zilongwang/ReadingBank huggingface dataset:
6 Európske zoskupenie územnej spolupráce Kras-Bodva s ručením obmedzeným Karszt-Bódva Korlátolt Felelősségű Európai Területi Együttműködési Csoportosulás Limited liability European Grouping of Territorial Cooperation Karst-Bodva (Zoskupenie Kras Bodva Karszt-Bódva Csoportosulás Karst-Bodva EGTC) nad Bodvou, SK SK/HU 11/2/2009 (R) 7 Agrupación Europea de Cooperación Territorial Trabanca, ES ES/PT 21/3/2009 (R) 8 Groupement Européen de Coopération Territoriale West d'Opale Dunkerque, FR FR/BE 25/3/2009 (R) 9 GECT ArchiMed Taormina, IT IT/CY/ ES/EL 6/3/2011 (R) 10 GECT Pyrénées-Méditerranée AECT Pirineos Mediterráneo AECT Pirineus Mediterrània Toulouse, FR FR/ES 25/8/2009 (R) 11 GECT Eurodistrict Strasbourg-Ortenau EVTZ Eurodistrikt Strasbourg-Ortenau Strasbourg, FR FR/DE 25/1/2010 (R) 12 Agrupamento Europeu de Cooperação Territorial ZASNET, AECT (ZASNET) Bragança, PT PT/ES 19/3/2010 (P) 13 Agrupació Europea de Cooperació Territorial Hospital de la Cerdanya (AECT HC) Puigcerdá, ES ES/FR 26/4/2010 (R) 14 GECT INTERREG "Programme Grande Région" EVTZ INTERREG "Programm Großregion" (Grande Région/Großregion) Metz, FR FR/DE/ LU/BE 29/3/2010 (R)
36 European Grouping of Territorial Cooperation Via Carpatia Limited Európske zoskupenie územnej spolupráce Via Carpatia s ručením obmedzeným Via Carpatia Korlátolt Felelősségű Európai Területi Együttműködési Csoportosulás Košice SK SK/HU 31/5/2013 (R) 37 Parc européen / Parco europeo Alpi Marittime - Mercantour Tende FR FR/IT 29/5/2013 (R) Validity:50 years 38 Gruppo Europeo di Cooperazione Territoriale (G.E.C.T) Parco Marino Internazionale delle Bocche di Bonifacio (P.M.I.B.B) Groupement Europeen de Cooperation Territoriale (G.E.C.T) Parc International des Bouches de Bonifacio (P.M.I.B.B.) La Maddalena IT IT/FR 11/3/2013 (R) Validity Till 31/12/2080 39 GECT "Secrétariat du Sommet de la Grande Région" EVTZ "Gipfelsekretariat der Großregion" Luxembourg, LU 28/8/2013 (P) 40 EUWT TATRY z ograniczoną odpowiedzialnością EZÚS TATRY s ručením obmedzeným EGTC TATRY Ltd. Nowy Targ, PL PL/SK 20/9/2013 (R) 41 Európske zoskupenie územnej spolupráce Spoločný región s ručením obmedzeným Evropské seskupení pro územní spolupráci Společný region s omezenou odpovědností European Grouping of Territorial Cooperation Spoločný región limited Senica, SK SK/CZ 22/5/2013 (R)
NPIs Data Entry Form Unduplicated Number of Individuals served SRV 4q Home Repairs (e.g. structural, appliance, heating systems. etc.) (Including Emergency Home Repairs) SRV 4r-t Weatherization Services SRV 4r Independent-living Home Improvements (e.g. tub and shower grab bars, handicap accessible modifications, etc.) SRV 4s Healthy Homes Services (e.g. reduction or elimination of lead, radon, carbon dioxide and/or fire hazards or electrical issues, etc.) SRV 4t Energy Efficiency Improvements (e.g. insulation, air sealing, furnace repair, etc.) SRV 5 Health and Social/Behavioral Development Services (SRV 5) SRV 5a-j Health Services, Screening and Assessments SRV 5a Immunizations SRV 5b Physicals SRV 5c Developmental Delay Screening SRV 5d Vision Screening SRV 5e Prescription Payments SRV 5f Doctor Visit Payments SRV 5g Maternal/Child Health SRV 5h Nursing Care Sessions SRV 5i In-Home Affordable Seniors/Disabled Care Sessions (Nursing, Chores, Personal Care Services) SRV 5j Health Insurance Options Counseling SRV 5k-o Reproductive Health Services SRV 5k Coaching Sessions SRV 5l Family Planning Classes SRV 5m Contraceptives SRV 5n STI/HIV Prevention Counseling Sessions SRV 5o STI/HIV Screenings SRV 5p-q Wellness Education SRV 5p Wellness Classes (stress reduction, medication management, mindfulness, etc.) SRV 5q Exercise/Fitness SRV 5r-x Mental/Behavioral Health SRV 5r Detoxification Sessions SRV 5s Substance Abuse Screenings SRV 5t Substance Abuse Counseling SRV 5u Mental Health Assessments SRV 5v Mental Health Counseling
Approved by: __________________________ Position: __________________________ Date: __________________________ Signed by employee: _________________________ Position: _________________________ Date: _________________________ Appendix 5 Responsible Officers of Office Motor Vehicles (current July 2014) Volkswagen Passat Wagon (C74WL) – Mike Blake Ford Kuga (D92UW) – Ric De Santi Volkswagen Golf Wagon (G58BK) – Debbie Scott Holden Cruze (G54AZ) – Rob Luciani
Contact Person: Title: Mailing Address: Phone Number(s): Primary: Mobile: Office: Fax: Email Address: AUTHORIZATION REQUIRED: In order to share information with the primary production partner, OTCO requires a signed release. By signing below, I am hereby authorizing OTCO to release information about my certification, including files that I have submitted, to my primary production partner listed above. Name: Date: Signature: Site (Facility/Farm) Address(s) Requested for Certification: 1. Site Address: (Street, City, State or Province and zip code) 2. Site Address: (Street, City, State or Province and zip code) 3. Site Address: (Street, City, State or Province and zip code) 4. Site Address: (Street, City, State or Province and zip code) 5. .Site Address: (Street, City, or Province and zip code) 6. Site Address: (Street, City, or Province and zip code) 7. Site Address: (Street, City, or Province and zip code) Background Information: a) Please indicate all OTCO classes of certification that you are applying for: Handling (Class OH, OP, OM) Class OR (Restaurant or Retail) Attestation of Compliance for Custom Service Providers (see definition below) Please identify the company name this application or certification is under (if different than identified on page 2): b) Please check all certification services requested: United States/Canada Equivalency EU/Canada (COR) Equivalency * EU evaluation requires submission of EU Supplement and appropriate fees. are available for download at or by contacting the Oregon Tilth office. c) Have you reviewed the CAN/CGSB Standards, Operating Manual and any other applicable international standards or arrangements? (e.g. EU-COR Equivalency) Yes No d) Have you reviewed the OTCO Procedures Manual? Yes No
there were no steps the person could reasonably be expected to have taken to prevent the contravention. scheduler, for a heavy vehicle, means a person who— schedules the transport of any goods or passengers by the vehicle; or schedules the work and rest times of the vehicle’s driver.
