zilongwang/ReadingBank huggingface dataset:
Objective #4: What happens when you nuke a city? on the following to gain access to the nuke simulator. Enter Joliet, IL, and test three bombs to see what the damage would be. List the three bombs (no asteroid impact) that you simulated and circle which was the most destructive. Write a short paragraph explaining what wind speed and direction has to do with fallout using examples from your simulations. Remember, to change wind patterns, click on the fallout button multiple times (Yes, you will be comparing blasts) 6-8 sentences. Objective #5: Understanding Nuclear Blast Damage Click on the PBS , read, and use the information to answer the following questions. Open up the 1 Megaton Surface Blast. Write down quick notes about each zone/circle of pressure damage. Open the 25 Megaton air blast. Write down quick notes about each zone/circle of pressure damage. After analyzing the notes, explain which type of detonation is more frightening to you and why. Short Paragraph. 6-8 sentences Objective #6 : Panic Quiz You don’t have to complete the entire if you don’t want to…it does take time, but looking at the questions and the activities it is asking the quiz taker to do, answer the following question: “What do you think the quiz really measures?” Discuss your thoughts in a short paragraph 4-6 sentences that uses evidence for support. Objective #7: Bigger Bombs = Bigger Bunkers Read the selections in this as well as the interview with the “keeper” of the Greenbriar bunker. In bullet points, list five reasons why you think the American public might be upset when they learned about its existence in 1992. Objective # 8: Synthesis On a separate sheet of paper, and using the following sources, write a FAT paragraph (10-12) sentences that explains what the effects of a nuclear incident occurring in Chicago with an Mk28 1.4 megaton bomb would be for residents of Joliet. Be sure to include citations for any information gained from those sources with parenthetical citations. Source 1 – Event Simulator - Source 2 – Effects of a Nuclear Explosion - Source 3 – Nuclear Blast Damage (all 3) -
-- Paula Santana Professor of Geography University of Coimbra Faculty of Arts and Humanities | Department of Geography and Tourism Colégio de São Jerónimo • Largo D. Dinis | 3004-530 COIMBRA • PORTUGAL Phone: +351 239851349 Email:
Practice with Individuals, Families, and Groups “Termination with Individual Clients” Washington University in St. Louis, School of Social Work October 2017 Guest Lecturer Research Methods “Qualitative Methods” Washington University in St. Louis, School of Social Work April 2017 Lecturer Economics of Social Welfare “Economics of Mental Health Services” Washington University in St. Louis, School of Social Work February 2017 Guest Lecturer Health Theory and Behavior Course “Motivational Interviewing” Additional Clinical Training 2014 Columbia University Clinic for Anxiety and Related Disorders Program: and Adolescent Cognitive Behavioral Therapy Training 2014 Columbia University Center for Psychoanalytic Training and Research Program: Child and Adolescent Psychodynamic Psychotherapy (3-year program) 2013 Jewish Board of Child and Family Services Program: Loss & Bereavement Group Model Certification 2012 Columbia University Program: Seminar in Field Instruction Certification (training to oversee New York graduate social work students in field placement) 2008 Savannah Family Institute Program: “Parenting with Love and Limits” Certification (parent training intervention curriculum) 2006 Why Try Program: “Why Try” Certification (at-risk youth intervention curriculum) 2006 Utah Courts Alternative Dispute Resolution Program: Court Roster Domestic Mediation Certification Program: Parent/Teen Mediation Certification Program: Court Roster Basic Mediation Certification Academic/Professional Service Research and Professional Development Chair Nov 2017 – Nov 2020 Association of Behavioral and Cognitive Therapies Passing Score Study Panel May 2017 Association of Social Work Boards Dissemination of Evidence-based Practices Committee Oct. 2016 – Current
Skocpol, T. 1979 Stats and Social Revolutions, Cambridge UK, Cambridge University Press Tenbensel, T. 2006 Policy knowledge for policy work in H.K. Colebatch (ed.) The Work of Policy: an international survey, Lanham MD, Lexington Books, pp. 199-215 Torfing, J. 2014 The European Governance Debate: towards a new paradigm ?, Policy and Society 33: Truman, D. 1951 The Governmental Process, New York, Weick, K. E. 1979 The Social Psychology of Organizing, Reading MA, 2nd ed. Yanow, D. 1996 How Does a Policy Mean ?, Washington DC, Georgetown University Press
Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Extent of Resection Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poorly understood resection margins and extent of nodal tissue excision Fair understanding of margins and extent of nodal resection Excellent understanding of resection margins and extent of lymph node excision Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA Prevention of Contamination Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA Poor utilization of measures to prevent peritoneal contamination Aware of measures, but utilized somewhat inefficiently Excellent understanding and utilization of measures to prevent intraperitoneal contamination Substantial Direction 1 2 Some Direction 3 4 Minimal Direction 5 NA General Criteria Instrument Handling Poor 1 Fair 2 Good 3 Very Good 4 Excellent 5 NA
Towards the end of the stage we passed some old mine workings and the ruins of an abandoned village. Finally, the next camp and the inflatable arch of the finish line came into view across a flat rocky plain – just another 2km. As I crossed the line Patrick Bauer greeted me and placed the finishers medal around my neck; he did the same with all the finishers. That evening we were treated to another cold Coca-Cola (or beer if you wanted one). The race had now finished. I came in 559th and Keith 695th STAGE SIX The final stage on Saturday morning was in aid of a children’s school in Morocco, but did not count towards the overall finish positions but had to be done or you would be disqualified from the final rankings. It was only about 7km and all across some sandy dunes which were almost orange in colour. Hardly anyone ran – the idea was that we should all complete it roughly together. Everyone was in a relaxed mood at the start with their medals already won and just a short (maximum two hours) stretch of desert to cross. Some people’s feet were so bad by this stage they had been given crutches to help them walk. After finishing the stage we boarded coaches and were transported back to Ouarzazate – it took us 6 hours to get back. A longer journey than a week earlier as we had covered 150 miles on foot over the last 7 days! We than had two nights in a 5-star hotel, the Berbere Palace with buffet breakfasts and evening meals where we could eat as much as we wanted to try and regain all the weight we had lost in the course of running across the Sahara. And finally, a note about the Official Guinness world record running the London Marathon in Ski Boots. After a lot of pain and water during the hottest London marathon on record; 5h 52 minutes later the GWR certificate was presented. Unfortunately, the Ski boots are no-longer usable for skiing and fortunately no longer usable for running.
