zilongwang/ReadingBank huggingface dataset:
To determine if a governmental levy is connected to a regulatory scheme, according to Gonthier J in Westbank (para 44), that exercise engages a two-step approach. As for the first step: ‘To find a regulatory scheme, a court should look for the presence of some or all of the following indicia of a regulatory scheme: (1) a complete, complex and detailed code of regulation; (2) a regulatory purpose which seeks to affect some behaviour; (3) the presence of actual or properly estimated costs of the regulation; (4) a relationship between the person being regulated and the regulation, where the person being regulated either benefits from, or causes the need for, the regulation. The list is not exhaustive.’ (My underlining for emphasis.) Gonthier J observed in the same paragraph that if the first step (i e the existence of a regulatory scheme) is met, the second step is the following: ‘In order for a charge to be “connected” or “adhesive” to this regulatory scheme, the court must establish a relationship between the charge and the scheme itself. This will exist when the revenues are tied to the costs of a regulatory scheme, or where the charges themselves have a regulatory purpose, such as the regulation of certain behaviour.’ (Emphasis added.) It becomes apparent, therefore, that there will exist a relationship between a levy and a regulatory scheme, either if the income generated by the levy is ‘tied to’ the costs of the regulatory framework, or if the levy has a ‘regulatory purpose such as the regulation of certain behaviour’.
Media Contacts Printed Media District and regional daily newspapers Name Address Contact number Email address Telegraph and Argus Hall Ings, Bradford, BD1 1JR T 01274 729511 Yorkshire Post Newspapers and Yorkshire Evening Post PO Box 168 Wellington Street, LS1 1RF T 01132 432701 Huddersfield Daily Examiner PO Box A26, Queen Street South, Huddersfield, HD1 3DU T 01484 430000 Halifax Courier King Cross Street, Halifax, HX1 2SF T 01422 260200 Spenborough Guardian 17 Wellington Road, Dewsbury, WF13, 1 HQ T 01274 874635 spenborough.editorial@ywng.co.uk Brighouse Echo PO Box 19, King Cross Street, Halifax, HX1 2SF T 01422 260215 Keighley News 80-86 North Street, Keighley, BD21 3AG. T 01535 606611 Craven Herald and Pioneer 38 High Street, Skipton, BD23 1JU. T 792577 Ilkley Gazette Wharfedale Newspapers, 8 Wells Road, Ilkley, LS29 9JD. T 01943 607022 National Daily Newspapers Daily Mirror T 0207 293 3000, or call free on, 0800 282 591 mirrornews@mirror.co.uk Daily Star T 0207 928 8000 news@dailystar.co.uk The Sun T 0207 782 4000 k Express T 0207 928 8000 Daily Mail T 0207 938 6000 Name Address Contact Number Email address The Guardian T 0203 353 2000 Telegraph T 0207 538 5000
Developing an Audience Profile (Pre-Worksheet B from the toolkit) Who is your target of change? Who is your agent of change? Considering your agents of change (the primary recipients of these communications efforts), what do you know about the beliefs, attitudes and knowledge of this group? How do you know this? What do you still need to learn? Do you already have access to some of this data? (e.g. survey data, groups conducted during assessment) Who do we need to gather more information from? (Be as specific as possible – i.e. not just “students” but “8th grade participants in afterschool group) How are you going to get this information? (e.g. focus group, survey, other) Will this be a representative sample? Does this matter to your efforts? What resources do you have to conduct this data collection? Who is going to compile and analyze data? How? By when? Action Steps Timing (by when) Person(s) Responsible 1. 2. 3.
(a) Domestic private line service; [The word “Domestic” should not be capitalised.] (b) international private line service; (c) public call offices and public pay-telephones; (d) emergency call services; (e) dial-up and printed directory information services; and (f) such other telecommunications services as the Authority may find to be in the public interest. (7) When acting in terms of subsection (6), the Authority must consider all relevant matters relating to the market for telecommunications services and the development of technology in order to determine whether the services are still necessary and appropriate. Ownership restrictions 46. (1) Subject to subsection (2) and (4), no licensee may be controlled by any person that is not a Namibian citizen or a Namibian company and no more than 49% of the stock in any licensee may be owned by persons that are not Namibian citizens or Namibian companies that are controlled by Namibian citizens. (2) The Minister may beforehand authorise the acquisition of control or ownership of stock that is prohibited by subsection (1). (3) Any transfer of control or ownership prohibited by subsection (1) is of no and effect. (4) Any acquisition of stock or transfer of control done before the commencement of this Act is deemed to have been done with the permission referred to in subsection (2), if such acquisition or transfer has complied with all legal requirements applicable at the time of such acquisition or transfer. PART 2 DUTIES OF PROVIDERS OF TELECOMMUNICATIONS SERVICES Application of this Part 47. (1) Subject to section 38(12) and (13), the duties imposed by this Part are imposed upon all holders of technology and service neutral licences. (2) Subject to section 38(12) and (13), the duties imposed by this Part are owed to holders of technology and service neutral licences. (3) Unless the context indicates otherwise, a reference to “carrier” is construed as a reference to the licensee who owes the duty or to whom the duty is owed as the case may be in accordance with the provisions of subsection (1), (2), determinations made in terms of section 38(12) or regulations made in terms of section 38(13). Duties of carriers relating to promotion of competition
