zilongwang/ReadingBank huggingface dataset:
CENTENNIAL INTERNATIONAL EXCHANGE ENDOWMENT FUND 2017 The Centennial International Exchange Endowment Fund was established by an alumnus of Chemical Engineering, Jerry del Missier (Sc 85, MBA 87), to honour the 100th anniversary of the Department of Chemical Engineering. The fund is intended to provide modest grants to full-time returning undergraduate students with good academic standing in Chemical Engineering or Engineering Chemistry to enable them to participate in educational opportunities outside the classroom, with an emphasis on: completing part of their academic program elsewhere involvement in international development projects such as those through QPID international internship work experience such as through, but not limited to, IAESTE or QUIP other international exchanges enabling students to participate in education opportunities abroad Past recipients have had wonderful adventures with: Queen’s University Exchange Program Bader International Student Centre IAESTE Engineers Without Borders Application Checklist: Application Cover Letter - Explain what you are proposing to do and where, and what you expect to gain from the experience. Resume Additional Documentation - Submit any supporting documentation (if applicable) regarding the affiliated organization. Consent of Release Information Form Address your cover letter to: Dr. James McLellan Department Head Department of Chemical Engineering Queen's University
1st Period 8:20 – 9:18 9:56 – 9:48 8:20 – 9:12 2nd Period 9:23 – 10:20 9:53 – 10:45 9:17 – 10:09 3rd Period 10:25 – 11:22 10:50 – 11:42 10:14 – 1:06 *4th (a) Period 11:27 – 12:24 *12:22 lunch release 11:47 – 12:39 *12:37 lunch release 11:11 – 12:03 *12:01 lunch release 4th (b) Period 12:29 – 1:26 12:44 – 1:36 12:08 – 1:00 5th Period 1:31 – 2:28 1:41 – 2:33 1:05 – 1:57 6th Period 2:33 – 3:30 2:38 – 3:30 2:02 – 2:54 Pep Rally 2:59 - 3:30 ADMINISTRATION Principal: Ms. Kibbey Crumbley Assistant Principal: Mr. Damian Bounds Assistant Principal: Ms. Priscilla Cole Assistant Principal: Dr. Olga Glymph Assistant Principal: Ms. Caroline Miley Assistant Administrator: Upton Assistant Administrator/Athletic Director: Jeff Burch Head Counselor: Shellie Caplinger Educational Technology Instructor: Laura Wood SCHOOL GOVERNANCE COUNCIL
300 This statement is true of World Class Centennial Lions Clubs. c. Both a & b World Class Centennial Lions Clubs must induct at least 3 new members in each fiscal year (2015-16, 2016-17, 2017-18) AND the club must also sponsor a new club. New members and club must stay active and in good standing throughout the Centennial celebration (for members) and for a year and a day (for club) to earn club recognition. 400 These items are presented to World Class Centennial Clubs. a. Plaque, banner patch, member medals 500 World Class Centennial Clubs will receive special public recognition at these times. c. Both a & b In addition to special recognition at international convention and local area forums, World Class Centennial Clubs will also be listed in the LION Magazine, on the LCI website, and they will have a virtual banner designation on the Club Locator. Centennial Membership Awards for 100 Centennial Sponsors, Lions who sponsor a new member, will receive delivery of a pin and certificate in this manner. c. By mail in the New Member Kit 200 Lions who assist in organizing a new club during the Centennial celebration are known as this. Centennial Club Organizer 300 True or False: A Silver Centennial Lion pin will be presented to all members who have been Lions for 50 years by July 2017. B. False! A Silver Centennial Lion pin will be presented to any Centennial Sponsor whose new member stays active for at least one year and one day. 400 If a Lion earns a Silver Centennial Lion award, but the member drops in the second year, this statement is true. b. Even if the member is reinstated in the second year, the Centennial Sponsor cannot earn a Gold Centennial Lion award. To earn a Gold Centennial Lion award, the new member must be active and in good standing for two years and one day. 500 The following group is eligible to earn a Diamond Centennial Lion Award. C. Any Lion Any Lion is eligible to earn a Diamond Centennial Lion Award. The criteria for earning the award is to sponsor a new member who stays active and in good standing for three years and one day.