LMI individuals, families or communities. Commercial real estate Corporate real estate Schedule B Mortgage Loans. Most investments reported in this category are commercial mortgages on property located in LMI census tracts. However, residential mortgages where the housing provided would qualify as affordable housing, as defined, would also qualify. Commercial Mortgage Residential Mortgage Schedule BA Other Long-Term Invested Assets Owned. The California portions of all LIHTCs and NMTCs qualify. Other qualifying investments include Private Equity, Joint Ventures, limited partnerships and limited liability company investments in funds that provide capital for community development purposes benefiting California LMI people or communities. Limited Partnerships Or Limited Liability Company Or Joint Venture Private Equity Funds Venture capital funds Mezzanine financing Leveraged buyout (LBO) funds Fund of funds Real Estate Funds Other liquid asset classes Distressed debt funds Hedge Funds Schedule D All Long-Term Bonds and Stocks Owned Municipal Bonds Other Bonds, Notes and Debt Obligations Certificates of Deposit
Health Care, Care Services or other Community Facilities Bonds Only bonds where the beneficiaries of the financed facilities are LMI people or communities and/or projects offering energy efficiency improvements or generation. Economic Development: The following table shows examples of economic development investments and qualifying geographic locations. Economic Development Table Type of Investment Location of Business or Property Investments in or Loans to a Business – Usually some portion of the business would have an address meeting the location requirement. LMI census tracts. Commercial Real Estate: - Real Estate Owned (Schedule A) - Commercial Mortgages (Schedule B) LMI census tracts. Investments in organizations qualifying for tax credits under the New Markets Tax Credit (NMTC) program (Schedule BA) or projects offering energy efficiency improvements or generation. Anywhere in California Certain Bonds See California Municipal Bond Table APPENDIX IV Schedule Name Performance parameter Example benchmark Schedule A Capitalization rate; ROI (return on investment); Gross Rental Yield Third party survey data, example: RealtyRates.com™ Investor Survey Cap Rate Indices
Coliseum Keyboard Coliseum Staff must power up big scoreboard and enable computer. Keyboard connects with scoreboard via network. Recommend you confirm keyboard is online as early as possible before your game. Enter Team Names: Press Menu Press up arrow until Roster -> Guest is displayed and hit enter Slide out overlay on the scoreboard exposing a keyboard Type in Guest team name and press enter Type in Guest team abbreviation and press enter Replace scoreboard overlay Press Menu and repeat process for Home team Enter Game Time: Press “Set Main Clock” Enter game time on numeric keypad and press “Enter” Start Clock: Press Green “Start” button Stop Clock: Press Red “Stop” button Score: Press “Score +1” or “Score -1” on Guest or Home keypad. Enter Penalty: Press Player Penalty on Guest or Home keypad Enter Player number Press enter for default time or enter penalty time on numeric keypad and press “Enter” Press “Enter” Clear Penalty: Press “Delete Penalty” on Guest or Home Keypad Follow prompts to select and delete penalty (Did not capture specific keystrokes. Will update) Clear All Penalties: Press “Clear All Penalties” on Guest or Home keypad Press “Enter” for Yes or “Clear” for No on numeric keypad
2018/2019 Collab Room Allocation Room Gr 8 C233 A – Ca B217 Ch – D B213 E – G C232 H – J B218 K – Li B312 Lo – N C231 O – Sh B318 Si – T B219 U -Z Room Gr 9 B212 A – Ce C329 Ch - Di B313 Do – G C332 H – Ki C328 Kl – Li C331 Lo – O C330 P – Si B308 Sk – U B307 V – Z
References Bozarth, J. (2010). Social media for trainers: techniques for enhancing and extending learning. [Adobe Reader]. Retrieved from Heilmann, C. (2014, October 14). Put social back in social media [Video file]. Retrieved from https://www.youtube.com/watch?v=gnbLLQwZxeA
Denomination Penny Nickel Dime Quarter Dollar Weight About 0.09 oz About 0.18 oz About 0.08 oz About 0.2 oz Diameter 0.750 in 0.835 in 0.705 in. 0.955 in. Thickness About 0.06 in. About 0.08 in. About 0.05 in About 0.07 in.
