zilongwang/ReadingBank huggingface dataset:
Job Description Job title: Domestic Assistant Department/School: ahs Grade: 2 Location: Campus Accommodation Job purpose Working as part of a team ensuring and effective and efficient operation of cleaning services within the University’s Accommodation Operations Department. Source and nature of management provided The role is managed by the Deputy Accommodation Operations Team Leader Staff management responsibility None Special conditions 1. A uniform and footwear will be provided and must be worn. Personal protective equipment (PPE) and training will be provided as appropriate to the post. 3. The post holder will be required to 5 days over 7. Therefore weekend working is expected on a rota. During the summer months (June – September) additional hours may be expected as there is a high volume of work during this period. Main duties and responsibilities 1 Ensuring the cleanliness and tidiness of the such as bedrooms, bathrooms, kitchen, stairs and corridors allocated for cleaning are in line with cleaning specifications and service level agreements 2 Daily/weekly/full service and set up of student and guest rooms 3 All inside and low level window cleaning 4 Reporting of maintenance requirements such as light bulb replacements, leaking wash basins and damaged fixtures and fittings 5 Ensuring safety in the workplace and in this respect ensuring compliance with all instructions relating to the use and storage of cleaning materials and equipment necessary for the performance of his/her tasks including the cleaning and tidiness of cleaning cupboards and store rooms and assist in the receipt of deliveries. 6 Using the chemical cleaning materials and equipment provided by the University and ensure full training is received before doing so. 7 Health and safety in the area under his/her control on a day-to-day basis, ensuring as far as is reasonably practicable, that he/she is familiar with all relevant Health and Safety legislation and recommendations and these are observed within his/her areas of responsibility. 8 Reporting Accidents and incidents promptly to line manager. 9 Be familiar with the required care standards and regulations governing your job.
ParentConnect Online parent portal to access important student information The Peel District School Board is excited to announce the launch of ParentConnect, an online parent portal to access important student information. The pilot program was at select schools and phased in to all Peel schools on Feb. 23, 2018. What is ParentConnect? ParentConnect is a safe and secure website, created by the Peel District School Board, that acts as a single point to stay informed and to access all electronic services provided to Peel board parents and legal guardians. The parent-friendly website will you to: view school-based alerts and information access real time absence reporting view current and historic elementary report card information get up-to-date busing information review secondary school credit history and diploma status and more To learn more about the benefits of ParentConnect, visit our school website or Important changes coming to SafeArrival system in May 2018 The Peel District School Board is currently using the SafeArrival system by Synervoice Technologies. As Synervoice has been sold to West Communications, there will be slight changes to our SafeArrival system and how you will report your child’s absence from school. The phone number to report your child’s absence will stay the same, but there are a few other changes. Beginning May 14, 2018, all elementary school parents/guardians need to report their child’s full-day absences, late arrivals and/or early departures from school via our new School Messenger SafeArrival system. The phone number will stay the same: 1-855-209-6155 Website has changed to: go.schoolmessenger.ca
Switzer 805 8 Yes Watson 802 2 Yes Campus Fire Log Date of Incident Location of Incident Cause of Fire Number of Injuries Requiring Medical Treatment Number of Deaths Related to Fire Value of Damage Additional Information 1/5/2016 Birdsall Hoover No fire - fire alarm activated due to dust from contractor's work 0 0 0 activated at 3:45 p.m.; complete building evacuation. Cleared at 4:15 p.m. 1/23/2016 Cottage 2 No fire- Smoke alarm activation. Student burned food 0 0 0 Alarm activated at 4:51PM. All clear issued at 4:56PM 2/5/2016 Cottage 2 No fire- alarm activation. Student burned food 0 0 0 Alarm Activated at 4:28PM. All clear given at 4:34PM 2/23/2016 Birdsall Hoover No fire - fire alarm activated due to dust from shop vacuum used by PPS Staff 0 0 0 Building completed evacuated; Alarm activated at 1:46 p.m.; all clear issued 1:50 p.m. 3/172016 Birdsall Hoover Student using flat iron burned hair activating fire alarm 0 0 0 Building evacuated 4/29/2016 Cottage 4 No fire- Smoke alarm activation. Student burned food 0 0 0 Alarm actviated at 9:42AM. All clear given at 9:47 AM
When an individual intentionally makes physical contact with the intimate parts of the body of another person without the consent of that person. The term "intimate parts" means the primary genital area, anus, groin, inner thighs, or buttocks of a male or female or the breasts of a female. Sexual Harassment Unwelcome sexual advances, requests for sexual favors and verbal, written, or physical conduct of a sexual nature can constitute sexual harassment and should be reported to the SGSC Campus Police or Title IX Coordinator. Medical Attention If you have been sexually assaulted, in any way, seek medical attention immediately. Even with no physical injuries, it is important to lessen the risks of STDs and pregnancy. Counseling Services Available Counseling services are available for your Contact the SGSC Counselor at (912) 260-4438. DOMESTIC AND An ongoing pattern of controlling and abusive behaviors that individuals use against spouses, intimate partners, or they are currently dating or have dated in the past. This violence can take a number of forms including physical, emotional, verbal, economic, or sexual abuse, which can range from subtle, coercive forms to rape and to violent physical abuse that results in disfigurement or death. sTALKING Stalking is engaging in a course of conduct directed at a specific person that will cause a reasonable person to fear for his or her safety or the safety of others. Stalking can cause a person to suffer substantial emotional distress. Stalking may occur in a variety of forms including repeated, unwanted communications or gifts, following, threatening, property damage, harassing, spreading rumors, obtaining personal information, etc. Bullying is unwanted, aggressive behavior that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, or excluding someone from a group on purpose. Bullying can cause a victim to feel upset, afraid, ashamed, embarrassed, and anxious. Bullying behavior is frequently repeated unless there is intervention.
