zilongwang/ReadingBank huggingface dataset:
MODULE A – SAFE ENVIRONMENTS FOR CHILDREN PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicator A1.0 Describe a safe environment for children. A1.1 Utilize a childcare setting safety checklist(s) to evaluate a safe environment. 3 A2.0 the importance of maintaining a safe environment for children. A2.1 This competency is measured affectively. A LEARNING OBJECTIVES A1.1.1 Describe elements of indoor safety. A1.1.2 Describe elements of outdoor safety. A1.1.3 Describe physical or psychosocial characteristics of children that put them at risk for accidents. 2 2 3 A2.1.1 Explain the importance of maintaining a safe environment for children. A2.1.2 Prioritize behaviors associated with maintaining a safe environment for children. A A MODULE A OUTLINE: Safe environments Indoor safety Electrical safety Outdoor safety Water safety Safety checklist Accidents Precautions from accidents Toy storage Equipment safety Module B – GOOD HEALTH PRACTICES FOR CHILDREN PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA Indicator B1.0 Describe activities that promote good health practices in children. B1.1 Plan activities that promote good health practices in children. 3 B2.0 Value the importance of good health practices in children. B2.1 This competency is measured affectively. A LEARNING OBJECTIVES
LEARNING OBJECTIVES B1.1.1 List ways to communicate effectively with families. B1.1.2 Explain why developmentally appropriate practices are used. B1.1.3 Explain the effects of various cultures and beliefs on infant and toddler development. B1.1.4 Explain temperaments in infants and toddlers. B1.1.5 Explain guidelines for maintaining confidentiality. B1.1.6 Describe how to help families cope with attachment and separation. B1.1.7 Describe community resources available to families. B1.1.8 Explain state requirements for record keeping in infant and toddler programs. B1.1.9 Explain methods of routine recording children in childcare. B1.1.10 Explain methods to collect information in all domains of child’s development. B1.1.11 Describe daily routines for infant and toddlers. B1.1.12 State the importance of sharing information between caregivers about the individual needs of children in their care. B1.1.13 Describe records needed for program management. B1.1.14 Describe ways the environment supports the development of toddlers and infants. B1.1.15 Describe developmentally appropriate curriculum for infants and toddlers. B1.1.16 Identify materials appropriate for infant and toddlers’ developmental skills and abilities. 1 3 2 1 2 2 1 2 1 1 1 3 1 2 2 1 B3.1.1 State importance of development of a relationship with families. B3.1.2 Explain the value of interaction between family, culture, and caregivers. A A
5/8 Final Exam This schedule should be considered a tentative outline for the course and subject to change. UNIVERSITY OF ALABAMA COLLEGE OF EDUCATION and SCIENCES CONCEPTUAL FRAMEWORK “Engaging Learners, Inspiring Leaders, Transforming Lives” The Conceptual Framework represents a shared vision for preparing educators to work effectively in P–12 schools and provides direction for programs, courses, teaching, candidate performance, scholarship, service and accountability in the context of a global community. The Conceptual Framework aligns with the University of North Alabama’s institutional mission of “engaging in teaching, research, and service in order to provide educational opportunities for students, and environment for discovery and creative accomplishment, and a variety of outreach activities meeting the professional, civic, social, cultural, and economic development needs of our region in the context of a global community.” The Conceptual Framework reflects current research-based knowledge and effective practices through professionalism, assessment, collaboration, technology, diversity and reflection. The UNA College of Education and Human Sciences prepares Knowledgeable Practicing Professionals who: Have content and pedagogical knowledge and abilities demonstrating professionalism through a set of beliefs, actions, dispositions and ethical standards that form the core of their practice; Have the knowledge and ability to evaluate student performance use assessment strategies to guide teaching and learning, especially impact on student learning, and to strengthen instruction and increase professional growth; Form communities of learners with other teachers, parents, and members of the community, through collaboration, teamwork, and research-based approaches; Use technology to support assessment, planning and instruction for promoting student learning; Value and plan for diversity in curriculum development, instructional strategies and in the promotion of social consciousness and global perspectives of teaching and learning;
Engagement & Disengagement Miller/Rollnick 4, 5, 6 Listening & Interviewing Skills 1/26 Alcohol Addictions Smith 2 Overview of alcohol addiction Assessment & diagnosis Treatment settings Evidence-based research on alcohol addiction Treatment models 2/2 Exploring Values Miller/Rollnick 7 Focusing on the Horizon Miller/Rollnick 8, 9 Begin Abstinence Project 2/9 Nicotine Addiction 3 Overview of nicotine addiction Diagnosis Treatment Evidence-based practices Differing & Exchanging Information Miller/Rollnick 10, 11 2/16 Marijuana Addiction Smith 4 Overview of marijuana addiction Assessment & diagnosis Treatment models& approaches research Ambivalence & Motivation Miller/Rollnick 12, 13 2/23 Methamphetamine Addiction Smith 5 Overview of methamphetamine addiction Effects of methamphetamine Treatment Responding to Change/Sustain Talk Miller/Rollnick 14, 15 3/2 Prescription Drug Addiction Smith 6 Overview of prescription drug addiction Assessment & diagnosis Treatment Hope, Neutrality, Discrepancy Miller/Rollnick 16, 17, 18 3/9 Pathological Gambling Smith 7 Overview of pathological gambling Special populations of pathological gamblers Diagnosis & assessment Empirically supported treatments Integrative treatment Evoking, Planning, Commitment, Support Miller/Rollnick 19, 20, 21, 22 3/16 ACA Conference – no
