely bidders. Amy Jacobs Melissa Yearick Sally Claggett Brittany Haywood _Proposal 6._ 1. Your Name: Matt Keefer Goal Implementation Team: Water Quality GIT; Forestry Workgroup Project Title: Assessing Multifunctional Riparian Forest Buffer Benefits Project Type (See Section IV above): Work plan implementation Project: Includes components of Economic modeling, Baseline analyses, Environmental monitoring, and Environmental demonstration and assessment project
CHEHALIS BASIN PARTNERSHIP Chehalis Tribe Lucky Eagle Casino, Eagles Landing Hotel Conference Room Rochester, Washington February 24, 2017 9:30 am – 12:00 Meeting Summary MEMBERS* and ALTERNATES’ PRESENT Brian Thompson*, Lewis County Farm Bureau Bonnie Canaday*, City of Centralia Chuck Caldwell*, Port of Grays Harbor Chuck Turley*, Department of Natural Resources Chris Stearns*, Thurston PUD Glen Connelly’, Chehalis Jan Robsinson*, Chehalis River Basin Land Trust Jim Hill*, Lewis County Citizen Julie Balmelli-Powe, Citizen Kahle Jennings’, City of Centralia Lee Napier’, Lewis County Patrick Wiltzius’, City of Chehalis Harris*, City of Chehalis GUESTS Bennett Harbaugh, Center for Natural Lands Management; Kylea Johnson, Chehalis River Basin Land Trust; Alice Martin, Chehalis River Basin Land Trust, Lee Coumbs, Mayor’s Husband; Jonathan Bradshaw, Citizen; Jason Gillie, Chehalis Tribe; Hope Rieden, Chehalis Tribe; Chrissy Bailey, Department of Ecology; Bob Amrine, Lewis County Conservation District; Mark Mobbs, Quinault Indian Nation; Garrett Dalan, The Nature Conservancy; J. Vander Stoep, Governor’s Work Group. STAFF Kirsten Harma, Watershed Coordinator FOR MORE INFORMATION Meeting summaries are available on the Chehalis Basin Partnership website: PowerPoint presentations from this meeting are available on the Chehalis Basin Partnership website: MEETING 1. Welcome and Introductions Terry Harris welcomed everyone to the meeting. Members and guests provided Lee Napier introduced Lewis County’s newly appointed citizen representative, Jim Hill. Jim has participated in the Partnership before and brings a wealth of knowledge. 2. Approval of October Minutes A quorum was present. were no comments on the minutes. 3. Member Updates The City of Centralia finally has its Army Corps of Engineers permit to start work on its China Creek project. Mayor Canaday thanks Senator Maria Cantwell for helping to make this possible.
9. Into what type of system is collected data entered? Database, spreadsheet, written files 10. At what resolution are results reported out to EPA and/or the public? Individual practice site-level, by sub-watershed, by county, by state 11. What is the QA/QC process to prevent double-counting or counting of BMPs no longer in place? BASIC: Database/paper check of adequate statistical sample PREFERRED: Visual field check of adequate statistical sample ii. BMP Data Validation 12. What is the method used to validate state’s ability to collect and report correct data? BASIC: Database/paper check of adequate statistical sample PREFERRED: Visual check of adequate statistical sample 13. If data is provided by external independent party or industry, what method is used to provide adequate quality assurance for acceptance by the Chesapeake Bay Program Partnership? Database/paper check of adequate statistical sample PREFERRED: Analytical comparison to a know database and review of data collection procedures. 14. Who conducts data validation? Non-regulatory agency PREFERRED: Regulatory Agency, independent external party iii. BMP Performance 15. What is the process to collect data to assess BMP performance and confirm consistency with BMP efficiencies in Chesapeake Bay models? Visual field assessment of statistical sample (check for signs of failure) PREFERRED: Analytical measurement of performance for a statistical sample (water quality monitoring, soils test, manure sample, etc) 16. Who collects BMP effectiveness data? BASIC: Non-regulatory agency, nongovernmental organization PREFERRED: Regulatory Agency, university
REMARKS: ASSESSOR(S): Table 1 Zone Number Total Nr. Nozzles/Zone Nr. of Nozzles Clogged/ Obstructed Nr. Nozzles Partially Obstructed Nr. Nozzles Missing Flow Control Ball Total Nr. Nozzles Shipboard Total Nr. of Nozzles Clogged/ Obstructed Shipboard Total Nr. of Nozzles Partially Obstructed Shipboard Total Nr. of Nozzles Missing Flow Control Ball Shipboard
Poor management of procurement processes. Capacity building and sensitization of all departments on procurement. Implementation of the e-procurement. Governance / Human Resources Contain/ reduce/manage the growing wage bill High wage bill Hefty penalties. Freeze new recruitments unless for essential and crucial services. Timely remittance of payroll deductions Planning Timely production and submission of the County Planning Documents. Poor tracking and reporting systems Capacity building and sensitization of all departments to submit reports promptly