Sri Taralabalu Jagadguru Education Society (R), Sirigere. Sri Taralabalu Jagadguru Institute of Technology (Approved by AICTE , Recognized by Govt. of Karnataka & Affiliated to Visveswaraya Technological University, ) Ranebennur - 581 115, Haveri Dist., Karnataka, (), Website: TRAINING & PLACEMENT CELL List of students selected in various campus interviews (2012 Batch) Sl No Name USN Company Name 1 Vanitha Sannapalaiah Infosys Bangalore 2 Vageesh R Bhat Infosys Bangalore 3 Joel Richard Lobo Infosys Bangalore 4 Fazila Nusrat Mulla Infosys Bangalore 5 Apoorvasaraswati Naik Infosys Bangalore 6 Preetham Ganesh Varnekar Infosys Bangalore 7 Pallavi Vijaykumar Gowda Infosys Bangalore 8 Gayatri Parishad Infosys Bangalore S S C S S S S S S C C C C
Must be able to work any shift, day/night. The position requires a physically person with the ability to: Lift 50 pounds or more; without any restrictions; stoop and climb ladder/stool to a height of 8 feet or more; and use both hands and arms with full range of movement. May not have a hearing loss of greater than 40 decibels. May not have vision loss greater than 20/40 (may be corrected with glasses or contact lenses). A comprehensive background/criminal history/Megan’s Law check will be completed. Physical Agility Test (PAT) and Written Test will be administered in phase two of the application process. APPLICATION INSTRUCTIONS Please submit a resume and cover letter explaining how your qualifications meet the requirements of the position to . We will consider for employment all qualified Applicants, including those with Criminal Histories, in a manner consistent with the requirements of applicable state and local laws, including the City of Los Angeles’ Fair Chance Initiative for Hiring Ordinance.
CAMPUS SEXUAL VIOLENCE TASK FORCE Final Report: Goals and Recommendations Clayton State University June 2014 Introduction Sexual misconduct is a concern on college campuses nationwide. According to a Dear Colleague Letter issued April 4, 2011, by the Office for Civil Rights, 20 percent of female students and 6.1 percent of male students are victims of completed or attempted sexual assault while in college. As incidents of sexual assault and violence continue to increase, new recommendations, standards of best practices and legislation emerge in order to attempt to protect students and prevent additional assaults. Building on the requirements of the Clery Act, which requires annual reporting of statistics for various criminal offenses, the Campus Sexual Violence Act (Campus SaVE) was signed into law in March 2013 as a new amendment to the Violence Against Women Act of 1994. In February 2014, Clayton State University President Tim Hynes confirmed the University’s commitment to do all it can and should do to prevent sexual assault of its students and to properly respond to every individual report of sexual assault. To that end, he charged a group of University academic personnel, staff and students to come together as the Campus Sexual Violence Task Force. This report outlines the work of the Task Force and offers recommendations in response to the President’s charge. President Hynes’ Charge to the Task Force The Violence Against Women Reauthorization Act (VAWA) was signed into law last year and imposes new obligations on colleges and universities under its Campus Sexual Violence Act provision, Section 304. The obligations refine, clarify, and to some extent change existing requirements and enforcement regulations. In light
campus. Create diverse ways for the campus community to get information disability County College of Morris During orientation, new adjunct instructors learn about the ADA and providing accommodations. The Center for Teaching Excellence provides additional training opportunities for all adjuncts. University of Pennsylvania Faculty take I CARE training to help students with mental illnesses, becoming Wellness Ambassadors who educate faculty in their schools; the training is supplemented by campus events and workshops Oberlin College Upperclass Student Accessibility Advocates provide peer mentoring about academics,
student fitness assessment data, including any data from research-based assessments such as the school health index assessment and planning tool created by the federal Centers for Disease Control and Prevention; student academic performance data; student attendance rates; the percentage of students who are educationally disadvantaged; the use and success of any method to ensure that students participate in moderate to vigorous physical activity as required by Section 28.002(l); and any indicator recommended by the local school health advisory council. Performance Objectives: Each CIP must set the campus performance objectives on the The Texas Academic Performance Reports (TAPR), including objectives for special needs students (special populations) (include dropout and attendance). Performance objectives are included for at-risk students served through the State Compensatory Education program. __ Clearly Evident __ Somewhat Evident __ Not Evident Comments/Recommendations: Strategies and Activities: Each CIP must identify how the campus goals will be met for each student; identify staff needed to implement the plan; and set timelines for reaching the goal. The CIP must also include strategies for improvement of student performance that include: a. instructional methods for addressing the of student groups not achieving their full potential; b. methods for addressing the needs of students for special programs, such as suicide prevention, conflict resolution, violence prevention, or dyslexia treatment programs; c. dropout reduction; d. integration of technology in instructional and administrative programs; __ Clearly Evident __ Somewhat Evident __ Not Evident Comments/Recommendations:
