zilongwang/ReadingBank huggingface dataset:
Lectures and seminars will be held to introduce basic quantitative and qualitative research methodology to the students, for example how to conduct a survey; how to conduct interviews in China and how to get access to academic databases in China. Students will then write the dissertation under the supervision of the course coordinator. Textbooks and Teaching Materials Book list are made available by the lecturer of each individual module at the beginning of the course. Most books are available in the University Library and the University Bookshop. Your teacher will provide you with additional materials, for example Journal articles and conference papers, in photocopied form. The following are essential for all students. You are strongly advised to purchase them as soon as you can: Year Students: Liu, Xun, ed. New Practical Chinese Reader Vol. 1 (2nd Ed.): Workbook. Beijing: Beijing Language and Culture University 2010. Liu, Xun, ed. New Practical Chinese Reader Vol. 1 (2nd Ed.): Textbook. Beijing: Beijing Language and Culture University Press, 2010. Second Year Students: Liu, Xun, ed. New Practical Chinese Reader Vol. 2 (2nd Ed.): Workbook. Beijing: Beijing Language and Culture University 2011. Liu, Xun, ed. New Practical Chinese Reader Vol. 2 (1nd Ed.): Textbook. Beijing: Beijing Language and Culture University Press, 2010. John Blair and Jerusha McCormack. Western Civilization with Chinese Comparisons (Third Edition). Shanghai: Fudan University Press, 2010. Year Students: Liu, Xun, ed. New Practical Chinese Reader Vol. 3 (2nd Ed.): Workbook. Beijing: Beijing Language and Culture University Press, 2012. Liu, Xun, ed. New Practical Chinese Reader Vol. 3 (1nd Ed.): Textbook. Beijing: Beijing Language and Culture University 2012.
Sample assessment outline Chinese: Background Language – ATAR Year 12 Unit 3 and Unit 4 Assessment component Assessment type Assessment type weighting Assessment task weighting Weighting for combined mark When Assessment task Practical Oral communication 50% 25% 6.25% Semester 1 Week 3 Task 1: A presentation in Chinese related to ‘The individual as a global citizen’ 25% 6.25% Semester 2 Week 4 Task 7: A discussion in Chinese related to the student’s choice of theme for the Personal investigation Practical examination 50% 25% 6.25% Semester 1 Week 16 Task 5: Semester 1 Practical (oral) examination – an interview of approximately 10 minutes based on Personal investigation 25% 6.25% Semester 2 Week 6 Task 8: Semester 2 Practical (oral) examination – approximately 10 minutes using the examination design brief from the syllabus 100% 25% Written Responding to texts: Spoken 15% 7% 5.25% Semester 1 Week 8 Task 3: Listen to in Chinese related to ‘Chinese identity in the international context’ and respond to questions in English 8% 6% Semester 2 Week 7 Task 9: Listen to texts in Chinese reflecting a range of issues and perspectives related to the course Responding to texts: Written 15% 8% 6% Semester 1 Week 6 Task 2: Read texts in Chinese related to ‘The individual as a global citizen’ and respond to questions in English 7% 5.25% Semester 2 Week 10 Task 10: Read texts in texts in Chinese reflecting a range of issues and perspectives related to the course Creating in Chinese 20% 10% 7.5% Semester 1 Week 12 Task 4: a text of approximately 300 characters in response to a given topic related to ‘Chinese identity in the international context’ 10% 7.5% Semester 2 Week 12 Task 11: Write a text of approximately 300 characters related to ‘The individual as a global citizen’ Written examination 50% 25% 18.75% Semester 1 Week 16 Task 6: Semester 1 Written examination – 2.5 hours using the examination design brief from the syllabus 25% 18.75% Semester 2 Week 16 Task 12: Semester 2 Written examination – 2.5 hours using the examination design brief from the syllabus 100% 75%
there are indications that the child is at risk of CSE, grooming, radicalisation etc There may be other contributing factors that should be taken into consideration when determining if the child is at significant risk such as the child’s emotional health, known issues at home etc. School will always try to locate the child and attempt to establish the whereabouts of the child. Once a child has been identified as missing and cannot be located within school, the designated safeguarding lead will be informed Staff will use their professional judgement and risk assess the urgency of the situation to help inform the timeframe required in establishing the child’s whereabouts before notifying the police. Parents/carers will always be informed before contact with the police is made, unless a child is at immediate risk of harm and a police response is needed. This will be judged on a case by case basis. When a decision has been made to contact the police, the police will require information from the school to assist in locating the child and returning them to a safe environment. If a child has a social worker or case manager (eg. early help) then they should also be informed. a child is known to regularly go missing from school, a risk assessment for the child will be undertaken. For further guidance please see the missing protocol or speak to Nottinghamshire County Council’s Glen Scruby, Children’s Missing Officer. / 0115 8041045