Is a copy of current Safety Management System Manual included? Yes ______ No ______ Is your organization committed to provide ALL resources required to complete the audit in a timely fashion? Yes ______ No ______ Is an escort required for the Audit Team while performing observations on the work floor? Yes ______ No ______ What Personal Protective Equipment is Required? Steel Toe Shoe/ Boots ____ Safety glasses ____ Bump cap/Hardhat ____ Fire resistant clothing/coveralls _____ Safety Glove _____ Hearing Protection _____ Other ___________ Appendix 1.4 CERTIFICATE OF RECOGNITION PROGRAM COMPLAINT FORM This form is to be completed when an individual or organization (Informant) brings a complaint against an auditor or another individual or organization. Complaints will be reviewed on matters specified in the MSA COR Process Manual.
response in the event of coral bleaching Year-round Communications processes in place (see Table 3) Communications updated regularly on the status of reef condition November Yearly incident response planning meeting Preparations for activation of incident response framework November Eye on the Reef training — Cairns, Port Douglas and Airlie Training of monitoring network in impact assessment and reporting November GBRMPA internal training in the Reef Health and Impact Survey monitoring protocol Training of GBRMPA Townsville and regional staff in coral bleaching assessment and reporting November Refresher training first aid, CPR and oxygen provider training; updates of AS2299 diver medicals staff suitably qualified and prepared in case response initiated December Review of seasonal outlook, meeting convened if high likelihood of coral bleaching and/or disease outbreaks Meeting convened to refine coordinated response if there is a risk of coral bleaching and/or disease outbreaks December Brief senior management, Minister and stakeholders Senior management, Minister and stakeholders of approaching season bleaching risk December Revise Coral Disease Risk and Impact Assessment Plan Revised Disease Risk and Impact Assessment Plan published by December December In-water rescue refresher training Staff proficient in in-water rescue and safety January Keppels scheduled monitoring Support for ongoing resilience and reef protection marker monitoring January Monitoring network training - southern region — Mackay, Yeppoon and Gladstone Additional participants for the monitoring network recruited Commencement of early warning system December Commence web based updates for seasonal outlook and coral disease risk — implications of current conditions reports on bleaching for disease Communication of reef stressors to community through web on a monthly basis December Planning for Christmas closure period • Assignment of duties over Christmas closure period • Senior management notified of arrangements • Minister advised if coral bleaching risk moderate – high
have anything in common with Coraline, or with each other? ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ After Watching the Film Opening Sequence The very first scene of the film was also one of the first pieces of the film to be finished. This was used as a ‘teaser trailer’: it appeared on websites and in cinemas to give fans a taste of the film before it was released. By doing this, the
Character: Appearance Age: M/F: Clothing: One Word Description: Character We see this when... Direct Character Objectives What is/are this character’s main and needs (motivation)? What does this character do (actions) to get what he/she wants? What or who stands in the way of this character getting what he/she wants? How? Setting/Scene Affects the character... Direct Quote Behind the Door
3rd grade Earth Systems ESS3.B Natural Hazards - A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard (flooding). 4th grade Earth Systems ESS3.B Natural Hazards - A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. 5th grade Earth Systems ESS2.A Materials and Systems - Earth's major systems are the geosphere, the hydrosphere, the atmosphere, and the biosphere. These systems interact in multiple ways to affect Earth's surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with landforms to determine patterns of weather. 5-ESS2-1 Develop a model using an example to describe the ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 5th grade Earth Systems ESS3.C Human Impacts on Earth Systems - human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth's resources and environments. 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. Middle School Life Science LS2.A Interdependent Relationships in Ecosystems - Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
decline in net community calcification by coral reef organisms would likely compromise the long-term persistence of many coral reef ecosystems because even the growth of healthy, undisturbed coral reefs are known to only slightly outpace rates of loss due to physical and biological erosion [see Glynn, 1997 for review]. As US coral reef monitoring initiatives increasingly consider incorporation of ocean acidification aspects into their designs, it’s important that these investments be strategically directed towards best informing our understanding of ecological consequences and feedbacks. Frequently, monitoring studies offer only limited capacity to discern specific agents of change. Indeed, a central challenge of field research is interpreting results amidst the sheer complexity of the natural environment where change reflects the net result of multiple factors. Still, there remains a desire to engineer diagnostic monitoring most capable of testing response predictions of coral reef ecosystems to ocean acidification as one means by which to identify potential refugia or “hot spots” and while no metric has been identified which is exclusively sensitive to OA alone, there is consensus that some are better than others. This report details those metrics and outlines the measurement requirements necessary to derive them. II. CROAMP WORKSHOP A working group of nearly fifty cross-disciplinary multinational federal and academic scientists was hosted by the NOAA Ocean Acidification Program and the National Coral Reef Institute at the Nova Southeastern University Oceanographic Center, Center of Excellence for Coral Reef Ecosystem Science, Dania Beach, FL on August 28-29, 2012. The workshop comprised 11