What experiences, skills, or qualifications especially qualify you for working at our Camp? How and when did you become a Christian? Please evaluate yourself in the following areas: Servant-hood Excellent Good Average Weak Flexibility Excellent Good Average Weak Working by yourself Excellent Good Average Weak Working with others Excellent Good Average Weak Self-starter Excellent Good Average Weak Having fun I work Excellent Good Average Weak Working a job gets done Excellent Good Average Weak Choose from among the following leadership styles the one which most closely reflects your own, and briefly describe an example from your life of the one you chose: I prefer to do my job, but not be responsible for others or the group. I prefer to influence others, but I do not seek continuing authority/responsibility for others. I prefer to mobilize and coordinate the activities of others to achieve a goal. Which word in each pair do you BEST identify with? Deliberate – Spontaneous Flexible – Structured Efficient – Reasonable Reserved – Talkative Improver – Creator Concrete – Abstract Speaker – Writer Calm – Lively Theory – Experience Logical – Emphatic Self-starter – Follow set instructions Is there any reason why you would have difficulty performing any of the essential elements of the position for which you are applying? No Yes, please explain. Any additional comments? REFERENCES (Please list all that apply.) If you have worked for us in the past, please list the name of your supervisor ‘Current/Previous Employer’. Please, do not ask a relative to complete a reference form. We cannot accept references from family members.
Birthilate Birthplace Father Fathers No. Mother Camp Distribution bg Date Mother's No. Reference Name I 1964 Cape Christian Kudloo E5-346 K111obah E5-300 1779 Vero E5-261 Metre E5-356 1780 Reesie Pond Inlet Asungrnee E5-821 Issigaitue E5-750 2256 Jukeepan Tongak E7-1189 E5-169 2254 Penman E5-678 Kel1ektee E5-820 2255 Apegehealeo Arnatsiak E5-730 Okudlik E5-725 2252 Jeateetah Akigitil E5-598 Aksakluk E5-797 2253 Bejameeneo 1965 Pond Muktar E5-744 E5-570 1098 Leo
Riverdance* Reel Around the Sun – treble reel (slow / treble reel (at tempo) The Countess Cathleen – slip jig / jig (in hardshoe) Distant Thunder – treble reel (acapella) Riverdance – slip jig / treble reel (slow tempo) / uneven meter / treble reel Heartland – reel / treble reel / treble reel (acapella) / treble reel Riverdance International – mix of previous dances
Installation Methods All manufacturers recommended installation methods to be followed. Testing of spools for acceptance Testing end to end after installation, see 27 13 23.26 for testing requirements. 27 05 43.40 Fiber Optic Duct – Microduct system. A. Specifications Microducts, depending on application, shall have either: an OD of 12mm and ID of 10mm. With an orange oversheath for multiple ducts. Microduct colors shall be: Blue, Orange, Green, Brown, Slate, White, Red an OD of 8.5 and ID of 6mm. System may be direct buried or installed within existing duct system. All ducts installed in the outside plant shall include a copper tracer wire, minimum 20AWG, for locate purposes. Installation Methods All empty and unused microducts are required to be capped with manufacturers approved caps, for both inside and outside plant. All oversheaths, microducts and tracer wires shall be labeled in accordance with DoIT’s labeling standards (see section 27 05 53) Manufacturer’s installation methods shall be followed. Proper support and maintenance of bend radius shall maintained. Microducts shall be joined together to form pathways based upon DoIT’s fiber plan. Coupling of microducts is to be determined by project. Manufacturers recommended couplers shall be used to create contiguous fiber pathway. Microduct organizers shall be used. Microduct system installed in Manholes. See Attachment A. Oversheath shall be run a minimum of two feet into manhole. Oversheath shall be cut away and microducts shall be run around the perimeter of the manhole once. Oversheath and microducts shall be installed tightly against walls and should be fastened to walls or existing cable management system. Special care shall be taken to keep ducts out of the way of people coming in and out of the manhole. Microducts and fiber cables installed within shall be installed as high as possible within the manhole to avoid submersion.