Issues, perspectives, contexts and The following issues, perspectives, contexts and texts are prescribed for both Year 11 and Year 12. Issues and perspectives Issues Perspectives Young people and their relationships Students will consider relationships with family, their connections with friends and the influence of international popular youth culture on young people. Personal: individual identity Community: connections with Chinese-speaking communities locally, regionally and worldwide International: connections with the world as a global citizen. Traditions and values in a contemporary society Students will consider how the traditions and values of Chinese-speaking communities are maintained in multicultural environments and in a changing society. The changing nature of work Students will consider how advances in communication technologies and changes in expectations and aspirations affect future study and employment. The individual as a global citizen Students will consider a range of global issues, such as environmental concerns and the impact of global events on individuals and society. Chinese identity in the international context Students will consider the place of Chinese-speaking communities in the world, including migration experiences both locally and internationally. Contexts and texts The way language is used and its interpretation, vary according to contexts of language use. The contexts specified in this course also provide parameters from which to select texts, which provide students with a range of authentic examples of how language is used. It is necessary for students to engage with a range of authentic texts in Chinese, either in their original or adapted form, relevant to the content of the course. The following table shows texts aligned to the contexts. In school-based assessment and the external examination, students may be expected to produce and/or respond to the text types listed below. Contexts Texts (suggested alignment to contexts) Social and Community Settings: such as home, family, school, workplace, the Internet advertisement announcement application blog posting commentary description interview journal entry letter narrative account personal profile Contemporary Literature and the Arts film or TV program (excerpts) novel or play (extracts) poem review short story song Media: such as television, newspapers, radio, the Internet article commentary discussion interview recount report review speech/talk (scripted) Linguistic resources Grammar and characters
Sample assessment outline Chinese: First Language – ATAR Year 12 Unit 3 and Unit 4 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting When Assessment task Response: Listening 15% 7% Semester 1 Week 6 Task 1: The individual and the community Responding to spoken in Chinese, responses in Chinese and/or English 8% Semester 2 Week 6 Task 6: Chinese communities overseas Responding to spoken texts in Chinese, responses in Chinese and/or English Response: Viewing and reading 20% 4% Semester 1 Week 8 Task 2: The individual and the community Responding to unseen print texts in Chinese, responses in Chinese and/or English 4% Semester 2 Week 8 Task 7: Chinese communities overseas Responding to unseen print texts in Chinese, responses in Chinese and/or English 6% Semester 1 Week 14 Task 4: Youth culture Responding to seen print texts in Chinese, responses in Chinese and/or English 6% Semester 2 Week 14 Task 9: Global issues Responding to seen print texts in Chinese, responses in Chinese and/or English Writing in Chinese 15% 7% Semester 1 Week 12 Task 3: Youth culture Production of a written text of approximately 400 characters in Chinese 8% Semester 2 Week 12 Task 8: Global issues Production of a written text of approximately 400 characters in Chinese Written examination 50% 25% Semester 1 Week 16 Task 5: Semester 1 Examination – 3 hours, using the examination design brief from the syllabus 25% Semester 2 Week 16 Task 10: Semester 2 Examination – 3 hours, using the examination design brief from the syllabus Total 100% 100%
Sample assessment outline Chinese: Language – ATAR Year 11 Unit 1 and Unit 2 Assessment type and type weighting Assessment task weighting When Assessment task Spoken exchanges 10% 5% Week 7 Task 2: The individual and the community – the impact of a changing society on the individual and gender roles in today’s society. Interview with teacher (approximately 6 minutes). 5% Term 2 Week 4 Task 6: Global issues – economic growth and its impact. Interview with teacher (approximately 6 minutes). Listening and responding 15% 7% Term 1 Week 6 Task 1: The individual and the community – the impact of a changing society on the individual and gender roles in today’s society. Responding to spoken texts in Chinese, responses in Chinese and/or English. 8% Term 2 Week 11 Task 8: Perspectives on identity – adapting to new cultures (education, leisure, lifestyle). Responding to spoken texts in Chinese, responses in Chinese and/or English. Reading and responding 25% 13% Term 1 Week 14 Task 4: Youth culture – pressures on young people today and the place of education in young people’s lives. Responding to print texts in Chinese, responses in Chinese and/or English. 12% Term 2 Week 8 Task 7: Global issues – the impact of international influences on Chinese- speaking countries. Responding to print texts in Chinese, responses in Chinese and/or English. Writing in Chinese 20% 10% Term 1 Week 12 Task 3: Youth culture – pressures on young people today. Production of a written text of approximately 300 characters in Chinese. 10% Term 2 Week 13 Task 9: Perspectives on identity – adapting to new cultures and the maintenance of Chinese culture in cultural contexts. Production of a written text of approximately 300 characters in Chinese. Written examination 30% 15% Examination week Task 5: Semester 1 examination (2.5 hours) – a representative sample of the syllabus content reflecting the ATAR Year 12 examination design brief. 15% Examination week Task 10: Semester 2 examination (2.5 hours) – a representative sample of the syllabus content reflecting the ATAR Year 12 examination design brief.