of the Aleutian Islands. The faunal remains in SH-7 are revealing an interesting history. At the bottom of the pit, lying on the sterile sands of the beach ridge, we found the remains of 3-4 fur seal pups, and 2-3 adult female fur seals. The pups ranged in age from possibly several months old to about 1 year. Until pups are 3 months old they are unweaned and unable to swim. The youngest pups, still reliant on their mothers, would indicate the pups were born in rookeries in the Near Islands, and probably in the Semichis. The evidence so far is inconclusive but if unweaned pups are found in middens on Shemya it would indicate the earliest colonists found rookeries. Exploitation by the early human colonists may have caused the fur seals to abandon the Near Islands, and retreat to their modern rookeries on the Commanders and the Pribilofs. Another surprise from both SH-6 and SH-7 is found in the fish remains. Two analysts, Megan Partlow, of the University of Wisconsin, and Susan Crockford of Pacific Identifications are conducting detailed analyses of all fish remains from the sites on Shemya. Our samples show that about 60% of our fish were gadiformes (cod) and scorpaeniformes (rockfish). A smaller percentage are flatfish and we have one salmon and a few miscellaneous other species. Cod are the most abundant species of fish used and some of the fish from these sites are of enormous size, well over the maximum recorded for Pacific Cod, about 150 pounds. Crockford estimates the larger cod reached 200 pounds. I will leave it to others to ponder the implications this has for the effects of man on the ecosystem. Short-tailed albatrosses currently nest on only one small island belonging to Japan. The birds were driven to the brink of extinction early this century and have not recovered to anywhere near their former numbers. The bones of these birds are extremely common in Aleut sites, and biologists have speculated that they nested in the Aleutians. Remains from sites on Shemya and Agattu have been analyzed with an eye to addressing the question of the former range of these birds. One of the attractions for colonists to the western islands may have been populations of sea mammals not yet accustomed to hunters. These animals would include not
A new year, a new opportunity. We have all for one reason or another chosen to live in our small corner of Atlantic County, Corbin City. In the coming year I want to challenge each of our citizens to become more engaged and encouraged to become a more vibrant part of “our” community. Through upcoming initiatives in our city, opportunity will present itself to combine our efforts to develop a better Corbin City. Through even small community investments as increased recycling, which we hope will be eased with uniform community recycling totes, we can all play a simple part in investing in our city’s revenue stream. This small act in turn helps offset expenses and affords us all further community development. Keep an eye out for upcoming community based events in our city, as we work together to be the best Corbin City possible. I encourage anyone with any thoughts or visions of things we can do as a community to get involved and come out to events and public meetings. We all have a part to play. Kane, Council Member School Board Corbin City is a New Jersey non-operating school district. This means we are a sending district paying formulated tuition rates to Upper Township for Kindergarten to Grade 8 and Ocean City High for grades 9-12. We want Corbin City parents and students to know that high school students may also choose to attend either Atlantic County Institute of Technology in Mays Landing or Cape May County Vocational School in Cape May Court House. The guidance department in Upper Township is aware of these options and will help in facilitation the application process. Busing is provided to all the above schools. For further information on your high school vocational school choices visit their websites at: “capemaytech.com” or “acitech.org” and talk to your middle school guidance counselor about these options. Iverson President STORM WATER Storm water run-off is the water that literally runs off: your property when it rains or snows. Along with water runoff debris comes with rain and snow. Because Corbin City does not have a public works department we are asking residents to help us monitor and clean the storm water grates. Kindly rake and bag the debris. With debris on the grates water cannot drain properly and this causes flooding on the roads. This is important especially in the winter when flooding freezes and creates a driving and walking hazard. Your cooperation is greatly appreciated. Please note: Only storm water may go into the drains, not water pumped
telecommunication system defined by the Telecommunications Act 1984; for the convenience of occupiers of premises adjacent to the Car Park on any occasion of the removal of furniture or household effects to or from a shop, office depository or dwelling on any occasion on which it is likely by reason of some special attraction that any road will be thronged or obstructed; for the convenience of occupiers of premises adjacent to the Car Park at of weddings or funerals, or on other special occasions. A police officer, traffic warden or CEO may suspend for not longer than twenty-four hours the use of the Car Park or any part thereof whenever he considers such suspension reasonably necessary for the purpose of facilitating the movement of traffic or promoting its safety. Without prejudice and in addition to all other enabling powers the Council shall have the power from time to time as it deems appropriate to close or suspend for as long as it considers necessary the use of any Pay and Display Parking Space for the purpose of enabling such parking space to be used by exhibition or public information vehicles of official or authorities or bodies whose contents are intended to be and are made available for inspection by and for the public without charge On the suspension of the use of a Pay and Display Parking Space or any part thereof in accordance with the provisions of Article 27 of this Order: the person authorising or causing such suspension shall, if the use of the whole or of any part of the parking space is suspended, place or cause to be placed in or adjacent to that parking space a traffic sign indicating that