Has the board developed an annual Community Education and Outreach Plan in order to raise awareness, knowledge, engagement, participation and support for early childhood programs and services, including First Steps? If, based on local needs and resources, the board determines that community education and outreach activities constitute a significant funding investment, has the partnership established a Community Education program strategy for the purposes of accurately tracking financial and staff resources? Program standards for Community Education strategies are available. 3) a) Does the partnership serve as a local portal connecting families of preschool children to community-based services they may need or desire to ensure the school readiness of their children? Are these services represented in the partnership’s comprehensive plan and Priority Goals and Objectives and include, at minimum: Accessibility and responsiveness to requests for assistance, including but not limited to: publicized hours of operation in a location accessible to the public, and the capability to receive and return messages (phone, text, email, etc.) in a timely manner. An up to date inventory of available programs and services for referring families. Partnership staff and volunteers who provide these services shall possess the requisite knowledge of and relationships with providers in order to connect families. Participation in local/county/regional coalitions, committees etc. of child-serving agencies and organizations Inclusion of partnership programs and services in local/regional print or online resource directories (211, etc.). Data collection: in cases where the child/family is participating in one or more partnership strategies, the partnership shall enter into the First Steps Data System connections to services and the outcome of those connections. The following question is not reflected directly in the Standards but is recommended as best practice: Does the Partnership engage in online and social media?
organizational development consultation services MASTER has received Office of Victims of funds for this project and is a program of the Academy for Professional Excellence which has the overarching goal to develop standardized core curricula for new APS social workers and to share these trainings on a national scale. Professional training opportunities are a critical step toward ensuring APS social workers have the appropriate tools to serve their clients/victims. MASTER has worked extensively with state and national partner agencies in the development of this curriculum. Our partners include: National Adult Protective Services Association Education Committee (NAPSA) The Statewide APS Training Project California Department of Social Services, Adult Services Branch California State University Sacramento IHSS Training Project Protective Services Operations Committee of the California Welfare Director's Association (PSOC) PARTNER ORGANIZATIONS Lori Delagrammatikas, Program Coordinator for MASTER The Academy for Professional Excellence 6505 Alvarado Road, Suite 107 San Diego, California 92120 (909) 213-6059 Krista Brown, APS Project Coordinator The Academy for Professional Excellence 6505 Alvarado Road, Suite 107 San California 92120 (510) 459-0731 Kathleen Quinn, Executive Director National Adult Protective Services Association 920 South Spring Street, Suite 1200 Springfield, IL 62704 (217) 523-4431 / (271) 522-6650 Paul Needham, NAPSA Education Committee Oklahoma Dept of Human Services PO Box 25352, Oklahoma City, OK 405-521-3660
roles of critical collaborative partners and potential areas of conflict Case Discussion Skills for Collaboration 60 minutes Lecture on guidelines for developing cross-discipline relationships Collaboration Learning Slides 23-37 Handout 7 and 8 Confidentiality and Information Sharing 30 minutes Distribution of handouts & information re: local statutes and laws governing information sharing and confidentiality Slides 38-40 Multidisciplinary Teaming in Elder Abuse 60 minutes MDT Exercise that demonstrates the skills needed for and the benefits of collaboration Slides 41-42 Handout 9 Q and A and Evaluations 15 minutes Slide 43 Inventory
For example, to EXPLAIN a topic (macro) you may need the language of cause and effect (micro). In order to ARGUE (macro), one micro function you will need is to state opinions and claims. Macro function: EXPLAIN One micro function to help student to EXPLAIN: Cause and effect Micro Functions: Researchers have identified 14 micro functions that are integral to academic success. This is not an exhaustive list of functions—you may find others for your unit. Sample Language Progressions The micro functions listed on your Collaboration Tool and below are linked to sample progressions—but these are neither prescriptive nor exhaustive. These progressions are evolving examples of how ELs might use language in the classroom, and may help you unpack aspects of academic language to create clear but flexible instructional paths. They include examples of tasks, words, sentence frames, and question stems that are commonly associated with each function. Student Proficiency Levels As you build FLG(s) for your unit, analyze your students’ current proficiency levels and how the demands of the goal will fit with where they currently are. Remember to maintain an asset-based view and consider evidence for all your students can do. Is the language expectation on target with your ELs? A snapshot of the Performance Definitions is included on your Collaboration Tool. The delineate what various levels of English Proficiency look like, and these are informed by the How Can I Use the Thinking Space? The Thinking Space on page 2/backside of your Collaboration Tool provides an area to begin brainstorming how you will take your students from where they currently are to your unit’s end goals. By identifying
Collaboration Rubric (40 points possible) Criteria Excellent Good Needs Improvement Task, Description, Peer and 15–13 points 12–9 points 8–0 points The student meets all of the required criteria: The student meets most of the required criteria: The student meets some of the required criteria: Detailed task description Detailed task description Detailed task description Ratings for team and self Ratings for team and self Ratings for team and self Thoughtful comments on performance of team and self Thoughtful comments on performance of team and self Thoughtful comments on performance of team and self Reviews consistent with evidence and project Reviews consistent with evidence and project Reviews consistent with evidence and project Reflection 15–13 points 12–9 points 8–0 points The work contains completely detailed contributions of self and team, insight into collaborative efforts, and specific areas for improvement. The work contains mostly detailed contributions of self and team, insight into collaborative efforts, and specific areas for improvement. The work contains somewhat detailed contributions of self and team, insight into collaborative efforts, and specific areas for improvement. Evidence 10–8 points 7–5 points 4–0 points The student meets all the following criteria: The student meets most of the following criteria: The student meets some of the following criteria:
Collaboration Reflection Grading Rubric Excellent Good Needs Improvement Poor Communication 5 points possible 5 points Email or social media exchanges are detailed and show thoughtful discussion. 4 points Email or social media exchanges show an adequate discussion. 3 points Email or social media exchanges show limited discussion. 0-2 points Email or social media exchanges show inadequate discussion. Peer and Self Evaluation 10 points possible 10 points Evaluations of partner and self are thoughtful and thoroughly present strengths and areas for improvement. 8 points Evaluations of partner and self adequately present strengths and areas for improvement. 7 points Evaluations of partner and self are complete but are lacking details about strengths and areas for improvement. 0-6 points Evaluations of partner and self are incomplete and are lacking details about strengths and areas for improvement.