中国人怎样庆祝端午节? How do Chinese people celebrate the Dragon Boat Festival? 屈原是谁？ Who is Qu Yuan? Celebrations 你还参加过中国人的其他庆祝活动吗？比如婚礼、生日会什么的？ Have you participated in celebrations, such as weddings or birthdays, within Chinese communities? 中国人的庆祝活动和澳大利亚人的有什么不同？ What differences are there between how Chinese and Australians celebrate? 中国人怎样庆祝春节? How do Chinese people celebrate the New Year? Food and gifts 谈谈中国人过节时喜欢吃的东西和喜欢送的礼物。 Talk about food Chinese people enjoy eating and the gifts they like to give during festivals.
Topic clarification for ATAR Written and Practical (oral) examinations In response to requests for further clarification regarding the interpretation of the Chinese: Second Language ATAR Year 12 Unit 4 topics – The environment and Current issues, the following clarifying subtopics will apply to the ATAR written and practical examinations from 2019. Learning context in syllabus Topic and description in syllabus Clarifying subtopics (Year 12 from 2019) The Chinese-speaking communities The environment Students explore current issues in relation to the environment in Chinese-speaking communities. Land pollution (waste) Water pollution Air pollution The changing world Current issues Students consider issues in the changing relevant to them. Impact of social media Smoking and alcohol Peer pressure Teachers are advised to use these subtopics to inform their teaching and assessment programs from Year 12 2019. A revised version of the Chinese: Second Language ATAR Year 12 syllabus (for use from 2019) that includes these subtopics is available on the course page . Use of grid/square paper in the ATAR written examination Teachers of the Chinese: Second Language ATAR course are advised that from 2019, lines will be replaced by grid/squares in Section Three: Written Communication of the written examination. A revised version of the Chinese: Second Language ATAR Year 12 syllabus (for use from 2019) that reflects this design brief change is available on the course page . A sample of the grid/squares (1.3cm by 1.3cm) is shown on the next page.
The cross-curriculum priorities address the contemporary issues which students face in a globalised world. Teachers may find opportunities to incorporate the priorities into the teaching and learning program for the Languages. The cross-curriculum priorities are not assessed unless they are identified within the specified unit content. Across the Western Australian Curriculum: Languages, the Aboriginal and Torres Strait Islander histories and cultures priority provides opportunities for students to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures. Students will understand that contemporary Aboriginal and Torres Strait Islander communities are strong, resilient, rich and diverse. The knowledge and understanding gained through this priority will enhance the ability of young people to participate positively in the ongoing development of Australia. In the curriculum students are provided with opportunities to develop an understanding of concepts related to the linguistic landscape of Australia and to the concepts of language and culture in general and make intercultural comparisons across languages, including Aboriginal and Torres Strait Islander languages. Across the Western Australian Curriculum: Languages, students are able to learn the languages of the Asian region, learning to communicate and interact in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Asian cultures. In all the languages, the priority of Asia and Australia's engagement with Asia provides opportunities for students to develop an appreciation for the place of Australia within the Asian region. They learn how Australia is situated within the Asian region, how our national linguistic and cultural identity is continuously evolving both locally, regionally and within an international context. The curriculum also provides students with opportunities to engage with a range of texts and concepts related to: Asia and Australia’s engagement with Asia the languages and cultures of Asia people of heritage who reside in Australia. Across the Western Australian Curriculum: Languages, the sustainability priority allows students to develop knowledge, skills and understanding sustainability within particular cultural contexts. This is crucial in the context of national and international concerns about, for example, climate change, food shortages, and alternative ways of caring for land and agriculture, social and political change, conservation and how language and culture evolve. Through developing a capability to interact with others, negotiating meaning and mutual understanding respectfully and reflecting on communication, students learn to live and work in ways that are both productive and sustainable. For the purposes of the Languages syllabuses, the following definitions will apply
Appendix 6 Essential contacts Name and role: Address, telephone and email address School designated senior person Mrs Judith Driver Tel 01543 452327 Mobile 07847 611592 Headteacher Mrs Judith Driver Tel 01543 452327 Mobile 07847 611592 Nominated governor Mrs Cheryl Couchman Mobile: 211867 Deputy designated senior person Mrs Julie Turner 01543 452327 Mobile:07846 265189 Local authority designated officer (LADO) Mr Alan Hassell Direct line: 01922 - 654040 Mobile: 07432 422205 Head of Service Safeguarding Mr Tony McGregor 019220658354 Mobile: 07983 612585 Email: McGregorA@walsall.gov.uk Multi Agency Screening Team (MAST) Euston Copeland Principal Social Worker 01922 652501 Mobile: 07961 092079 CopelandE@walsall.gov.uk Local authority human resources Mrs Primula Paul 01922 655709 Mobile: 07944 279916 Email: PaulP@walsall.gov.uk Early Help Isabel Vanderheeren Strategic Lead 01922 714966 Mobile: 07534 176403 Email: VanderheerenI@walsall.gov.uk Out of duty team Emergency Response Team 0845 111 2922 Health authority School Nurse: Sarah Burt 01543 454117 CAMHS Freephone: 0300 555 0535 E-mail: Specialist Services (Family Placement) 0845 111 2834 Specialist Services (Safeguarding Children) 0845 111 2837 Specialist Services (Pinfold Adoption Team) 0845 111 2839