It is all of our hopes that you will finish this period of (focused remediation/ remediation/ professional development) and review with a much better understanding of yourself as a physician and also with the skills to become a board certified emergency medicine physician. Failure to achieve and sustain significant improvement may result in additional action, which can include among other remedies: formal remediation non-promotion probation non-renewal of contract termination You should be aware that additional steps such as formal remediation, academic probation, extension of training, and termination are reportable to the American Board of Emergency Medicine, state licensing agencies, and future employers. Please review the NAME AND NUMBER OF GOVERNING INSTITUTIONAL POLICY. Signatures: By signing this document, the resident indicates that he/she has met with the program director and has discussed and reviewed this document.
Substrate Fixing Type Installation instructions* 10–13 mm plasterboard lining Note: when fixing to plasterboard linings, the screw must embed into a timber stud in order to achieve acceptable resistance. Fixing to plasterboard linings only is unacceptable. A stud-finder can be used to identify the location of the studs within a plasterboard lined wall 20 mm min embedment into timber stud behind or as per manufacturer’s recommendations Pan head self-drilling Minimum Length: 40 mm Minimum Gauge: 7 Measure the total thickness of the materials to be fixed to Select a screw length long enough to achieve the minimum embedment required Use a power drill with a #2 Phillips bit or equivalent screw driver (or as recommended by manufacturer) Put screw onto drive bit and place at 90 degrees to fastening position to ensure screw enters the wall straight screw into wall until head is flush with the surface of the cord guide. Take care not to the screw and lessen its fixing as this may strip the wall material around the threads of the screw and lessen its resistance 20 mm min embedment into metal stud behind or as per manufacturer’s recommendations Pan head self-drilling screw Minimum Length: 40 mm Minimum Gauge: 7 Substrate Fixing Type Installation instructions* 11–18 mm pine or MDF architrave 11 mm min embedment or as per manufacturer’s recommendations Pan head self-drilling screw Minimum Length: 20 mm Minimum Gauge: 6 Measure the total thickness of the materials to be fixed to Installation as per manufacturer’s directions Wall tile on fibre cement lining For walls with clear space/cavity behind Use only as per manufacturer’s recommendations Pan head cavity fastener Minimum Length: 50 mm Measure the total thickness of the materials to be fixed to Installation as per manufacturer’s directions
Substrate Fixing Type Installation instructions* 10–13 mm plasterboard lining Note: when fixing to plasterboard linings, the screw must embed into a timber stud in order to achieve acceptable resistance. Fixing to plasterboard linings only is unacceptable. A stud-finder can be used to identify the location of the studs within a plasterboard lined wall 20 mm min embedment into timber stud behind or as per manufacturer’s recommendations Pan head self-drilling screw Minimum Length: 40 mm Minimum Gauge: 7 Measure the total thickness of the materials to be fixed to Select a screw length long enough to achieve the minimum embedment required Use a power drill with a #2 Phillips bit or equivalent screw driver (or as recommended by manufacturer) Put screw onto drive bit and place at 90 degrees to fastening position to ensure screw enters the wall straight Drive screw into wall until head is flush with the surface of the cord guide. Take care not to the screw and lessen its fixing as this may strip the wall material around the threads of the screw and lessen its resistance 20 mm min embedment into metal stud behind or as per manufacturer’s recommendations Pan head self-drilling screw Minimum Length: 40 mm Minimum Gauge: 7 Substrate Fixing Type Installation instructions* 11–18 mm pine or MDF architrave 11 mm min embedment or as per manufacturer’s recommendations Pan head self-drilling screw Minimum Length: 20 mm Minimum Gauge: 6 Measure the total thickness of the materials to be fixed to Installation as per manufacturer’s directions Wall tile on fibre cement lining For walls with clear space/cavity behind Use only as per manufacturer’s recommendations Pan head cavity fastener Minimum Length: 50 mm Measure the total thickness of the materials to be fixed to Installation as per manufacturer’s directions
Panneersselvam and Ramakrishnan – “Environmental Science Education” Sterling , New Delhi (1996). SEMESTER IV ELECTIVE I: PERCEPTIVES IN INCLUSIVE EDUCATION Objectives Understand the need and nature of disability Understand the role of RCI in the education of children with disabilities Understand the educational needs of various categories of person with disabilities Understand the major types of disabilities , its identification , causes and intervention Understand the concept of multiple disabilities and various combinations. Unit- I introduction Concept and Nature of Inclusive Education: Inclusive Education – Meaning –special Needs –Distinguish between Handicap, Disability and Impairment Rehabilitation council of India. Education of the Visually Impairment &Hearing Impairment: Visually impairment: Definition – Identification -characteristic –Types –causes – prevention –Early intervention - Educational programmes& Assistive devices Hearing impairment: Definition – Identification -characteristic –Types –causes – prevention –Early intervention- communication Approaches -Educational programmes & Assistive devices Unit-II EDUCATION of the Mental Retardation &Mental illness Mental Retardation: Definition – Identification -characteristic –causes – prevention –Early intervention- Educational programmes & Assistive devices Mental illness: Definition – identification -characteristic –causes – prevention –Early intervention-Educational programmes UNIT-III EDUCATION OF LEARNING DISABILITIES & AUTISM Learning Disabilities: Definition – identification – –causes –prevention –Early intervention- Educational programmes & Assistive devices.