CELT Lending Library of Contents Academic Leadership 1 Assessment 5 Course Design 14 Critical Thinking 17 Culture, Race, & Diversity 18 Dialogue & Discussion…………………………………………………………………….32 Faculty Development 32 Learner-Centered Teaching/Learning 36 Online 42 Other 46 Pedagogy 58 Scholarship of Learning and Teaching 67 Science of Learning.............................................................................................................70 Teaching in the Discipline………………………………………………………………...81 Teaching with Writing…………………………………………………………………….83 Visual Presentation & Storytelling………………………………………………………..84 Academic Leadership Allen, D. (2002) Getting things done: The art of stress-free productivity. New York, NY: Penguin Books. In Getting Things Done, Allen shares breakthrough methods for stress-free performance. Allen's premise is simple: our productivity is directly proportional to our ability to relax. From core principles to proven tricks, Getting Things Done can transform the way you work, showing you how to pick up the pace without wearing yourself down. 2
Station 1: Coordination of Academic Programs and Physical Planning What is being done well? Hunt library & CC student housing with dining – becoming real campus environment New buildings having interior hearth spaces – EB buildings – works well for communication The entrepreneurship garage works well (student technology workshop) Outdoor wireless mesh: research a campus use (campus as laboratory) Incubator system Connection between private industry and university faculty Specialized facilities: structures lab and wind tunnel COE’s use of oval for events works well What could be improved? Meeting places for on-going dialogue exchange; learning center/ professional development (1 red – 1 orange) Recreation facility (8 red – 3 orange) Seek campus feedback from the private sector (from CC partners, not solely academic programs) (3 red – 1 orange) Communications/data infrastructure to support Twitter, Facebook, other (1 orange) Center for ‘student success’ – one stop shop for student services (1 orange) Use Distance Education technology between campuses – use technology rather than moving students between campuses Network should be built-in to campus, shouldn’t have to use preferred provider (1 red) More outdoor hearths with power, tables, shade, internet (3 orange) Low-E glass (EB3) and metal panel interferes with cell phone use – need ‘cell repeaters’ installed in buildings (1 orange) Funding more permanent ‘garage’ and incubator – more space (1 red – 2 orange) Planning for changing work practices – collaborative space within offices and exterior (2 red – 1 orange) Continuing care retirement center – lectures, mentoring, and center academic programs on – living lab concept (1 red – 1 orange) Outdoor classrooms (1 orange) More Centennial meshtype research/campus use applications – facilities/ departments collaboration to make work (1 red)
The nominator’s CV (for group nominations, all nominators should provide copies of their CVs) Support letter from the nominee’s department chair or division director Nominations should be submitted electronically (PDF) to the Center for Faculty Advancement, Mentoring and Engagement Office by: May 31 Nominations may be resubmitted for up to three consecutive years Nominations will be kept confidential Questions may be directed to the FAME office at or 685-4536. Evaluation and Notification: All nominations will be evaluated by the FAME Committee for Mentorship who will make a recommendation to the FAME Executive Committee The committee will assess the nominations on the basis of impact to the nominator’s professional and personal life. The awardee will be notified by July 1
CENTER FOR STUDENT SUCCESS STAFF DIRECTORY NAME OFFICE INFORMATION KRISTYN D. MILLER (DIRECTOR) ELLISON HALL: RM 117 804.257.5689 MONIQUIE L. (ACADEMIC ENGAGEMENT & RETENTION COORDINATOR) ELLISON HALL: RM 117 804.342.6760 JERE R. WHITE (FRESHMAN EXPERIENCE COORDINATOR & HONORS PROGRAM DIRECTOR) ELLISON HALL: RM 117 804.342.6765 CLARENCE L. HOWARD (TESTING & TUTOR COORDINATOR) ELLISON HALL: RM 311 804.257.5817 E. LEE COBLE (ACADEMIC COORDINATOR FOR STUDENT ATHLETES & TRANSFER STUDENTS) ELLISON HALL: RM 118 804.257.5677 CHANDRA M. WILKINS (OFFICE ADMINISTRATIVE ASSISTANT) ELLISON HALL: RM 117 804.354.3884 MAIN OFFICE: FAX: 804.342.3885 804.257.5792 STUDENT SUPPORT SERVICES DR. BEECHMAN- x6758 MS. DAISE- x6781 MS. TAYLOR-x6761
PROFESSIONAL QUALIFICATIONS AND WORKFORCE DEVELOPMENT Program Administrator Certification / Qualification CDA or higher OR working on Associate's or Bachelor’s Degree in early childhood education or related field 3A.2.1 3A.2.2 College Credit Hours 3 Credits in Administration 12 Credits in Early Childhood Education 3A.2.3 Administrative Experience More than 24 months 3A.2.3 Professional Development Must be at least .5 CEU, 5 CEC, or College Credit (Please note that these trainings do not need to be in addition to college credits already earned) Child Development 3A.2.4 Supporting positive relationships and interactions through positive, warm and nurturing interactions 1B.2.1 MA Guidelines for Preschool Learning Experiences and Infant / Toddler Learning Guidelines (if applicable) 3A.2.4 Strengthening Families Protective Factors 3A.2.4 Supervision of Adults/Strategies for working with adults 3A.2.5 Classroom Educator Certification / Qualification High School Diploma, GED or CDA 3B.2.1 Certification / Qualification 50% of classrooms have an educator w/ BA 3B.2.2 College Credit Hours 3 Credits, Early Childhood 3B.2.3 Professional Development Must be at least .5 CEU, 5 CEC, or College Credit (Please note that these trainings do not need to be in addition to college credits already earned) ALL EDUCATORS Supporting positive relationships and interactions through positive, warm, and nurturing interactions 1B.2.1 Curriculum 1A.2.1 Screening Tools 1A.2.1 Formative Assessment 1A.2.1 Qualifications, trainings, and administrative experience must be documented in the Professional Qualifications Registry. For more information, see PD Fact Sheet at MEASUREMENT TOOLS SELF-ASSESSMENT (ECERS-R) 2 = 3) SCORE
Jennifer Greene: Within three to five years create a resource directory that can be accessed globally to gain national and international recognition. Don Pitzer – Casey already has an international orientation. Casey Harison: I need to establish my own reputation as a scholar. I will do a class on “European Origins of the Utopians.” Don Janzen: If the Center highlights an occasional new book, such as the one that Don Pitzer and I are working on, Quotable Quotes of New Harmony’s Utopian Founders, and there is external funding used to promote it, will USI let the Center keep the money from those sales? Is the Center to be in the business of selling books? Connie Weinzapfel: New Harmony is in the business of doing that. Don Janzen: A communitarian had the idea the 70s having raised our goals. It makes you think in a different way. Many ideas raised in the 70s are now relevant to our present day, such as recycling, home schooling, and organic foods. If we can raise the funds, does the Center want to go that way? Casey Harison: This is what the Center should be doing. I’m currently working on grants for funding. Michael Aakhus: If there are certain projects that you want to do, the Foundation is looking at those now. Express your ideas to the Foundation. Don Janzen: That promote the Center as well as USI in general. Connie Weinzapfel: New Harmony’s 2014 Bicentennial (August 1 – 10) will provide a showcase for many publications, such as Don Pitzer’s new book New Harmony Then and Now. Don Pitzer: A publication for the Bicentennial that highlights the relevant lessons from intentional communities would be great. Casey Harison: Could the Center sponsor a scholarly conference during that period? Wendy Bredhold: I got very excited about the minutes from the last meeting since I was unable to attend. Contemporary communities have been so far ahead in addressing current issues. Connie Weinzapfel: “Lessons from Communalism” would be a great title of a conference. Don Pitzer: Various people could come and speak at different times from 2011 through 2014.