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer Strand Communicating Sub-strand Socialising Informing Creating Translating Reflecting Content Description Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities Take action, resolve issues, make shared decisions and organise shared experiences Locate and compare factual information from different sources about different communities and lifestyles Plan and present key points of information to familiar audiences Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the storyline, characters and themes Create short narratives to express the experiences, thoughts and emotions of individuals in imagined contexts Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context Reflect on the benefits of learning Chinese and English Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Strand Understanding Sub-strand Systems of language Language variation and change Role of language and culture Content Description Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression Recognise and apply conventions of personal texts and compare textual features of different texts Differentiate key features and apply rules for expressing meanings in spoken and written modes in diverse contexts Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English Explore particular cultural meanings conveyed in everyday interactions across languages Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # See next page for Achievement Standards and Assessments section
Child records form checked for management sign off YES NO COMMENT: Children’s interest record completed YES NO COMMENT: Agreement for medical treatment form completed YES NO COMMENT: Allergy form completed YES NO COMMENT: Booking form complete YES NO COMMENT: on any special care and attention completed YES NO COMMENT: Parental consent for medicine complete YES NO COMMENT: Copy of immunisations received YES NO COMMENT: Date of trial in the nursery COMMENT: End date in nursery COMMENT: ADDITIONAL COMMENTS
Skills Verbal and nonverbal communication Articulates a complex understanding of cultural differences in verbal and nonverbal communication (e.g., demonstrates understanding of the degree to which people use physical contact while communicating in different cultures or use direct/indirect and explicit/implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences. Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences. Identifies some cultural differences in verbal and nonverbal communication and is that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding. Has a minimal level of understanding of cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding. Attitudes Curiosity Asks complex questions about other cultures, seeks out and articulates answers to these questions that reflect multiple cultural perspectives. Asks deeper questions about other cultures and seeks out answers to these questions. Asks simple or surface questions about other cultures. States minimal interest in learning more about other cultures. Attitudes Openness Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/his interactions with culturally different others. Begins to initiate and develop interactions with culturally different others. Begins to suspend judgment in valuing her/his interactions with culturally different others. Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change. Receptive to interacting with culturally different others. Has difficulty suspending any judgment in her/his interactions with culturally different others, but is unaware of own judgment.
K-5 Monday Tuesday Wednesday Thursday Friday 9:00-9:30 Word Wall Intro new words (15min) Shared Read (15 min) Word Wall Activity (5 min) Making Words (25 min) Word Wall Activity (5 min) MW - Sort and Transfer(25 min) Word Wall Activity (5 min) Shared/Modelled Write (25 min) Word Wall Test (15 min) Writer’s Workshop (15 min) 9:30-10:00 Shared/Modelled Write Writer’s Workshop Writer’s Workshop Guided Reading/ Daily Five Writer’s Workshop 10:00-10:30 Guided Reading/ Daily Five(WW, Writing, Ind. Rdg) Guided Reading/ Five(WW,Writing, Ind.Rdg) Writer’s Workshop Guided Reading/ Five Guided Reading/ Daily Five 10:30-10:45 Recess Recess Recess Recess Recess 10:45-11:45 Math Math Math Math Math 11:45-12:30 Lunch Lunch Lunch Lunch Lunch 12:30-12:45 Shared Read/Read Aloud Shared Read/Read Aloud Shared Read/Read Aloud Shared Read/Read Aloud Shared Read/Read Aloud 12:45-1:15 ELA Science/SS Science/SS Science/SS Science/SS 1:15-1:45 PE Science/SS Science/SS Science/SS Science/SS
Risk Assessment Risk Existing Management strategies or internal controls Likelihood Consequence Current risk assessment New risk management controls or internal controls Who is responsible? Residual risk No organisational culture of child safety- child abuse tolerated, hidden from public. safety code of conduct, embedding culture of child safety Possible Severe Extreme Staff induction and annual awareness training, inclusion of obligation in staff position descriptions, policy and procedure for managing child safety, performance management procedures, reporting procedures Principal and Chair of School Governing authority Low Recruitment of an inappropriate person – inappropriate behaviour WWCC or Victorian Institute of Teaching registration Unlikely Major Medium Criminal history search, online searches (Google, Facebook etc), reference check includes asking about child safety Principal Low