The Day After Tomorrow Falling Down Ordinary People Shaun of the Dead Trade Center Children of Men 28 Days 2012 Bastard Out of Carolina My Sister’s Keeper War of the Worlds United 93 Blindness When a Man Loves a Woman Dante’s Peak Precious Winter’s Bone World War Z Titanic Contagion Postcards from the Edge Twister An American Crime Things We Lost in the Fire Battle Los Angeles Alive I am Legend Leaving Las Vegas Daylight Dog Day Afternoon The Lovely Deep Impact Life is Beautiful 28 Weeks Later Clean and Sober Backdraft Prince of Tides August Osage County Cloverfield Apollo 13 Carriers Boogie Nights The Core Dolores Claiborne Spanglish Godzilla Mississippi Burning Philadelphia Requiem for a The Road What’s Love Got to Do with It Marvin’s Room Signs Mandela Lorenzo’s Oil Clean and Sober The Impossible The Accused Stepmom Alien Saving Private Ryan Mask Midnight Cowboy Open Water The Burning Bed Losing Insidious 12 a Slave Bang the Drum Slowly Gia 127 Hours Frankie and Alice Marvin’s Room Resident Evil: Apocalypse Amistad My Left Foot Rush Extremely Loud and Incredibly Close The Great Santini Kramer vs. Kramer The Purge The Boy in the Striped Pajamas 50/50 Half Nelson After the Dark The Prince of Tides The Pursuit of Happyness Beaches The Lost Weekend Postcards from the Edge I have received a copy of the syllabus for CHD 638. I have read the syllabus and have been offered an opportunity to ask questions it. I understand and agree to the requirements in the syllabus. Name (please print) _____________________________________________
If the organization was created by a governmental entity, then the governmental entity that created the organization may not appoint more than 1/3 of the board members and board members appointed by the governmental entity may not appoint remaining 2/3. §92.2 CHDO Definition ¶ (5) Applicable If the organization was created by a for-profit entity, then 2.4.1 through 2.4.4 apply: Applicable The for-profit entity that sponsored or created the organization may not have as its primary purpose the development or management of housing, such as a builder, developer, or real estate management firm. §92.2 CHDO Definition ¶ (3)(i) The for-profit entity that created the organization may not appoint more than 1/3 board members, and for-profit-appointed members may not appoint remaining 2/3 of board. §92.2 CHDO Definition ¶ (3)(ii) Officers and employees of the for-profit entity that created the organization cannot be officers or employees of the CHDO. §92.2 CHDO Definition ¶ (3)(iv) The organization must be free to contract for goods & services with others. §92.2 CHDO Definition ¶ (3)(iii) Accountability to the Low Income Community The organization must have a designated service area (i.e. the “community” in it produces housing). A community can be a neighborhood or neighborhoods, city, county, metropolitan area, or multi-county area (but not the entire State). §92.2 CHDO Definition ¶ (8)(i) At least 1/3 of the board members are: 1) low-income; 2) residents of a neighborhood; or 3) elected representatives of a low-income neighborhood organization. §92.2 CHDO Definition ¶ (8)(i) The organization has a formally adopted process for low-income beneficiaries to advise it on decisions regarding design, siting, development, and management of housing. §92.2 CHDO Definition ¶ (8)(ii) The organization has at least 1 year of serving the community, or, if it is formed by local churches, service organizations, or neighborhood organizations, its parent organization meets this requirement. §92.2 CHDO Definition ¶ (10) Capacity The organization has financial management systems that conform to 2 CFR 200.302 and 200.303 §92.2 CHDO Definition ¶ (6)
How have the services or programs changed since the organization began? Is there a current business plan? □No □Yes If yes please provide a copy. Please list all relationships of members to board members, staff to staff and board members to staff: Has the non-profit produced successful affordable housing projects? □Yes □No If so please list on Attachment “A” Are affordable past rental and homeownership projects still occupied by lower-income tenants? □Yes □No If no, why not? Are past projects well maintained? □Yes □No If no, why not?
Board Member Name Representative of the community (YES or NO) Enter the number from above to describe how this member represents the low- income community (1, 2, 3, or N/A) Was member appointed by a governmental entity if that entity created the CHDO? (see PART ONE Organizational Structure O2) (YES or NO) Position Date Elected or Appointed Date Term Expires on File? YES or NO Income
Please use this space to elaborate on any background, experience, or qualifications that you believe should be considered in evaluating your qualifications for employment. You may include volunteer experience and other activities you believe relevant. Please omit any information that would disclose your race, gender, age, marital status, ethnic origin, religious or political affiliations, or disability. PROFESSIONAL LICENSURE/CERTIFICATION Please list all current licensure and/or certifications. Type Certifying Organization Current Licensure Are there any limitations that would affect your ability to perform the duties of the job, including loss of professional licensure/certification, limitation of privileges, or disciplinary actions? Yes No N/A If yes, please explain: Do you have current professional liability insurance? Yes No If yes, please list: REFERENCES Please list three references other than relatives. Name Name Name Position Position Position Company Company Company Relationship to applicant Relationship to applicant Relationship to applicant ____________________ Email _______________________
bEER-lAMBERT lAW Lab format: this lab is a remote lab activity Relationship to theory: This activity quantitatively relates the concentration of a substance to the absorbance of light. Instructions for Instructors: This protocol is written under an open source CC BY license. You may use the procedure as is or modify as necessary for your class. Be sure to let your students know if they should complete optional exercises in this lab procedure as lab technicians will not know if you want your students to complete optional exercise. Remote Resources: Primary - UV/Vis Spectrometer; Secondary - Cuvette Holder Instructions for Students: Read the complete laboratory procedure before coming to lab. the experimental sections, complete all pre-lab materials before logging on to the remote lab, complete data collection sections during your on-line period, and answer questions in analysis sections after your on-line period. Your instructor will let you know if you are required to complete any optional exercises in this lab. Measure and analyze the visible light absorbance spectrum of a standard NiSO4 solution to determine the maximum wavelength of absorbance (λmax). Measure the absorbance of several standard NiSO4 solutions. Calculate the concentrations of these standard solutions using information provided by the Laboratory Technicians.