Global Initiative Grants (GIG) Award Cycle: Rolling Grant size ($): up to 7,500 Total funding available over academic year ($): 60,000 Description: Mission: The mission of the Center for Global Inquiry + Innovation (CGII) is to stimulate research addressing problems and challenges of global scale, scope, concern, perspective, and impact. “Global research/inquiry” is an elastic term that links the local and the planetary, aims to expand the compass and range of disciplinary commitments and possibilities, and seeks to promote collaboration among UVa colleagues and with colleagues beyond UVa and outside the U.S. Proposals may be for research collaborations, or intellectual gatherings (symposia, conferences, seminars, invitations) which, for whatever reason, could not be submitted in-cycle. GIGs fund time-sensitive proposals that fall out of the regular cycle for CGII Grants (Center Grants and G-PODs). Proposals that can be submitted to meet an upcoming CGII deadline, or reasonably could have been submitted for a past deadline are not eligible. Proposals will be evaluated by members of the CGII grants committee. Eligibility: All full-time faculty may apply. Proposals must involve two or more UVa colleagues from different disciplines, schools, or units. How to apply: Step 1: Because GIGs are for emerging issues that do not fit into the CGII grant cycle, the application process starts with an e-mail explaining the need for out-of-cycle consideration. Please address this e-mail to Brian Owensby (bpo3a). Step 2: Once step 1 has been resolved, proposals should be a single document not exceeding two pages (excepting CVs), and should include the following: Name of submitter(s) with school/unit and departmental affiliations. Title and 100-word description of project. One-page statement including: proposed research/inquiry description of submitters’ contributions description of proposed use of funds (e.g., travel, equipment, gathering)
Centered, variable-wise Centered, term-wise Standardized, variable-wise Standardized, term-wise As it turns out, these models are all equivalent. Although they have different values of , they produce the same predicted values for , and the residuals are the same, that is . This means that the overall fit, , of the models is the same. Additionally, all of the t-statistics and p-values for s representing the same effect are equal for the highest order effects, i.e. centering and scaling do not change the statistical significance of highest order effects (but will in general change t-values and p-values for lower order, included effects, and intercepts). Given the correct centering and scaling constants, each set of s can be calculated as a linear transformation of any of the other sets (without any need to transform the data). The real differences, then, are in ease of calculation, use, and interpretation. For ease of calculation it is hard to beat term-wise centering. Except for the intercept, each , and the intercept is . More explicitly This is transformation is like the transformation in an additive model. The one wrinkle here is to note that . Because of this, unless there is a constant effect hidden in the interaction term, and there is no simple interpretation of the first-order effects. Another way to say this is when there is no easily interpreted point in the data space where both and cancel out leaving only the effect of . Suppose we seek the point at which both and cancel out. For to cancel this implies . Then the product term is And for this to be zero In other words, the parameter is the effect of at the point . Rewritten in terms of our centered variables, this is the point . Because this is a specific point, we can further calculate the predicted value of A parallel derivation isolates the parameter .
University of New Orleans Center for Hazard Assessment Response and Technology June 2001 06/30/2018 University of New Orleans Ethyl & Herman Midlo Center for New Orleans Studies June 2017 07/01/2022 University of New Orleans Greater New Orleans Center for Information Assurance (GNOCIA) August 2009 06/30/2018 University of New Orleans Hospitality Research Center September 2001 02/01/2022 University of New Orleans Joseph Canizaro & James Livingston Gulf States Center for Environmental Informatics September 2015 09/30/2020 University of New Orleans Merritt C. Becker, Jr. UNO Transportation Institute (UNOTI) August 2001 09/01/2020 University of New Orleans National Center for Advanced Manufacturing (NCAM) September 2001 12/31/2019 University of New Orleans Pontchartrain Institute for Environmental Sciences June 2001 04/01/2022
10. WRITTEN TASK Choose 2 of the following and write approximately 250 words for each. Please attach your writing tasks and submit them via e-mail along with your application. a) Describe what you see as the teacher’s main role in the classroom. Should the language classroom be teacher-led or student-centred? To what extent would you encourage pair-work and group-work and why? b) Describe either a positive or negative learning experience you have had. As a result of this experience, say how this experience would affect your approach to teaching. c) Looking back at your professional experience so far and having done some research on the CELTA course, what do you think your strengths and weaknesses will be on the course?