Edmodo provides a secure place to connect and collaborate, share content and educational applications, and access homework, grades, class discussions and notifications. Send out assignments Share web links, images and files with your students Post class discussion prompts Receive completed assignments and post grades Maintain a class calendar Store and Share files Conduct Assess Knowledge via Snapshot tool Send messages to students and parents Parent access, to view their student’s work via Edmodo Access to Microsoft Word, PowerPoint and Excel without downloading anything (students and teachers) If you do not have an Edmodo account, see your Media Specialist or contact Cristin Miller via email or phone x4156 Educreations is a recordable interactive whiteboard that captures and handwriting to produce video lessons and presentations. Create Digital Lessons - Whole Class or Small Group Create Digital Storytelling Have students create videos to share their thinking or what they have learned Flipped classroom Project based learning Creating tutorials for students to revisit at home when extra help is needed Assessment of student’s knowledge Digital portfolios Study guide Reading responses Oral paragraph writing Reading fluency practice – child reads the book and records, then replays it to rehearse Jig-Saw activities Parent – Teacher Communication Step-by-step instructions
Term: 30-50 Emerging 30-50 Developing 30-50 Secure 40-60 Emerging 40-60 Developing 40-60 Secure ELG Emerging ELG expected ELG Exceeding Personal, social and emotional Development Making relationships and self-awareness Managing feelings and behaviour and Listening and Attention
Scriptures can Help Establish a Healing Relationship—or Not! “Sometimes using Scripture in counseling helps establish a close working alliance, and at other times it distracts from a healthy therapeutic relationship” (p. 136). What Happens if Scriptures Are Used Unwisely? “If counselors use Scripture unwisely, they may violate clients’ expectations about counseling and slow down the rapport-building process” (p. 136). Using Scriptures Can Feel like Lecturing to the Client: “… when the sessions start feeling like lectures or lessons, clients will often distance themselves from the counseling process” (p. 136). Counselors may “end up talking when they should be listening” (p. 136). Scriptures May Over-intellectualize the Counseling Process: “Effective counseling usually reaches deep into a person’s emotional state and requires more than an intellectual look at life” (p. 137). Scriptures May Make the Counselor Appear Arrogant: “Overconfidence Phenomenon”: “Thus, counselors who use Scripture explicitly are vulnerable to appearing and being arrogant in the biblical interpretations. Arrogance hurts report!” (p. 137). Overreliance Phenomenon: “Finally, we may rely excessively on Scripture when we could be usingother counseling strategies” (p. 137). “If we rely too heavily on Scripture, we may miss other valid treatment options” (p. 137). Importance of Counselor –Client Relationship: “The vitality of Scripture in counseling is limited by the quality of the counseling relationship” (p. 138). “By fostering a healthy Christian-counseling relationship, with or without the explicit use of Scripture, we provide clients with a glimpse of God’s grace” (p. 138).
Must highlight the aspects of imperialism that you researched: Motives for imperialism Methods of imperialism Impact on the imperialized nations Must be 1 page in length, 12-point Times New Roman Font. The set-up for the paper should include the following: Political Cartoon Requirements: What is a political cartoon? Political Cartoons are art forms portraying government policies, programs and personalities in humorous ways. Political cartoons often portray satire and parody to criticize various governmental programs Must take the perspective of EITHER the country that imperialized or the country that was imperialized Must highlight ONE aspect of imperialism that you researched. Either: Motives for imperialism Methods of imperialism Impact on the imperialized nation Must be in color and at least 8” by 11” Contain a one paragraph, typed description (4-6 sentences describing your cartoon) Checklist of what you are turning in/should have on ______________________. Printed copy of all 12 PowerPoint slides (can print as handouts/can print in black & white). Must include bibliography slide. Flash drive/disk/CD with saved copy of PowerPoint to present to class. Printed copy of primary source product. Printed copy of rubric.