CHE 113: Forensic Science LAB Rules and Regulations 1. You will work in pairs in the laboratory, but you are required and responsible for doing your own laboratory write-up. 2. Students are expected to complete their lab on their assigned day and hand-in the laboratory write-up on the due date. 3. Attendance is mandatory. Each student is expected to present at the start of the laboratory, during this time the experimental set-up and safety procedures for each lab is discussed by the instructors. 4. Late labs will be penalized! After two class periods you will receive a zero for the lab. 5. Each person is responsible for wiping down his/her work area with a damp sponge or paper towel and washing all glassware with soap and water at the end of each lab period. 6. If you are in violation of any safety guidelines, you will be asked to remedy the situation only once. The next time you will be asked to leave lab for that day. There will be no make-up labs. Safety Guidelines 1. Safety glasses must be worn at all while in lab. You will be given one warning. If it happens a second time you will be asked to leave lab and you will receive a zero for the lab. 2. Do not wear contacts in lab. Wear your glasses. 3. If glassware breaks and/or chemicals spill, inform the instructor. Do not try and clean the spill and/or glass yourself. 4. If you cut/burn yourself and/or spill anything on your clothing and/or skin in lab, inform the instructor immediately. 5. Long hair must be tied back. 6. Avoid wearing loose clothing and jewelry. 7. Wash your hands before leaving lab and going to the bathroom. 8. Do not sit on the lab tables. 9. Do not eat or drink in lab at any time. 10. No open-toed shoes, sandals or shorts may be worn in lab at any time. 11. Use the disposable gloves provided when required and change them frequently.
Requested Analyses Table Requested analysis Participant type Age or development at collection Sample matrix Number of samples Total volume/quantity per participant (with units) Collection method Storage temp (with units) Number of Additional comments about samples or analyses: Provide any additional comments about your available samples or the proposed analyses, if applicable.
criminology literature which contends that crime victimization can have negative emotional and affective consequences, even if a physical injury is not endured (Gabor & Normandeau, 1989; Leymann, 1985; Miller-Burke, Attridge, & Fass, 1999). The United States’ Federal Bureau of Investigation (2004) states that all “forms of conduct that create anxiety, fear, and a climate of distrust in the workplace ... are part of the workplace violence problem” (p. 13). Most contemporary classifications of workplace violence use a model that consists of the following four categories or typologies (Table 1). Table 1: Four Types of Workplace Violence Type Persons Involved Actions or Characteristics Risk Factors Response Strategies I Employee and an external perpetrator (e.g., robber) Physical violence by unknown criminal with no tie to the organization Robbing a bank or convenience store; or mugging or robbing a taxicab driver Handling or exchanging money with the public Working alone Working at night or early in the morning Working in secluded locations Emphasis on physical security Employee training Limit or eliminate single-staffing practices II Employee and a client (or a patient, family member, or customer) Acts that typically occur during the worker’s normal course of employment Perpetrator has a legitimate connection to the organization, even if only temporary (e.g., bus patron) Emotionally charged environment Health care and emergency medical response workers; social service employees Regular training in preventive measures III Harassment, stalking, and bullying Employees with trait anger, emotional Attend to warning signs and implement
Clear Horizons Steering Committee Meeting 12, 2016 1:00 S-6.210 Dr. Brett Lemley Dr. Brett Lemley Judy Dr. Brett Lemley (BL), Dr. Brenda Hellyer (BH), Dr. Brenda Jones (BJ), Dr. Greg Smith (GS), Dr. Pamela Campbell (PC), Kristen Ross (KR) ABSENT Introductions of members Dr. Lemley Dr. Jones introduced Judy Mason informing the committee that Ms. Mason would be taking minutes for the CHECHS meetings. Update from the principal Dr. Lemley Enrollment Reviewed the Principals Summary, Updates and Statistics table Another column has been added to project what we expect this year. The last column shows percentages of how we compare with CCISD Starting the year with 110 seniors and should graduate at least a 100 of those students. This will be our tenth graduating class. We will have 114 juniors, 125 sophomores (our wait list is very long for the sophomore class), and 125 freshman with a total of 474 to start off the year. STAAR Results – students will be retaking the test this week. Most of the students that did not make level two are ones that left the program. Over fifty percent of students have meet Level 2. Student results (AP Scores) English 3 (English Language and Composition), 56 students took the exam and 8 got a 5; 14 got a 4; 17 got a 3; 16 got a 2; 1 got a 1. Human Geo - 8 got a 5; 14 got a 4; 8 got a 3; 13 got a 2; 10 got a 1. World History - 4 got a 5; 10 got a 4; 27 got a 3; 13 got a 2; 3 got a 1. Chemistry – one student took the test and made a three. Physics – this was our first year in Physics with a new instructor and we got 1 got a 4, 6 got a 3, 12 got a 2 and 8 got a 1. Spanish – this was our first year back. Out of 15 students 9 took the test 5 got a 4 and 3 got a 3. Review Steering Committee responsibilities listed in the MOU