Describe important UA partnerships with departments, units, and offices not formally part of the proposed Center/Institute, and how the Center/Institute will be accessible to them. How does this proposed unit advance the university's for diversity and inclusive excellence? Describe, for example, how the unit broadens participation of faculty, staff and students from differing backgrounds, cultures, and experiences, and promotes incorporation of a variety of thought and approaches. Who are the external stakeholders? National-scale industry Local/regional-scale business entities International entities (governments, NGOs, etc.) Community organizations, NGOs State or Local Government Other (describe): How will the proposed Center/Institute engage these stakeholders? What is the anticipated positive impact and/or benefit to these stakeholders? What are the anticipated challenges or sensitivities of these stakeholders that the Center/Institute will need to manage to be successful? Administrative Structure -- critical to the sustainability of the Center/Institute What is the proposed leadership and administrative structure of the Center/Institute? To what unit will the Center/Institute report (should with Item II)? Describe advisory group(s) formed to provide input and feedback to the Center/Institute. How will external information concerning agency priorities, industry needs, and/or philanthropic interests be incorporated into the advisory structure for the Center/Institute. Participating Faculty and Administrators List the name, title, and affiliation of faculty and staff who will participate in the new Center/Institute. State their roles and planned percent (%) effort.
CENTERVILLE ELEMENTARY FACULTY & STAFF RELATED ARTS Chris Holt, PE, Multi-purpose Room Stewart Uldrick, PE, Room Jenny Jones, Media Specialist Emily Vickery, Music, Room 322 Carla Shaw (Itinerant), Music, Room 325 Ayana Mattress, Art, Room 320 Jessica Stone (Itinerant), Art, Room 325 NURSE Lydia Scarborough, Nurse’s Room ESOL Holly Marcengill, Room 124 CUSTODIANS Jerry Cobb, Head Custodian Walker Aaron Walker Kim Ellison FOOD SERVICE Nash, Cafeteria Manager Ashley Branyon, Assistant Manager Amanda Davis Belinda Gillespie Marley Hughes Kristi Clark
Please tell us your teachers and assistant teachers: Name Role (Teacher/Assistant Teacher etc) Age Group Served POP* PTL* TSG* Curriculum Used in Classroom Classroom Assessment Used # of Minutes of Planning Time Weekly/ Monthly Highest Level of Education/Credentials
Roman Catholic, Muslim, and Protestant religions dominate the region. Kimbanguist Church or traditional African religions also predominate. How People Live Roman Catholic, Muslim, and Protestant religions dominate the region. Kimbanguist Church or traditional African religions also predominate. Rural Subsistence Farming – growing and raising livestock on small plots of land to feed themselves and their family. Any surplus is sold or traded for cash. Homes Made of: Mud, Sundried mud bricks, Wattle-and-daub house, Wood, Bark, cement Family Men and Women have distinct roles in the family Women: gather, produce, and prepare the food Men: hunt, trap, or fish for food Men and women eat in different rooms in the house Crops Coffee, Cotton, Cocoa Foods Okra, Cassava, Yams, Peanuts, Rice, Game, Fish Generosity and hospitality are so deeply ingrained. Hosts might offer guests an abundance of food while remaining hungry themselves. Arts and Music Yaka – decorated masks and figurines Kongo – statues embedded with pieces of metal Luba – carvings that show women and motherhood Mangbetu – sculpture and pottery Fulani – decorate leather items and gourds with elaborate designs. Music African Jazz, called OK jazz – Originated in the DRC Drumming and music are also popular. Regional Issues What are the greatest challenges confronting Central Africa? Economic growth is using up more resources than before Produce more pollution and waste Destruction of biodiversity by activities such as logging and mining Should profits from economic activities go to the foreign corporations and investors, or should they remain with the national governments?
Next Steps MHCLG will: Develop criteria for allocation of a hereditament to the central list Spring 2018 Share criteria with Working and Steering Groups Summer 2018 Develop a methodology for mechanically taking the rateable of hereditaments moved between lists out of baselines Spring 2018 Share this methodology with Working and Steering Groups Summer 2018 Use the criteria to identify hereditaments to be moved between lists in conversation with the VOA and Local Government Autumn 2018 Publish a consultation/ evidence check on hereditaments identified Spring 2019 Re-designate anomalously placed hereditaments identified to their appropriate list 2020 Summary of Questions
Automatic sprinkler systems in newer facilities. Severe Weather Facilities equipped with weather/hazard radios for early detection of storm development. Weather watches are conducted and traveled for early detection of storm development. Telephone tree established for early notification of administrators for school closure/delay/early dismissal. Closure/delay/early dismissal announcements communicated through PSESC network, on District website and by automated telephone message system (SchoolMessenger). Limited bus routes developed for use when road conditions warrant. Snow and ice cleared from walkways as necessary. Buildings report status and damage. Communicate changes in schedule through telephone tree, PSESC network, District website and by automated telephone message system (SchoolMessenger). Damage = assess, identify needed resources, and initiate repair/replacement.