Coastal Region (CORE) 2012-13 MPO Certification Questions No. Certification Topics/Questions Federal Subject Area (Reference / Comment) B. Description of Planning Area 1 Please give a geographic description of your urbanized area and any unique characteristics or demographics that have changed since the last Federal TMA Certification Review. (e.g. Census boundary changes, new population shifts, housing, and electronic file of the map of your area). C. MPO Boundaries 1 Where multiple Metropolitan Planning Organizations (MPOs) are sharing geographic portions of a TMA, are there agreements in place to address the responsibilities of each MPO for its share of the overall Metropolitan Planning Area (MPA)? If yes, please provide copies (see requested documents). Title 23 CFR Part 450.314(f) 2 If an MPA has been adjted to include Federal and/or Indian Tribal lands, are those “newly” affected appropriately involved in the metropolitan planning process? If yes, please describe how. Title 23 CFR Part 450.316(c) D. Organization/Structure 1 Describe the organization/structure of the MPO? Who are the members of the MPO? Who is represented on the policy board? Is the largest incorporated city represented? What are the Area transit agencies? Title 23 USC Section 134(d)(2) Title 49 USC Section 5303(d)(2) Title 23 CFR Part 450.310(d) 2 Describe the voting structure of the MPO Board and the MPO committees. (Please provide a copy of organization chart and a summary of staff responsibilities). E. Agreements and Contracts
Part B: Warranty Services Warranty Services “Warranty Services” comprise the services set out in this Part B. You must provide Warranty Services to a standard that ensures that the Hardware continues to perform in accordance with this Agreement and the user materials throughout the Warranty Period. You to provide Warranty Services: From the “Commencement Date”: Add Commencement Date For the “Warranty Period”: Add Warranty Period which must be a minimum of 12 months of Warranty Services “Warranty Services” comprise the following services: Commissioning services Basic maintenance services Help desk support Relocation services Other services Commissioning services You must provide the commissioning services selected by us Select relevant options and mark with an X. Configure, install, test and commission the Hardware in our systems or in any of our environments in accordance with the Technical Requirements Undertake quality assurance and provide an inventory check of all accessories Demonstrate the Hardware Provide training in the use of the Hardware
Adult Protective Services Adult Protective Services Core Competency Curriculum Catalog 2017 Adult Protective Services Table of Content Table of Contents Adult Protective Services Introduction …………………………………………………….. 3 Regional Training Academy System ………………... 4 National Certificate Program ………………………….. 7 Training Modules ……………………………………………. 9 At a Glance Modality Guide ,,……………………………. 10 Completion Tracking Checklist ………………………… 29
Closures 2018 Monday January 1, 2018 – New Year’s Day Tuesday January 2, 2018 – CORE winter closure Wednesday January 3, 2018 – CORE winter closure CORE re-opens Thursday January 4, 2018 Monday February 19, 2018 – Family Day Friday March 30, 2018 – Good Friday Monday April 2, 2018 – Easter Monday Monday May 21, 2018 – Victoria Day Monday July 2, 2018 – Canada Day Monday August 6, 2018 – Holiday Monday September 3, 2018 – Labour Day Monday October 8, 2018 – Thanksgiving Monday December 24, 2018 – CORE winter closure Tuesday December 25, 2018 – Christmas Day Wednesday December 26, 2018 – Boxing Day Thursday December 27, 2018 – CORE winter closure Friday December 28, 2018 – CORE winter closure Monday December 31, 2018 – CORE winter closure Tuesday January 1, 2019 – New Year’s Day Wednesday January 2, 2019 – CORE winter closure CORE re-opens Thursday January 3, 2019
CORE COMPETENCIES Advocating for Others (AFO); Target Level 3 Definition Individuals demonstrating the competency “Advocating for Others” show through their behaviours an inclination to champion a cause or issue and try to get others to support it (i.e., trying to win the support of others). Why it’s Important A core aspect of all roles is the demonstration of behaviours associated with advocating with impact – to champion a cause or issue, to speak up and draw the attention of others, and to direct decision makers towards a solution. Whether advocating in a direct support role, which is focused on “giving voice to others,” to individuals who cannot speak for themselves, or in a more senior leadership role, which is focused on advocating for the agency or the sector itself, demonstrating behaviours associated with advocating is critical. Level 1 States facts to persuade or motivate Uses direct persuasion in a discussion or presentation. May appeal to reason, data, and others’ self-interest. May use concrete examples, visual aids, demonstrations, etc. At this level, focuses on fact but makes no apparent attempt to adapt presentation to the interest and level of the audience (adapting presentation or language is level 3). Level 2 Takes multiple actions to encourage Makes two or more different arguments or points in a presentation or a discussion. Takes two or more steps to convince. Includes careful preparation of multiple sets of data for presentation (e.g. may use both statistics and actual examples). Level 3 Calculates impact of actions or words Adapts a presentation or discussion to appeal to the interest and level of others. Anticipates the effect of one’s words or actions on others’ perceptions of himself/herself. Takes a well-thought-out dramatic or unusual action in order to have a specific impact. Anticipates and prepares for others’ reactions.