In relation to compliance with the Victorian Child Safe Standards, verify the measures below that your organisation currently has in place. If your organisation has direct care or supervision of children or stores information/data about children, use the first column and verify the measures currently in place. If your organisation has incidental contact only with children, use the second column and verify those measures currently in place. Please note that documented evidence of these measures may be requested during the evaluation process. Organisation has Direct Contact with Children and/or is Storing Information Organisation has Incidental Contact with Children Incidental Contact Examples of measure Standard 1 There is an organisational culture of child safety, including through effective leadership arrangements Management Committee/ Board has a designated Child Safety Officer / Committee Yes / No Not required Child Safe Training is a requirement for Management Committee/ Board member Yes / No Not required Child Safety is a standard agenda item on meetings Yes / No Standard 2 There is a child safe policy or statement of commitment to child safety There is a Child Safe Policy or statement of commitment to child safety Yes / No Yes / No Yarra Ranges Council’s has been read and understood The Safe Commitment /Policy Statement are displayed in a visible location for staff/volunteers/ service users to see. Yes / No Standard 3 A code of conduct sets expectations for There is a code of conduct that establishes clear expectations of staff and volunteers for appropriate Yes / No Not required
If you need mental health, behavioral health, or substance abuse services Outpatient services Office Visit $25/visit Other Outpatient 15% coinsurance Office Not covered Outpatient Not covered Office --------none-------- Other Outpatient --------none-------- Inpatient services 15% coinsurance Not covered Pre-authorization required If you are pregnant Office visits $25/visit first 1 visit then 15% coinsurance Not covered Maternity care may include tests and services described elsewhere in the SBC (i.e. ultrasound). Childbirth/delivery professional services No charge Not covered Childbirth/delivery facility services 15% coinsurance Not covered If you need help recovering or have other special health needs Home health care 15% coinsurance Not covered 120 visits/benefit period for Providers including private duty nursing. Rehabilitation services $35/visit Not covered 60 visits for Physical, Occupational and Speech Therapy combined/benefit period for Providers. Habilitation services $35/visit Not covered 60 visits for Physical, Occupational and Speech Therapy combined/benefit period for Providers. Habilitation visits count towards your rehabilitation limit. Skilled nursing care 15% coinsurance Not covered 120 days limit/benefit period for Providers. Durable medical equipment 15% coinsurance Not covered --------none-------- Hospice services 15% coinsurance Not covered --------none-------- If your child needs dental or eye care Children’s eye exam No charge Not covered --------none-------- Children’s glasses Not covered Not covered --------none-------- Children’s dental Not covered Not covered --------none-------- Excluded Services & Other Covered Services: Services Your Plan Generally Does NOT Cover (Check your policy or plan document for more information and a list of any other .)
ATTACHMENT 1 Child protection risk assessment A child protection risk assessment process helps in the identification of the potential for child abuse in the service, and enables appropriate strategies to be developed to minimise risk. It is important to create awareness among employees, contractors, visitors and volunteers of possible risks to children from abuse, and how to implement a range of strategies to protect children from these risks. Risk factors Level of risk to children Strategies to reduce risk Evaluation e.g. Appointment of a sex offender High Recruitment processes Recruitment processes have been developed that include running all relevant criminal history and working with children related checks. Opportunities for a child to be isolated within the program/premises Opportunities for a child to be taken away from the program/premises Close physical contact with an adult other than an educator Physical environment High staff turnover Limited staff turnover (with little outside scrutiny of the program) Unauthorised access by other people to the service (such as strangers or non-custodial parents) Staff not recognising signs of abusive behaviour Staff not raising concerns/suspicions of abuse Low levels of awareness of child protection issues Low levels of commitment to preventing abuse by management/staff Lack of appropriate incident management procedures Access to multimedia and information technology
Organization Web Site Iowa Department of Services (annual reports) http://www.dhs.state.ia.us/Partners/Reports/PeriodicReports/HawkI/HawkiAnnual.html Centers for Medicare and Medicaid Services https://www.cms.gov/MedicaidBudgetExpendSystem/02_CMS64.asp#TopOfPage Hawk-i http://www.hawk-i.org/ Kaiser Family Foundation (state health facts-CHIP) http://statehealthfacts.org/comparecat.jsp?cat=4&rgn=6&rgn=1 Department of Health and Services http://www.medicaid.gov/index.html Health Resources and Services Administration