14-18, 2018 “It’s all a matter of Perspective!” The Bureau of Services for Blind Person presents its sixth adventure camp with a focus on providing students with Transition Services. Students ages 14-21, will be learning new vocational skills with the help of BSBP staff, Camp Daggett counselors, and volunteers. This Camp includes Transition Services with a focus on work-readiness, career exploration and independent living. Students participate in teambuilding activities through Camp Daggett’s Challenge/Ropes Course. Click on the link and complete the form to receive a registration packet: Where: Camp Daggett on Walloon Lake 03001 Church Road Petoskey, MI 49770 Arrival Date and Time: August 14, 2018 at 9:30 am Departure Date and Time: August 18, 2018 at 10:00 am
CAMSS Board of Directors President Anmarie Masters, RHIA, CPCS, CPMSM Centennial Peaks Hospital 303-666-2046 President-Elect Beth Miller, CPMSM, CPCS Littleton Adventist Hospital 303-734-8772 Secretary Jennifer Pearman St. Joseph Hospital 303-812-3590 Jennifer.Pearman@sclhs.net Treasurer Connie Jackson, CPCS Rocky Mountain Neurodiagnostics 303-817-3331 Past President Aimee Woolley-Randall, CPCS, CPMSM Penrose-St. Francis Health Services 719-776-5666 Bylaws Coordinator/ Member At Large Crystal Pribble, CPCS, CPMSM Medical Staff Resources/HISG 970-619-1004 clpribble@msn.com Website Manager/ Board Member At Large Stephanie Pennington Colorado Plains Medical Center 970-542-4353 Outreach Coordinator/ Member At Large Holly Davis, MBA-HA Longmont United Hospital 303-485-4109 Membership Coordinator/ Board Member At Large Deb Gaschler, CPCS TBD STATEMENT The CAMSS Board of Directors sets an agenda of issues and activities designed to stimulate professional growth and development by fostering the improvement of knowledge and skills, and by uniting those who are engaged in medical staff activities and regulatory compliance. CAMSS strives to partner with other healthcare organizations and governmental entities to develop a proactive and responsive political agenda. Finally, CAMSS endeavors to increase recognition of the value and importance of our profession. ASSOCIATION MEDICAL SERVICES Affiliate of the National Association Medical Staff Services Like us on Facebook Join our group History of CAMSS The Colorado Association of Medical Staff Services was founded in 1981, as a peer association for medical staff coordinators. This small group of professionals quickly
in daily work challenges, a changing healthcare environment, and their needs to gain technical education. For more than 35 years, CAMSS has provided a valuable service to its members and evolved into a dynamic, well-respected organization, through its many efforts to develop and promote educational and networking opportunities. Membership has grown to include over 100 hospitals, managed care and other professionals with responsibilities in various aspects of the healthcare services profession. is the State of Colorado Chapter of the National Association Medical Staff Services, (NAMSS) the preeminent international organization for the education and development of individuals responsible for managing credentialing, privileging, practitioner/provider organizations and regulatory compliance in the diverse healthcare industry. Membership Benefits Bi-Annual State Conferences, which provide speakers and workshops on diversified topics of interest to those involved in medical staff services, CVOs and/or managed care organizations. Conference registration discount for members. Continuing education credits for attendance at educational programs, seminars and workshops. Website with access to document sharing, library links, membership directory, event calendar and social media links. Look up a colleague’s contact information via the online membership directory. Professional development, including Scholarship that offers financial support for your pursuit of CPCS and/or CPMSM certification. On-line career and educational opportunities and resources. Networking opportunities with other Medical Staff Service Professionals. Build your network by connecting with seasoned MSPs who can support your own career. Education and communication regarding changes in healthcare and accreditation standards. Your investment in will get you recognized as a diligent, credible Medical Services Professional! If you would like more information about CAMSS, Colorado Association of Medical Services, please contact any of the Board members or the Membership Coordinator: Aleka Trujillo, CPCS Denver Health Medical Center 303-602-2717 For more information If you would like more information about NAMSS, National Association Medical Staff Services, please contact: Executive Office 2025 M St., NW,
- Chair: “We will now move into the debate on (topic). Will one of the main submitters of the resolution submitted by (list of main submitters) please request the floor?” 4. Main submitters wishing to speak raise their placards and the Chair selects one to read the operative clauses and defend the resolution. - Chair: “Delegation of (nation selected), you have been recognized” - Main Submitter: “Clause 1 […] Decides to remain actively seized on the matter.” - Chair: “The House has heard the resolution. Is there a second?” - Delegates: “Second!” 5. The Chair sets the debate time for time in favor and against the resolution. He or she then yields to the main submitter for opening remarks. Later, if the main submitter agrees, the Chair may select other nations to make points of information. The main submitter may also yield to another delegation at this time. - Chair: “(Main submitter), please proceed with your remarks” - Main Submitter: “Delegates, the resolution at hand […]” - Chair: “Thank you. Is the delegate open to any points of information?” - Main Submitter: “Any and all” - Chair: “All nations wishing to make a point of information to the delegation of (main submitter) please raise your placards high. Delegation of (delegation asking), you have been recognized.” 6. the Chair decides that the time for points of information for that speaker has elapsed, he or she will request that the speaker yields the floor back to the Chair. - Chair: “Will the delegate please yield the floor back to the Chair?” - Main Submitter: “So yielded.” 7. Other delegates can now request the floor to speak in favor of the resolution until the time for the resolution has expired, at which point the committee will move into time against the resolution. - Chair: “Debate time in favor of this resolution has elapsed, so the House will now move into time against this resolution. All nations wishing to speak against the resolution please raise their placards high.” 8. At this time, amendments can be submitted and, if acceptable, debates. The Chair will read the amendment, set a debate time for and against it, and call upon the submitter to explain it. As in other speeches, the speaker may or may not be open to points of information. After
