zilongwang/ReadingBank huggingface dataset:
“region” means a region as defined in the Regional Councils Act, 1992 (Act No. 22 of 1992); “regional council” means a regional council established under section 2 of the Regional Councils Act, 1992; [The Regional Councils Act is Act 22 of 1992.] “residential unit” a portion of land allocated for residential purposes and conforming to the size prescribed under this Act for such purpose; “right of leasehold” means a right of leasehold granted under this Act; “spouse” includes the spouse or partner in a customary whether or not such customary union has been registered, and “marriage” shall be construed accordingly; “this Act” includes regulations made thereunder; “Traditional Authority” means a Traditional Authority of which the traditional leaders have been recognised under the Traditional Authorities Act, 2000; “traditional community” means a traditional community as defined in the Traditional Authorities Act, 2000. Chapter II COMMUNAL LAND BOARDS Establishment of Communal Land Boards 2. (1) Subject to subsection (4), the Minister must establish Communal Land Boards to perform the functions conferred on a board by this Act within the area for which each board is established in accordance with subsection (2). (2) A board may under subsection (1) be established in respect of - (a) the whole of any region in which communal land is situated; (b) a defined part of such a region; or (c) an area comprising defined parts of two or more of such regions. (3) Subject to subsection (4) the Minister may alter the boundaries of any area determined in respect of a board under subsection (1). (4) The powers conferred by subsections (1) and (3) may be exercised by the Minister only consultation with the traditional authorities which will be affected thereby. (5) The Minister must give notice in the Gazette - (a) of every board established under subsection (1), with a description of the area for which the board is established; (b) of any alteration of the boundaries of the area of any board under subsection (3). Functions of boards
Reader 1: God’s mercy breaks through the dimension of space and time, inserting everything into the eternal mystery of love. It is as if to say that not only in history, but for all eternity, we will always be under the merciful gaze of the Father. (Misericordiae Vultus 7) Reader 2: Have I avoided the mercy of God, neglecting prayer and worship? (pause) Have I listened for God’s voice, looking for signs of God’s merciful love and action in the persons and circumstances around me? (pause) Have I trusted in the mercy of God, or have I left my own unworthiness stand in the way of hope? (short period of silence) Reader 1: With our eyes fixed on Jesus and his merciful gaze, we experience the love of the Most Holy Trinity. The mission Jesus received from the Father was that of revealing the mystery of divine love in its fullness. “God is love.” (Misericordiae Vultus 8) Reader 2: Is my image of God in harmony with the way Jesus describes God? (pause) Am I open to the mercy of God in my life? (pause) Am I willing to let go of all my preconceived notions of God and let God transform my mind and heart? (short period of silence) Reader 1 When faced with sin, God responds with the fullness of mercy. Mercy will always be greater than any sin, and now one can place limits on the love of God who is ever ready to forgive. (Misericordiae Vultus 3) Reader 2: What stands in the way of my responding fully to the mercy of God in my life? (pause) What circumstances in my life are most difficult for me now? Can I let God’s mercy into these places? (pause) Am I allowing God’s merciful love to reach out to others through me?
EXAMPLE RISK ASSESSMENT UEL Communal Space Risk Assessment Form Name of Assessor: Joe Smith Date of Assessment : 30/05/12 title: Wellbeing society fund raiser Date, time and location of event: 04/06/12 East Building Atrium Please write a description about your event in as much detail as possible: My Society wishes to use a space to host an information stall This stall will consist of one table With space behind for one, sometimes two, members of the society to raise money for a charity and promote health and wellbeing at the university. Please describe in detail below all of the activities planned to take place at the event: (include any important equipment used and estimated number of attendees, and a list of activities planned e.g. bouncy castle, projector for film showing, talk by visiting speaker, table-tennis game, 4 person dance display, etc.) We wish to have a in the atrium to hand out flyers speak with fellow students about health and wellbeing Activity/ Task Involved What is the potential hazard? Who is at risk? Likelihood of Injury Severity of Injury Risk Rating (Likelihood x Severity) What precautions have been taken to reduce the risk? What further action is needed to reduce risk (By whom and by when) Handing out flyers Slipping on flyers Public 1 1 1 Society members will pick up any fallen flyers and maintain area Stall in atrium Blocking access through public area Public 1 3 3 Keep table within 1m of wall Stall in Atrium Blocking fire Public 1 3 3 Stalls not stationed to block doorways or fire exits
Health Board Area Primary Care Clusters Local Public Health Team contact Screening Engagement Contact Programme and Informatics contacts Abertawe Bro Morgannwg University Health Board Afan BayHealth Bridgend East Network Bridgend North Bridgend West Network CityHealth Cwmtawe Llwchwr Neath Penderi Upper Valleys Bethan Jenkins Alison Clement /Amanda Davies Aneurin Bevan Health Board University Health Board Blaenau Gwent East Blaenau Gwent West Caerphilly East Caerphilly North Caerphilly South Monmouthshire North Monmouthshire South Newport Central Newport East Newport West Torfaen North Torfaen South Sarah Aitken Jessop Betsi Cadwaladr University Health Board Anglesey Arfon Central & South Denbighshire Conwy East Conwy West Deeside, Hawarden & Saltney Dwyfor Kathrin Thomas Heather Ramessur