Admission charges 500 ISTE Membership Fee 295 Total Fees : 87,295 *Year 2018-2019 Demand Draft should be in favor of “Principal CoET, Noida” Fee Structure for SC/ ST/ FW Candidates fulfilling rules and norms as per Govt. of Uttar Pradesh. Caution Deposit (refundable after course completion) 15,000 University Exam Fees 6,500 Admission charges 500 ISTE Membership Fee 295 Total Fees : 22,295 Demand Draft should be in favor of “Principal CoET, Noida” FORMAT OF I- NOTE: STUDENTS SHOULD FILL THE ENTRIES IN CAPITAL LETTERS ONLY Name : _______________________________________ Date of Birth : _______________________________________ Local Address : _______________________________________ _______________________________________
Check-n-Connect Contract I, , agree to work to on behaviors that demonstrate our school wide expectations: 1. Safe 2. Responsible 3. Respectful I will work with to keep of my progress. I understand that I will have a chance to earn a reward each week / day when I meet my goals. I will try hard to do my best to meet these goals everyday. Student Signature I will do my best to help meet his/her goals everyday
Checklist Student Positive Greeting Check student status Signed CNC sheet Review Expectations Paw/ Ready for School Pencil Notebook Work Completed Check-Out Checklist Student Positive Greeting Review CNC sheet & Home Report Praise Positive Gentle Corrective Feedback ticket, if applicable Positive Farewell Entered Data into SWIS
6. Don’t be afraid “Don’t be afraid to put in the time. Don’t be afraid to give a piece of yourself to the kids and just be there for them, not just academics, but as a support system.” 7. Believe in them “Hold high Expectations. Don’t back down on them just because they are your mentee student. Make sure that you realize that these students can be successful.” 8. Empower them “Help kids build the skills that they need to succeed later in life. Don’t just be a crutch to them. Help them figure out the answers, but teach them ways that will carry on longer than you are their mentor.” 9. Be positive and be there “No matter what, even though it’s frustrating or they’re not responding…Be available and be patient.” 10. Celebrate the small successes “Even if one day you see a change, consider the little triumphs, those little things that just make the world go round. It can be chaotic for 10 minutes and then, all of a sudden, you look and they are working and you’re like, sweet!” Augustine, K., (2014). Teacher mentors: Lived experiences mentoring at-risk middle school students. (Doctoral dissertation). Escholarshare/drake.edu.(dd2014KAA.pdf). Kay’s Baker’s Dozen of Tidbits for Mentors 1. Show that you authentically believe in the potential of all 2. Fear is real, and vicious 3. They can’t do what they don’t know 4. Don’t do for students anything which they are able to do for themselves--but remember #3 5. Listen into voice –listen with more than your ears 6. Modeling speaks louder than words—and they will be watching you “like a hawk” 7. Highlight the small successes not only for your student(s) but for yourself and other mentors 8. Hold all student to high expectations 9. Know your biases and how to monitor if they are impacting your work with your student(s) 10. Respect and follow rules & policies 11. Teach your student(s) how to ask effective questions & probe more deeply 12. Don’t pass your stress on to your student(s)
CHECK OUT OUR OCTOBER COURSES WITH ADULT AND COMMUNITY LEARNING If you are interested in any course contact the number provided to book your place. Level: Level 1 date: 03 October End date: 19 December Day: Wednesday Time: 9.30 - 12.30pm Venue: Firat Steps Learning Centre - 020 7527 7002 Level: All Levels Start date: 30 November End date: 18 December Day: Tuesday Time: 10 - 12.30pm Venue: Arachne - 020 7263 6261 All Levels Start date: 05 October End date: 14 December Day: Friday Time: 6 - 8.30pm Venue: Arachne - 020 7263 6261 Level 1 date: 04 October End date: 13 December Day: Thursday Time: 9.30 - 12noon Venue: Barnsbury Job Centre Plus Level: Level 2 Start date: Food Safety and Hygiene End date: 24 October Day: 24 October Time: 10am - 5pm Venue: Well Being Service Level: Level 1 Start date: 03 October End date: 19 December Day: Wednesday Time: 9.30 - 12.30pm Venue: First Steps Learning Centre - 020 7527 7002