INFORMATION WORKSHEET Name/description of organization: _______________________________ __________________________________________________________ Exact street address: _______________________________________ __________________________________________________________ Number of stories: _________________________________________ Name, address, phone of current owner/manager: _____________ __________________________________________________________ Permit date for original construction: _________________________ What Type of Organization and Possible Obligations: Private Business ADA Title III Obligations  AAB Obligations State or Local Government ADA Title II Obligations AAB Obligations Religious Organization AAB Obligations Have any renovations been done? YES  NO  Permit date Dollar amount ________ $________ ________ $________ ________ $________ If renovations have been done: Tax Assessed Value (TAV) at time of permit: $________
Chair Director, Infrastructure and Facilities Services Mr Alan Tracey Deputy Chair Associate Director Capital Development Mr Jones Members Chief Operating Officer Mr Nat McGregor Pro Vice-Chancellor (Science and IT) Professor Bill Hogarth Chief Information Officer Ms Ann Walters (Acting) Director, Regional Campuses Mr Trevor Gerdsen CEO, UoNS Ms Jennifer Smith (Acting) CEO, NUSport Mr Chris Hicks Manager, Strategic Planning, Infrastructure & Facilities Services Ms Donna Farragher By Invitation A/Manager, Strategic Governance – Resources Division Ms Barbara Morrow Advisory Support Advisory Group Secretary Fiona Dyke
Compare historical figures to each other as a review WIDA Standard ELP Standard 2; Level 2; Reading, Science, Social Studies ELP Standard 2; Level 2; Reading Science, Social Studies ELP Standard 2; Level 2; Reading Science, Social Studies Essential Question How can I identify the Main Idea of a story? How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a fiction and non-fiction story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history? What did Harriet Tubman do for Americans? How can I identify the Main Idea of a story? How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a fiction and non-fiction story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history? What did Harriet Tubman do for Americans? How can I identify the Main Idea of a story? How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a fiction and non-fiction story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history? What did Harriet Tubman do for Americans? Activating Strategy Begin a KWL Chart about elephants Continue working on KWL for elephants by completing the W Complete the KWL chart for elephants Teaching Opening (10-15 min) Preview “Jungle Fun”, and discuss beginning, middle and ending of a story. Take a Picture walk through “Can Elephants Paint?” Read aloud “Can Elephants Paint?”, question and check for understanding Read “Can Elephants Paint”, Focus on details to check for comprehension of non-fiction stories Work-Time Activities (45-55 min) Introduce new sight words for the week by calling out clues and having the Review fiction and non-fiction stories, make a list of characteristics that We will use close passages and intergrate science and social studies to introduce robust vocabulary, and
Essential Question How can I identify the Main Idea of a story? How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a fiction and non-fiction story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history? What did Harriet Tubman do for Americans? How can I identify the Main Idea of a story? How can learning new words help me become a better reader? How can I identify the story elements? How can I tell the difference between a and non-fiction story? What are the elements of Winter Weather? What contributions did Theodore Roosevelt make to American history? What did Harriet Tubman do for Americans? Activating Strategy Create a post card pretending like you are visiting the painting elephants. Tell all about them. Review words – play “Sparkle”; Teaching Opening (10-15 min) Listen to “Can Elephants on cd Listen to story on CD
Do you feel most comfortable the leader or a team participant? Please explain. How do you respond to someone in an authority position? 4. Please indicate your experience with the following ministry practices: Ministry Practice Familiar With Have Used in Ministry Level of Confidence Yes No Yes No Low High Personal 3 Minute Testimony Explaining the gospel without a tool Helping someone grow in their faith Train someone in how to integrate their faith Addressing beliefs of another religion 5. What leadership positions have you held in ministry or in other extracurricular activities? CHURCH AND SPIRITUAL BACKGROUND When did you become a Christian? (Month & Year. Or closest guess) Denomination of church where you are a member: How long have you attended your current church? What is the difference between indwelt with the Holy Spirit and being filled with the Holy Spirit? When does each occur? PERSONAL INFORMATION Have you ever been convicted of a crime? If yes, please explain. Yes No Have you ever used narcotics or drugs not prescribed by a physician? Yes No If you indicated that you have used drugs (e.g. narcotics or drugs not prescribed by a physician), please fill out this section. Although past drug use does not necessarily disqualify someone from being a fellow, we need more information from you before we process your application. MORAL CONVICTIONS The makes it clear that we should avoid sexual immorality (1 Thessalonians Being “above reproach” and “having a good reputation” are two of the qualifications for spiritual leadership listed in 1 Timothy 3. We are highly concerned about the area of moral purity for our staff. It is critical that each staff member exhibit strong convictions and a lifestyle consistent with Biblical standards. A past problem in this area does not necessarily disqualify you, provided: 1) it can be determined that convictions are strong and consistent with Scripture, and 2) a sufficient “time-tested” track record of victory has been established. (Because of the sensitive nature of these questions, you may also discuss your answers over the phone.)