Monday 25th– Friday 29th December 2017 Central Family Hub MONDAY 25th December 2017 TUESDAY 26th December 2017 WEDNESDAY 27th December 2017 THURSDAY 28th December 2017 FRIDAY 29th December 2017 Christmas Day Closed Boxing Day Closed Midwife Reception is open for enquiries 9.00-4.00pm Midwife Reception is open for enquiries 9.00am-4.00pm Midwife Reception is open for enquiries 9.00-4.00pm Ventriloquist Show 12.45 – 2.15pm Booking Essential Balby Family Hub MONDAY 25th December 2017 TUESDAY 26th December 2017 WEDNESDAY 27th December 2017 THURSDAY 28th December 2017 FRIDAY 29th December 2017 Christmas Day Closed Boxing Day Closed Midwife Reception is open for enquiries 9.00-4.00pm Closed (Contact Central Family Hub if you require information Tel: 01302 737995) Closed (Contact Central Family Hub if you require information Tel: 01302 737995) Wheatley Family Hub MONDAY 25th December 2017 TUESDAY 26th December 2017 WEDNESDAY 27th December 2017 THURSDAY 28th December 2017 FRIDAY 29th December 2017 Christmas Day Closed Boxing Day Closed Closed (Contact Central Family Hub if you require information Tel: 01302 737995) Midwife Reception is open for enquiries 9.00-4.00pm Closed (Contact Central Family Hub if you require information Tel: 01302 737995)
Monday 1st– Friday 5th January 2018 Central Family Hub MONDAY 1st January 2018 TUESDAY 2nd January 2018 WEDNESDAY 3rd January 2018 THURSDAY 4th January 2018 FRIDAY 5th January 2018 New Year’s Day Closed Reception is open for enquiries New Year Family Fun 1 – 2.30pm FREE SESSION For children aged 0 – 11 years and their parent/carer Midwife Reception is open for enquiries 9.00-5.00pm Midwife Reception is open for enquiries 9.00-5.00pm Midwife Reception is open for enquiries 9.00-5.00pm Balby Family Hub MONDAY 1st January 2018 TUESDAY 2nd January 2018 WEDNESDAY 3rd January 2018 THURSDAY 4th January 2018 FRIDAY 5th January 2018 New Year’s Day Closed Midwife Reception is open for enquiries 9.00-5.00pm Midwife Reception is open for enquiries 9.00-5.00pm Midwife Reception is open for enquiries 9.00-5.00pm New Year Family Fun 1 – 2.30pm FREE SESSION For children aged 0 – 11 years and their parent/carer Midwife Reception is open for enquiries 9.00-5.00pm Wheatley Family Hub MONDAY 1st January 2018 TUESDAY 2nd January 2018 WEDNESDAY 3rd January 2018 THURSDAY 4th January 2018 FRIDAY 5th January 2018 New Year’s Day Closed Midwife Reception is open for enquiries 9.00-5.00pm Midwife Reception is open for enquiries 9.00-5.00pm Midwife Reception is open for enquiries 9.00-5.00pm Midwife New Year Family Fun 1 – 2.30pm FREE SESSION For children aged 0 – 11 years and their parent/carer
Full name: Indicate the course applied for: □ 24 June 2018 – 19 July 2018 □ 09 December 2018 – 03 January 2019 Nationality: First language: Address: Email address: Mobile/ Phone number: Level of English / English exam name & result: Other languages (indicate level of proficiency): Summary of academic qualifications: Dates: Present occupation: Previous occupations: Experience of learning languages:
Date: August 10, 2017 Replaces Date: December 15, 2016 Central Service Providers Purpose The following is a list of the various categories of goods or services that may be acquired by Central Agencies or by departments. This information is provided to assist suppliers in contacting buyers in these organizations. Goods & Services Who Can Purchase Central Agency Departments Information Technology Computers, hardware data management web design ICT Procurement Services Permitted when < $2,500 Building Maintenance janitorial services maintenance cafeteria services Accommodation Services Division (Services) Not permitted to buy Building Construction new renovation / maintenance Accommodation Services Division (Construction) Not permitted to buy Communications Goods printing & production advertising & promotional communication goods advertising graphic design Communication Services Manitoba (Production & Media Services) Not permitted to buy Roads and Bridges bridge design and build road construction maintenance & repair Engineering & Operations (Contract Services) Not permitted to buy Any service not listed above consulting professional services fee for service contracts All Central Agencies Permitted – any value Any good not listed above food Procurement Services Branch Permitted when < $2,500
equipment clothing Contacts: Sport, Culture and Heritage Communication Services Manitoba Media and Business Services 10th Floor – 155 Carlton Street Director Phone: 204-945-7121 Fax: 204-945-1366 Finance Procurement Services 2nd Floor - 270 Osborne Street North Winnipeg, MB R3C 1V7 General Inquiry Line Phone: 204-945-6361 Fax: 204-945-1455 Engineering & Operations (Contract Services) 16th Floor - 215 Garry Street Purchasing Agent Phone : 204-945-0378 Mobile : 204-794-7604 Accommodation Services Division (Construction) 7th – 136 Market Avenue Winnipeg, MB R3B 0P4 Contracts Manager Phone: 204-945-2009 Fax: 204-945-5933 Accommodation Services Division (Services) 7th Floor – 136 Market Avenue Winnipeg, MB R3B 0P4 Contract Administrator Phone: 204-945-6539 Fax: 204-948-3091 ICT Procurement Services 1100-215 Garry Street , R3C 3P3 ICT, Procurement Director Phone: 204-945-1090 Fax: 204-948-3385
VIRTUAL REALITY TOUR Brisbane architectural company, pdt, which has worked closely with Queensland Rail and construction company Badge, under an Early Contractor Involvement (ECI) arrangement, have created three virtual reality renders of their early concept design for the Central station upgrade. To inspect these visit and scroll down to virtual reality tours. A glimpse of Central station history For those interested in this iconic station’s heritage features, Badge’s site office, to be established in the Wickham Terrace subway, will tell a story. The images of Old Central station are from Queensland Rail’s own collection of photographs of the State heritage listed building, opened in 1901. Images of the refurbished platforms and the upper concourse’s new roof, are early concept designs. These are still to be approved and are subject to change. In particular, investigations into various aspects of the new roof and glass façade planned for the Edward/Ann Street corner of the station precinct are ongoing and will inform the detailed design phase of the project. This includes discussion with the Office of the Queensland Government Architect in the Department of Infrastructure, Local Government and Planning, the Department of Environment and Heritage Protection and other interested parties. The proposed design will give Central station a fresh, modern and practical dimension, that also manages to showcase the heritage features of the original Central station building, and show them to best advantage. A separate maintenance project to restore the old Central station building, beginning with the wall and parapets at the Edward Street end, will commence next year. BINS TO BE REINTRODUCED AT CENTRAL STATION Queensland Rail has sourced new bins that will be installed on the platforms at Central station before the end of the year. Rubbish bins were removed from Central station before the G20 summit was held in Brisbane in November 2014. We’ve been listening to feedback from our customers and working hard to find new bins with additional security features that meet safety standards. The new bins will enhance convenience for both customers and staff at this busy station.
Approach Advantages Disadvantages Internal Jugular Minimal risk of pneumothorax (especially with US guidance) Head of table access Procedure-related bleeding amendable to direct pressure Lower failure rates with novice operators Excellent target using US guidance -Not ideal for prolonged access -Risk of Carotid artery puncture Uncomfortable -Dressings and catheter difficult to maintain -Thoracic duct injury possible on the left -Poor landmarks in obese/edematous pts -Vein prone to collapse with hypovolemia -Difficult to access during emergencies when airway control is being established Subclavian Easier to maintain dressing More comfort Better landmarks in obese pts Accessible when airway is being established -Increased risk of pneumothorax -Procedure related bleeding less amenable to direct pressure -Decrease success with inexperienced operators -Longer path from skin to vessel -Catheter malposition more common -Interference with compressions Femoral Rapid access with high success rates Does not interfere with CPR Does not interfere with intubation No risk of pneumothorax -Delayed circulation of drugs during CPR -Prevents pt moving -Difficult to keep site sterile -Increased risk of thrombosis
MONITORING COMPLIANCE WITH PROCEDURAL DOCUMENTS This document will be monitored to ensure it is effective and to assurance compliance. Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations Saving Lives CVC Ongoing Care Care Bundle Dr Caroline Mitchell CVC Insertion and Management tool (see appendices) Quarterly as part of ongoing device audits Policy report to: Infection Prevention and Control Management Committee Medical Director Director of Nursing Heads of Nursing CSC Governance Leads
Using a Thrombolytic in a Completely Blocked Catheter. (a) Attach 3-way-tap & syringes Diagram 1. see right. (available from DCCQ/CCU) Three-way Tap Technique (b) Open clamp (if there is one). (c) Open stopcock to the syringe and the blocked catheter. (d) Pull back on the plunger of the empty syringe to create a vacuum in the catheter. You will need to pull forcibly. (e) Maintain suction with one hand and with the hand turn stopcock so it is closed to the empty syringe and open to the syringe containing thrombolytic, which will be sucked into the catheter. Don’t worry if it seems that very little thrombolytic is sucked in: even a tiny volume will several cm into the catheter. (f) for 1-2 hours. DO NOT CATHETER as this will prevent the thrombolytic from penetrating into the line. (g) this time, attempt withdrawal of blood. If this is not possible, attempt to flush the catheter using 0.9% Sodium chloride in a 10ml syringe. Do not use excessive force. (h) This procedure often needs to be repeated several times before it works: sometimes leaving the thrombolytic in overnight seems to help1. Don’t worry about overdosing the patient: if the catheter is blocked they won’t actually have received any of the drug. (i) If the procedure fails despite repeated attempts consult IV or medical team with a view to removing the catheter. Appendix 6: Glossary of Complications
Selection Criteria – Skills & Experience To be successful in this role, the ideal candidate will have the following skills and attributes: Essential Commitment to the human rights of people with disability and the principles of participation, inclusion and citizenhood Highly developed interpersonal, communication and negotiation skills Demonstrated experience in project delivery/coordination, including the ability to work within a project budget Demonstrated abilities to collaborate and work with others to achieve shared goals Demonstrated experience in creating cultural change Proven ability to manage a broad range of activities and respond to specific issues within a short period of time Computer literacy including internet, email and Microsoft office suite Desirable Experience working in the community sector, preferably with people with disability or diverse communities Conditions of Employment Working days will generally be Monday to Friday worked between the hours of 8.30am and 6.00pm as required. Occasional out of hours weekend work may be required and time off in lieu of pay is provided. Employer superannuation contribution is 9.5%. Appointment is contingent on a satisfactory Police Record Check. Three months probationary period applies.