After a few minutes I will ask each group to create their image in front of the class and the rest of the class have to guess what image they are re creating. I will then develop upon this lesson by playing ‘Teacher in Role’ whereby I become a reporter asking Marconi about his work. I will ask one child to sit in the hot seat and pretend to be Marconi answering the questions. Conclusion: We will conclude this lesson by recapping on what we learned today in the importance of participation in drama. Resources: Images of Marconi and of Marconi station. Prop box Integration: 7-10-13- English- introduction to newspaper writing. 8-10-13- History- the history of the Marconi station. 9-10-13- Drama- hotseating/ improvisation- Marconi. 9-10-13- English- biased and balanced newspaper articles 10-10-13-English- debate about communications today V’s communications of long ago. 11-10-13- Art- communicating self expression through art 11-10-13- English- brochure writing and interpreting. Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)
Rinnemar an comhrá bheirte an seachtain seo cáite. Bhí na phaistí ag cleactadh an dramaí rith an seachtaine. Sa ceachtanna seo, dheanfaidh muid an comhrá na maidin, comhrá bheirte, an Léitheoireacht, an gníomhaíocht Éisteacht agus an cluiche ‘Deir an Múinteoir’. Forbairt – Na Trí Thréimhse Ceachta (1) An tréimhse réamhchumarsáide: Dheanfaidh muid an comhrá ginearálta ar dtús. Cén sort lá ata ann? An raibh tú sa scoil inné? Cén lá ata ann? Cén lá a bhí ann inné? Cád a d’ith tú le haghaidh an bricfeasta? Cád a d’ith tú le haghaidh an dinnéar Cád ata í do bhosca lón? Cé acu is fear leat- úlla nó banana? Luaschártaí: Úsaidfidh mé na luaschártaí ag baint leis bia. Postaer: Feach ar an bpostaer: Tá an theaghlach taobh amuigh an arás. Cá bhfuil siad ag dul? Cé mhéad daoine ata sa pictiúr a haon? Cén dath é a Cén sort bia ata ar an mbord? Ar mhaith leat an bia seo? (2) An tréimhse cumarsáide: Comhrá bheirte: Beidh na pháiste ag obair i beirteanna, ar an dramaí bheag- An Bhialann. Beidh freastalaí agus custaiméir ann. Caithfidh siad a rá cuig abáirtí. Did dhuit. Dia is mhuire duit.
Takes action to ensure that publications are accessible in a range of formats because people: Are visually impaired Have a learning impairment such as dyslexia or a learning disability Have a low standard of literacy May not have English as their first language Have any combination of these. Guidelines issues such as: point size, font, line spacing, left justify, word spacing, margins, pictures and images. A consultative group is set up to support the organisation to develop appropriate policies and guidelines for people from all communities. The group has people from a range of communities including; Ethnic minorities Disabled people and girls Men and boys Religion or faith Reviews of published materials are carried out covering accessibility Published material is reviewed by the author for; Inappropriate or out of date language Discrimination (direct or indirect) Unnecessary emphasis on one gender. A publications peer review group is set up to review a range of published materials annually with actions taken as a result of any issues identified. The organisation has undertaken an equality impact assessment on its communications procedures/processes Equality impact assessments carried out in line with your relevant level of the Equality Standard. Training is provided for staff with regards to accessible publications Training delivered to key staff with regards to the corporate communication plan and how this seeks to promote equality. Training delivered to all staff involved in the production of publications to ensure accessibility is always considered.
Communications Matrix The following identifies the communications requirements for this project. Communication Type Objective of Communication Medium Frequency Audience Deliverable Format Kickoff Meeting Introduce the project team and the project. Review project objectives and management approach. Face to Face Once Project Sponsor Project Team Stakeholders Project Manager Agenda Meeting Minutes Soft copy archived on project SharePoint site and project web site Project Team Meetings Review status of the project with the team. Face to Face Conference Call Weekly Project Team Project Manager Agenda Meeting Minutes Project schedule Soft copy archived on project SharePoint site and project web site Technical Design Meetings Discuss and develop technical design solutions for the project. Face to Face As Needed Project Technical Staff Technical Lead Agenda Meeting Minutes Soft copy archived on project SharePoint site and project web site Monthly Project Status Meetings Report on the status of the project to management. Face to Face Conference Call Monthly PMO Project Manager updates Project schedule Soft copy archived on project SharePoint site and project web site Project Status Reports Report the status of the project including activities, progress, costs and issues. Email Monthly Project Sponsor Project Team Stakeholders PMO Project Manager Project Status Report Project schedule Soft copy archived on project SharePoint site and project web site