Learning activities – Exploring the science RESOURCE (continued) Study jams “Sound” (animated video): “The senses: Hearing” (animated video): YouTube: “What does sound look like?”: (or on Vimeo ) waves experiment using an amplifier and liquid: Ducksters Basics of sound: Sound: Pitch and acoustics: Science experiment: Sound waves and pitch: Sound wave characteristics: Science projects and experiments for kids (sound experiments): Properties of waves: Hearing and the ear: The Physics Classroom Interactive wave simulator: Sound is a mechanical wave: Sound as a longitudinal wave: Pitch and frequency: Other resources about human’s hearing and hearing loss The Children’s University of Manchester How the ear works: Kids Health Your ears: Can loud music hurt my ears? EgoPont Test your hearing range: resources about animals’ hearing The hearing ranges of animals: Which animals hear best?: Sonar NOOA Fisheries: Sonar and marine mammals’ fact sheet: Pets on Mom.Me Animal hearing: Wonderopolis How can dogs hear things we can’t?: The Physics Factbook Frequency of bat sonar: Frequency range of dog hearing: Learn NC “How sound is like a wave: Investigating animal echolocation”: Other resources about music and sound Hearing Association of New Zealand: The science of sound for kids: iOS Apps for science teachers: Teaching about sound: science fair project ideas: resources about soundproofing Soundproof package lesson plan:
Table 2: Assessment Questions Yes No N/A Unsure Are all Medicaid and National Provider Identifier (NPI) numbers used to bill 340B drugs to Medicaid accurate on the HRSA Medicaid Exclusion file for all state Medicaid programs in which the entity locations/pharmacy(ies) participates? Answer “Yes” to the question only if all answers are “YES” in column 4, “Are Medicaid provider number (MPN) and National Provider Identifier (NPI) numbers listed accurately on the HRSA Medicaid Exclusion File?,” in Table 2. If response is “No” or “Unsure,” explain: (Identify and discuss each outlier)
whaleboat crew sent to investigate the condition of the refugee boat with LT Murphy (OIC), Mitch Swift (engineer), Tom Demane (radiotelephone operator/Vietnamese interpreter by virtue of having a Vietnamese girlfriend), Killer Kilpatrick (coxswain), Kevin Trifilo (gunner armed with an M-14), and the RTN exchange officer. A Thai fisherman had come along side of the refugee boat and had taken on some of the people. We must have been some sight with Mitch Swift hoisting the Ensign on the stern of the boat, like Washington crossing the Delaware. A cheer went up from the people on the refugee boat as they saw us approach in the motor whaleboat. LT Murphy told Demane to ask the people why they were cheering. He did and someone on the boat shouted in clearly understandable English “We have escaped from Vietnam!” Their boat was a mess and most definitely not seaworthy. The smell was unlike any other foulness I have ever known. We had to wait while permission to embark these people went up the chain, I believe all the way up to COMSEVENTHFLEET. By the time we were given clearance to embark them it was pitch dark except for the lights on the fantail of the ship. We ended up taking on 262 South Vietnamese refugees who survived their ordeal. We managed to get the refugee boat along with the Thai fishing boat along side the port side of the ship aft. The crew set up some makeshift showers on the fantail. Most were able to walk, but some were not. After getting showered and all they were sent up to the 0-1 level aft. The guys swung around Mount 52 and threw a tarp over the gun, which helped get some of them out of the elements. The guys brought a girl, maybe 5 years old, on board in a stretcher dead. I saw her face, the face of death. Dr. Pryor and I tried to resuscitate her but she was gone. When we got all the people off the boat our guys found two dead kids in the
5.3.1 CYP is able to learn within a setting without any additional adaptations i.e. blinds at windows, reduced distractions, privacy boards, extra space etc. 5.3.2 CYP is able to use standard furniture in line with age expectations. 5.3.3 CYP is able to use standard equipment related to age 5.4.1 CYP does not require personal augmentative/ assistive technology. 5.4.2 CYP is able to access curriculum and without the need for specific auditory processing and listening devices. 5.4.3 CYP is able to access curriculum and learn without the need for a personal communication system (low or high tech). 6.1.1 When needed, the family of CYP access help and support from the appropriate service providers. 6.2.1 CYP and her family are able to access wider family support. 6.2.2 CYP parents/carers have good home-school/ setting communication. 6.3.1 CYP has access to a range of age appropriate leisure and social activities. 6.4.1 CYP has no EAL support needs. 6.4.2 CYP has no cultural support 6.5.1 CYP's beliefs do not require adjustments to be made to the environment or curriculum. 7.1.1 CYP can recognise and express their emotions clearly and openly to others and in contextually and age appropriate ways. 7.1.2 CYP has a range of strategies to regulate and uses these to de-escalate the impact of negative feelings and emotions. 7.1.3 CYP has a of strategies to help them to address setbacks and ensure on-going wellbeing. 7.1.4 CYP recognises the need for emotional support and will ask for it as needed. 7.1.5 CYP understands how their feelings can impact on other people and on what happens to them. 7.1.6 CYP is aware of how others are feeling through a variety of cues.