Burke, R.E., & Friedman, L.H. (2011). Essentials of management and leadership in public health (1st ed.). Sudbury, MA: Jones & Bartlett Learning Carmon, M., & Spratling, R. (2010). Pertussis: An overview of the disease, immunization, and trends for nurses. Pediatric Nursing, 36(5), 239-243. Centers for Disease Control and Prevention. Pertussis. Retrieved from Centers for Disease Control and Prevention. (2012b). Vaccines and immunizations: Pertussis. Retrieved from Corcoran, N. (2007). Communicating health: Strategies for health promotion. Retrieved from Crose, J., Cruz, R.M., & Tornabene, S.V. (2012). Pertussis presenting as hoarseness in an adult. Ear, Nose, & Throat Journal, 91(2), 22-24. Hockenberry, M.J (2003). Nursing care of infants and children. D.Wilson, M.Winkelstein, N. Kline (Eds). St. Louis, MO: Mosby. March of Dimes. (2012). Sounds of pertussis. Retrieved from Rittle, C.(2010). Pertussis-The case for universal vaccination. Journal for Specialists in Pediatric Nursing, 15(4), 282-291. Schneider, M. J. (2011). Introduction to public health (3rd ed.). Mississauga, Ontario: Jones Bartlett Publishers Canada. SuMi, K., HyunSoo, O., OkKyung, H., Moon-Hyun, C., WhaSook, S. (2010). Susceptibility and factors of pertussis vaccination adherence in Korean health care workers. Am J Health Behavior, 34(1), 45-53. University of Kentucky. (2001). Mass communication context. Retrieved from University of Maine Cooperative Extension.(2004).Effective communication. Retrieved from
Foreword All equality bodies seek to achieve positive change in society, by investigating complaints, following the implementation of the and institutional framework for equality, and actively promoting equal treatment and tolerance. In order to maximize the effect of this work, an equality body needs to raise its public profile, which it does by consistently and strategically reminding people of its existence, accessibility, effectiveness, independence and reliability. An equality body’s activities to seek a public profile are generally directed toward awareness campaigns, events to promote equality and non-discrimination, publications (guidelines, of conduct, toolkits, brochures etc.) and lately through the most important social media networks. According to the Equinet Report , written by members of the Working Group on Communication Strategies and Practices, over half of Equinet members use one form of social media or another as an integral part of the promotion of their work. Why should we take social media seriously from the perspective of institutions such as equality bodies? Social media is another communication channel that will enable us to talk with the people where they already are. It is an easy to use and cost effective way of reaching a wide range of people or indeed, specific target groups. There are many options for making good use of social media, such as: Being active in public conversation with politicians, the media and the general public. Whenever ‘your’ topic is discussed, be heard. Monitoring social media allows you to know what is being said on a given topic. Using social media channels as contact points for people who feel they’ve been discriminated against. Challenges One clear disadvantage of social media is that it excludes the offline audience. Furthermore, dialogue can sometimes be difficult as it can
be hard to get complicated messages across. Equality bodies may not always have the capacity (time or knowledge) to react properly to messages. Furtherrmore, considering the increasing phenomenon of hate speech online, and the extensive discussion regarding the right to freedom of speech, the regular monitoring of content on social media channels is becoming more and more complex. Equality bodies may not have the resources to work regularly and effectively with social media, and this must be taken into account before creating social media profiles. Objectives The aim of this document is to create a manual can be used as a basis for social media use for equality body’s staff. It aims to help you to set up a social media strategy, identify how best to monitor your results, how to create engaging content for the appropriate audience, get the most from the tools available, develop successful social media campaigns and deal with negativitiy on your social media channels.
point of view of governments and organisations, timely reported of corruption is clearly in their interest. We have a long way to go to get this policy right from both perspectives. References Abrahamson, P. 2003, Researching poverty and social exclusion in , Journal of European Social Policy, Vol. 13, pp. 281-285. ADB-OECD. (2001), Progress in the against Corruption in and the Pacific. Papers presented during the Joint ADB– OECD conference on combating corruption in the Asian and Pacific region, , December. Adelman, J. (2000), Defining the Conditions of Democracy: Capitalism and Democracy in America, , Conference, March 23-26. Alford, C. (2001), Whistleblowers: Broken lives and organizational power. Press, , Allars, M. (1992), Blowing the Whistle, given to Whistleblowing: Where Public Interest Parts Company with Government Interest conference. Royal Institute of Public Administration (NSW Division), September 1-21. Arapoglou, V. 2004, The governance of homelessness in : discourse and power in the study of philanthropic networks, Vol 24, pp. 102-126. Biallas, D. (1998), Working presented at the OECD/USAID Workshop on Combating Corruption in Transition Economies, , October 7-9. Bureaucracy Task Force. (1978), The Whistleblowers: A Report on Federal Employees Who Disclose Acts of Governmental Waste, Abuse, and Corruption. Government Printing Office, . Caiden, G, O.P. Dwivedi & J. Jabbra. eds (2001), Where Corruption Lives. Kumerian Press. Callahan, E. S. & T.Dworkin, (1994), Who blows the whistle to the media and why: Organisational characteristics of media whistleblowers, American Business Law Journal. Vol.32, pp 151-185. Callahan, E. S. & T. Dworkin. (2000), The state of state whistleblower protection, American Business Law Journal, Vol. 38, pp. 99-176. Chomsky, N. (1992), Deterring Democracy. Vintage, .