interpreting the analyses accessed through the reporting environment. Information needs for each interested party Information required to be provided from the project. Information Describe the type of information that needs to be rather than the name of the (e.g. what are the key points the reports should be covering). Recipient Means of Format of Information required to be provided to the project. Provider Recipient Means of Format of Project Team Communications Deliverable Description Delivery Method Frequency Owner Audience on
[ LOGO ] [ACTIVITY] celebrates fresh, healthy foods with kids at [YOUR SCHOOL] on [DAY] [ACTIVITY] spotlights local success of thriving national farm to school movement [ACTIVITY] will happen at [YOUR SCHOOL] on [DAY] as part of National Farm to School Month celebrations taking place across the country. In 2010, Congress declared October National Farm to School Month, recognizing the important role farm to school plays in promoting among children and strong local economies. [“QUOTE ABOUT CONNECTING KIDS WITH PEOPLE WHO GROW THEIR FOOD OR OTHER BENEFITS OF FARM TO SCHOOL,” said FOOD SERVICE DIRECTOR / PRINCIPAL / OTHER.] [PARAGRAPH WITH SUCCINCT DETAILS ABOUT LOCAL PROGRAM: FARMS AND SCHOOLS PARTICIPATING, TYPES OF LOCAL FOOD IN SCHOOLS, DATE/TIME OF CELEBRATORY EVENT, INVOLVED ORGANIZATIONS] Over the past decade, the farm to school movement has exploded across the United States, reaching millions of students in all 50 states and Washington, D.C. From school gardens and farm field trips to local food on cafeteria trays, farm to school practices help children learn about where food comes from and make healthier choices while also creating new markets for local and regional farmers. “Farm to school is an important tool for in the against childhood obesity and food insecurity,” says Anupama Joshi, executive director of the National Farm to School Network (NFSN). “There are economic benefits as well. During the 2012 school year, local food purchases by schools returned over $385 million back to local economies.” NFSN has representatives in every state to help connect schools with local farmers. For more information about Farm to School in [YOUR STATE], contact [NAME] at [EMAIL] or [PHONE]. # # # Media contact: [NAME] [EMAIL] [PHONE] Media pitches Press releases are a great way to share your story, but media professionals receive dozens of press releases every week, so it might take a little extra effort to get the attention of an editor or reporter. Having a great pitch or angle always helps make your story more unique and allows the editor to better visualize the final product. It also helps ensure that the story they tell is the one you want them to tell. being
Note: Introduced as a garden hedge. Prolific seeder and highly invasive. Forms dense stands excluding other vegetation. Seeds long lived in soil and regenerate readily after fire. A dense stand can produce six million seeds per hectare per year. May also provide critical habitat to small native birds and animals (e.g. bandicoots) if other native shrub species absent, so may require staged program of removal. Control measures: Hand weeding, cut and paint with suitable herbicide, mowing/slashing, spot spraying, spot-burning. Dispersal: water, animals, vegetative. Large shrubs and trees Acacia baileyana, Cootamundra Wattle Threat: High threat environmental weed. Description: Small evergreen spreading tree or large bushy shrub to 10 metres tall with distinct grey foliage. Includes purple leaf hybrids. Forms dense shade excluding native understorey species. Flowers: Profuse golden ball-shaped flowers from June to September. Leaves: Feathery, divided twice, with two to six main divisions, each having 10 to 24 pairs of silvery-blue greyish or purple tinged leaflets. Glands present along leaf axis. Stems: Smooth and brown, branchlets slightly angled and furrowed, with waxy coating. Note: Spread by wind, ants over short distances, dumped garden waste, water, and contaminated soil. Can readily hybridize with several local and introduced acacia species; hybrids should also be removed. Similar indigenous species: Silver Wattle (Acacia dealbata hybrid with A.baileyana). Control measures: Hand weeding, spot spraying, cut and or drill/frill and fill with suitable herbicide, mowing/slashing. Dispersal: Ants, birds. Acacia decurrens, Early Black Wattle Threat: High threat environmental weed.
The following example identifies the deliverables and internal communication needs of the project manager, project team, and/or Region/Organization Management. Com. ID What, identify the deliverable. How will the information be provided? When will the information be provided? With what frequency? Party responsible for delivery. Party responsible for accepting Example Traffic Analysis Report pdf via email May 9 n/a Mary Smith, Traffic Office Fred Jones, Team Leader Example Project Schedule pdf Project status meetings Monthly Karen Williams, controller Nancy Allison, PE
Ali‘i Chief, chiefess, or royalty Love, affection; greeting, salutation; Good-bye! Aloha ‘auinalā Good afternoon Aloha ‘oe Farewell to you Aloha ahiahi Good evening Aloha ‘āina Love of the land; to nurture and care for the land. Aloha au ia ‘oe I love you Aloha kakahiaka Good morning nui loa Very much love ‘A‘ole pilikia No problem, no trouble. ‘Auana Modern; Especially relating to hula.