CHIROPRACTIC ASSOCIATES CLINIC 1127 LAKEWOOD NORTH, REGINA, SK S4X 3S3 ∙ PH: (306) 924-5300 ∙ FAX: (306) 924-5252 EMAIL: cac.north@accesscomm.ca
PatientName Date Medical Conditions: (Check all that apply to you) Arthritis ⁫Cancer ⁫Diabetes ⁫HeartDisease Hypertension ⁫PsychiatricIllness ⁫SkinDisorder ⁫Stroke Surgeries: (Check all that apply to you) Appendectomy ⁫Cardiovascularprocedure ⁫Cervical JointReplacement ⁫Prostate ⁫Lumbarspine⁫GallBladder Brain ⁫Shoulder ⁫Thoracicspine ⁫Knee CarpalTunnel ⁫Gastro-intestinal ⁫Uro-genital ⁫Hernia Other Allergies: (List any allergies) Social History: (Check all that apply to you) Caffeineuse: ⁫ occasional ⁫ never DrinkAlcohol: ⁫ occasional ⁫often ⁫never Exercise: ⁫ occasional⁫often ⁫ never TobaccoUse: ⁫ occasional ⁫ often ⁫ neverSleep: Hours pernight= Stress Level: High Moderate Low None Family History: all that apply) Arthritis: ⁫ Parent ⁫SiblingCancer:⁫Parent ⁫SiblingDiabetes: ⁫ Parent ⁫SiblingHeart Disease ⁫ Parent ⁫ Sibling Hypertension ⁫ Parent ⁫ SiblingStroke ⁫ Parent ⁫SiblingThyroid ⁫ Parent ⁫SiblingOther
CHIS CAREGIVING LTSS WORKGROUP Summary Memo of Recommendations 07/31/18 CHIS 2019-2020 CAREGIVING LTSS WORKGROUP Workgroup Coordinators Kathryn Kietzman, PhD Royce Park, BS Research Scientist CHIS Assistant Director UCLA Center for Health Policy Research Survey Planning and Operations Workgroup Members Carolyn A. Mendez-Luck, PhD, MPH Associate Professor College of Public Health and Human Sciences Oregon State University Jasmine Lacsamana, MPH Program Associate Archstone Foundation Kathleen Kelly Executive Director Family Caregiver Alliance National Center on Caregiving Lynn Friss Feinberg, MSW Senior Strategic Policy Advisor AARP Public Policy Institute Donna Benton, PhD Family Caregiver Support Center University of Southern California Gary Passmore President Congress of California Seniors Susan DeMarois California Director of Government Affairs Alzheimer's Association Ladson Hinton, MD Professor and Director of Geriatric Psychiatry Department of Psychiatry and Behavioral Sciences University of California, Davis Nina Weiler-Harwell, PhD Associate State Director AARP California
from 5 to 9 words (average 7 words) when people listen or see once. Though sometimes working memory is called short-term memory, Atkinson and Shiffrin, (1971) stated memory means ”A short-term store room of information” and working memory means “The memory of information processing function”. 1.5.2. Long-term memory Theoretically, the capacity of long term memory could be unlimited. It can last for a few days or more many years. In long-term memory, there are some kinds of memory like episodic memory and semantic memory which are examples of declarative memory. Declarative memories can be recalled and told to others, whereas procedural memory cannot. Declarative memory refers to an episode or fact of memory, and the memory that memorized with physical experience like the way of something, the rule is included procedural memory. Among some memories, episode memory is detailed and unforgettable. Tulving (1972) advocated that the memory which is related to a specific date or place is called ‘Episodic memory’ like the memories of our childhood. For example, I recall reading an English book with friends at café in front of station after the exams in March. The memory which isn’t related to is called ‘semantic memory’. That is knowledge memory and opposition to episode memory. Examples of this include knowledge of words, dates, places, faces, and so on. He also distinguished between long-term memory; Declarative memory, Procedural memory. Procedural memory is a memory which is formed by people ha
person should be given what kind of feedback according to their personality. This may help them to improve their English skill effectively. 3.7 Further research To follow up this research, there are some ideas. First, the researcher could ask the subject’s English level which may be related to the feedback type, Secondly, we should focus on understanding more about their personality and feedback preferences. The researcher could have asked some questions regarding their personality and their learning style in the questionnaire, to find the relationship between feedback type and personality and can find which personal type learner suits each feedback. The researcher could then compare the results with more categories, and can find best feedback for each learner. 3.8 Conclusion From this experiment, it can be said that the subjects were affected by some eternal sources. When learning a language, they seek feedback about their working from their teachers, because this helps them confirm it and motivates them. Teacher’s praise and criticism influences students and is reflected in their work. That is, they can know their good points and errors and they feel good or bad according to the teacher’s response. There are some types of subjects who had higher score than the second test and who did lower score. However, in this experiment the subjects who were given positive feedback got better results. Though there are a few people who got better score in the negative feedback group, in those cases they were given their favorite