Self-Reflection 5 points possible 5 points Reflection is complete and thoroughly and thoughtfully considers the process of collaboration. 4 points Reflection is complete and offers adequate consideration of the process of collaboration. 3 points Reflection is complete but offers inadequate consideration of the process of collaboration. 0-2 points Reflection is incomplete and offers inadequate consideration of the process of collaboration. Points Possible: 20 points
14 civilians killed 2007 Kirkuk, Iraq Turkman Child Rescued by PUK's Kurdistan Regional Government's CTG in Kirkuk from Arab kidnappers Islamic State of Iraq 5 kidnappers arrested, 1 hostage rescued 2008 Colombia Mixed Revolutionary Armed Forces of Colombia 15 hostages released. 2 kidnappers captured Dawn Gulf of Aden, Mixed Somalian piracy and militants and international forces Negotiation finished. 80 hostages released. RMN including PASKAL navy commandos with international forces patrolling the Gulf of Aden during this festive period. 2008 Multiple locations in city Indian Nationals, Foreign tourists 300 , and 400 army 141 Indian civilians, 30 foreigners, 15 policemen and two NSG commandos were killed. 9 attackers killed,1 attacker captured
Objective: Outcome: Measurement: Objective: Outcome: Measurement: Objective: Outcome: Measurement: SECTION III: DETAILED WORK PLAN List below the steps involved in completing your project. Include the positions (not names) of staff responsible for carrying out the activity, date activity will begin and end, and funds needed for each activity. Description of Activity Positions Responsible Timeline Requested for this Activity Date to be Initiated Anticipated Completion Date
(Entrepreneurship) Learn how the Sustainability, Energy and Water Conservation Division identifies opportunities for the new 10-year energy reduction goal and how it positioned the organization for success during the previous 10-year energy goal. (Customer Service) Anticipating and meeting the needs of inter, external and Congressional audiences. Learn how the Capitol Visitor Center (CVC) anticipated and met the needs of its audiences during the Capitol Dome Restoration. Leading People (Conflict management) Invite someone from the Training and Employee Development branch to speak about the Supervisory Academy and how it has helped supervisors throughout the agency work handle conflict at all levels. (Leveraging diversity) Bring in Liz Buday from the EEO office to talk about diversity at AOC and why it’s so important to the agency’s success. (Developing others) Hear from the Training and Employee Development branch about AOC’s approach to developing training and providing learning opportunities. (Developing others) Hear from the Capitol Building jurisdiction about the development of the CORE program or from a jurisdiction with a successful AMP program and why it’s important for the AOC to develop employees at all levels. (Team Building) Hear from the Architect about how important it is to have a team you can count on, how he develops the Executive Leadership Team and how teams at any level can be strengthened. (Team Building) Hear from the director of Performance, Strategy and Innovation how teams develop across the AOC and some best practices to ensure strong teams. Leading Change (Creativity and Innovation) Invite the Chief Information Officer from the Information Technology Division to talk about “failing forward” and how it stimulates creativity and innovation in the division. (Creativity and Innovation) Invite Skinkle from Planning and Project Management to talk about innovative mapping and how we’re using it to catalogue work and keep up with projects across the Capitol campus. (External awareness) Hear from the director of Communications and Congressional Relations about how issues in the media can impact the AOC mission. (Flexibility) Hear from the Capitol Visitor Center how visitor services is affected by restoration projects and how they to provide an excellent visitor experience. (Strategic Thinking) Learn more from the Performance, Strategy and Innovation division about how the AOC developed its five-year strategic vision, successes from last time and how the next iteration evolved.