Family, relative, kin related. Commonly seen Green Gecko. Hawaiian Word English Translation ‘Ōkole Ass or butt (slang) ‘Ōlelo Language, speech, word, quotation, statement, utterance, term; to speak, say, state, talk, mention, quote, converse, tell; oral, verbatim, verbal. ‘Oli Chant ‘Ono Delicious or tasty, and also a large mackerel type of fish Garbage, trash ‘Ōpū Stomach, abdomen Pāhoehoe Smooth, ropey lava Palahē Flattened, crushed
What do you want to achieve from the communication? Describe the purpose. For example; increase awareness, behaviours or attitudes, educate and inform? Who is the communication targeted at? What do you intend to communicate to the stakeholder(s) groups? What are the key points stakeholder(s) groups need/want to understand and act upon? What communication method /tools are most appropriate for the stakeholder(s) groups? Who will be responsible for implementing each action? When must the action be How often? What are the costs with each action? Potential “Good News” Project Events Identify events that if broadcasted can put the project (or project sponsor) in a favourable light and create momentum within the team. Event Audience Suggested Approach and Message Potential “Bad News” Project Events Identify events that cause the project to look bad in the eyes of the user or stakeholders and develop a strategy to reduce the impact on the project, Event Audience Suggested Approach and Message
Contacts ARPANSA personnel Role Responsibility Contact details Project Manager (PM) All general correspondence. All formal correspondence relating to the nationwide site identification process and site licence application. Responsible for ensuring that all direct reports are aware of this procedure and its application. Escalate situations. Monthly meetings. Project Manager National Radioactive Waste Management Facility Support Project E: Alternate PM Where the PM is not available, undertake the same role as the PM. E: Project Administrator Nominated administrator for the NRWMF Project. Responsible for the maintenance and continuous improvement of this procedure. E: Departmental personnel Role Responsibility Contact details Manager All general correspondence. All formal correspondence relating to the nationwide site identification process and site licence application. Responsible for ensuring that all direct reports are aware of this procedure and its application. Escalate situations. Monthly meetings. Department of Industry, Innovation and Science GPO Box 2013 Canberra ACT 2601 E: Assistant Manager Responsible for the maintenance and continuous improvement of this procedure. Department of Industry, Innovation and Science GPO Box 2013 Canberra ACT 2601 E:
service delivery strategy, customer service staff are encouraged to offer to call back a customer where they have limited credit available. We also encourage services to allow customers to contact LawAccess NSW from the service’s landline where customers do not have access to landlines or have no or limited credit available on mobile phones. 2.2 Online service Our website is a single access point to search for information about a legal problem or question. It allows access to easy to read legal resources such as factsheets, forms and publications from a range of government and non-government legal services such as Legal Aid NSW, Community Legal Centres and Courts. The website includes LawAssist, a website set up to assist people who have a problem in NSW and who are representing themselves. Each LawAssist topic gives: step by step guides to running a case instructions for filling out court forms checklists and frequently questions information on alternatives to court contacts for further information and service 2.3 Raising awareness of LawAccess NSW and other legal assistance services Since 2007 our communication program has included: implementation of our Communications Strategy 2007 – 2009 design and distribution of the ‘Are you Aboriginal or Torres Strait Islander & Need Legal Help?’ resource in a range of formats development and implementation of our Communications Strategy - Older Persons development and implementation of our Communications Strategy - people from CALD communities development and implementation of our Communications Strategy – people with disability 2012 -2015 promotion of LawAccess Online including LawAssist 3. Feedback We learnt from the feedback received that each local Aboriginal community has different ways of raising awareness of services in its community. Some of the feedback we received included: ‘The most important way to raise awareness is to visit the community and put a face to the service…’ ‘Word of mouth and one on one communication gets the word out…we can help with this..’ ‘The protocol for the Community is to do this kind of (raising awareness) at a meeting of the Community Working party…’
Describe the target audience and profiling model used during the campaign. (2 marks) Clearly identify your audience, why and how they were selected and specifically what you wanted them to do. What was the call to action? (1 mark) Identify your KPIs that you set up front and how you were going to measure your success - make it clearly measurable. Answer (maximum 500 words) CREATIVE SOLUTIONS Criteria Hint How was this campaign innovative or different from previous campaigns? Provide evidence of innovation. (2 marks) Demonstrate the creativity in this campaign. If it is an annual campaign, how was it different this year? If it is a new campaign, what was the member insight that drove the change? A campaign can be innovative with any of the following: use of data or member personas, use of digital channels or technology, new, unique or interesting creative etc.
BRIEF AND STRATEGY Criteria Hint Provide details of the initiative and the objectives behind it. (2 marks) Provide context to the specific problem/issue/member group that your campaign relates to and why this was of key focus for your fund. What problem is your campaign trying to solve? Describe the target audience and profiling model used during the campaign. (2 marks) Clearly identify your audience, why and how they were selected and specifically what you wanted them to do. What was the call to action? (1 mark) Identify the KPIs that you set up-front and how you were going to measure your success. Answer (maximum 500 CREATIVE SOLUTIONS Criteria Hint How was this campaign innovative or different from previous campaigns? Provide evidence of innovation. (2 marks) Demonstrate the creativity in this campaign. If it is an annual campaign, how was it different this year? If it is a new campaign, what was the member insight that drove the change? A campaign can be innovative with any of the following: use of data or member personas, use of digital channels or technology, new, unique or interesting creative approach etc. Describe a challenge your initiative faced and the creative approach used to resolve it. (2 marks) What challenges did you face? This could be in the research, segmentation, creative execution, getting stakeholders involved, getting board approval etc. Answer (maximum 500 words) EFFECTIVENESS
Reread page 10 (swordfish) QUESTIONS: What is the creature we’re talking about? What is special about this creature? What does the swordfish mean when he says “he’ll skewer a few with his sword?” Does he really have a sword? Define vocabulary word skewer. Reread page 12 (octopus) QUESTIONS: What is the creature we’re talking about? What is special about this creature? Reread page 13 (stingray) QUESTIONS: What is the creature we’re talking about? What is special about this creature? Does a stingray really have wings? What does the author mean when it says that the stingray “flaps its wings?” How does the illustration support the text? Reread page 14 (lobster) QUESTIONS: What is the creature we’re talking What is special about this creature? Why shouldn’t we shake hands with a lobster? Students show how they can grin. Swordfish A swordfish has a long sword-like nose that can skewer other animals. skewer-a long, sharp pin used for holding food together Students are an example of something being skewered. Octopus An octopus has eight arms. Stingray A stingray has a tail that can sting and fins that help them glide through the water. No, a stingray has pectoral fins that resemble wings (i.e., airplane & birds). A stingray moves its fins. The illustration the tail can sting something and the stingray can glide like an airplane. Lobster A lobster has claws that can snip all your fingers in two. A lobster has claws that can snip you fingers in two.