Essex M11 widening Proposed TBC EXCLUDE At present no scheme details or funding in for this scheme. Essex Nethermayne, Basildon Proposed 5 years EXCLUDE At present no scheme details or funding in place for this scheme. Essex Roscommon Way phase II Proposed TBC EXCLUDE At present no scheme details or funding in place for this scheme. Essex South Essex Rapid Transit Route 1 Proposed Post-2015 EXCLUDE Bus routes and priority not represented in the highway model due to its strategic nature. Essex Essex Rapid Transit Route 2 Proposed Post-2015 EXCLUDE Bus routes and priority not represented in the highway model due to its strategic nature. Essex South Essex Rapid Transit Route 3 Proposed Post-2015 EXCLUDE Bus routes and priority not represented in the highway due to its strategic nature. Essex A13 Basildon - Hadleigh Passenger Transport Improvements Under construction 2012 EXCLUDE Bus routes and priority not represented in the highway model due to its strategic nature. Essex A120 Marks Tey - Braintree Highway Improvements Withdrawn 2011 - 2016 EXCLUDE Scheme withdrawn Essex A120 Marks Tey - Braintree Highway Dualling Withdrawn Post-2021 EXCLUDE Scheme withdrawn A127 Junction Improvements/Basildon Enterprise Corridor Complete 2012 INCLUDE Completed in 2011 and located in the strategic model to impact on routing to the crossing. Essex A130 Roscommon Way Extension Complete 2011 EXCLUDE Canvey Island only has one access road so the highways improvement will not affect strategic routing. A12 Cuckoo Farm Junction Improvements - Known as Junction 28 on A12 Complete 2012 EXCLUDE Outside of key modelled area. Unlikely to influence routing of strategic trips.
Not all Aboriginal people are dark skinned; it’s highly offensive to question the quantum of Aboriginal blood or to expect an Aboriginal person to divide their Aboriginality into parts. Self- Identifying terms Aboriginal peoples have terms of reference by which they may identify themselves. These terms are directly derived from languages & names used by Aboriginal people in specific areas when referring to them-selves. Palawa: used by Aboriginal people in & from Tasmania. Koori: used by Aboriginal people in & from Victoria & parts of New South Wales. Gorri: used by Aboriginal people in & from Northern New South Wales used by Aboriginal people in & from Queensland & North-West New South Wales Yolngu: used by Aboriginal people in & from Northern Territory ( North-East Arnhem Land) Anangu: used by Aboriginal people in & from Central Australia Nunga: used by Aboriginal people in & from South Australia Ngarrindjeri- South Australia ,Murray River, Lakes, Coorong people Noongar: used by Aboriginal people in & from South-West Western Australia Torres Strait Islander People: includes Murray Island people and Mer Island People Always check with the local Aboriginal Communities about using this type of terminology. There are many different Aboriginal language groups within the above mentioned areas & the use of these terms can be restrictive. Aboriginal & Torres Strait Islander People may be living or working in one particular area but is from another area. Terminology within Aboriginal Organisations & Communities Traditional Owners of the land In the Central Highlands Region the Traditional Owners of the lands are the WadaWurrung & the Dja Dja Wurrung people Community There are many different perspectives on what is a ‘community’. Non Aboriginal people often use ‘community’ to refer to particular geographical locality. It’s important to understand, however, that many Aboriginal people were forcibly removed from their ancestral lands to live elsewhere. For instance, the Traditional Owners of Ballarat lands are the WadaWurrung people. Today the ‘Ballarat Aboriginal Community’ comprises Aboriginal people from many areas of Victoria & Australia. Therefore, an Aboriginal person many belong to more than one community; for example, where they come from, where their family is & where they live & work. Community is about interrelatedness & belonging & is central to Aboriginality. Elder
Concept checking questions. (Include these here and remember to include the expected answers from students to CCQs) Target Language Analysis Sheet for a Productive Skills lesson (Speaking / Writing) Analyse the Target Language of your lesson here: I will check students’ understanding of meaning using concept checking questions, timelines, pictures, etc: I will clarify and highlight the following form on the board: I will drill the following words and highlight pronunciation: (show your analysis of pron. here)
Anticipated problems with form of target language (What could students leave out, add, change, etc?) Solutions (What will you do to help the students?) Anticipated problems with pronunciation of target language (Which sounds could be difficult for students to pronounce? What might they pronounce incorrectly?) Solutions (What will you do to help the students?) anticipated problems (Problems with materials, learners and classroom management.) Solutions (What will you do to help the students?) Procedure (Please include all stages, and enough detail for the reader to understand exactly what the teacher and students do) Stage Aim Focus Time Procedure Observer’s Comments