My research that the six categories of the model enable this transfer and sustainability of learning: Figure 2: Collaborative Action Coaching for Leaders (Cook, 2011) The 33 themes underneath these six categories are: CATEGORIES COACH RESPONSIBILITIES CLIENT RESPONSIBILITIES COACH AND CLIENT RESPONSIBILITIES CLIENT CENTRED PROCESS ENABLING/ FACILITATING LEARNING SESSION CONTENT ACTIVE LEARNING COACHING RELATIONSHIP REFLECTIVE LEARNING THEMES Coach In Charge Of The Process Encourage Practice Back In The Workplace Contracting: Start Point Colleague Feedback Comfort Reflective Diaries Tailored Tools/ Techniques Experience To Facilitate Learning Client Bringing Content Transfer Of Learning Measures Identified Safety/ Confidentiality/ Trust Feedback Provider Sessions Challenge/ Support Suspend Judgement Being Open To Learning Coach And Client Match Record-Keeping Client Context Not Therapy Client Takes Responsibility For Their Learning Face-To-Face Coaching Supervision Physical Lasting Impact Of Coach Reflective Practitioner External Coach Setting Goals Coaching Consultancy Honest Dialogue Sounding Board Primary Role As Coach Friendly Support Keeping In Touch Outside Coaching Sessions Figure 3: Collaborative Action Coaching for Leaders (Cook, 2011), 33 Themes
COLLABORATIVE ASSESSMENT LOG What’s working: Current focuses, challenges, concerns: ’s next Mentee’s next step: Davis, Barbara (2006). Curriculum to support mentor development: Lessons from field-tested practices. In B. Achinstein and S. Athanases (Ed.’s), Mentors in the Making: Developing New Leaders for New Teachers, (pp.109-121). Columbia University: Teachers College Press. Student ___________________________________ Date(s) __________________________
region. Despite intensive investigation, no pollinator or predator seed insects were evident. However cone thermogenesis was detected in male cones in the early evening (fig. 2) - this is a similar diurnal pattern detected in cycads from Southern Africa. Numerous population threats were identified and their impact investigated, both in communal and commercial private land. Threats included habitat loss, poaching and invasive aliens, while fire posed the greatest threat (fig. 3). This was also confirmed by the NDF which indicated a high risk. Figure 2 De Wet (SANBI) training Ugandan scientists Dennis and Simon (JERA) as well as Isaac (local farmer) on temperature logger setting.
Xiwang Yang, Chao Miao Zhao, Member, IEEE, Hongwei Wang, Hao Ding, Yong Liu, Fellow, IEEE, Yang Li, and Junlin Zhang, “Collaborative Recommendation of Online Social Voting”, IEEE TRANSACTIONS ON COMPUTATIONAL SOCIAL SYSTEMS, 2017.
Date: __________________________________________________________________
Collaborative Arrangements Out to Tender Year Category Project Ref Collaboration projects Call for Tender Award Current Status Total Value (including extensions) 18_19 Client Services CFT1056919 Supply & Delivery of Office Furniture May 2018 Jun-18 Out to Tender £12,000,000 All OJEU Contract Notices issued via eTendersNI can be found on the ‘ section. Collaborative Arrangements in PQQ/Tender or Evaluation Stages The table below includes details of the collaborative arrangements currently in the Pre-Qualification Questionnaire (PQQ)/tender or evaluation stages. Year Category Project Ref Collaboration projects Call for Tender Award Current Status Total Value (including extensions) 17_18 Energy & Fleet CFT 915078 DoF Collaborative Arrangement for the provision of Personal Protective Equipment PPE Feb-18 Apr-18 Evaluation £1,000,000
Collaborative Arrangements recently awarded The collaborative arrangements below have been recently awarded. Category Project Ref Collaboration projects Award Energy & Fleet CFT 1493491 Government Collaborative Arrangement – Copier Paper 01.07.2018 – 31.12.2018 * Apr-18 * contact for more information Planned Collaborative Procurements 2018-2020 Projects for the planned collaborative arrangements are at initiation stages. The details are for information purposes only. CPD gives no guarantee that the tendering opportunities detailed here will go to competition and reserves the right to withdraw proposed procurement opportunities at any stage. Year Category Project Ref Collaboration projects Call for Tender Award Current Status Total Value (including extensions) 17_18 Facilities Management - Floor Fitting May-18 Sep-18 Pre Initiation £2,100,000 18-19 Energy & Fleet CFT 517908 DoF Collaborative Supply & Delivery of Non OEM Parts TBD Jun-18 Initiated £1,200,000 18_19 Banking & Professional Services CFT 601350 DOF – Collaboration - Employee Assistance/Staff Counselling Service TBD TBD Initiated £2,000,000
18_19 Energy & Fleet CFT1425932 Supply of Liquefied Petroleum TBD TBD Initiated £200,000 18_19 FM & Postal Services CFT1539733 Provision of Off Site Storage and Records Management TBD TBD Pre-Initiation £1,000,000 18_19 FM & Postal Services - Specialist Courier Service Dec-18 Mar-19 Pre-Initiation TBD 18_19 Energy & Fleet - Natural Gas Dec-18 Mar-19 Pre-Initiation TBD 18_19 Energy & Fleet - Lubricating Oils and Greases Oct-18 Jan-19 Pre-Initiation TBD 18_19 ICT - CHECK Services Dec-18 Mar-19 Pre-Initiation TBD 18_19 Energy & Fleet - Vehicle Batteries Dec-18 March-19 Pre-Initiation TBD 19_20 Energy & Fleet - Industrial Gases Sep-19 Dec-19 Pre-Initiation TBD 19_20 Energy & Fleet - NICS Catering & Cleaning Dec-19 Mar-20 Pre-Initiation TBD 19_20 FM & Postal Services - Fitting and repair of office furniture Aug-19 Nov-19 Pre-Initiation TBD 19_20 Energy & Fleet - Biomass Fuel Jul-19 Oct-19 Pre-Initiation TBD 19_20 Energy & Fleet - Industrial Gases Sep-19 Dec-19 Pre-Initiation TBD 19_20 ICT - Desktops, Monitors and portable computer equipment Mar-19 June-19 Pre-Initiation TBD 19_20 ICT - Networking Equipment Jan-19 April-19 Pre-Initiation TBD