Communications Chart 2015-2016 Personnel Department Contact Absences – Personnel, Sick, Family Medical Leave – Certified Sharon Bukowski -203-949-6508 -Non-certified Jennifer Krass-203-949-6510 Teacher Retirement Questions Sharon Bukowski – 203-949-6508 Transcript/Certification Sharon Bukowski – 203-949-6508 Questions for Openings and Interviews Sharon Bukowski – 203-949-6508 Jennifer Krass – 203-949-6510 Substitute Teachers Sharon Bukowski –203-949-6508 Substitute Custodians / Extra Custodians/Paras/Aides/Clerical Jennifer Krass – 203-949-6510 Separation Process Sharon Bukowski– 203-949-6508 Jennifer – 203-949-6510 TEAM Patty Pursell – 203-949-6508 Tenure Jennifer Krass– 203-949-6510 Special Education Department Contact Homeless Education Questions Rob Mancusi -203-294-5946 District Climate Rob Mancusi -203-294-5946 Talented and Gifted Program Coordinator Rob Mancusi -203-294-5946 Title VI Coordinator Melissa Iles-203-294-5946 District Test Coordinator Rob Mancusi-203-294-5946 Section 504 Coordinator Melissa Iles -203-294-5946 Preschool – 5 Special Education Donna Curtis -203-294-5949 Middle School/High School Special Education Audrey Burke -0203-294-5946 PPT Scheduling for Outplacement Flo Mulcahy -203-294-5947 Business Office Department Contact Accounts Payable Tina Cox – 203-949-6516 Lisa Hoffheins – 203-949-6517 Budget/Grants Toni Hale – 203-949-6514 Building Use Billing Patty DeFilio – 203-949-6504 Copy Center Cindy Scalesse – 203-949-6522 Employment Verifications Juanita Stainton – 203-949-6518
What is the creature we’re talking What is special about this creature? What do you think squeak means? How do you know? What did it state in the text? What does the author mean that the dolphins are “trying to speak?” Reread page 7 (angelfish) QUESTIONS: What is the creature we’re talking about? What is special about this creature? Reread page 8 (jellyfish) QUESTIONS: What is the creature we’re talking about? What is special this creature? Define “jiggle”. ACTIVITY Choose 1 animal we discussed today and illustrate and write about how it is special. Create an anchor chart with words and drawings that will allow students to refer back to during multiple reads. Dolphins Dolphins are trying to make a sound. Dolphins try to speak in a squeak. squeak-high pitched sound The text says “It’s more of a “Click-whistle-squeak!” Students make a squeaking noise. Angelfish Angelfish are beautiful, gorgeous, and lovely. Jellyfish Jellyfish jiggle. jiggle-to move up and down or to and fro with short quick jerks Students act out the word jiggle. Sentence frame: This is a _____. It is special because ______. THIRD READING:
Date Time Communication Method (Email, meeting, telephone etc.) Communication between…. (Names of team members involved) Description (Study amendments, recruitment issues etc.) Date Time Communication Method (Email, meeting, telephone etc.) Communication between…. (Names of team members involved) Description (Study amendments, recruitment issues etc.)