Anything with Fried chicken Mash potato - never liked the texture Curry Alcohol Crusty bread Cheeseburgers – too much cheese - especially with dressing Custard – it has a yucky texture Pepperoni Pizza - not too cheesy Coffee Contact details:
Generic Audience Description: Segmentation Delivery Are there natural groupings of your audience? Consider attributes from audience brainstorm. Electronic access List existing distribution lists, listservs, enewsletters Social media Consider the specific places within social media platforms that your audience (segments) use. Meetings & events List formal (conference) and informal (staff meeting) places your audience (segments) gather Traditional media List any specific publications or media vehicles that are highly focused on your audience Interpersonal List key individuals that could and should be reached via 1:1 contact Places List any physical places where your audience (segment) spends significant time Metrics X# of lists X# of times Response SM Metrics, X# exposures Response X# of events X# recruits Response X# exposures Reach/frequency; media metrics X# individual Response/move to action X# placement For how long Response Worksheet instructions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Part 1 Introduction to marketing communications. The principles of Integrated Marketing Communications (IMC). The Role of IMC in the Marketing Process. Marketing Communication Program – Situation Analysis. Analyzing the Communication Process: Source, Message, and Channel Factors. Part 2 Budgeting for IMC Programs. Creative Strategy – Planning, Development, Implementation, and Evaluation. Marketing Communications As an Investment. Advertising Media Planning, Marketing Communications, and Marketing – Interconnections. Advertising Media Planning: Evaluation of Broadcast Media. Advertising Planning: Evaluation of Print Media. Direct Marketing. Internet and Interactive Media. Sales Promotion. Public Relation, Publicity, and Corporate Advertising. Personal Selling. Part 3 Measuring the Effectiveness of IMC Program. International IMC. Regulation of Marketing Communications. Ethical aspects of Marketing Communication. 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1
What are some tips for improving non-verbal communication? Tips for improving personal communication: Ways that Marketers use to improve communication with customers: Best slogans by Marketers: A B C D E F G H I J K L M N O P Q R S T U V W X
4. Name :_______________________________ Designation : ____________________________ Email:__________________________________ Email:________________________________________ GST No. : ______________________________
questions and answers discussion or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b The information being communicated to them by others Learners should list the information being communicated to them by others. 2.c How to respond to others appropriately Learners should how to respond to others appropriately. 2.d An example of listening to others in a group situation Learners should give an example of listening to others in a group situation. 2.e Why it is important to listen without interrupting in a group situation Learners should state why it is important to listen without interrupting in a group situation. 2.f An example of when is necessary to achieve a group task Learners should give an example of when is necessary to achieve a group task.
is necessary to achieve a group task. 3.b Why co-operation is necessary to achieve an agreed outcome in a group situation Learners should explain why co-operation is necessary to achieve an agreed outcome in a group situation. 3.c When it is appropriate to either praise or criticise Learners should compare a minimum of three situations to clarify when it is appropriate to either praise or criticise. 3.d Appropriate response to praise from members Learners should summarise appropriate response to praise from group members. 3.e How to positively respond to criticism from group members Learners should describe how to positively respond to criticism from group members.