 All Admission Fees to Scheduled Activities  4 Nights at & Overnight Hotel Security  4 Breakfasts, 5 Lunches, 5 Dinners  Guided Sightseeing  Brightspark Staff including 24-Hour Emergency Hotline  All Taxes and Gratuities  "Help Me Travel" Online Fundraising Tool  Lanyards and Emergency Cards for Each Passenger  Drawstring Backpacks  A one-of-a-kind, fun-filled educational experience How do I sign up? Go online for the fastest and easiest way to register. Once your reservation is confirmed, you’ll get instant access to MyTour tools. Of course, if you prefer the old fashioned way, just request paper forms. Any questions? Go to brightsparktravel.com or contact their customer service representatives at 877.545.0070. They are there to help you get started. Looking forward to a great trip! Kristie Rannik kbenton@alvinisd.net
Unit 1 Lesson 5 Canada: A People’s History Series 3 Episode 11 –Transformation– Opening Vignette Episode Beginning The Sunny Way Not a Practical Mind v © 2012 Donna Ward www.donnaward.net Test Version Laurier Days Canada’s first Francophone leader, Prime Minister Wilfred Laurier, was passionate a united Canada, where French and English could live in harmony. Laurier was tireless in his attempts to pacify the English ties to Great Britain while appeasing French demands to put French interests in the forefront. His determination to keep a middle ground helped him stay in power for fifteen consecutive years! Questions during viewing Episode Beginning What hardships faced hopeful miners heading to the Klondike? How successful were most of those who raced to the Yukon? The Way What was Laurier’s vision for Canada? What was the Manitoba Schools Question and what was Laurier’s solution? Not a Practical Mind Answer the questions “when, where, and who” regarding the Boer War. What compromise did Laurier come to regarding aid for the Boer War? Canada in the Twentieth Century Student Course Workbook Answer Key 2
Unit 1 Lesson 11 Canada: A People’s History Series 3 Episode 11 –Transformation– Bourassa and the Bishop Attacked From All Sides It Will Be a Terrible War © 2012 Donna Ward www.donnaward.net Test Version Laurier’s Loss Laurier had always taken the route of compromise to satisfy both the French and the English, however he finally found he could please no one. Even Laurier’s friends decided that they could not continue to support him. First, Bourassa left Laurier’s government to become a voice for the French. Then, the issue of Free Trade alienated long-time supporter Clifford Sifton. In the election of 1911 the people chose a new government and thirty-seven years of Liberal leadership ended. Questions during viewing Bourassa and the Bishop What did the Archbishop of Westminster say at the 21st Eucharistic Congress in Montreal (1910) that angered the French? What was the of Henri Bourassa’s rebuttal? Attacked From All What was the fear if Free Trade was approved? Who defeated Laurier in the 1911 election and what was his party? It Will Be a Terrible War Where was the Canadian First Division stationed in April, 1915 when John McCrae and Alexis Helmer were serving? How many Canadians died in The Great War? Canada in the Twentieth Century Student Course Workbook Answer Key 7
Unit 2 Lesson 18 Video Canada: A People’s History Series 3 Episode 12 –Ordeal by Fire– City of Sorrow A Broken Promise © 2012 Donna Ward www.donnaward.net Test Version Halifax Explosion Questions during viewing City of Sorrow What was the date of the Halifax Explosion? What were the names and countries of the ships involved and what were they carrying? How many people died in the tragedy? What was a common injury and how did this happen? A Broken Promise What caused Minister Borden to break his promise conscription? Who was the strongest opponent of conscription? What were the results of the violence in Quebec City? Canada in the Twentieth Century Student Course Workbook Answer Key 10
The Northwest Passage’s Pacific entrance had been disproven by George Vancouver, James Cook had discovered some valuable sea otter pelt business but in the 1850s, everyone was rushing to British Columbia for….. G O L D Thousands of prospectors came to BC. They discovered more gold along the Quesnel River in the Cariboo Mountains but it was hard to get there by river. Governor Douglas decided to build a wagon road. And get camels? Why do you think they thought camels would be a good idea? Below is camel known as “the lady” she is the last surviving camel. P223. The gold rush lasted only until 1868 – the newcomers stayed and built farms and businesses. Logging as an industry started. However, the colony found itself deeply in debt. There were not enough people to pay ______ or buy ______. With the Americans having purchased Alaska from the Russians in 1867, BC had to make a choice about their future. They could: p224 1) Remain a ….. 2) become a province of…. 3) join the ….. They went to Ottawa to talk about possibly joining Canada. They made certain demands like Canada paying off their debts, wanting a road built across the prairies and receiving payments from Canada every year. Canada agreed! And decided to build something better than a road. They build the ____________________. On July 20 1871, British Columbia became the ____ province to join Canada. Prince Edward Island FINALLY joins Canada! PEI had been at the original talks about Confederation but had said no to joining.