DANIELLE NICOLET (Maggie) discovered her love of performing as a gymnast in a small Ohio town. When gymnastics moved her to California, her teenage dream to become an actress came with her. That ambitious and competitive spirit soon landed her a place in television history as Caryn, on the Emmy award-winning NBC sitcom ““3rd Rock from the Sun.” That show was the launch pad for what would become a stellar TV career. Nicolet has starred in the series “Second Time Around,” “Heartland,” “The Starter Wife,” “Family Tools” and “The Game.” In addition, she has guest-starred on more than 20 other series. She has also busied herself with films, including starring with Academy Award winner Cuba Gooding, Jr. in the sci-fi thriller “Ticking Clock,” and in the relationship comedy “Marry Me,” alongside Lucy Liu. Entertainment Weekly has named her “Star we love to watch” and “Breakout Star of the Network.” Currently Nicolet can be found making audiences laugh as the Jenna, the hilarious title character of the hit TV comedy “Born Again Virgin.” THE FILMMAKERS RAWSON MARSHALL THURBER (Director/Screenplay) was born in San Francisco and raised in the East Bay, in Orinda, California. He graduated cum laude with departmental honors from Union College in Schenectady, New York, with a BA in English and Theater Arts. He went on to earn an MFA in producing from the Peter Stark Program at the University of Southern California. Shortly after graduation, he wrote and directed the short film “Terry Tate, Office Linebacker,” which was accepted to the Sundance Film Festival in 2001 and soon became a much-heralded Super Bowl commercial, also written and directed by Thurber, which won advertising’s highest honor: the Golden Lion Award at Cannes. The groundbreaking spot is continually ranked as one of the top three Super Bowl commercials of all time. Thurber then directed his first feature screenplay, the 2004 hit comedy “Dodgeball: A True Underdog Story,” starring Ben Stiller and Vince Vaughn, which opened as the number one film in America and went on to make $167 million worldwide – a tremendous feat for a first-time writer/director. Following that success, Thurber approached Pulitzer Prize winner Michael Chabon, of
L4+ L3+ L2+ Trade App. L1+ quals No quals Central Lanc.s +5% +4% +8% -3% +6% +2% -8% Preston -2% -2% +4% -2% +5% +1% -6% S Ribble +10% +12% +15% -1% +9% +2% -10% Chorley +8% +4% +6% -6% +5% +2% -8% Lancashire +5% +5% +7% -4% +5% -1% -5% North West +8% +7% +8% -3% +7% 0% -7% England London +7% +8% +10% -3% +7% -1% -6% Source: Annual Population Survey TTW Central Lancashire Work within home LA Work elsewhere in the LEP Work outside the LEP Central Lanc.s 47% 40% 14% Preston 62% 30% 8% S Ribble 37% 53% 11% Chorley 39% 38% 23% Source: Census 2011
Receive professional development that helps them engage in their work as teachers and learners. ☐ ☐ ☐ ☐ ☐ Have the support of the superintendent and other senior central office leaders who proactively protect their time for work on principals’ growth as instructional leaders. ☐ ☐ ☐ ☐ ☐ Are held accountable for helping principals grow as instructional leaders using specific, meaningful metrics of such performance. ☐ ☐ ☐ ☐ ☐ If you do not yet have staff dedicated to supporting the growth of all principals as instructional leaders (referenced in question #4): Strongly Disagree Disagree Agree Strongly Agree DK/NMI The superintendent and other key central office leaders are aware of the need to have executive-level staff dedicated to supporting the growth of all principals as instructional leaders. ☐ ☐ ☐ ☐ ☐ Our district has staff in other positions who could serve well in these dedicated principal instructional leadership support positions. ☐ ☐ ☐ ☐ ☐ Our district should be able to attract people to these positions who have the ready capacity to help principals grow as instructional leaders. ☐ ☐ ☐ ☐ ☐ Our principals are open to having a central office staff person working with them as a partner to strengthen their instructional leadership practice. ☐ ☐ ☐ ☐ ☐ Key central office staff are aware of the need to provide professional development and protection of staff time to help these staff be successful. ☐ ☐ ☐ ☐ ☐ Our principals are currently organized into subgroups whose composition can compromise a strong principal professional learning community. ☐ ☐ ☐ ☐ ☐ Learning-Focused Partnerships: Reflections and Next Which of the above issues rises to the top for you as a starting point for your work — because you can achieve clear gains in this area soon, because weakness in this area will jeopardize your broader effort, or because you otherwise believe that they relate to a key starting place for you?
Community Support It is normal for families and individuals to experience a range of reactions to unexpected events including disasters, job loss and changing circumstances. For some, financial loss may mean seeking income support, for others it could mean revising retirement plans or changing household spending. Regardless of the circumstances, distress is a common and natural response to unexpected events. This brochure contains a range of local and general community support services available to individuals and their families experiencing financial and emotional hardship as a result of an unexpected event of changed work or financial circumstances. Further information is available at or by phoning the Community Recovery Hotline on 1800 173 349. You can also download the free Self Recovery app from the Apple or Android stores. General community support services General Community Support Services Beyond Blue Info Line 1300 224 636 Dvconnect 1800 811 811 Gambling Help Line 1800 858 858 Homeless Hotline 1800 474 753 Kids Help Line 1800 551 800 Lifeline Telephone Counselling 131 114 Mensline Australia 1300 789 978 Parentline 1300 301 300 Relationships Australia 1300 364 277 Seniors Enquiry Line 1300 135 500 Red Cross 1800 733 111 Workplace Services Employment Services Information 136 268 Workplace Ombudsman 1300 856 110 Centrelink Employment services 132 850 Families 136 150 Students 132 490 Disabilities, sickness and carers 132 717 Older Australians 132 300 Legal and Advocacy Services Legal Aid Queensland 1300 651 188 Mediation and Conflict Resolution 4125 9225 or 1800 681 109 Housing and Tenancy Tenants Queensland 1300 744 263 Homeless Hotline Qld 1800 474 753 Financial Counselling Debt Help Line 1800 007 007 Consumer Advice Office of Fair Trading 137 468 Department of Communities, Disability Services and Seniors Hervey Bay Service Centre Phone: 4325 1305 Facsimile: 4125 9397 Community Support Services Central Queensland Region Bundaberg, Fraser Coast, North & South Burnett Regional Areas.