Core Course Outcome Results Status: Core Course Outcome Number: CORE 999-999 Outcome1 Student Learning Outcome: Core Course Outcome Results Annual Report-Begin Month: 7/1/2013 Annual Report-End Month: 6/30/2014 Progress: Ongoing Department: Institution Individual Completing Form: Assessment Results: Analysis by Faculty:
Core Courses for Non-Clinician Track Students – Entering Fall 2017 Semester 1 (Fall 2017) Semester 2 (Spring 2018) Course Hrs Course Hrs PHRS 801, Foundations for Training in the Pharmaceutical Sciences 1.25 PHCY 510, Foundations in Clinical Pharmacology 3.5 BIOS 600, Principles of Statistical Inference 3 DPET 841, Science and Methods in Drug Development * 2 DPET 833, Experimental Design Considerations in Clinical Research 2 DPET 831, Quantitative Methods in Clinical Research 3 DPET 853, PK Module 1: Pharmacokinetic Concepts and Applications* 1.75 DPET XXX, Module 3: Population PK/PD Analysis 2 DPET 854, PK Module 2: Pharmacodynamic Concepts and Applications* 1.25 DPET XXX, Module 4: Advanced Topics 2 PHRS 899, Seminar 1 PHRS 899, Seminar 1 PHRS 991, Research 3 PHRS 991, Research 3 Elective ¶ varies Elective ¶ varies Total Hours 13.25 Total Hours 16.5 Semester 3 (Fall 2018) Semester 4 (Spring 2019) Course Hrs Course Hrs DPET XXX, Pharmacogenomics (new course) 3 MOPH 810, Drug Metabolism (new course) 3 PHRS 899, Seminar 1 PHRS 899, Seminar 1 PHRS 991, Research 3 PHRS 991, Research 3 Elective ¶ varies Elective ¶ varies Total Hours 9 Total Hours 9 * Courses offered every other year. ¶ A total of 3 elective hours at the graduate level are required during your course of study. Graduate level courses at UNC can be found via: Once you have passed your qualifying exam, you will enroll in PHRS 994 instead of PHRS 991. You must register for at least 9 credit hours per semester. Adjust your PHRS 991 credit hours to meet this requirement. PLEASE NOTE: Summer registration is not required unless a dissertation defense is planned during either of the summer sessions.
understanding of illness and medication and addresses concerns about medication a) CRT staff have access to and awareness of materials to give to service users regarding diagnosis and the nature of their mental health problems b) Side effects are monitored with evidence of review or response to identified side effects with at 80% of service users on psychotropic medication; c) Service users and involved carers are provided with written details of the current medication regime; d) Service users and involved carers are provided with written and oral information about the rationale, desired effect and possible side effects of prescribed medication e) Service users’ current adherence to prescribed medication is documented for at least 80% of service users f) Strategies to aid medication adherence are implemented when non-adherence is identified. 5. All criteria are met 4: 5 criteria are met 3: 4 criteria are met 2: At least 2 criteria are met 1: 1 or 0 criteria are met of staff report awareness and use of psycho-educational materials Criterion B: score based on case note review: if apparently met, check no disagreement from service users, family and staff interviews Criteria C and D: Score as met if there is consensus from staff, service users and carers and case notes. Do not score this item as met if CRT staff only alert service users to the information provided within medication packets: evidence of use of more user-friendly explanatory materials is required. Criterion E: score based on case note review Criterion F: Examples of adherence strategies include: simplified medication regimes, choice in the form in which medication is provided (e.g. liquid forms of medication, injections, smaller or fewer tablets; motivational interviewing or Adherence Therapy; personalised adherence strategies (e.g. support from family, set alarm on mobile phone): Evidence of at least two strategies being used must be available to score this criterion as met. Use of dosette boxes is not sufficient as evidence of adherence strategies being used. Criterion F requires all-source agreement from CRT manager, staff team and case notes.
9 September 2015 Core Financial Literacy 10.00 am start Registration, tea and coffee from 9.30am Calalina Club Beach Road, Batemans Bay, 2536 Continued next page 9 September 2015 Understanding RAM, Equity Loadings and Consultative Decision Making 1.00 pm Registration, and from from 12.30 pm Calalina Club Beach Road, Batemans Bay, 2536 10 September 2015 Strategic Financial Management 9.00am start Registration, tea and coffee from 8.30am Goulburn Workers Club 1 McKell Pl, Goulburn, 2580 15 September 2015 Strategic Financial Management 9.00am start Registration, tea and coffee from 8.30am Narooma Golf Club Ballingalla St Narooma, 2546
Power, Politics, and Communication (Cont’d) Negotiation and Conflict Management REFRAMING: Chapter 9-10 (Cont’d) NYU CLASSES Neale, M. (2004). Are You Giving Away the Store? Strategies for Savvy Negotiation. Stanford Social Innovation Review, 2(3), 33-39. Kray, L.J. & Thompson, L. (2004). Gender stereotypes and negotiation performance. Research in organizational behavior, v 26, p. Deborah Cameron (2007). Carolyn O'Hara (2014). . CASE COURSEPACK CASE 3. Amabile, T. M. & Schatzel, E. A. (2003). The Satera team at Imatron Systems, Inc. (A). Harvard Business School Case 9-803-141 Individual Assignment: Case 3 Read the case before the start of class and come prepared to answer the following questions: What is the context, key issue(s)? Why is this facing these issues? Identify root causes. Recommendations / next How should your recommendations be implemented? What are the priorities? Activity: Learning Objective Negotiation a. Understand the basics of negotiation. b. Learn how to create value for yourself and others. c. Understand variations in negotiation approach and outcomes (by context, demographics, etc.). Week 7: Motivation – Oct 22 Topics Readings/Assignments (to be completed before Activities Negotiation and Conflict Management (Cont’d) Motivation Job crafting REFRAMING: Chapter 6-7 NYU CLASSES: Brickson, S. (2011). Confessions of a Job Crafter Parker, S. K, Bindl, U. K., and Strauss, K. (2010). Making Things Happen: A Model of Proactive Motivation. Journal of Management, Vol. 36 No. Discussion Job crafting
Date of Request: Name of Requestor: Requested Record(s): PUBLIC INTEREST THRESHOLD CRITERIA Public Interest Threshold Criteria Evaluation Agencies shall consider the criteria below to determine whether waiving or reducing the costs associated with fulfilling a public records request would serve the public interest by primarily benefiting the general public. Public Interest: 1. Would disclosure of the requested information, directly impact, affect, or serve an identified interest of the general public? YES NO 2. Would the requested information, advance the welfare or well-being of the general public? YES NO 3. Will the requester be able to actually, meaningfully disseminate the requested information? YES NO Private or Commercial Interest: 4. Is the public benefit greater than the individual benefit derived from disclosure? YES NO 5. Is a specifically identified purpose for which the public records are being sought that is wholly unrelated to 1) commercial purposes; or 2) actual or possible use in connection with administrative, judicial or legal proceedings? YES NO Reasonableness: 6. Is the request targeted at a specifically identified matter (meaning, not overly-broad or -complex)? YES NO 7. Can the agency grant a waiver or reduce fees without causing an unreasonable burden on agency resources? YES NO 8. Is the public interest served by disclosure greater than the burden to the agency (amount of staff time diverted to fulfilling a request and costs of subsidization)? YES NO Determination/Decision:
Hardware: $$$ Software: $$$ Services/Maintenance (projected over five years): $$$ Personnel (Project): $$$ Source of Funding: Deadline for fund use: mm/dd/yyyy Anticipated Start Date: mm/dd/yyyy Anticipated End Date: mm/dd/yyyy TOTAL: $$$
vitamin C. Food ‘I’contains 2 units/kg of vitaminAand 1 unit/kg of vitamin C. Food ‘II’ contains 1 unit/kg of vitamin A and 2 units/kg of vitamin C. It costs Rs 50 per kg to purchase Food ‘I’ and Rs 70 per kg to purchase Food ‘II’. Formulate this problem as linear programming problem to minimise the cost of such a mixture.
KENDRIYA VIDYALAYA: VIZIANAGARAM TIME TABLE FOR PERIODIC TEST-1 2018-19 ( SECONDARY ) DATE &DAY CLASS VI CLASS VII CLASS VIII CLASS IX CLASS X XI CLASS XII Classes after examination 03.08.2018 (FRIDAY) MATHS MATHS SOCIAL SCIENCE BIOLOGY/ COMP.SCI BIOLOGY 1,2,3,4,5 periods 04.08.2018 (SATURDAY) ENGLISH ENGLISH ENGLISH HINDI/SKT HINDI/SKT MATHS MATHS 2,3,4,5,6 periods 06.08.2018 (MONDAY) SOCIAL SOCIAL SOCIAL SCIENCE SOCIAL CHEMISTRY CHEMISTRY 3,4,5,6,7 periods 07.08.2018 (TUESDAY) SANSKRIT SANSKRIT SANSKRIT INFO. TECH INFO. TECH ENGLISH COMP.SCIENCE 4,5,6,7,8 periods 08.08.2018 (WEDNESDAY) SCIENCE SCIENCE SCIENCE MATHS MATHS PHYSICS ENGLISH 5,6,7,8,1 periods 09.08.2018 (THURSDAY) HINDI HINDI HINDI ENGLISH ENGLISH PHY.EDN PHYSICS 6,7,8,1,2 periods 10.08.2018 (FRIDAY) TELUGU & COMP.SCI TELUGU & COMP.SCI TELUGU & COMP.SCI -------------- ------------- ----------- PHY.EDN 7,8,1,2,3 periods Syllabus covered from 1st APRIL 2018 TO 31stJULY 2018. Max. Marks : 40 Timings:8.45 A.M to 10.30 A.M ( 15 minutes reading time ) Parent-Teacher meeting shall be conducted for all the classes on 18.08.2018 (Saturday) ( 12.00 noon to 2.40 p.m) PRINCIPAL
Comprehensive remote configuration The digital recorder shall have the following operational features: Recording The TVR 42 shall record video on a hard disk drive. No videotape or videotape recorders shall be required. The TVR 42 shall support both internal and external hard disk configurations. Internal storage configurations shall be 1TB, 2TB, 4TB, 8TB and 12TB The utilized Hard Drives shall support latest SATA technology including SMART reporting The utilized Hard Drives shall be especially developed for the Digital Video Archiving Industry The TVR 42 shall support user programmable stored video frame rates that can be programmed on a per-camera basis. All cameras shall be programmable to capture images in one of the following operating modes: Constant Manual Motion Event Alarm TimeLapse At a minimum, the TVR 42 shall support the following stored video frame rates per camera: real-time (NTSC/PAL) 20 fps 16 fps 12 fps 8 fps 4 fps 2 fps 1 fps ½ fps ¼ fps 1/8 fps 1/16 fps The TVR 42 shall support an alarm record mode that is user programmable. At a minimum, the TVR 42 shall support the following alarm mode stored video frame rates: real-time (NTSC/PAL) 20 fps 16 fps 12 fps 8 fps