Instructions: Log vehicles stopped at check point. Use 24hr time. Date ____/_____/_______ Time Vehicle (description, id) Driver name Permit # BM (Y/N) Biosecurity Matter (BM) details Actions/Instructions Follow Up Authorised Officer Submit to: Operations
APPENDIX A – TRACKING TESTING RESULTS The following tables illustrate whether or not the unique checkerboard was tracked by our application under various distance and angles from the phone’s camera. A “yes” indicates that the checkerboard was tracked, and a “no” indicates that board was not tracked. Table A1. Continuous Tracking in an Indoors Environment Note 1. Does not track at distance >8ft away light source Table A2. Continuous Tracking in an Outdoors Environment
APPENDIX B – BILL OF MATERIALS The following diagram provides a description and cost of each materials used to develop the application software. Table B1. Bill of Materials for the Project Component Description Quantity Performance Criteria Price estimate Prototype number Vendor Snapdragon MDP Smart phone device used to run application 1 Basic smart phone functionality $995.00 [1] MSM8655 BSQUARE Augmented Reality SDK Software environment to develop application 1 Functionality of software compilation $0.00 Version 1.0.0 Qualcomm Checkerboard and pieces A set of custom checkers components used to run the application and a wood for Checkerboard 1 Ability to be identified by the application $10.00 (pieces) $10.00 (wood) N/A N/A
First Bank Personal Checking Choices Free Checking Everything you need and nothing you don’t. First Bank’s Free Checking account gives you all the full-service checking services and benefits you need. It’s simple, useful and best of all, it’s free! Unlimited Check Writing $50 Minimum Opening Deposit $300 Overdraft Privilege Limit No Monthly Service Fee No Monthly Minimum Balance Free Online Banking and Online Bill Pay Free Check Images Free Check Card No Interest Earned Value Checking When you need more services for a great value, First Bank’s Value Checking account offers you the extras you need to help make your financial life easier. Unlimited Check Writing $50 Minimum Opening Deposit $500 Overdraft Privilege Limit $6 Service Fee No Monthly Minimum Balance Free Online Banking and Online Bill Pay Free Check Images Free ATM or Check Card Free Value Checking Checks (2 boxes per year) No Interest Earned Preferred Checking If you prefer the ultimate in banking, First Bank’s Preferred Checking account is for you. With exclusive services and additional personal assistance, you will enjoy this exceptional banking experience. $50 Minimum Opening Deposit $700 Overdraft Privilege $10 Service Fee $5,000 Minimum Monthly Balance Free Online Banking and Online Bill Pay Free Check Images Free ATM or Check Card Free Traveler’s Checks and Money Orders Free Preferred Checking Checks (2 boxes per year) Loan Discounts Free Safe Deposit Box Interest Rates Compounded and Paid Monthly Senior Preferred Checking If you are over 55, Senior Preferred Checking offers you special services to help you manage your unique financial needs. $50 Minimum Opening Deposit $700 Overdraft Privilege Limit $10 Service Fee $2,000 Minimum Balance Free Online Banking and Online Bill Pay Free Check Images Free Card Free Traveler’s Checks and Money Orders Free Senior Preferred Checks (2 boxes per year) Special Certificate of Deposit Rates Free Safe Deposit Box Three-tier Interest Rates Compounded and Paid Monthly Free Notary Service and Signature Guarantee
Check Out/Check In or Discard Check Out Checking out a file locks it so that only you can make changes. Although others can view a checked-out file, they cannot work on it. Your changes are visible only after you check the file back in. If you need to work on a file for several days, one useful technique is to in the file occasionally but choose the option to Retain your check out after checking in? This way, your changes are periodically uploaded so others can see them, but the file remains checked out to you for continued use. If you have made changes then decide you do not want to keep them, you can discard a check out. A check-out can be overridden if necessary. However, this process restores the file to its “pre-checked out” state and any edits made by the person who checked out the file are lost. Call or email the Help Desk to request assistance from Web Services. Contents Check Out – Method 1 Navigate to the library that contains the file. Click the ellipsis next to the name of the file, and click the ellipsis in the callout. In the context menu, click the Check Out option. Click OK to confirm. If prompted, log in to your account. When a file is checked out, its icon contains a small green arrow. If you hover over the icon, you can see who the file is checked out to. If the Checked Out To column is visible, you can also see who the file is checked out to. Out – Method 2 Navigate to the library. Select the file by clicking the checkbox next to the name of the file.