___________ ________________ __________________ _____________. The agreement opened the door for free trade, ending tariffs on various goods and services, and implementing _______________ between Canada, USA, and Mexico. NAFTA greatly increased ______________ and _________________ integration in North America. Removing _____________________ on investments Removing _____________ ______________________ at border crossings Establishing ______________ ______________________ for environmental, health, and safety regulations Improving _________________ ________________________
Indicate if the proposal includes research involving human participants and if ethics approval has been applied for or obtained. Note that this information is used for administrative purposes to ensure that research ethics approval is in place prior to the release of funds and is not used to evaluate the merit of the application. Human Experimentation Has ethics approval been applied for or obtained? Yes No Not applicable SEX AND GENDER Sex and gender must be considered when developing the research proposal. Visit the website for resources to help with incorporating sex and gender into research design. Are sex (biological) considerations taken into account in this proposal? Yes No Are gender (socio-cultural) considerations taken into account in this proposal? Yes No Describe how sex and/or gender considerations will be considered in your research proposal: Section C: Project Team In the tables below, list all proposed project investigators and project collaborators. Project Investigators are investigators affiliated with Canadian Academic Institutions who are requesting Canadian Blood Services funding. Project Collaborators are investigators who are not requesting funding but who will be collaborating on the project. Do not include trainees and personnel as either Project Investigators or Project Collaborators. In a separate file, provide a full Canadian Common CV () in the CIHR Academic format or equivalent for all identified project investigators and project collaborators. PROJECT INVESTIGATORS (Investigators requesting funds from Canadian Blood Services) Name Position and Institution Email Role in project:
This was discussed at the Portfolio Committee and Steering Committee and there will be no changes to the Portfolio inclusion criteria. There are be special consideration for trials that do not meet our criteria, which have not been used to date. What happens if perform well and their NCC underperforms (i.e., doesn’t make their baseline)? No one will be penalized if they are performing well. 3CTN hopes to discuss with NCC and NACC leads to understand how funding will be distributed given that circumstance. For sustainability, we need to understand how to capture impact. Who does it impact –currently using accrual– but what about publications or patients – are we able to collect it now to have an idea? 3CTN aims to try to get as much information as possible. We are attempting to commit to collecting publication information either through clinicaltrials.gov or the sponsors/PI themselves to see what the data means from an impact perspective. NETWORK ACCOMPLISHMENTS & PROPOSED STRATEGIC PLAN HIGHLIGHTS Q-CROC Annie Morin, Resource for Academic Clinical Research, CIUSSS de L'Estrie- CHUS Key topics discussed: Overview of Site Structure; Goals and Objectives; Activity Metrics & Challenges Questions: What worked the best for you to motivate sites to increase recruitment? PCF was a strong motivation for the sites, and the PI being aware increased awareness – but we also worked on putting tools in place to make PIs aware which protocols are in place or open to recruitment. CancerCare Manitoba Kathryn Dyck, Manager Clinical Trials Unit, CancerCare Manitoba Key topics discussed: Overview, and Objectives Progress, Activity Metrics & Challenges and Beyond 2018 Ontario Network Regional Coordinating Centre Dr. Glenn Bauman, PI, London Regional Cancer Program & Chair, Ontario Leadership Council Key topics discussed: Overview on NCC/NRCC/NACC structure; Goals and Objective; Challenges and Next Steps Questions: Could there be a collaborative effort in creating a national website that is user friendly for patients and mobile friendly listing all Canadian clinical trials? General agreement that it would be useful to approach this as a national initiative. BC Cancer Agency Network Regional Coordinating Centre Dr. Bernie Eigl, Medical Director, Provincial Clinical Trials Key topics discussed: Overview and Organizational Structure; Provincial Performance; Centre Performance; Strengths and Challenges beyond 2018
Data demonstrating achievement of instructional or service success Program does not provide an adequate analysis of the data provided with respect to relevant program data. Program provides an analysis of the data which indicates progress on departmental goals. If applicable, supplemental data is analyzed. Efficacy Team Analysis and Feedback: Meets The program has fortified the infrastructure of the campus and revamped it’s own structure. By improving our technological abilities and providing accessibility to those technologies, the program has positively affected the reputation of the college.
Student Learning Outcomes Program has not submitted student learning outcomes for all courses certificates or degrees. Does not have a plan on file. Program has not analyzed assessment results and implemented changes appropriate. Program has submitted student learning outcomes for all courses certificates or degrees. Program has a three-year plan on file. Program has analyzed assessment results and implemented changes appropriate Efficacy Team Analysis and Feedback: The program has not identified any and stated that it was not asked to do so. As a new program, the program listed as one of it’s goals a plan to develop SAOs.
acceptable level of productivity for the program, or the issue of productivity is not adequately addressed. productive at an acceptable level. Efficacy Team Analysis and Feedback: Meets EXCEEDS!! The program supports all the computers on campus, installs and updates them, repairs them, replaces them and sets up the new technology for the multiple new buildings on campus. The program must continue to provide service while staying current on the latest advances developed. Relevance, Currency, Articulation The program does not provide evidence that it is relevant, current, and that courses articulate with CSU/UC, if appropriate. The program provides evidence that curriculum review process is up to date. Courses are relevant and