Acronyms An abridged list of acronyms used in this document is defined below. A comprehensive glossary of terms and definitions can be found on the QGCIO Glossary page (). Acronym Definition CAC Common Access Card Building service provider A person who provides building services for the Site and includes the owner or manager of the Site. Integrator/ICT service provider A person who provides ICT services for the Site and includes the integrator and subcontractors CA An entity that is responsible for the issuing of digital certificates. MFD Multi-function print and imaging devices Core and underpinning services Wired and Wireless Network (WWN) including Guest network web content filtering Print and Imaging (PAI) Room Booking (RMB) Federated Identity Management (FIM) being enabled integrated access to shared applications Security Management (SEC) APIs for future integration with Site facilities Support Services and Maintenance Services Contractor Help Desk. SIP Session Initiation Protocol (SIP) Threat Risk Analysis (TRA) Controls Security controls used to mitigate assessed threats and risks. Block Patching 1-to-1 connections from switch to patch panel VOIP IP Telephony/ Voice over Internet Protocol LAN/MAN Local Area Network/ Metropolitan Area Network Guest Network The network used by specific End Users and Guests at the Site. 802.1X Is part of the IEEE 802.1 group of networking protocols. It provides an authentication mechanism to devices wishing to attach to a LAN or WLAN POE Power over Ethernet GovNet/ QGN Queensland Government Network QGIS Queensland Government Internet Service SSID Service Set Identifier UTP/Cat6e A standardized cable for VLAN/VPN Virtual Local Area Network/ Virtual Private Network End User An employee of a service recipient consuming the managed services provided WLAN Wireless Local Area Network
Student Name: Lesson: Collaborative Collage Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment. Excellent Good Average Needs Improvement Criteria 1 – Overall Design Composition: Successful overall composition. Student filled the square and didn’t overwhelm the negative space. 10 9 – 8 7 6 or less Criteria 2 – Shape Collage: A simple shape or shapes were well used as the focal point and cut out of newspaper. Brown paper added if needed. 10 9 – 8 7 6 or less Criteria 3 – Line Design & Values. Student utilized the sharpie to add interest with line designs. Lines help the shape or shapes stand out. Lines and/or Values used with colored pencil to make shapes stand out and add interest. 10 9 – 8 7 6 or less Criteria 4– Effort: took time to develop idea & complete project? (Didn’t rush.) Read the article and followed the within. Good use of class time? 10 9 – 8 7 6 or less
Office Use Only Appoint to Requested Position: (circle one) YES NO ____________________________________________________________Date_____________________________ Signature of chairperson
Appendix A: Summary of Activities for “Collaborative” Research *When PI has a dual appointment at both the VA and the affiliate University RESEARCH ACTIVITIES ACTIVITIES FOR VA RESEARCH These activities MUST be approved by the VA R&D Committee ACTIVITIES FOR NON-VA RESEARCH These activities MUST NOT be approved by the VA R&D Committee Explain how VA and NON-VA activities of Dual-Appointment personnel are distinguished VA Site Non-VA Site Advertising YES YES YES Recruitment YES YES YES Research-related medical procedures to be performed (LIST) Other interventions or interactions with living individuals to be performed (LIST) Clinics, labs, other units to be used (LIST) PHI Use YES YES YES PHI Disclosure YES YES YES Data Coordinating Center Members of Research Team (LIST) SIO OFFICE USE ONLY: This form has been reviewed by
James Fredrickson Biogeochemistry, Molecular Biosciences Pacific Northwest National Laboratory P.O. Box 999 M.S. K8-98 Richland, WA 99352 Phone: (509)376-7063 National Center for Biotechnology Information National Institutes of Health Bethesda, MD 20814 Phone: (301)435-5913 Pacific Northwest National Laboratory P.O. Box 999 M.S. K8-98 Richland, WA 99352 Phone: (509)373-9039 Pacific Northwest National Laboratory Environmental Molecular Sciences Laboratory Richland, WA 99352 Department of Biochemistry Biological Process Technology Gortner Laboratory, University of Minnesota St. Paul, MN 551088 (612)625-3785 Oak Ridge National Laboratory P.O. Box 2008 1 Bethel Valley Road Oak Ridge, TN 37831-6038 Phone: (865)576-7544 Air Force Research Laboratory, University of Cincinnati, Wright-Patterson AFR
1 2 3 4 5 n/a Passive. No initiative. Lacks awareness of appropriate team and community resources. Actively seeks out appropriate resources and consults with resources. Formulates a d/c plan. Independently facilitates and coordinates a comprehensive discharge plan, including Delegates responsibility. Team meeting 1 2 3 4 5 n/a Consistently late or absent. Behaviour disruptive or to team process. Actively participates and contributes. Reliably performs assigned Able to co-chair or co-lead meetings. Independently able to facilitate and coordinate meetings and follow-up. Actively moves meeting forward. Builds consensus, resolves differences, and provides direction. Management of difference and conflict 1 2 3 4 5 n/a Argumentative. Lacks awareness of own personal contributions to difference or conflict. Debates feedback. Does not listen. Identifies and manages differences constructively. Listens to understand and for common ground. Demonstrates a willingness to act upon feedback. Proactively assists in subverting and resolving conflict with other team/family members. Recognizes own role in contributing to differences and acts to professionally resolve. Handover 1 2 3 4 5 n/a Disorganized or incomplete handover. Not attentive in giving and receiving Provides needed patient information Competent approach or use Attentive in giving and receiving patient info. Uses structured approach/tools
patient information, does not clarify. Not efficient or effective in teamwork. of structured tool. Understands role of team members and competently collaborates in handover. with ease and efficiency. Is attentive to and enables effective team handover assisting if/as needed. OVERALL EVALUATION 1 2 3 4 5 Unsatisfactory Solid performance Superior the minimally acceptable level for a trainee at specified training level. Demonstrates a solid ability to perform competently. Does what is expected at the specified training level. Significantly exceeds the benchmark for competence at the specified training Describe STRENGTHS Actions or areas for Improvement Comments:
Does not listen respectfully. Verbal and non verbal communication is disruptive to process. Clearly and directly communicates. Uses reflective listening. Acknowledges and responds to others’ questions, concerns and contributions. Skilfully recognizes and manages communication challenges. Maintains and coordinates necessary communication outside of meeting. Leadership skills in team meetings 1 2 3 4 5 n/a Consistently avoids or declines leadership responsibilities. Cannot follow others. Values difference. Builds on others opinions. Supports consensus building efforts. Encourages multiple viewpoints. Flexible approach and situationally aware. Respectfully delegates and shares power. Demonstrates followership when issue is better lead by another. Management of difference and conflict in team meetings 1 2 3 4 5 n/a Argumentative. Lacks awareness of own personal contributions to difference or conflict. Debates feedback. Identifies and manages differences constructively. Listens to understand, and for common ground. Demonstrates a willingness to act upon feedback. Proactively assists in subverting and resolving conflict with team members regardless of context.
OVERALL PERFORMANCE IN TEAM MEETINGS 1 2 3 4 5 Unsatisfactory Solid performance Superior Below the minimally acceptable level for a trainee at specified training level. Demonstrates a solid ability to perform competently. Does what is expected at the specified training level. Significantly exceeds the benchmark for competence at the specified training level. Describe STRENGTHS Actions or areas for Improvement Comments:
4. Share your viewpoint Present your concerns as your viewpoint, not the truth Share what is important to you about your views, intentions, feelings and contributions Take time to reflect on your own actions and contributions to the situation Share all relevant information that is important to the situation Be open to feedback “Here’s how I view the situation …” “It was not my intention to … it was my intention …” “How can I rebuild trust?” 5. Seek common ground what you have learned about the other person’s story, how can you move forward together? Highlight shared interests. Reframe problems into potential solutions. Mistakes should be acknowledged without or blame. Be open to the possibility that you may be Make others your partner in finding solutions. Offer and accept apologies if appropriate. There is always common ground; ask others to help find it if you are at an impasse. “I think we can both agree that we are not happy with the current situation.” “Who needs to benefit from this decision?” “What can we agree to about this situation?” “I’m wondering if …it would make sense, we could try, we should speak to, 6. Reach agreement on next steps Determine what information is needed to reach a solution. Clarify who will develop and/or implement the move-forward plan and how and when this will be done. Confirm who/how decisions or directions will be made. Establish who is responsible for follow-up steps. Solutions can involve accommodation and compromise. “So we’ve agreed that before making a final decision we need more information. John, you are going to...” “Let’s recap where we are.”
Witthaut 2013 JOINT I and JOINT II Open-label US, Europe, Australian centers 9 months N=587 (JOINT I n=201; JOINT II n=386) Inclusions: Dupuytren’s disease ≥ 18 years old MP contractures between 20°-100° or PIP contractures between 20°-80° Exclusions similar to CORD trials May receive up to 5 CCH 0.58mg injections (5 treatment cycles) with maximum of 3 per cord separated by at least 30 days Only 1 cord injected within given treatment cycle If needed, joints were manipulated up to 3 times the day after the injection in an effort to rupture cord Patients wore a splint to wear nightly for up to 4 months Combined values for both studies Age (yrs): 63.7±9.7 Males (%): 85 White race (%): 100 Duration of symptoms (months): 62.6±69.3 Family history of Dupuytrens (%): 42 Total contracture index (degrees): 135.1±106 Hand with ≥ 1 contracture (% pts.): Left hand: 29 Right hand: 36 Both hands: 35 Affected joints per patient (no) Total: 2.8±2.0 (range 0-13) MP joints: 1.5 ± 1.3 (range 0-8) PIP joints: 1.2 ± 1.3 (range 0-7) No prior tx for Dupuytren’s (%): 58 Prior surgery for Dupuytren’s (%): 38 Physician rating of severity as mild/moderate/severe (%): 25/51/24
We are going to start our ‘journey’ by exploring Collage. Collage in the 20th century The origins of collage can be traced back hundreds of years, but this technique made a dramatic reappearance in the early 20th century as an art form of novelty. Cubism, Surrealism, photomontage "The simple act of fixing scraps of printed material onto a canvas has had a profound impact on the development of Modern Art. Picasso and Braque playfully questioned painted reality with inserts of wood paper and went on to develop the language of Cubism using the vocabulary of pasted papers. The Surrealists subverted the 19th scrapbook to create an hypnotic imagery of the inner mind, whilst in the form of photomontage, A very different type of cut paper was explored by Matisse who brought together the disciplines of drawing and colouring. " Some great 20th century collage artists to look up Romare Bearden Hoch Kurt Schwitters Georges Braque Juan Gris Max Ernst Eduardo Paolozzi Peter Blake Tom Wessellman Hans Arp and the Dada collage Dadaists describe how Arp made "chance collages" such as this one: by tearing paper into pieces, dropping them onto a larger sheet, and pasting each scrap wherever it happened to fall. The relatively ordered appearance of Arp's collages suggests, however, that the artist did not fully relinquish artistic control. Skeptical of reason in the wake of World War I, Arp and other Dadaists turned to chance as an antidote Collage Today Many more artists today are taking the old art form of collage into new configurations or using familiar old techniques to put forth new ideas. The practice of collage continues well beyond the 20th century and has its unique place among other art forms, sometimes drawing on the vocabulary of modernist collage but with distinctly 21st century twists.
Outstanding Developed Competent Underdeveloped Selected two quality sources of information from expert or authoritative sources. Evidence of research and thinking is very clear and well documented with notes or a completed organizer. Selected two quality sources of information, but may not be from expert or authoritative sources. Evidence of research and thinking is clear, but may be missing some minor details. Selected two sources of information, but reliability or usefulness isn’t clear. Sources may lack enough detail. Evidence of research is present, but not consistently documented. Some evidence that the student struggled to select appropriate sources of information. Research is not well documented; little evidence of student’s thinking is present. Factors in the society’s collapse are identified clearly and their significance is well reasoned and analyzed. Factors in the society’s collapse are identified and explained. Factors in the society’s collapse are identified but significance is not clear. Reasons may simply be listed, with limited analysis. Factors in the society’s collapse are not clear. Demonstrates expert knowledge of the topic. Terms and concepts are used accurately. Demonstrates some expert knowledge but may contain some minor errors or slight inaccuracies. Knowledge is evident but either lacks consistent detail or contains some major factual inaccuracies. Knowledge is not sufficiently developed. Findings are presented effectively. Judgments are very convincing. Findings are well presented and convincing, but may overlook something in planning that affects the quality of the judgments. Findings are presented but show some lack of planning and preparation. are not consistently communicated well. Findings are not communicated effectively. Little evidence of planning and preparation. Presentation includes discussion of long-term consequences of the society’s collapse and makes some connections to the potential impact of our own actions and decisions today. Presentation makes some connections to our own actions and decisions today. Presentation some connections to our own actions and decisions today, but they are not clear; vague or not convincing. Presentation makes few if any connections to our society.
3.15 In the event of a committee position receiving no applications, the outgoing post-holder will be given the opportunity to continue in post for an additional 3 year term subject to committee approval. Co-opting Members 3.16 Any members thought necessary to support the function of the ACPRC by the committee may be co-opted at any time for a maximum of three years. 3.17 Co-opted members must be ACPRC members. 3.18 Co-opted members do not have committee voting rights Leaving the Committee 3.19 Committee members must provide 1 month’s notice in a formal letter of resignation to the Chair if they wish to resign from their post before the end of their elected term. 3.20 Committee members leaving their position (resignation or expiry of term) must return all ACPRC equipment, consumables and relevant information / paperwork in advance of their final day. 3.21 Outgoing committee member are expected to prepare and deliver a full handover to the incoming committee member, and may be asked to provide an additional 3 months of support
3.3 Where endorsement has been formally sought and the ACPRC have been involved in the design / development, a recommendation can be made by the relevant committee member re: endorsement. 3.4 Where endorsement has been formally sought and the ACPRC have NOT been involved in the design / development, the Chair may nominate a committee member or ACPRC member to lead the decision-making process re: endorsement, but the final decision must be made by committee majority vote. 3.5 Any endorsement commitments made by the ACPRC must be communicated to the requestor in writing, including a paragraph that formally requests notification if any changes to the product / service / document etc are made, to ensure that the ACPRC has the opportunity to decide if continued endorsement is appropriate. 3.6 The ACPRC reserve the right to remove endorsement at any point of a product / service / document without a period of notice. Any removal of endorsement will be communicated in writing with the reasons explicitly stated, along with a request to remove any logos or supporting narrative text within 2 days.
Circle Leader will be encouraged to read the very slowly with time between the cards for people to identify their own reactions. Immediately after cards have been read, be certain that the Circle Leader destroys all cards. 10 Minutes Step 3-Share Out (2 minutes per person) Teachers will briefly share out their opportunity or challenge to the table and take a vote on which issue they wish to tackle using the Colleague Circle model. Discussion: Encourage participants to share one or more of the following: How I feel about what I heard How I am feeling right now What I identify with What I am willing to disclose 5 minutes Step 4-Describe Challenge or Opportunity Teacher will describe challenge or opportunity in detail (remainder of table is quiet), this can be an extension of journal entry. 5 Minutes Step 5-Background Questions The circle will ask background questions to the teacher about the challenge or opportunity. 10 Minutes Step 6-Answer Probing Questions Remainder of circle remains quiet while teacher answers probing questions from step 5. 10 Minutes Step 7-Table Discussion Presenter of opportunity or challenge does not talk while remainder of table discusses possible option to resolve challenge or embellishes ideas for the opportunity.