Identify the communication items that will be used for disseminating information. For each communication item, identify the data source, how often the source data is collected, and from what team member. Also, describe who is responsible for information dissemination. It is usually advisable to have one person assigned to disseminate project communications to ensure consistent reporting of communications items.] Example: Communication Item Data Sources (Frequency of Data Collection) Dissemination Responsibility Distribution Channel Target Audience(s) Frequency Status reports Project team individual status reports (weekly from all team members) Project schedule (Microsoft Project Plan) updates (weekly from Project Manager) Verbal progress reports (weekly from all team members) Change control requests (as identified by the Project Manager) Named resource Email Collaboration Site Group Status Meetings Project Intranet Site All Stakeholders Project Team Monthly Quarterly project updates Project status reports (weekly from the Project Manager) Project schedule (Microsoft Project Plan) updates (weekly from the Project Manager) resource Email Collaboration Site Project Intranet Site All Stakeholders Project Team Throughout the project Project announcements Project Manager (as needed) Named resource Email Collaboration Site Instant Messaging Project Intranet Site Project Team All Stakeholders (or select groups) Throughout the project
Develop Project Meetings Schedule [Developing and publishing a Project Meetings Schedule is an important step to ensure all project team members know of meetings that may require attendance or may have an outcome that affects their work. Identify and describe the type, frequency, purpose, and participants of project meetings.] Example: Communication Target Audience Purpose Frequency Project Kick-off Meeting All Stakeholders Communicate the project plan, and confirm project roles and responsibilities On the project date Team Meetings Project team members Review detailed project schedule, assignments, issues, risks, and action items Weekly Project Sponsor(s) meeting Project Sponsor(s) Update the Project Sponsor(s) on the project status, budget, critical issues, and change requests Monthly or as necessary to address significant project issues and/or decisions Lessons Learned Meeting All Stakeholders Capture lessons learned that may benefit future project work and/or other projects Upon completion of project activities and during Post Implementation Review
Criteria Essential Desirable How identified & assessed Education / qualification and training Educated to degree Application Knowledge / skills Excellent organisational skills and ability to juggle multiple projects simultaneously, while maintaining a high degree of accuracy and professionalism. Application / interview Excellent time management and prioritising skills; ability to work to tight deadlines. Application / interview Excellent verbal communication skills and experience dealing with a wide range of people. Application / interview Good computer skills and experience using Word, Excel and PowerPoint. Application / interview Excellent and fast writing skills with the ability to absorb long and complex policy issues quickly and turn them into compelling clear content Application / interview/test Experience/qualifications Significant experience of working in a busy communications team, with strong experience of helping staff plan and deliver a range of outputs, as well as hands-on experience of delivering across a range of communications disciplines Application / interview Personal qualities Positive and enthusiastic outlook, with an approach that is consistently supportive and helpful to colleagues Application / interview Calmness and resilience under pressure Application / interview Ability to work quickly at high quality, and multi-task Application / interview Strong commitment to Ageing Better’s mission, vision and values Application / interview Willingness to work flexibly Application / interview
I have: hearing aid/s in my - right/left/ both ears Cochlear implant  sensitivity to noise I need to see your lips when you speak to me No hearing aids or other aid because I am profoundly deaf. Other: My details: Name: Address: Email: Phone: Contact me by: (Text/Typetalk/NGT) In an emergency please contact: If you need information about communication or support - Wakefield & District Society for Deaf People can help - contact; Voice/Minicom/Fax: 01924 375958 E-mail: If I need emergency treatment or care please take care of my; Hearing aid/s Cochlear implant Other: Please keep them maintained and safe. I may need them to understand what you are saying to me
Communications Calendar Project Name Here Timing When (& how often) Audience To Whom? Medium How will the information be communicated? Message What specific message(s) will be delivered? Sender Who? Late September Existing board chairpersons Group presentation Detailed explanation of changes to the boards and governance structure including new expectations with opportunity for Q&A Presented by either CSiC or SBA, supported by SCU 30 September All current members Email - detailed information pack Information pack explaining changes to boards structure. Includes notification to members of closing boards that board will conclude at end of year. Emailed from CSiC 30 September All officers and employees Newsletter – simple information pack Key information distributed via Forward Together email newsletter FT Newsletter
Communication Analysis Tool This tool is designed to help you identify available workshops and on-line courses to consider as you are using the Professional Development Worksheet to develop your Action Plan. Communication Competency Statements Corresponding Courses The Communication Process 1, 2, 3, 4, 5 □ □ □ Interpersonal Communication Skills Improving Interpersonal Communication Skills (on-line) Lost in Translation: Navigating Intercultural Communication in the Workplace Communication Styles 6, 7, 8, 9, 10 □ Interpersonal Communication Skills Communication Through Conflict 11, 12, 13, 14, 15 □ □ □ Conflict Management Skills in the Workplace Assertiveness Training Leading Up – Strategies for Succeeding With Your Boss Feedback 16, 17, 18, 19 □ □ □ □ Coaching Interpersonal Communication Skills Improving Interpersonal Communication Skills (on-line) PATHways to Success: Supervisory Best Practices for Managing Employee Performance Cultural Barriers 20, 21, 22, 23 □ □ □ Interpersonal Communication Skills Developing Cultural Competence in the Workplace Lost in Translation: Navigating Intercultural Communication in the Workplace. The Communication Process (Statements 1, 2, 3, 4, 5)