Formative Assessment Learning Standard Activity Assessment Use self-assessment and reflection to develop awareness of their strengths, preferences, and skills Role play #1 Role play #2 Re-create a role play of his/her choice Recognize the impact of personal public identity in the world of work Journaling Activity Journal Entries Demonstrate respect, collaboration, and inclusivity in working with others to solve problems Extension Activity Three discussion questions to be used with the larger group Create new role – play situations Written discussion questions- group discussion Resource links for teachers and students Skills to Pay the Bills – Mastering Soft Skills for Workplace Success WorldHost Customer Training Services Toastmasters (public speaking skills) http://toastmastersoftoday.org
Make your beginnings catchy Use humor and wit Use examples and personal experiences Surprise or shock the audience Make it purposeful End emphatically 3.8 SUGGESTED READING / VIEWING Abraham Lincoln – Gettysburg Address, 1863 Winston Churchill – Blood, Toil, Tears and Sweat, 1940 Martin Luther King Jr. – I Have a 1963 Lyndon B. Johnson – The American Promise, 1965 Mahatma Gandhi – Quit 1942 John F. Kennedy – Inauguration Address, 1961 4. Group Discussion A Formal Extensive Discussion 4.1 OBJECTIVES OF A GD To inculcate team spirit among the students To develop interpersonal communication skills To develop and promote meaningful Interaction To enable students to organize presentations Of individual views in the target language
Objective 3: Tackle the (un)-willingness to pay Specific Objectives: To reduce the amount o unpaid bills until the end of financial year 2014/15 by 15% through awareness raising Target Audiences Primary Audiences: Management committees of COWSO scale farmers (coffee, maize, fish ponds) Businessmen (company owners) Secondary Audiences: Village Executive Officer District/Town/Municipal Water Engineers Strategy: Link the services to the costs for water permits. Set the costs into relation to other customer’s expenses (electricity, land, labour etc.). Key Messages Water fees are relatively cheap compared to other thing We protect your access When you pay, we can ensure the water for your activities A water permit eases the access to loans A permit allows you to participate in the management of water Implementation Measure Measure Indicator Evaluated by Costs in TSH Timeline 2014/1015 2015/1016 1 2 3 4 1 2 3 4 Develop a mechanism for a fast-reply on complaints (planning workshop, complaint desk etc.) (pilot zone A, later zone B,C) (8) (as part of OGP) – will be implemented through the Capacity Development Plan Level of customer satisfaction increased to baseline by 20% Baseline study and follow-up Will be budgeted for in the Capacity Development Plan Preparation of tailor-made information packages (pilot zone A, later B,C) 0 Regular Information visits to target audiences (pilot zone A, alter B,C) 1,650,000.00
Establishment of a Climate Change Basin Forum Kick-off Workshop successfully held until March 2015; Basin Forum meets at least 6 times until June 2016 Workshop proceedings 21.150.000 Participative Information Campaign on CC adaptation in the basin At least three adaptive practices are discussed in the forum until June 2016 Workshop proceedings 25.578.000 Link to the Lake Rukwa BWB Objectives and Capacity Development Particularly relates to the Lake Rukwa BWB Business Plan Objective: Objective C: “To ensure that data on climate change in the basin are collected, the national climate change strategy on basin level and adequate adaptation measures implemented”
Appendix 1D (cont.) Leader Notes instructions Hand out activity 1 to the person playing the role of the sender Reiterate the rules mentioned above Time the activity (5 minutes) Get the participants to alternate roles Hand out activity 2 to the person who is now playing the role of the sender Time the activity When both partners have had a turn as a Sender and a Receiver, display all the diagrams on the floor and discuss. Have the participants answer the following questions in writing and discuss.
Appendix 1P Debate Evaluation Name Date Evaluate each debate position using the following guidelines: 4 – Very Good 2 – Fair 3 – Good 1 – Needs Improvement _____ Introduction was organized and interesting _____ Points were made to support resolution _____ Speakers knew their issue _____ Speakers used correct speaking skills (volume, pitch, etc. …) _____ Conclusion was organized and interesting.
DP5 “distinguish between myopia and hyperopia and outline how technologies can be used to correct these conditions” Feature Myopia Hyperopia Cause of condition The ciliary muscles do not relax enough causing the lens to be not fully elongated causing too much refraction The ciliary muscles does not contract enough, leaving the lens still elongated, causing not enough refraction. Where image focuses Too short of the retina Past the Retina objects focus correctly Close Objects Distant Objects Diagram of lens used for correction Concave Lens Convex Lens DP6 “explain how the production of two different images of a view can result in perception” Some animals have forward facing eyes. This means that there is considerable overlap between the views on the left and the right. Because the two eyes are a few centimetres apart, each eye sees a slightly different view of an object. The images formed by each eye are superimposed by the brain, and because each view is slightly different, objects appear to have depth as well as height and breadth, that is we see in three dimensions. This is known as stereoscopic or binocular vision. This type of vision also makes it possible to judge distances of near objects. Climbing animals such as monkeys and predators such as cats have forward facing eyes, but grazing animals such as horses have eyes on the side of the head so they have a wider field of view. SC DP1 “plan, choose equipment or resources and perform a first-hand investigation to model the process of accommodation by passing rays of light through convex lenses of different focal lengths” A biconvex lens is shaped as shown in the diagram below. Convex lenses magnify images by causing rays of light to converge. The lens in the human eye is a convex lens. When parallel rays of light are passed through a convex lens, they will converge at a point, known as the focal point. The focal length of a lens is the distance of the focal point from the centre of the lens. Convex Lens SC DP2 “analyse information from secondary sources to describe changes in the shape of the eye’s lens when focusing on near and far objects” SC DP3 “process and analyse information from secondary sources to describe cataracts and the technology that can be used to prevent blindness from cataracts to discuss the implications of this technology for society”
Provide an example of conflict you’ve experienced at this agency that resulted in positive change. Describe strategies you will use to manage conflict in your unit. Topic: Change What does it mean when we say, “change can have intended and unintended consequences”? Describe how you would introduce change into your unit and manage your staff’s reactions. Topic: Communication As a result of this workshop, what will you change about how you will communicate with your staff? Additional Comments
Wood preservatives Stoddard solvent, petroleum distillates, arsenic, copper, chromium Timber pads and building construction Hydraulic oil/fluids Mineral oil Leaks or broken hoses from equipment Gasoline Benzene, benzene, toluene, xylene, MTBE Secondary containment/staging area Diesel Fuel Petroleum distillate, oil & grease, naphthalene, xylenes Secondary containment/staging area Kerosene Coal oil, petroleum distillates Secondary containment/staging area Antifreeze/coolant Ethylene glycol, propylene glycol, heavy metals (copper, lead, zinc) Leaks or broken hoses from equipment Sanitary toilets Bacteria, parasites, and viruses Staging area *(Area material/chemical is used on-site) 6. Prevention and Response Plan Describe the spill prevention and control plan to include ways to reduce the chance of spills, stop the source of spills, contain and cleanup spills, dispose of materials contaminated by spills, and train personnel responsible for spill prevention and control. Additionally, fill in all BLUE fields below. Plan: Any discharges in 24 hours equal to or in excess of the reportable quantities listed in 40 CFR 117, 40 CFR 110, and 40 CFR 302 will be reported to the National Response Center and the Division of Water Quality (DWQ) as soon as practical after knowledge of the spill is known to the permittee. The permittee shall submit within 14 calendar days of knowledge of the release a written description of: the release (including the type and estimate of the amount of material released), the date that such release occurred, the circumstances leading to the release, and measures taken and/or planned to be taken to the Division of Water Quality (DWQ), 288 North 1460 West, P.O. Box 144870, Salt Lake City, Utah
Assess ASTDD members’ knowledge and use of communication strategies and plans Use information from annual survey or special queries to inform professional development activities and resource materials. Whole committee Collect or compile for reports Workshop/ webinar polling and eval forms; member surveys Assist states to create communication plans and evaluate communication strategies and their impact TA and respond to individual requests if received; share state examples on Communication webpage and via webinars; create tipsheets or tools; review draft health communication materials from states if requested; submit abstract again for NOHC roundtable on Bring Your Communications Challenges to Us Kim Yineman,Bev Isman, whole committee As requested or via workshops or webinars TA notes; plans created or shared; workshop or webinar eval forms Plan and arrange staffing and materials for exhibit at NOHC Review inventory of materials; review materials for updates; work with committees and projects to create short promotional resources; schedule and orient volunteers; ship, set up and take down display Wood and Bev Isman March-April Feedback from volunteer materials distributed; notes on visitor questions or discussions
American Federation of Government Employees, AFL-CIO AFGE Local 1234 50 Big Bird Drive, Suite 456 Washington, D.C. COMMUNICATION LOG Date Person Contacted Type of Communication (telephone, written, email, or in person) Nature of Communication (reason for communication, outcome of communication)
2017 Gold Quill Awards Communication Management Divisions Work Plan Entrant: Division/Category: Organization: Time period: Entry title: Entrant’s role: Your team members name (if applicable): Project description: THE BUSINESS NEED OR OPPORTUNITY STAKEHOLDER ANALYSIS GOALS AND OBJECTIVES THE SOLUTION OVERVIEW IMPLEMENTATION AND CHALLENGES MEASUREMENT AND EVALUATION
Appendix B Work Breakdown Structure Example Task # Task Description Task Predecessor Est. Level of Effort Start Date End Date Owner 1.1 Finalize CHA 1.2 Draft CHA Executive Summary 1.1 4 days 1.3 Review and Approve CHA Executive Summary 1.2 2 days 1.4 Draft Regional Reports 1.1 10 days 1.5 Review and approve Regional Reports 1.4 5 days 1.6 Draft Fact Sheets for each Prioritized Health Issue 1.1 5 days 1.7 Review and Approve Fact Sheets 1.6 2 days 1.8 Translate Regional Reports 1.5 10 days 1.9 Print CHA and Regional Reports 1.8 3 days 2 2-page Regional Briefs 1.5 4 days 2.1 Review and approve Regional Briefs 2 2 days 2.2 Translate Fact Sheets and Regional Briefs 1.7, 2.1 10 days 2.3 Create Regional Videos 2.1 10 days 2.4 Review and Approve Regional Videos 2.3 2 days 2.5 Draft Community Forum PP Presentations 1.5 3 days 2.6 Review and approve PP Presentations 2.5 2 days 2.7 Draft Talking Points 2.1 1 day 2.8 Review and Approve Talking Points 2.7 1 days
2.9 Draft Newsletter 1 day 3 Review and Approve Newsletter 2.9 1 day 3.1 Review and Approve Social Determinants of Health Handout 1 day 3.2 Review and Approve Root Cause Analysis Worksheet 1 day 3.3 Draft Press Release 1.8, 2.4, 2.6, 2.8, 3 1 day 3.4 Review and Approve Press Release 3.3 1 day 3.5 Draft CHA Web Page 2.4 1 day
If following step 3 there are still unresolved issues, the student and his/her parents can request a meeting with the Superintendent of Schools. Any such meeting should include the student along with the parent(s), coach/director, and Activities Director. The building principal may also be involved if requested by player, parent, or coach. The Superintendent will complete a written summary of the conference which will include the concerns stated by those individuals in attendance and any resolutions/decisions he/she has reached. The Superintendent will give/mail a copy of his/her final decision to all the parties within five (5) school days. Step 5: student, parent address the school board If following step 4 there are still unresolved issues, the student and his/her parent(s) can address the school board and explain their situation, steps taken to this point, answers/suggestions offered by district staff, and offer their own solutions. By following the above outlined process map, it is our belief that effective communication can take place, and the goals of learning life skills can be met. Research has continually indicated that student involvement in activities greatly enhances the chance for success during adulthood. We are committed to providing both the opportunity for participation, and strive to deliver the highest quality programs possible.
Business Manager Questions about payment of fees, subject contributions, incursions and other events Careers Coordinator Advice and support on career paths, course advice, subject counselling and VTAC advice Student Welfare Coordinators Concerns relating to student wellbeing and support available School Nurse – both campuses Provide immediate medical assistance when required Contact parents/carers and support students with medical needs
Communication styles Passive Aggressive Passive-aggressive Assertive Behaviour Keep quiet. Don’t say what you feel, need or want. Put yourself down frequently. Apologise when you express yourself. Deny that you disagree with others or feel differently Express your feelings and wants as though any other view is unreasonable or stupid. Dismiss, ignore, or insult the needs, wants, and opinions of others. Failure to meet the expectations of other through ‘deniable’ means: forgetting, being delayed, and so on. Deny personal responsibility for your actions. Express your needs, wants and feelings directly and honestly. Don’t assume you are correct or that everyone will feel the same way. Allow others to hold other views without dismissing or insulting them. Make yourself small. Look down, hunch your shoulders, avoid eye contact. Speak softly. Make yourself large and threatening. Eye contact is fixed and penetrating. Voice is loud, perhaps shouting. Usually mimics the passive style. Body is relaxed, movements are casual, eye contact is frequent, but not glaring. Beliefs Others’ needs are more important than yours. They have rights; you don’t. Their contributions are valuable. Yours are worthless Your needs are more important and more justified than theirs. You have rights; they don’t. Your contributions are valuable. Theirs are silly, wrong or worthless. You are entitled to get your own way, even after making commitments to others. You are not responsible for your actions. Your needs and those of others are equally important. You have equal rights to express yourselves. You both have something valuable to contribute. You are responsible for your behaviour. Emotions Fear of rejection. Helplessness, frustration and anger. Resentment toward others who ‘use’ you. Reduced self-respect Angry or powerful at the time, and victorious when you win. Afterwards: remorse, guilt, or self-hatred for hurting others Fear that you would be rejected if you were more assertive. Resentment at the demands of others. Fear of being confronted. You feel positive about yourself and the way you treat others. rises. Goals Avoid conflict. Please others at any expense to yourself. Give others control over you. Win at any expense to others. Gain control over them. Get your own way without having to take responsibility. Both you and others keep your Express yourself without having to win all the time. No one controls anyone else
Davis Collaborative Learning Teams Continuum Assess the current reality of your school’s implementation of each indicator listed below. Consider what evidence supports your assessment of each. Communication: The school has established a clear purpose and priorities that have been effectively communicated. Systems are in place to ensure action steps aligned with the purpose and priorities are implemented and monitored. Pre-initiating Initiating Implementing Developing Sustaining There is no sense of purpose or priorities. People throughout the school feel swamped by what they regard as a never-ending series of fragmented, disjointed, and improvement initiatives. Changes in leadership inevitably result in changes in direction. Key leaders may have reached agreement on general purpose and priorities, but people throughout the organization remain unclear. Furthermore, if asked to explain the priorities of the school or the strategies to achieve those priorities, leaders would have difficulty articulating specifics. Staff members would offer very different answers if pressed to explain the priorities of the school. There is general understanding of the purpose and priorities of the school, but many staff members have not embraced them. Specific steps are being taken to advance the priorities, but some staff members are participating only grudgingly. They view the initiative as interfering with their real work. Structures and processes have been altered to align with the purpose and priorities. Staff members are beginning to see benefits from the initiative and are seeking ways to become more effective in implementing it. There is almost universal understanding of the purpose and priorities of the school. All policies, procedures, and structures have been purposefully aligned with the effort to fulfill the purpose and accomplish the priorities. Systems have been created to gauge progress. The systems are carefully monitored, and the resulting information is used to make adjustments designed to build the collective capacity of the group to be successful. Short Term Goal(s): Steps to accomplish: Who is responsible? Timeline: Long Term Goal(s): Steps to accomplish: Who is responsible? Timeline:
Collaborative Learning Teams Continuum Assess the current reality of your school’s implementation of each indicator listed below. Consider what evidence supports your assessment of each. Communication: The leaders in the school communicate purpose and priorities through modeling, allocation of resources, what they celebrate, and what they are willing to confront. Pre-initiating Initiating Implementing Developing Sustaining There is no sense of purpose and priorities. Different people in the school seem to have different pet projects, and it is difficult to acquire the resources to support those different projects. Leaders can articulate the purpose and priorities of the school with a consistent voice, but their behavior is not congruent with their words. The structures, resources, and rewards of the school have not been altered to align with the professed priorities. The school has begun to alter the structures, resources, and rewards to better align with the stated priorities. Staff members who openly oppose the initiative may be confronted, but those confronting them are likely to explain they are doing someone else’s bidding. People throughout the school are changing behavior to align with the priorities. They are seeking new strategies for using resources more effectively to support the initiative, and are willing to reallocate time, money, materials, and people in order to move forward. Small improvements are recognized and celebrated. Leaders confront incongruent behavior. The purpose and priorities of the school are evident by the everyday behavior of people throughout the school. Time, money, materials, people, and resources have been strategically allocated to reflect priorities. Processes are in place to recognize and celebrate commitment to the priorities. People throughout the school confront those who disregard the priorities. Short Term Goal(s): Steps to accomplish: Who is responsible? Timeline: Long Term Goal(s): Steps to accomplish: Who is responsible? Timeline:
Resources [1] Social Marketing, Social Norms & Information Dissemination: What’s the Difference? — Regional Prevention Services [2] Parents Who Host Lose the Most [1] Social Marketing Basics — Center for Disease Control and Prevention (CDC) [2] Strategic Media Advocacy for Enforcement of Underage Drinking Laws (2011)—U.S. Department of Justice [3] Focus on Prevention: Social [4] Be The Wall— [5] Domino Strategy — [6] Social Marketing and Public Health: Lessons from Fields produced by Turning Point National Program Office at the University of Washington which provides case study examples. [1] A Guide to Marketing Social Norms for Health Promotion in Schools and Communities by Michael P. Haines from the National Social Norms Resource Center [2] Social Norms: Promoting Positive Behavior as the Rule, Not the Exception by Melissa Stern from CARS’s Community Prevention Institute [3] Social Marketing, Social Norms & Information Dissemination: What’s the Difference? — Regional Prevention Consultant [4] A Social Norms Approach to Preventing Binge Drinking at Colleges and Universities by Michael P. Haines from the National Social Norms Resource Center [5] Most of Us Prevent Drinking and Driving Campaign [1] Advocacy Workbook (February 2000) —The Health Communication Unit at The University of Toronto’s Centre for Health Promotion [2] Strategic Media Advocacy for Enforcement of Underage Drinking Laws (2011)—U.S. Department of Justice [3] Media Advocacy Manual —American Public Health Association (APhA)
Date: Time: Type of Contact: phone call e-mail note home conference Parent: Reason for contact: Notes for follow-up: Date: Time: Type of Contact: phone call e-mail note home conference Parent: Reason for contact: for follow-up: Date: Time: Type of Contact: phone call e-mail note home conference Parent: Reason for contact: Notes for follow-up: Date: Time: Type of Contact: phone call e-mail note home conference Parent: Reason for contact: Notes for follow-up:
Communication Request Please complete and return to the church office or send via email to . To: Mary Ann , Linda From: ________________________________ Contact info: ___________________________ Subject Area: _________________________ Information to be communicated: (Provide information in paragraph form or specific format you’d prefer.) Please include this information in: ______ Muse (Monthly Newsletter) ______ Weekly Church Bulletins ______ Email to membership ______ Website ______ Facebook page ______ HUB newspapers ______ Printed ______ Blogs ______ Membership mailing ______ Pulpit announcements ______ Bulletin Boards ______ Lawn Signs We would like to make an announcement at Worship services on the following dates: _______________________ _______________________ If you unsure of which communication method(s) would be most effective for communicating your information, please contact our Communications Committee Chair, Linda Schmeichel, at .
REGULATIONS MADE IN OF Communications Act 8 of 2009 section 86 Regulations regarding Licence Conditions for Comprehensive Multiplex and Signal Distribution Service Licences, Multiplex Licences and Signal Distribution Service Licences General Notice 329 of 2013 (GG 5269) came into force on date of publication: 19 August 2013 These regulations were made by the Board of the Communications Regulatory Authority of Namibia. The word “Distribution” is misspelt in the heading of the regulations in the Government Gazette, but has been corrected here. ARRANGEMENT OF REGULATIONS 1. Definitions 2. Purpose 3. Applicability 4. Authorisation 5. Hours of Operation 6. Disaster Recovery Plan 7. Provision of Service(s) 8. Technical conditions 9. Quality of Service 10. Infrastructure sharing 11. Rights of way 12. Signal Distribution Offer 13. Transition Period from Analogue to Digital Terrestrial Television 14. Promotion to Competition 15. Safety Measures 16. Broadcasting code 17. Payment of Fees 18. Duration of licences 19. Ownership and control 20. Amendment, renewal and transfer of licence or transfer of control of licence 21. Amendment of licence conditions 22. Supervision and Enforcement by the Authority 23. Duty to furnish information 24. Reconsideration
“Act” means the Communications Act, 2009 (Act No. 8 of 2009); “applicant” means a person applying for type approval of telecommunications equipment in accordance with these regulations; “Authority” the Communications Regulatory Authority of Namibia as established in terms of Section 4 of the Communications Act, Act 8 of 2009; “Customs” means the Department of Customs and Excise within the Ministry of Finance. “declaration of conformity” a written declaration issued by an applicant or manufacturer or supplier of telecommunications equipment in accordance with ISO/IEC 17050-1 requirements for which type approval is sought conforms to these regulations and applicable technical standards; “electronic communications” any emission, transmission or reception of sound, pictures, text or any other information by wire, radio waves, optical media, electromagnetic systems or any other means of a like nature; “electronic communications network” means any system of electronic communications facilities, including without limitation - (a) satellite systems; (b) fixed systems (circuit- and packet-switched); (c) mobile systems; (d) fibre optic cables (undersea and land-based); (e) electricity cable systems (to the extent used for electronic communications services); and (f) other transmission systems, used for conveyance of electronic communications; “electronic communications service” means a service provided to the public, sections of the public, the State, or the subscribers to such service, which consists wholly or mainly of the conveyance by any means of electronic communications over an electronic communications network; “foreign regulatory authority” means a regulatory authority outside Namibia, which performs the same or substantially the same functions as the Authority and whose standards are acceptable to the Authority; “telecommunications equipment” means communications or networking equipment with an interface to public network or wide area network services and includes but not limited to telecommunications terminal equipment, information technology equipment (including but not limited to a digital set-top box decoder), radio communication equipment powered by means of an internal or external electrical AC/DC energy source and electronic communications network equipment. “the website” means the website of the Authority with URL:
VUMC maintains software licenses for Planview software. All project teams are responsible for developing, maintaining, and communicating schedules using this software. Gantt Charts are the preferred format for communicating schedules to stakeholders. The project schedule will be maintained in Planview and the project website. All project communication and documentation, in addition to maintained on the Planview platform and project website, will be archived on the internal VUMC shared drive which resides in the PMO program directory. Organizational naming conventions for files and folder will be applied to all archived work. The following table identifies the communications requirements for this project. Type Objective Medium Frequency Audience Owner Deliverable Format Kickoff Meeting Introduce the project team and the project. Review project objectives and management approach. Face to Face Once Project Sponsor Project Team Stakeholders Project Manager Agenda Meeting Minutes Soft copy archived on project Planview site and project web site Project Team Meetings Review status of the project with the team. Face to Face Conference Call Weekly Project Team Project Manager Agenda Meeting Minutes Project schedule Soft copy archived on project Planview site and project web site Technical Design Meetings Discuss and develop technical design solutions for the project. Face to Face As Needed Project Technical Technical Lead Agenda Meeting Minutes Soft copy archived on project Planview site and project web site Monthly Project Status Meetings Report on the status of the project to management. Face to Face Conference Call Monthly PMO Project Manager Slide updates Project schedule Soft copy archived on project Planview site and project web site Project Status Reports Report the status of the project including activities, progress, costs and issues. Email Monthly Project Sponsor Project Team Stakeholders PMO Project Manager Project Status Report Project schedule Soft copy archived on project Planview site and project web site Project communications may be extremely complex depending on the size and scope of the project and the number of stakeholders. A flowchart may provide stakeholders with a better understanding of the steps
The knowledge, skills, and/or ability required to carry out the role effectively (and which may be developed) are listed below. ESSENTIAL DESIRABLE Knowledge & Experience Good understanding of the full spectrum of marketing communications with expertise in one or more areas covered by the Communications team Good knowledge of veganism, the vegan movement and related issues such as animal rights and environmental issues Understanding of the importance of corporate identity and branding issues Line management experience Events management experience Understanding of working in/with NGOs or small charitable organisations Experience of working with high profile (celebrity) supporters Experience of managing consumer or trade shows Experience of acting as a spokesperson for an organisation Experience of working with volunteers or volunteering Education / qualifications & training Appropriate experience in a related post Educated to degree level or similar A relevant professional qualification e.g. CIM, CIPR, CAM etc. Health & Safety training Skills & abilities Demonstrable team management skills A very high standard of literacy with good all round writing skills Good project planning experience Computer literate with sound MS Office skills Ability to establish strong working relationships with team, Senior Management and external contacts Full U.K. driving licence Able to drive a small van Personal qualities Hardworking, committed, enjoys a challenge Confident, articulate, proactive, outgoing and friendly well under pressure and able to juggle several projects at once Approachable and adaptable, team player who embraces change Adhere to a vegan diet and lifestyle during time with The Vegan Society Willingness and ability to undertake appropriate training and development as required Able to travel with infrequent overnight/weekend stays away from home with advance notice
Town meetings _______________________________ Media Channels Letters to the editor Paid advertising Press releases Other: _______________________________ Print Channels Annual report Banners Direct mailings Fact sheets Flyers Newsletters Posters Other: _______________________________ Electronic Channels Blog E-mail E-Newsletter Organizational website Facebook LinkedIn Pinterest Video Other: _______________________________