Phase 3: Year- End Performance Review, HR Partner Checklist Action Questions / Needs / Concerns Planning Participate in Year-End Performance Management Webinar & share best practices within unit or division Communicate process, timeline and deliverables to people managers Share people manager and employee checklists Provide customized unit or divisional questions for people managers; share the Conversation Guide for People Managers and Employees provided on HR Connect Assessment Facilitate performance calibration or roundtable with people managers before reviews to ensure both consistency of expectations and performance assessment Leverage compensation action plan from Mid-Year calibration in collaboration with budget partner and people manager Review Base Pay Competitiveness Report; ensure alignment between pay and performance; develop compensation action plans to resolve any potential misalignment Calibration Prepare people managers for discussions by sharing performance review feedback best practices Continue to facilitate overall process (i.e., check in with people managers, send reminders of next steps, practice feedback discussions, etc.) Next Steps Aggregate signed performance evaluations for unit or division Facilitate a debrief session with people managers to calibrate on lessons learned, identify common talent needs and support resources available
Detailed Instructions for New Course Forms Initial questions specific to New Course Forms: 1. Is this the CORRECT FORM? – download change forms from the Curriculum Handbook every semester here Pay attention to vs. UPPER division new course forms If there is a line for ARTICULATION, then you have the lower division course change form 2. Will this course be DOUBLE NUMBERED? If so, you will need either a NEW COURSE FORM or COURSE CHANGE FORM for the other course affiliated with the original course being changed. Complete the section below the dotted line “DOUBLE-NUMBERED COURSES” for all new courses (check yes or no). Both the EPC and the GRAD COUNCIL need to approve BOTH forms before final submission Double numbered courses must match EXACTLY in the following areas: _____Title _____Classification/Units _____Course Description 4. Is this course CROSS LISTED? If so, you will need either a NEW COURSE FORM or COURSE CHANGE FORM for the other prefix in the set. Consult with the other department before any changes. Complete the section below the double dotted line “MULTIPLE (CROSS-LISTING)” for all new courses (“not applicable” or “same course as XXX”). (See Line 5). NOTE” Crosslisted Courses may be cross-listed only within the same course-level division. The courses must have the same catalog title, abbreviated titles, prerequisites, course description, grading, and classification EXAMPLE: MULTIPLE OFFERING (CROSS-LISTING) Same course as CLA 123. 5. Is this course REPLACING an existing course? If yes, indicate which course and include the appropriate PROGRAM CHANGE. Check ALL degree OPTIONS, including MINORS and CERTIFICATES. Complete the section below the dotted line “REPLACEMENT”. Example: REPLACEMENT – Is this new course replacing an existing course in a degree requirement? Yes, new course is replacing an existing course. If “yes,” which course will it replace? Prefix and Course Number: HHS 121.
results from the piloting process reviewed before full scale data collection begins Data collectors should be appropriately qualified. Where data collection takes place over an extended period, or multiple data collectors are involved, a protocol for data collection should be developed. This should define the data sources and provide all the information necessary to ensure that data is collected consistently. The protocol should be piloted alongside the data collection tool Was an existing validated data collection tool used? Was a data collection tool designed and piloted, and the results from the piloting process reviewed before full data collection began? Were data collectors appropriately qualified and trained? Was a protocol for data collection developed and piloted alongside the data collection tool? 5 Clinical audit data should be analysed to measure compliance with standards. The statistics used should be appropriate for the purpose and should aim to provide the clearest possible picture of performance. Was clinical audit data analysed using appropriate statistical techniques to measure compliance with audit standards? Were the findings presented in a way which gave clearest possible picture of performance? 6 In planning the analysis, consideration should be given to the level of granularity* required for reporting, particularly if clinicians wish to use clinical audit findings as part of their appraisal and revalidation. * Should the results be broken down by ward, consultant or clinic, etc. Were the clinical audit findings reported with the appropriate level of granularity?
Desirable design features checklist This checklist includes or extends to essential design features Walkway to entrance □ At least one 1100mm minimum width. Entrance □ Flush entry. □ 850mm door clear width. □ Level landing 1350mm x 1350mm. Internal doors & corridors □ Doors 850mm minimum clear width. □ Hallways 1200mm minimum width. □ Door hardware installed at between 900mm – 1100mm above the finished floor. Accessible toilet on entry level □ 1200mm x 1200mm minimum clear width between walls if located in a separate room. Accessible shower on entry level □ Hobless. □ Shower recess minimum dimensions of 900mm x 900mm. □ Provide a clear space of 1200mm x 1200mm forward of the shower recess entry. Reinforced walls in bathroom and toilet □ Except for walls constructed of solid masonry or concrete, the walls around the shower, bath (if provided) and toilet should be reinforced to provide a fixing surface for the safe installation of grab rails. Car parking provision □ Minimum dimensions of at 3200mm (width) x 5400mm (length). □ Even, firm and slip resistant surface. □ Level surface (1:40 maximum gradient, 1:33 maximum gradient for bitumen). □ A vertical clearance over the parking of 2500mm and protection from the weather. Kitchen space □ 1200mm clearance in front of fixed benches and appliances. □ Slip resistant flooring. □ Ensure all flooring extends to under cabinetry so cupboards can be moved in future without affecting flooring. Laundry space □ 1200mm clearance in front of fixed benches and appliances.
TELEPHONE USAGE FOR STUDENTS Students must have written permission from their teacher to use the telephone. Students will not be allowed to use the telephone to ask for permission to go home with a friend. Cell phones are allowed at school as long as they are turned off and placed in backpacks. Any ringing or usage of cell phones will be placed in the office for a parent to pick up. DELIVERIES FOR STUDENTS NO deliveries (flowers, balloons, candy, stuffed animals, etc.) will be made to classrooms during the instructional day. This is to prevent disturbances that may divert attention from learning. All children who receive deliveries will have to wait until after school to pick them up from the office. TOYS AND ELECTRONIC MEDIA Students are not allowed to bring toys, CD players, I-pods, MP3 players, electronic games, fidget spinners, or any other electronic media to school (unless otherwise designated as appropriate by the teacher). These items have no purpose in the classroom and have proven to be a target for theft. If such items are brought to school they will be confiscated and held until a parent is available to pick up the item. BIRTHDAY PARTIES AND INVITATIONS Each classroom teacher has established guidelines for birthday celebrations and invitation distribution. Please check with you child’s teacher to arrange a time to properly celebrate your child’s birthday. REPORT CARDS AND CONFERENCES The Chatfield staff is committed to communication between students, teachers, and parents. Student progress is reported through formal parent-teacher conferences twice a year and report cards are sent home four times a year. Watch for information for dates and times of parent-teacher conferences (October, February, and May). Our goal for conferences is 100%
Disclose the amount and percentage of immediate dilution resulting from the offering, computed as the difference between the offering price per share and the net book value per share for the equivalent class of security, as of the latest balance-sheet date. In the case of a subscription offering to existing shareholders, disclose the amount and percentage of immediate dilution if they do not subscribe to the new offering. Expenses of the — The following information should be provided: The total amount of the discounts or commissions agreed upon by the underwriters or other placement or selling agents and the company or offeror should be disclosed, as well as the percentage such commissions represent of the total amount of the offering and the amount of discounts or commissions per share. A reasonably itemized statement of the major categories of expenses incurred in connection with the issuance and distribution of the securities to be listed or offered and by whom the expenses are payable, if other than the company. If any of the securities are to be offered for the account of a selling shareholder, indicate the portion of such expenses to be borne by such shareholder. The information may be given subject to future contingencies. If the amounts of any items are not known, estimates (identified as such) should be given. Major categories of expenses include at least the following: registration fees, federal taxes, state taxes and fees, trustees’ and transfer agents’ fees, printing and engraving costs, legal fees, accounting fees, engineering fees, and any premiums paid to insure directors or officers for liabilities in connection with the registration, offer, or sale of the securities the company is registering.
CHATFIELD STABLES 2018 Registration Form Mail to: 11500 N. Roxborough Park Rd. Littleton, CO 80125 303-933-3636. Horse Camps/Riding lessons/ Pony Pals Child’s Name: At least one Phone Number is required Parent’s Name: Home Child’s Age: Work Phone: Email: Cell Phone: Please check the appropriate box Horse Camp Tuition $455 ($425 –for multiple siblings or sessions) *see details below Pony Pals $195 per session (6 Classes) No. Date √ No. Date √ No. Days Date √ 1 May 28-June 1 7 July 9-13 1 M & W June 11, 13, 18, 20, 25 2 June 4-8 8 July 16-20 2 T & TH June 12, 14, 19, 21, 26 3 June 11-15 9 July 23-27 3 M & W July 9, 11, 16, 18, 23 4 June 18-22 10 July 30- Aug 3 4 T & TH July 10, 12, 17, 19, 24 5 June 25-June 29 11 Aug 6-10 5 M & W July 30, Aug 1, 6, 8, 13 6 July 2-6 12 Aug 13-17 6 T & TH July 31, Aug 2, 7, 9, 14 *first child $455, 2nd child $425. If 3 siblings then $425 each *first session $455, second session $425. If 3 or more sessions then $425 each
Cobwebs, hay and debris are cleaned up every day All doors to stalls are in good working condition I do not have any household extension cords, fans, heaters in my stable. All equipment is designed for use in a stable Any household electrical appliances such as coffee makers use covered, grounded plugs and are unplugged when not attended I have a in my stable. It is easily accessible, clearly marked, and emergency numbers and directions to the property are posted close by Hay and bedding are stored in a separate building at least 50 feet away from my stable All fuel, and vehicles that run on it, are at least 50 feet away from my stable All aisles are clear of any hazards, including hay bales, tack boxes, electrical cords, and cleaning equipment such as rakes I have lightning protection on top of my stable I have used flame retardant paints on any wood in my stable Every horse has a halter and lead rope on his (inside) door; every horse and every boarder has practiced emergency evacuation procedures (horses have practiced with and without a blindfold); and every horse has been introduced to a firefighter in turnouts Every horse knows how to load into a trailer under any circumstance (inclement weather, day or night, wildfire evacuation, veterinary emergency, etc) Our stable practices fire drills and boarder understands that once flames are seen no one will be allowed to enter the stable, regardless of what person or animal is in the stable
Medway’s Coastal Community Team: ‘Regeneration and Place Making Stakeholder Group’ Membership of the Group Chair: Richard Hicks, Director of Regeneration, Community and Culture Deputy Chair: Stephen Gaimster, Assistant Director, Housing and Regeneration Elected Member: Cllr Rodney Chambers, Portfolio Holder for Inward Investment, Strategic Regeneration and Partnerships Group Co-ordinator: Joanne Cable, Heritage and External Investment Manager (maternity leave) Lindsey Morgan (covering above) Members: Belson – Heritage Operations Manager, Medway Council Bowen – Royal Engineers Alan Byrne – Planning Advisor, Historic England Graham Clewes – Medway Youth Trust Richard Dunn – Director, Royal Engineers Museum Lt. Col. Paul Fontaine – Commander in chief, Royal Engineers Bill Ferris, OBE – Chairman, Chatham Historic Dockyard Trust Keith Gulvin – Trustee, Fort Amherst Heritage Trust Dalia Halpern-Matthews – Chief Executive, Chatham Maritime Trust and Nucleus Arts Jason Hobbs – Homes and Communities Agency Paul Jackson, OBE – Chief Executive, Dovetail Games Prof. Mike McGibbon – University of Greenwich Martin McKay – Design and Conservation Officer, Medway Council Martin Rogers –Trustee, Fort Amherst Heritage Trust Nicola Moy - Heritage Projects Officer, Medway Council Steve Notley – Ministry of Defence Estates Philip Rothwell – Planning Director, Peel Holdings Martin Small – Principal Advisor, Historic England Simon Swift – Head of Greenspaces and Heritage, Medway Council Ed Woollard – Tourism Development Manager, Medway Council The group is supported administratively by Medway Council and co-ordinated by the Heritage and External Investment Manager, Medway Council. Funding from DCLG through Coastal Communities is supporting the work of the team. New members to join:
__/__/__ 7. Submit PD-7 and candidate’s complete file to the Division Designee or Vice Chancellor. Complete file consists of: Unit Head Plan for Recruitment of EPA Staff (AA-22) Report of Recruitment Results and Request to Interview EPA Staff Candidates (AA-24), Recommendation for Appointment of EPA Staff (AA-25) EPA Profile Form Verification of Credentials (AA34 Staff) Updated position (job) description Resume Official Transcripts (optional for EPA Staff hire) – Must be sent directly to the University Criminal Background Check Disclosure Form (AA-38) Foreign Visitor Information Form for non-residential aliens __/__/__ 8. Prepare and mail Agreement for Appointment of Full-Time EPA Staff (AA-26) with cover letter and required enclosures to the candidate. Vice Chancellor or Division Designee __/__/__ 9. Forward the accepted Agreement for Appointment of Full-Time EPA Staff (AA-26) and PD-7 with complete file to the Office of Academic Affairs. Vice Chancellor __/__/__ 10. Change status on remaining candidates in pool to applicants “not selected as finalist” or “finalist” which completes the on-line process. Hiring manager __/__/__ 11. Email HR or Academic Affairs and request to close posting. Hiring manager __/__/__ 12. Establish the Chancellor’s personnel file for the staff member. Academic Affairs __/__/__ 13. Submit PD-7 to the Budget Office and Human Resources. Academic Affairs __/__/__ 14. Send a copy of the Recommendation for Appointment to the University Affirmative Action Officer for evaluation of the effectiveness of affirmative action recruitment efforts. Academic Affairs __/__/__ 15. Prepares a written evaluation of the effectiveness of affirmative action recruitment efforts that is provided to the appropriate Vice Chancellor at the conclusion of recruitment each year. University Affirmative Action Officer
Mutunga’s name for Chatham Island is Wharekauri. The Moriori name is Rēkohu. Pitt Island is called Rangiāuria by Ngāti Mutunga and Rangihaute by Moriori. The climate is oceanic and can be harsh with cool, windy conditions. In summer, temperatures range from 15 to 24°C and in winter from 6 to 10°C. The local time zone is ahead of New Zealand by 45 minutes (Lawrie and Powell 2012). Map of Chatham Islands Images of Chatham Island Images of Pitt Island 3.2 History The original inhabitants of Chatham Islands were the Moriori, who are estimated to have arrived some 1000 years ago. The Moriori adapted their culture and lifestyle to the harsh climate of the islands, and developed a sacred covenant of peace, which has remained unbroken for 600 years. The first European to arrive was Lieutenant William Robert Broughton, R.N. in 1791 on HM Brig Chatham. European settlement commenced in the early 1800s: first by sealers, followed by whalers and farmers. In 1835 Ngāti Tama and Ngāti Mutunga arrived and settled on Chatham Islands. By 1861, the Moriori population had declined to 60. By this time, the sealing and whaling stations had almost disappeared. 3.3 People it is impossible to characterise a population, common themes emerged in discussions with residents. Reflecting the challenges of island life and harshness of the climate, many people described themselves and other Chatham Islanders as strong, resilient and adaptive. Underlying this strength, they acknowledge there is a sense of shyness and reservation. Being ‘shy’ and resilient meant Chatham Islanders may not ask early for help and may simply go on until a crisis point is reached. ‘We are strong, resilient, adaptive with a hint of stubbornness’(Resident) ‘Chatham Islanders are shy’ (Resident) Population, ethnicity, gender and age
Tom Christensen Chamber Singers Board of Directors (Development) 508-362-0045 tachristensen40@comcast.net 40 Minnetuxet Way, Yarmouth Port 02675 Tom grew up in MN, and has sung with the Augustana College Choir, Festival Singers of Minneapolis, the Worcester MA Chorus, and many Lutheran church choirs – currently St. Peters in Harwich. Tom is now retired after 35 years in the financial services industry. He and wife Alison have six grandchildren. Tom Dewing Chamber Singers Past President 508-255-2656 st.dewing@verizon.net 16 Packet Landing, Orleans 02653 Tom is an alum of the Harvard Glee Club (Manager), was business manager for the Cantata Singers in Boston, and did a stint as Management Assistant for BSO Tanglewood. He is retired from a career with Cummins Inc. He and his wife have three grown children and four grandchildren. John Dolan 508-246-3476 johnjrdolan@aol.com 468 Stony Brook Rd, PO Box 1799, Brewster 02631 Bud Ferris Chamber Singers Production Committee Past President 508-432-6918 chferris@comcast.net 38 Rainbow Way, East Harwich 02645 Bud has sung throughout his life: musical theater, church choirs, community theater and choruses, and the Worcester County Light Opera Club. A retired Superintendent of Schools in both Harwich and Maynard, and continues as a consultant with the New England School Development Council. He and Betsy lead nature walks at the Museum of Natural History in Brewster, where he is a Trustee. They have three grown children and three grandchildren.