Step V: Build Your SWOT Analysis Based on all the information you have collected in the first four steps, you should do a SWOT analysis of your communication. This chart consists of eight parts: Strengths These are the positive characteristics within your school/system that give you an advantage when communicating. Weaknesses These are the negative characteristics within your school/system that put you at a disadvantage when communicating. Opportunities These are the positive characteristics that exist outside your school/system that you can take advantage of when communicating. Strengths/Opportunities Intersection Weaknesses/Opportunities Intersection Threats These are the negative characteristics that exist outside your school/system that will hinder your success when communicating. Strengths/Threats Intersection Weaknesses/Threats Intersection
[Enter communication vehicle] Effectiveness 1 2 3 4 5 N/A Length 1 2 3 4 5 N/A Relevance 1 2 3 4 5 N/A [Enter communication vehicle] Timeliness 1 2 3 4 5 N/A Effectiveness 1 2 3 4 5 N/A Length 1 2 3 4 5 N/A Relevance 1 2 3 4 5 N/A [Enter communication vehicle] Timeliness 1 2 3 4 5 N/A Effectiveness 1 2 3 4 5 N/A Length 1 2 3 4 5 N/A Relevance 1 2 3 4 5 N/A Project Communication Progress [To complete this section, survey respondents should rate each statement using the rating scale provided. Average the scores in this section across each Stakeholder group for each question.] Statement Strongly Disagree Disagree Neutral Agree Strongly Agree Overall, communications have helped me understand the reasons behind the implementation of [name of project]. 1 2 3 4 5 I am able to explain the purpose of the project to others. 1 2 3 4 5 The [name of project] communication team has communicated effectively to employees about the benefits that will result from [name of project]. 1 2 3 4 5 The communication I have received has helped me to understand what [name of project] will mean to me, personally. 1 2 3 4 5 Overall, [name of project] communication has been and easy to understand. 1 2 3 4 5
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 36 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Hours T/E/P** Required Courses (15 units required) * COM 600 Communication Theory and Application * COM 601 Graduate Study in Communication * COM 698 Seminar in Communication Theory Research Methods Course (3 units required): Select ONE course from COM 603 or COM 604. * Elective Course (3 required): Selected in consultation with your advisor. * Documentary Studies Emphasis (21 required) * COM 535 Documentary Skills and Storytelling Practicum * COM 550 Documentary Research Practicum Pre-req: COM 535 * COM 605 Introduction to Documentary Issues, Theories, and Methods Thesis or Project Option (12 units required): Select either Thesis or Project Option. Thesis Option: Includes COM 699 and additional coursework chosen in consultation with graduate faculty advisor. * COM 699a Thesis
Project Manager: Sponsor: Project Folder: Updated: ID Communication Description Frequency Delivery Method Owner Recipient/ Attendees * What information is being communicated? What is the description of the contents/purpose of this communication? How often? Email? Who creates/sends? Who receives? 1 2 3 4 5 6 7 8 9 10 11 12
COMMUNICATION PLAN FOR STATE ORAL HEALTH PROGRAMS YEAR AT A GLANCE Instructions: This is a summary of all communication for a year based on the individual goal-specific plans. Goal Target Audience(s) Objectives Key Messages Planned Activities and Timelines Evaluation Methods and Measures Lead Responsibility Budget/ Resources Progress P = in progress C = completed B= barrier is delaying
Communication procedures and schedule for members of the school community Policy Staff Students Parents General Community Policy Review Date Excursion, Incursion and camping Policies and procedures Staff manual Term 1PL day Policies folder Share drive policies folder Compass school documents All policies to be on school website and available on request Reviewed policies to be published in school newsletter Compass school documents School website 2016 On Site supervision and duty of care policy Staff manual Term 1PL day Policies folder Share drive policies folder Compass school documents All policies to be on school website and available on request Reviewed policies to be published in school newsletter Compass school documents School website June 2016 Students engagement policy Mandatory reporting policy Harassment policy Privacy policy WWC and VIT policy manual Term 1PL day Policies folder drive policies folder Restorative practice training Compass school documents SRC Student mentor meeting Compass school documents All policies to be on school website and available on request Reviewed policies to be published in school newsletter Parent information night Compass school documents School website February 2016
Internet policy BYOD policy (in development) Mobile devices policy Staff manual Term 1PL day Policies folder Share drive policies folder Compass school documents SRC Student mentor meeting Compass school documents All policies to be on school website and available on request Reviewed policies to be published in school newsletter In enrolment packs and at beginning of each year Compass school documents School website December 2015 Aid policy Anaphylaxis policy Smoking policy Asthma Policy (in development) Medication policy manual Term 1PL day including review of new and existing students medical detail and plans Policies folder Share drive policies folder OHS planning cycle Meetings with affected students and parents as required Compass school documents All policies to be on school website and available on request Reviewed policies to be published in school newsletter In enrolment packs and at beginning of each year Meeting with individual parents to produce care as required Compass school documents School website 2016 Emergency management policy Critical incident policy Responding to student sexual assault policy Term 1PL day Policies folder Share drive policies folder OHS planning cycle All policies to be on school website and available on request School website November 2015