Is Sexual Exploitation identified as a CURRENT issue for this child? Yes – Confirmed Yes – Suspected Not of concern Chronology of missing / unauthorised absence episodes Date Details of Incident – to include outcome of return to home interview Length of Time Missing Risk Management Details of Risk Management Strategy in place. Risk Management Arrangements: List of meetings, dates and agencies attending. Name / Designation of People Contributing to the Protection / Support Plan: Name (Please Print) Designation/Role 1. Parent / Carer / Keyworker 2. Social Worker 3. PSNI Officer / PPU Please add / delete rows as required Signed: _________________________ Date: _________________ _________________________ Date: _________________ _________________________ Date: _________________ Child Sexual Exploitation Risk Assessment (Appendix 1a) Name of Child Date of Birth Gender M / F Name of Worker Completing Assessment Date of Assessment: Parent / Guardian Details Legal Status:
Consortium agreement principles (Indicative section length: ½ page) Describe the consortium agreement principles (partner’s rights and duties, IPR management) Data management (Indicative section length: 1 page) If data is acquired or produced in the framework of the project, describe its content and management (type, sources, annotations, quantities, formats, legal aspects, tools, documentation, quality assessment…). Describe in particular any specific effort to make the data reusable and sustainable. Access to external infrastructures (Indicative section length: ½ page) Describe any significant facilities and large equipment available to the consortium to perform the project. Link with ongoing projects (Indicative section length: ½ page per project partner) For each partner indicate (if applicable) the ongoing projects linked to the proposal topic, and their funding sources. Financial plan (Indicative section length: 2 pages) Describe the resources to be committed, per project partner and per category. The categories include: Personnel, Consumables, Equipment, Travel, Subcontracting, Provisions, Licensing fees, other. Each elementary cost should appear clearly and be duly justified. The
regulated by labor agreements and the standard provided shall not be lower than the mandatory requirement of Liberia. Chinese investment in Tanzania has created jobs and help improve the living standard of Tanzanian. For instance, while visiting the factory owned by the Chinese investor under Export Processing Zone(EPZ), the Prime Minister was impressed with the investment and thanked Chinese investor for investing in the country and creates more jobs. According to Chinese ambassador to Tanzania there more than 600 Chinese companies operating in Tanzania and have created more than 150,000 direct employment. However, ILO documented evidence that shows that in most EPZ labour standards are not adequately implemented by investors. Moreover, It is important for the government to adopt a legal framework that will benefit both Tanzanian and Chinese investors by outlining the conditions for the development of the zones. The best approach is the government to be the shareholder and be able to attend the board meetings and make decisions with Chinese investors. In order to safeguard the interest of Tanzanian working in the different sectors stated above against working long hours, the government should consider providing an inspection system to make sure Chinese investors are complying with the Tanzania laws. The case in point is the Sun Shine Mining Limited owned by Chinese investor where it was found that most workers lacked safety gears and medical services and did not have residence and working permit as required by the labour law. Moreover, government authorities found more than 50 Chinese workers were working as chefs, welders, and drivers while these jobs could have been done by Tanzanian. Moreover some Tanzanian have protested against low salary paid by Chinese investors, for instance, one contractor paid Tanzanian 5000 Tsh per day as opposed to 12,500 Tsh per day.
What colour is the box in a commercial aeroplane? Answers 116 years: 1337 – 1453 Ecuador Sheep and Horses November Squirrel fur Dogs Albert Crimson New Zealand Orange SENIOR MOMENTS EXPLAINED Bridie Stevenson has passed on this amusing piece about the occasional absent-minded episodes we all experience. ‘Brains of older people are slow because they know so much. People do not decline mentally with age, it just takes them longer to recall facts because they have more information in their brains, scientists believe. Much [as] a computer struggles as the hard drive gets full, so too do humans take longer to access information when their brains are full. Researchers say this slowing down process is not the same as cognitive decline. The human brain works slower in old age, said Dr. Michael Ramscar, but only because we have stored more information over time. The brains of older people do not get weak. On the contrary, they simply know more. Also, older people often go to another room to get something and when they get there, they stand there wondering what they came for. It is NOT a memory problem; it is nature's way of making older people do more exercise.’ Recipients are asked to forward this to friends, if they can remember their names. PICTURE GALLERY GONE WEST Willie and Myra Dyer spent Christmas in Western Canada, and saw these impressive lights at Calgary Zoo. Willie explains that, although there seems to be nobody there, it was in fact very well attended. The use of a slow shutter speed for night shots causes moving people to disappear. Willie was unable to resist the two old Chevys pictured below. One for the petrol-heads, he reckons. EVENTS DAY DATE EVENT CONTACT Thursday 29th January Art Appreciation Group outing to Kelvingrove Linda Davidson, #### ### #### email Wednesday 18th February Monthly Meeting at St John’s Church Hall, Barrhead Dr Maureen Park – Art Treasures in Kelvingrove Bridie Stevenson, #### ### #### email
I-NOTE NO. NAME DELIVERY ADDRESS 16 Tehsildar Chitrakoot NIC Computer Center,C/o D.M., Collectrate office,Karwi,Tehsil-Karvi Sadar,Dist-Chitrakoot. 138 Mau Tehsil Office , MauTehsil, Dist -Chitrakoot . 351 Mau Tehsil Office , MauTehsil, Dist -Chitrakoot . 657 Manikpur BDO ,Manikpur Karvi SadarTehsil, Dist -Chitrakoot 658 Pahari BDO ,Pahari Karvi SadarTehsil, Dist -Chitrakoot 659 Ram Nagar BDO ,Ram Nagar Block, MauTehsil, Dist -Chitrakoot 1011 Zila Viklang Kalyan Adhikari, Vikas Bhawan,Near-zila adhikari campus,kachehri Parisar smt.Vinita 1120 District Employment officer, C/o NIC District Centre, C/o D.M., Collectrate office Karwi 1152 Zila Parivecha Adhikari, Collectrate Parisar Ramesh Chandra 1260 Zila Samaj Kalyan Adhikari, Vikas Bhawan,Chitrakoot N.P Mishra
Key Stakeholders Consumers Agencies (DCF, ESD, HHS, OEO, DMH, DOL, ADAP, DoC, VHA, Voc Rehab) VA Other Federal Funders (HUD, SAMHSA) City Government Town Government Police Hospitals (Fletcher Allen) Schools CVOEO COTS Pathways Howard Center Lund Safe Harbor A New Helping Women Champlain Housing Trust Hunger Free Vermont Veterans Inc. Vermont Veterans Services VCIL Vermont Cares Vermont Interfaith Spectrum Housing Authority (Burlington and Winooksi) Faith Based Agencies and Churches JUMP United Way Food Shelf Salvation Army Goodwill Vermont Refugee Resettlement RESOURCE AALV CVAA Phoenix DISMUS (?) Libraries Private Foundations Child Care System Components Outreach Shelter Transitional Housing Motel/Temporary Emergency Shelter Prevention Permanent Affordable Housing Permanent Supportive Housing Supportive Services Healthcare Food Drop-In Re-Entry and Discharge Services Rental Subsidies Utility Mental Health Substance Abuse Job Training Legal Services/Tenant Rights Education Life Skills DV Services Unaccompanied Youth Services Social Support Financial Literacy Child Care Transportation Sources of Information Point in Time Count
DF-01 Mesh W900xH1,200 DF-02 Catalogue Holder I W300xH1,500 DF-03 Catalogue Holder II W270xH1,400 E-01 Refrigerator A 80L B 150L E-02 Dispenser W350xD350xH900 ₩20,000 ₩45,000 ₩20,000 A ₩55,000 B ₩85,000 ₩50,000 E-03 Air Cleaner E-04 Coffee Maker FD-01 Stand Hanger FD-02 Spec Stand A3 Size FD-03 Hanger W1,000xH750~1,200 ₩55,000 ₩35,000 ₩15,000 ₩55,000 ₩20,000 FD-04 Guard Rail I FD-05 Guard Rail II W1,200~2,000xH950 FD-06 Waste Basket FD-07 Acrylic Platform FD-08 Tall Cabinet W900xD600xH750 ₩20,000 ₩30,000 ₩8,000 ₩200,000 ₩130,000 FD-09 Mirror I W350xH1,600 FD-10 Sink Unit W900xD550xH880 ₩20,000 ₩55,000 Audio Visual Equipment Prices listed are for the duration of the exhibit show. Product image may differ from actual product. Please contact the office if you would like to rent an item that is not listed here. A. Projectors & Screens AVP-01 LCD Projector (1 day) 4,000 ANSI, 1,024 x 768 pixels Dimension(W X H X D): 350x97x277mm Weight 3.5kg AVP-02 LCD Projector (1 day) 5,000 ANSI, 1,024 x 768 pixels Dimension(W X H X D): 489x164x435mm Weight 9.7kg AVS-01 Screen 60"x80" 152x203cm Screen Only ₩190,000 ₩230,000 ₩50,000 B. Flat Screen Monitor / Stand
A= degrees of freedom is 1 B= 12.33 C= no…null is rejected. A= 0.26 B= No, data is NOT significant A= 7.14 B= ~94% data is NOT random C= Yes, independent assortment and segregation IS occurring b/c these are random processes and data is due to chance (null is accepted) A= 8.34 B= ~ 96% chance that data is NOT random C= Alternative hypothesis IS accepted A= 1.4 A= Null is accepted B= 1.13 C= ~0.55=p A= No, genes did NOT undergo independent assortment and segregation B = b/c the null is rejected and data is NOT random C= 8.03 A= Coin toss is NOT biased B= the p value is not 5% (almost but not quite) or less chance that data is random so the deviations between “O” and “E” are solely due to chance. C= 2.88 A= 24.96 B= YES, the data is VERY significant because you reject the null and the change in fish number is NOT due solely to chance. A= 6.00 B= Reject null because there is ~2% chance that data is due to chance. C= The data IS significant. D= ~98% chance that data is NOT random. (p= ~2%) TOTAL SCORE: _______/ 5
RIPRAP BASIN CHECKLIST Route Project No. Designer Date Reviewer Date DESIGN VALUES (IDM Figure 203-2M) TRIAL 1 FINAL TRIAL BASIN DIMENSIONS FEET Equivalent Depth, dE Pool length is the larger of: 10hS D50/dE 3Wo D50 Basin length is the larger of: 15hS Froude No., Fr 4Wo hS/dE Approach Thickness 3D50 hS Basin Thickness 2D50 hS/D50 2 < hS/D50 < 4 TAILWATER CHECK DOWNSTREAM RIPRAP (IDM Figure 203-2N) Tailwater, TW L/DE L VL/Vo VL D50 Equivalent depth, dE TW/dE IF TW/dE > 0.75, calculate riprap downstream using IDM Figure 203-2N DE = (4Ac/π)0.5
What you advise as your primary area of expertise or specialist knowledge base? What other areas of experience do you have? – please choose a maximum of 5 Additional areas of experience ☐Medicine ☐Operating Theatres ☐Health & safety ☐Surgery ☐Critical care ☐Radiology ☐Maternity ☐Emergency care ☐Oncology ☐Paediatrics ☐Clinical risk ☐HR ☐AHP ☐Governance ☐Mental health ☐Hotel services ☐Pharmacy ☐Addiction services ☐Community (GP) ☐Learning disabilities ☐Risk management ☐Community (Nurse) ☐Care homes ☐other If other, please state Why would you like to become a CHKS surveyor? Please provide the name and contact details of a referee. Thank you. On completion please save and email a copy of this form to together with a copy of your CV. CHKS use only ☐ A ☐ D