Sun smart policy (in development) Review of policy in term 4 of safety drill term 1 and 4, lock in drill term 2 and lockout drill term 3. Reviewed policies to be published in school newsletter Compass school documents VCE Handbook VCAL policy and procedures VASS processes and procedures Staff manual Term 1PL day Policies folder Share drive policies folder Year group meetings Year group meeting term 1 Mentor meetings as required Compass school documents All policies to be on school website and available on request Reviewed policies to published and discussed in information evening during term 3 and 1 Compass school documents School website November 2015
4. PREVIOUS EMPLOYMENT (most recent first) Name & address of employer Job & main responsibilities Date Reason for leaving From To 5. SECONDARY, FURTHER AND HIGHER EDUCATION Name & location of school, college or university Date Examinations taken (include date, level and grade) From To 6. TRAINING AND DEVELOPMENT (include job-related activities relevant to your application)
Name & location of training provider Date Examinations taken (include date, level and grade where appropriate) From To 7. MEMBERSHIP OF PROFESSIONAL ORGANISATIONS Professional Organisation Level of Membership status By Examination Yes/No Date awarded 8. DUTIES AND RESPONSIBILITIES OF PRESENT POST (or last post held if unemployed), together with details of previous experience and any additional information relevant to your application (continue on separate sheet if necessary). Please explain why you are applying for this vacancy and your reasons for considering a move. What skills and personal qualities can you to this post. Include membership of clubs and any voluntary work you undertake which may be relevant to this post. 9. ADDITIONAL INFORMATION a) Do you hold a full current driving licence: Yes No b) Do you have regular use of a car: Yes No c) Please give details of any – penalty points and/or driving ban in the last 5 years Yes No d) Are you related to any Councillor or employee of Penzance Town Council or to the partner of such a person? (if yes, please provide details) Yes No Name: Relationship: 10. REFERENCES Please give two referees. One should be your present employer, or if you are currently unemployed, your last employer. The second should be a person who can comment on your skills and abilities in
The diocesan Office of Communication would like your input about diocesan communication! Thank you for taking a few minutes to complete our survey. Your input and opinion are very valuable and will help us shape diocesan communications. All survey responses will remain anonymous. Results will be viewed only in the aggregate to protect your anonymity. Please return by February 28, 2018. What congregation do you attend? (listed alphabetically by city) St. Paul, Athens St. John, Battle St. Columba, Bristol Christ Church, Chattanooga Grace Church, Chattanooga Project Canterbury, Chattanooga Southside Abbey, Chattanooga St. Martin, Chattanooga St. Paul, Chattanooga St. Peter, Chattanooga St. Thaddaeus, Chattanooga Thankful Memorial, Chattanooga St. Luke, Cleveland St. Mark, Copperhill St. Raphael, Crossville St. Thomas, Elizabethton Nativity, Fort Oglethorpe St. Andrew, Harriman Trinity, Gatlinburg St. Greeneville St. Hixson St. Barnabas, Jefferson City Emmaus House, Johnson City St. John, Johnson City St. Mary, Jonesborough St. Christopher, Kingsport St. Paul, Kingsport St. Timothy, Kingsport Ascension, Knoxville Good Samaritan, Knoxville Good Shepherd, Knoxville St. Elizabeth, Knoxville St. James, Knoxville St. John's Cathedral, Knoxville St. Luke, Knoxville St. Thomas, Knoxville House, Knoxville St. Clare, LaFollette Good Shepherd, Lookout Mountain Resurrection, Loudon St. Andrew, Maryville All Saints, Morristown Annunciation, Newport St. Francis, Norris St. Stephen, Oak Ridge St. Francis, Ooltewah St. Joseph, Sevierville Christ Church, Rugby St. Paul, Seymour St. Timothy, Signal Mountain Christ Church, South Pittsburg
Wiemann, J. M. (1977). Explication and test of a model of communicative competence. Human Communication Research, 3(3), 195-213. Womack, D. F. (1990). Communication and negotiation. In D. O'Hair and G. L. Kreps (Eds.), Applied communication theory and research (pp.77-101). Hillsdale, NJ: Erlbaum. Wong, C. C. Y., & Barrea-Marlys, M. (2012). The role of grammar in communicative language teaching: An exploration of second language teachers' perceptions and classroom practices. Electronic Journal of Foreign Language Teaching, 9(1), 61-75.
Les répercussions sur la profession Click or tap here to enter text. Mesures Click or tap here to enter text. Date* Activité La pénétration estimée Click or tap to enter a date. Click or tap here to enter text. Click or tap here to enter text. Les répercussions sur la profession Click or tap here to enter text. Mesures Click or tap here to enter text. Date* Activité La pénétration estimée Click or tap to enter a date. Click or tap here to enter text. Click or tap here to enter text. Les répercussions sur la profession Click or tap here to enter text. Mesures Click or tap here to enter text. Date* Activité La pénétration estimée Click or tap to enter a date. Click or tap here to enter text. Click or tap here to enter text. Les répercussions sur la profession Click or tap here to enter text. Mesures Click or tap here to enter text. Date* Activité La pénétration estimée Click or tap to enter a date. Click or tap here to enter text. Click or tap here to enter text. Les répercussions sur la profession Click or tap here to enter text. Mesures Click or tap here to enter text. Date* Activité La pénétration estimée Click or tap to enter a date. or tap here to enter text. Click or tap here to enter text. Les répercussions sur la profession Click or tap here to enter text. Mesures Click or tap here to enter text. Date* Activité La pénétration estimée Click or tap to enter a date. Click or tap here to enter text. Click or tap here to enter text. Les répercussions sur la profession or tap here to enter text.
OVERALL RATING OF LETTER Degree to which the letter is helpful to the referring physician POOR 1 Letter not helpful. Lacking key content. Lacking style elements to make the letter easy to scan Key info hard to find. BORDERLINE 2 ACCEPTABLE 3 Generally helpful as key content available. Limited or no education incorporated. Some style elements incorporated. Most key information easy to find (impression and plan at a minimum). GOOD 4 EXCELLENT 5 Informative letter. Element of education incorporated. Key information easy to find. Areas of strength (continue to do) Areas for improvement (consider adding, consider modifying, or consider stopping) 1. 1. 2. 2. 3. 3. Comments: