zilongwang/ReadingBank huggingface dataset:
Requirements · Strong desire to learn along with professional drive · Solid understanding of different marketing techniques · Excellent verbal and written communication skills · Excellent knowledge of MS Office · Passion for the marketing industry and its best practices · Current enrollment in a related BS or Masters degree · Must have driver’s license · Must provide own laptop
not generalize to other countries, though I am aware that national-level press censorship does apply in some of them. So her claims might apply, at a high level of abstraction, elsewhere in the world. But I would need empirical evidence from these contexts to confirm this.) b) How, if at all, could the authors have provided stronger backing for their claims? Quotes from editors and journalists would have strengthened the account, so that it was possible, as a reader, to make my own judgement about whether or not the claims made are adequately warranted. This was a particularly applicable in relation to the author’s evident value stance, which could influence her interpretation of information.
Name ________________________________________ Period ___________ Beowulf Critical Analysis Questions -- BEOWULF 1. (109-116) -- Name two traits of an epic hero that Beowulf possesses: 2. Page 9 (134-141) -- What is the poet’s tone in relation to his attitude to Beowulf on the way the character’s actions are described? 3. Page 10 (149-160) -- Why do you think people of Beowulf’s time valued the kind of superhuman strength described in this section? 4. Beowulf insists that “my hands/Alone shall fight for me.” In your opinion, is this promise courageous or foolish? Why?
LANGUAGE AND ITS POWER: As Critical readers/thinkers, we must understand that language can be used or misused to give it power, the power that authors need to lead us in any direction that they wish – negative or positive, weak or strong, good or bad. As citizens and consumers, we are influenced by words and their denotative and connotative meanings. First, we must look at denotation and connotation. Denotation is the is the specific object or act that a word points to – in other words the dictionary meaning of a word. However, our daily language consists of connotations or all of the positive, negative, and neutral images that we associate with words. We must also look at such language tricks as: Vagueness – unclear meaning of a word Ambiguity – when a word has more than one meaning Doublespeak – using language and words to pretend to tell the truth Weasel words – using a word to evade making a forthright statement Spin – the use of words to make a behavior seem positive or minimize a negative reaction Reification – a word takes on more power than it really has Jargon – use of technical language Gobbledygook – use of or inflated language to confuse or overwhelm Euphemism – describing an event person or object by using more acceptable language Romancing the product – associating a product with something bigger, better or more interesting As critical thinkers and critical readers, we must understand the power of words used to clarify or obscure particular issues. We must understand that language has a persuasive impact on us because of the images that we associate with words and phrases. This impact comes through the use of connotation. Always remember that the meaning of words is in us, the people. 9
OUTREACH THREATENING CRITICAL VALUES DMC University Laboratories will call clients when test results are significantly abnormal (critical). All “Life-threatening critical values” will be called to the physician as soon as possible within 30 minutes after they are released from the testing department. They will be called 24 hours a day regardless of physician preference. All clients of DMC University Laboratories are sent notifications and updates of the critical call lists automatically anytime a change is made. TEST UNIT INPATIENTS AND HOSPITAL CLINIC PATIENTS OUTREACH Same as Inpatients & Hospital Clinic patients except where noted below ADULT PEDIATRIC (4 wks - 18 yrs) NEONATAL (0 - 4wks) Low High Low High Low High Low High TOXICOLOGY Acetaminophen + mcg/mL >50 >50 >40 Acetone (GC) mg/dL >20 >20 >20 Alcohol (Ethanol)+ mg/dL >300 >200 Carbamazepine* mcg/mL >20 >15 >12 >15 Carbamazepine, Free* mcg/mL >4 >4 Digoxin ng/mL >2.5 >2.5 >2.0 Isopropanol mg/dL >30 >30 >30 Lead+ mcg/mL >44 >44 >44 Lithium¶ mmol/L >2.0 >2.0 >1.5 Phenobarbital, Total* mcg/mL >45 >45 >45 Phenytoin* mcg/mL >30 >30 >20 Phenytoin Free mcg/mL >4 >4 >3 Salicylate+ mg/dL >25 >25 >20 Theophylline* mcg/mL >25 >25 >20 >30 Valproic Acid* mcg/mL >100 >100 >100 Valproic Acid, Free* mcg/mL >15 >15 >15 DO NOT CALL CHEMISTRY
HEMATOLOGY Hemoglobin g/dl <7.0 >20.0 <7.0 >20.0 <8.0 >22.0 Follow Life Threatening Critical Call Process ≤7 Hematocrit % <18.0 >60 <18.0 >60 <24 >65 Platelets uL <50,000 >1,000,000 <50,000 >1,000,000 <50,000 WBC mm <1.5 For Karmanos <1.0 >30.0 <1.5 >30.0 <1.5 >30.0 PTINN secs ≥35.0 ≥35.0 ≥35.0 Fibrinogen mg/dL <100 >800 <100 >800 <100 >800 SEROLOGY HBAG (L&D PTS ONLY) positive or borderline positive or borderline INPATIENTS AND HOSPITAL CLINIC PATIENTS OUTREACH Same as Inpatients & Hospital Clinic patients except where noted below HEMATOLOGY Positive smear for intracellular organism First occurrence of blasts on peripheral blood smear MICROBIOLOGY Positive smear or culture from blood or other normally sterile body site such as fluid/tissue (ie. CSF, pleural fluid, amniotic fluid, CAPD, Cornea)* First Positive smear or culture for acid fast bacilli positive AFB smear or culture from blood, even if there has been a previous positive specimen from another body site Cultures & PCR positive for Neisseria gonorrhoeae & Chlamydia (CHM only for patients < 14 years old)
Social Change Skills Area of Learning Teaching Social Change Skills Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Pedagogy The course differentiates service-learning from social change strategies (participatory research, activism, advocacy, direct service, etc.) and explains these alternative methods. ⃝ ⃝ ⃝ ⃝ ⃝ Reflection Reflection activities prompt students to consider current interventions to the social problem and explore alternative solutions. ⃝ ⃝ ⃝ ⃝ ⃝ Area of Learning Assessing Impact Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Community Praxis Students address the social issues they study in class in their service. ⃝ ⃝ ⃝ ⃝ ⃝ Community Praxis Service activities prioritize broader, intensive behavior change strategies (i.e., policy changes) over less intensive strategies. ⃝ ⃝ ⃝ ⃝ ⃝ Area of Learning Capacity-building for Change Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Academic Content You provide resources (i.e. suggestions of other courses, community and national organizations) so students can pursue a deeper commitment to the social issues being investigated after course completion. ⃝ ⃝ ⃝ ⃝ ⃝ Academic Content The course couples academic content and service-learning with intentional skill building to improve student self-efficacy for further action. ⃝ ⃝ ⃝ ⃝ ⃝ Further Resources Kim Bobo, Jackie Kendall and Steve Max (2001). Organizing for Social Change: Midwest Academy Manual for Activists. Santa Ana, California: Seven Locks Press. Tania Mitchell and Kathleen Coll (2017). Ethnic Studies as a Site for Political Education: Critical Service Learning and the California Domestic Worker Bill of Rights. American Political Science Association, 187-192. KU Work Group for Community Health and Development (2015). Community Tool Box. Lawrence, KS: University of Kansas. Retrieved from
Critical Dates LMHA All Teams must be submitted before December 15 or first league game Affiliation deadline is December 15th Team declaration date for Provincials is December 1st Tournament Dates November 2 - 4 – Novice – Russ Robertson November 17 – 19 – Initiation – Russ Robertson November 24 – 25 – Bantam C – Russ Robertson December 7 – 9 – Female – Servus Sports Centre December 16 – 18 Atom T1 – Servus Sports Centre January 5 – 6 Peewee A – Russ Robertson January 11 – 20 – Minor Hockey Week February 1 – 3 – Novice – Russ Robertson March 8 – 10 – Novice Female – Russ Robertson
Developing a framework for Orientation and Mobility technique evaluations Prior to attending this course you will need to document (using the instructions below and form attached) a Critical Incident from your practice. During the session these critical incidents will be evaluated by you and your peers. Critical Incident Technique (CIT) introduction and Observation Form Definition. A critical incident is any work-based event that is significant to (in this case) Rehabilitative Orientation and Mobility Practice. CIT observations, offer a practical step-by-step process of documenting and evaluating experiences that can then be used to solve practical problems and develop principles and frameworks of ‘good practice’. This type of active reflection not only improves practice but is also a demonstration of professional development and offers a field of practice a paradigm of Novice to Expert development. Indentifying a CIT Event A CIT event is any Orientation and Mobility training session. This can be a positive or negative event but it is one that ‘you’ think is of particular interest. When considering your CIT you may wish to choose a complete training session or just one element of a training session. What evidence is needed To capture the details of a CIT you will need to: Identify a credible event that is of interest (positive or negative) Describe the event in detail (case-study style), identifying the cause and outcome of the important features of the event Collect accounts from all the participants perspectives Document what actions were taken during the event by you and by other participants Describe any changes in your behaviour of of other participants that has occurred as a result of this experience. Using the form below please complete in detail all elements of the critical incident you experienced.
Doncaster Safeguarding Children Board – 01302 734747 Referral and Response – 01302 737777 – Out of hours – 01302 796000 Local Authority Designated Officer – 01302 737748 Sexual Exploitation Team – 01302 732200 Police - 101 (Non-emergency) 999 (Emergency) 112 (Emergency European) Health Protection Agency – 01142 428 850 DFE Prevent Helpline – Non emergency – 020 73407 264 DFE Prevent concerns – counter.extremism@education.gsi.gov.uk PREVENT Officer – Inspector Brendan Packenham: 0114 2961374 or 07769 131474 Prevent Helpline - Tel: 02073407264 Ofsted – 0300 123 1231 Environment Flood line – 0845 988 1188 www.environment-agency.gov.uk Bereavement Services (Cruse) – 01302 814647
Useful contact numbers Doncaster Safeguarding Children Board – 01302 734747 Referral and Response – 01302 737777 – Out of hours – 01302 796000 Referral and Response Helpline Numbers – 01302 737722 01302 737636 01302 737033 Local Authority Designated Officer – 01302 737748 Child Sexual Exploitation Team – 01302 732200 DMBC Corporate Communications Team – 01302 736071 Police – Emergency – 999 Police – Non emergency - 101 Health Protection Agency – 01142 428 850 DFE Prevent Helpline – Non emergency – 020 73407 264 DFE Prevent concerns – Butler – Prevent Officer – 01302 385095 Ofsted – 0300 123 1231 Environment Flood line – 0845 988 1188 Bereavement Services (Cruse) – 01302 814647
Incident Report Form Program Information Provider Organization Name: Provider Phone #: If CPA program, CPA license address: CPA Office Jurisdiction (county or city): For CPA, Foster Home or ILP Site address: For CPA, Foster Home or ILP Site Jurisdiction (county or city): RCC Licensed Site: RCC Licensed Site Jurisdiction (county or city): Program Type: ALU (DDA) DETP Group Home High Intensity Respite ILP Mother –Child TFC TFC - Medically Fragile Therapeutic Group Home (DHMH) Incident Information Incident Date: Incident Time: am pm Date Reported to OLM by Telephone or Email: Time Reported to OLM by Telephone or Email: am pm Date Written Report Sent to OLM by Email or Fax: Time Written Report Sent to OLM by Email or Fax: am pm Incident Location (If different from site location): Notification Method (Check all that apply): Phone Fax Email PDF to Reporter’s Name: Reporter’s Job Title: Persons Involved in the Incident Youth in Placement (Use additional paper if needed) First Name and Last Initial of Youth Involved in Incident. (DO NOT Include the Youth’s Last Name) DOB Gender Injury sustained (Y/N) Placing Agency (i.e. local DSS, DJS, CFSA, DYRS, DHMH-DDA, DHMH-BHA, or other – please specify)
Staff Members / Foster Parent (Use additional paper if needed) Full Legal Name Position (If foster parent, provide phone number) Behavior Management Certified (Y/N) (For RCC staff only) Others involved in the incident: School Staff/Probation Officers/Neighbors, etc. (Use additional paper if needed) Full Legal Name Relationship to child Minor Youth (yes/no) Contact Phone # Incident Type Choose as many as apply to the situation. Be sure that each issue identified is addressed in the narrative. Arrest/Incarceration of Staff or Foster Parent While On Duty Assault Of Youth Subject Of The Incident Assault On Foster Parent/Staff Assault On Other Youth Automobile/Vehicular Accident Death Of Child Death Of Staff /Foster Parent While On Duty Domestic or Intimate Partner Violence Injury To Youth Injury To Foster Parent/Staff Injury To Youth Subject Of The Incident Possible Violation Of Rights Property Damage Restraint (provide specifics in identified section below) Sexual Assault - Perpetrator Sexual Assault - Victim Suspected Abuse/Neglect (provide specifics in identified section below) Theft - Perpetrator - Victim Behavioral Issues Arrest/Incarceration of Awol Bullying - Perpetrator Bullying - Victim Fire Setting Gang Involvement Police Involvement Possession Of Contraband School Expulsion School Refusal School Suspension (> 3days) Sexual Misconduct Mental Health/Substance Use Alcohol Use/Posession Drug Use/Possession Emergency Petition Homicidal Attempt Homicidal Ideation Ingestion Of Harmful Substance Injury To Self Suicidal Attempt Suicidal Ideation Medical/Psychiatric Events Emergency Hospitalization Medical Psychiatric Emergency Medical Treatment Emergency Psychiatric Evaluation Medical Event (Significant but Medication Error(s)
Critical Infrastructure Protection Programs General Description The Critical Infrastructure Protection branch is the agency lead for the Healthcare and Public Health Sector. Key activities within the branch include infrastructure risk analysis and prioritization, cybersecurity initiative coordination for HHS, emergency operation liaison with private sector partners during emergencies, and sector lead for developing, evaluating, and implementing protection measures related to critical infrastructure all hazards threating government and private sector partners. Detailed Description The Critical Infrastructure Protection branch is the agency lead for the Healthcare and Public Health Sector. Key activities within the branch include infrastructure risk analysis and prioritization, cybersecurity initiative coordination for HHS, emergency operation liaison with private sector partners during emergencies, and sector lead for developing, evaluating, and implementing protection measures related to critical infrastructure all hazards threating government and private sector partners. The Critical Infrastructure Protection branch can provide SME support for partners needing advice or guidance on best practices for physical and cyber critical infrastructure protection. Requests for SME support should be sent through REC to . The Critical Infrastructure Protection (CIP) team has a wide network of public and private sector partners representing all aspects of healthcare and public health critical infrastructure protection with expertise in cybersecurity, physical security, workforce protection, supply chain management, and other related areas. During steady-state or disaster operations, CIP can tap into its private sector partners in the following healthcare and public health sub-sectors: Health IT and Medical Technology Pharmaceuticals, laboratories, and blood Medical materials Health Plans and Payers Direct Health Care Mass Fatality Management Opportunity for two-way sharing of information with national-level private sector partners Requests to share information or request information from our partnership network should be communicated through the REC to . The Critical Infrastructure Protection (CIP) team has a wide network of public and private sector partners representing all aspects of healthcare and public health critical infrastructure protection with expertise in cybersecurity, physical security, workforce
Rather than stress the retention of a collective metaphysical reference, this definition also allows, as does (1997) for the active recreation of memory, myth and vision in response to the centripetal force of discrimination suffered within the host country, and discourses within their country or countries of origin. In other words, despite some measure of cohesion, Diasporas also tend to have divergent memories of, visions for and myths about their homeland based on differences in gender, age, race/colour, and class. I suggest that attention should also be paid to smaller-scale sub-national or sub-diasporic identities, family ties and other forms of kinship, as these can be equally, if not more, salient in the study of the social and dynamics of diaspora. “They [members of a Diaspora] believe they are not - and perhaps cannot be - fully accepted by their host society and therefore feel partly alienated and insulated from it”; The perception of social rejection is often a key ingredient in the formation and maintenance of Diaspora. Alienation should be widened to include 'psychic or self-alienation', where, despite its acceptance to or even control of the host society, the Diaspora continues to see itself as foreign or intrinsically belonging to a separate geo-cultural construct. Despite ’s insistence that Diaspora cultures are not separatist (Clifford 1997: 252), examples of or isolationist Diasporas such as Mennonite communities in the are readily available.
approaches to migration theory. Diaspora 7(3): 351-368. Guengant, Jean-Pierre. 1985. population dynamics: Emigration and fertility challenges. Presented at Conference of Parliamentarians on Population and Development, , . Guillet, 1963. The great migration. : Press. , . 1967. Capitalism and Underdevelopment in Latin America: Historical Studies of Chile and Brazil. New York: Monthly Review Press. Headley, Bernard. 1996. The Jamaican crime scene: a perspective. : Press. Heisler, 2001. Now and then, here and there: Migration and the transformation of identities, orders and borders. In Identities, borders, orders: Rethinking international relations theory, ed. , and , 225-247. : Press. , Jeffrey et al. 2002. Global production networks and the analysis of economic development. Review of International Political Economy 9(3): 436-464. Klein, Naomi. 2000. No logo: no space, no choice, no jobs: taking aim at the brand bullies. : .
CRITICAL THINKING ACTIVITY: CONFLICT RESOLUTION STRATEGIES each well-known or familiar saying with the conflict resolution strategy it depicts. 1. “tit for tat” A. avoidance 2. “It takes two to quarrel but only one to end it.” B. accommodation 3. “Come let us reason together.” C. coercion 4. “Might makes right.” D. compromise 5. “Half a loaf is better than none.” E. negotiation 6. “One who fights and runs away lives to fight another day.” F. collaboration CRITICAL THINKING ACTIVITY: CONFLICT RESOLUTION STRATEGIES Match each well-known or familiar saying with the conflict resolution strategy it depicts. 1. “tit for tat” A. avoidance 2. “It takes two to quarrel but only one to end it.” B. accommodation 3. “Come let us reason together.” C. coercion 4. makes right.” D. compromise 5. “Half a loaf is better than none.” E. negotiation 6. “One who fights and runs away lives to fight another day.” F. collaboration CRITICAL THINKING ACTIVITY: CONFLICT RESOLUTION STRATEGIES Match each well-known or familiar saying with the conflict resolution strategy it depicts. 1. “tit for tat” A. avoidance 2. “It takes two to quarrel but only one to end it.” B. accommodation 3. “Come let us reason together.” C. coercion 4. “Might makes right.” D. compromise 5. “Half a loaf is better than none.” E. negotiation 6. “One who fights and runs away lives to fight another day.” F. collaboration
Organizational Capability Target Associated Critical Tasks Observation Notes and Explanation of Rating Target Rating [Insert Organizational Capability Target 1 from page 1] [Insert Organizational Capability Target 1 Critical Tasks from page 1] [Insert Organizational Capability Target 2 from page 1] [Insert Organizational Capability Target 2 Critical Tasks from page 1] [Insert Organizational Capability Target 3 from page 1] [Insert Organizational Capability Target 3 Critical Tasks from page 1] Final Core Capability Rating Ratings Key P – Performed without Challenges S – Performed with Some Challenges M – Performed with Challenges U – Unable to be Performed Evaluator Name Evaluator E-mail Phone
Pseudonym(s) of service user(s) /carer(s) used A brief outline of the scenario/case/family situation at the point you receive the case/asked to work with the service user ASSESSMENT A brief outline of the assessment process including your role (including links to relevant assessment theory) PLANNING Consider your role/area of responsibility in planning the intervention; the aims of the intervention; strategies for intervention (how will you work towards achieving the aims of the intervention?); what legislation, policy, social work methods and theory are relevant and how these will be applied; what social work skills are relevant for the intervention? If there are skills you need to develop how are you going to develop these? Self-awareness: What are your own feelings about this situation? How does this relate to your values and ethics? Tuning in: What might the service user’s possible feelings be about the agency, you, the situation?
3.03 Adjusting Verify that field measurements are as shown on the drawings. 3.04 Field Quality Control See Section 01 40 00 – Quality Requirements for additional requirements. 3.05 Cleaning See Section 01 74 19 – Construction Waste Management and Disposal for additional requirements. 3.06 Closeout Activities See Section 01 78 00 – Closeout Submittals for closeout documentation requirements. See Section 01 79 00 – Demonstration and Training for additional requirements.
PART 3 – EXECUTION 3.01 Examination A. Verify that conditions are suitable for installation. B. Verify that field measurements are as shown on the drawings. 3.02 Installation Install in accordance with manufacturer’s instructions. See drawings for the size(s) and locations of laminar flow diffuser inlets. Support components individually from structure in accordance with SMACNA (SRM). Do not support components from ductwork. Connect to ductwork in accordance with Section 203 31 00. 3.03 Adjusting Ensure supply air to the laminar flow diffusers by performing traverse of the main supply duct. Balance outlets according to manufacturer’s recommendations. Verify that field measurements are as shown on the drawings. 3.04 Field Quality Control See Section 01 40 00 – Quality Requirements for additional requirements. 3.05 Cleaning See Section 01 74 19 – Construction Waste Management and Disposal for additional requirements. 3.06 Closeout Activities See Section 01 78 00 – Closeout Submittals for closeout documentation requirements. See Section 01 79 00 – Demonstration and Training for additional requirements.
Appendix 1 CRITICAL INCIDENT FLOWCHART 1. INITIATION 2. CRITICAL DECISION 3. ONGOING SITUATION 4. RESOLUTION/AFTERMATH Take appropriate invacuation steps NO Incident/ threat Raise alarm and dial 999 Assess type and level of threat Take appropriate internal action Take appropriate lockdown steps Await emergency assistance Follow advice of emergency services Take appropriate evacuation steps Initial event could include: • Intruder • Hostage • Violent event in school • External pollution (e.g. smoke) • Road traffic accident • Dangerous animal on site • attack (e.g. knife/gun) • Severe weather event • Sudden death of pupil/member of staff • Suspicious item/bomb threat • Fire RAPID decisions needed: Senior management if available, but any member of may have to raise the alarm and make initial appraisal Communication: • Two-way radios • Classroom telephones • Mobile phones • Instant messaging/email • Other Lockdown: • access points (e.g. move furniture to obstruct doorways) • Keep out of sight • Sit on the floor, under tables, against a solid wall • Draw curtains/blinds • Turn off lights • Stay away from windows and doors • Put mobile phones on silent School may need support: • Emergency Services • Local Authority
the disappearance of a member of the school community; an accident / tragedy in the wider community. The term ‘suicide’ will not be used without the consent of the family involved or until it has been established categorically that the person’s death was as a result of suicide. The phrases ‘tragic death’ or ‘sudden death’ may be used instead. The term ‘murder’ will not be used until it is legally established that a murder was committed. The term ‘violent death’ may be used instead. 2.0 Key Roles and Tasks in the Critical Incident Management Process 2.1 Critical Incident Management Team The Critical Incident Management Team may consist of: Principal and Deputy Principal; Year Head(s); Chaplain and Career Guidance Counsellors; Special Educational Needs Coordinator; Health and Safety Representative; Secretary; Caretaker; Chairperson of the Students’ Council; Chairperson of the Parents’Association; Chairperson of the of Management; NEPS psychologist. The roles of the Critical Incident Management Team members, staff, Students’ Council and Parents’ Association are detailed below. The Critical Incident Management Team will delegate the responsibilities of any member of the team who is unable to fulfil their responsibilities. The key roles which need to be covered are as follows: Team Leader; Garda Liaison; Liaison; Student Liaison; Parent Liaison; Community Liaison; Media Liaison; Administrator. The Principal and Deputy Principal will normally be responsible for: the care of and communication with organising the supervision of students; gathering accurate information the incident; liaising with the administrative, care-taking and ancillary staff; liaising with the Board of Management, Trustees, Students’ Council and the Parents’ Association; liaising with external support agencies, the emergency services, the Gardaí, the State Examinations Commission and the Department of Education and Skills (DES); liaising with the family of affected / bereaved student(s);
Legal branch to be contacted 9637 2871 Some typical responses to trauma/grief made available Available Staff – EAP, Lifeline, SSSO’s Students- kids helpline, SSSO’s, headspace Counselling/support will be available staff and students Location Looking after yourself professionally (team debrief) Meeting at the end of the day required? - all staff /email/update? Individual counselling
Incident Report Form Program Information Provider Organization Name: Provider Phone #: If CPA program, CPA license address: CPA Office Jurisdiction (county or city): For CPA, Foster Home or ILP Site address: For CPA, Foster Home or ILP Site Jurisdiction (county or city): RCC Licensed Site: RCC Licensed Site Jurisdiction (county or city): Program Type: ALU (DDA) DETP Group Home High Intensity Respite ILP Mother TFC TFC - Medically Fragile Therapeutic Group Home (DHMH) Incident Information Incident Date: Incident Time: am pm Date Reported to OLM by Telephone or Email: Time Reported to OLM by Telephone or Email: am pm Date Written Report Sent to OLM by Email or Fax: Time Written Report Sent to OLM by Email or Fax: am pm Incident Location (If different from site location): Notification Method all that apply): Phone Fax Email PDF to Reporter’s Name: Reporter’s Job Title: Persons Involved in the Incident in Placement (Use additional paper if needed) Name and Last Initial of Youth Involved in Incident. (DO NOT Include the Youth’s Last Name) DOB Gender Injury sustained (Y/N) Placing Agency (i.e. DSS, DJS, CFSA, DYRS, DHMH-DDA, DHMH-BHA, or other – please specify)
Business Credit Cards (Security alert: make arrangements for PINs and passwords to be accessed only by the trusted person of your choice. Do not record them here unless you are absolutely confident they will be the only person seeing this document) Company Card name Card number Direct debits associated with this account (if any) Amount of debit Date of debit Company Card name Card number Direct debits associated with this account (if any) Amount of debit Date of Business Leases Building (Address of the building) Equipment (Describe the leased equipment) Cars (Registration number(s) of vehicle(s) Mobile Phones (Describe the vendor or the service provider) Building Equipment Cars Mobile Phones
Marquette University – College of Education Student Teacher Evaluation Form KSPA #7: Critical Journal InTASC Indicator 1—Minimal 2—Basic 3—Proficient 4—Advanced 9d Actively seeks theoretical and research resources as supports for analysis, reflection, and Relies exclusively on personal experience and prior knowledge. Superficially cites sources (name-dropping) to support reflection. Uses theory or research to support analysis, reflection, and problem-solving of significant issues. Uses theory or research to provide in-depth support for their analysis, reflection, and problem-solving of significant issues. 9e Reflects how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others. No evidence of reflection on personal beliefs and experiences and their influence on own behaviors and interactions. Occasional or superficial discussion of how personal beliefs and experiences influence own behaviors and interactions. Consistent and thorough discussion of how personal beliefs and experiences influence own behaviors and interactions. Consistent and thorough discussion of how personal beliefs and experiences influence own behaviors and interactions. AND Discussions include a plan for future actions. Comments:
Initial professional development plan 0 - three months To address noted by assessor at the support and assessment agreement meeting (see section seven) as well as areas identified in this document. Period covered Learning objective How will you meet the objective? Development activity or action planned. How does this link to the assessment outcomes for the ASYE? What was the impact on your practice? Date for completion and/ or review.
Professional development plan months To address noted by assessor in the three month review as well as areas identified in this document. Period covered Learning objective How will you meet the objective? Development activity or action planned. How does this link to the assessment outcomes for the ASYE? What was the impact on your practice? Date for completion and/ or review.
7 EXERCISES – RESEARCH HYPOTESES, PURPOSES, AND QUESTIONS Which type of statement (hypothesis, purpose or question) predicts the outcome of a study? Hypothesis “It is hypothesized that college students who have firm career goals achieve higher GPAs than those who do not have firm career goals”. Is this a “directional” or a “nondirectional” hypothesis? Directional hypothesis “It is hypothesized that children of immigrants and children of native-born citizen differ in their attitudes toward school”. Is this a “directional” or a “nondirectional” hypothesis? Nondirectional hypothesis “The goal of this study is to examine college students’ attitudes toward religion” Is this statement a “hypothesis” or a “purpose”? Purpose “Are children of alcoholics different from children of nonalcoholics in their social adjustment?” Is this research question stated appropriately? Why? Why not? No, because it can be answered with a yes or no. When researchers are willing to predict the outcome of a study, should they state a “directional” or a “nondirectional” hypothesis? Directional hypothesis What are the two alternatives to stating a nondirectional hypothesis? Research purpose or research question Consider nondirectional hypotheses, research purposes, and research questions. Are “all three acceptable in the scientific community” or is “one type preferred over the others”? All three are accepted
and intervention during childhood development in order to optimize normal growth of the airway and insure a lasting impact in the treatment of sleep-disordered breathing. With the help of orthodontists and myofunctional therapists and appropriate testing of nasal resistance in children, we may be able to recognize and treat children at risk of SDB early in life (1,34). Acknowledgement Some of the data presented here are part of the data collected for the PhD thesis of Dr YS Huang. These data were orally presented at the European Sleep Research Society 21st Congress September 2012. We thank Marion Girard-Gervais (D.U. reeducation maxillo-faciale) for her help in France and Dr. Shannon Sullivan for her help in editing the manuscript. Examples of myo- functional exercises can be seen at “myofunctionaltherapy.blogspot.com”35 References
Week 3: The “Tragic Mulatto”: Iola Leroy (1892) M 10/11 ASSIGNMENT #1 due; Iola Leroy (intro-ch. 13) W 10/13 Iola Leroy (ch. 14-20) Week 4: Race & the Law M 10/18 Iola Leroy (ch. 21-end); “The Function of the ‘Fair’ Mulatto,” Kimberly Wilson W 10/20 “Only the Law Would Rule between Us,” Emily Tassel; “Who’s Black, Who’s White, and Who Cares,” Luther Wright; “Identity Notes, Part One” Adrienne Davis; “Mexican-Americans and Whiteness,” George Martinez Week 5: Race, Identity, Agency: Autobiography of an Ex-Colored Man (1912) M 10/25 “The Fabrication of Race,” “Naturalization and the Courts,” Matthew Jacobson W 10/27 Autobiography of an Ex-Colored Man (intro-ch. 4); “Legalizing Cultural Anxieties,” Timothy McCarthy Week 6: Theories of Racial Passing M 11/1 ASSIGNMENT #2 due; Autobiography of an Ex-Colored Man (ch. 5-end); “(Passing for) Black Passing for White,” Samira Kawash W 11/3 “The Politics of Passing,” Elaine Ginsberg; “Passing for White, Passing for Black,” Adrian Piper Week 7: Performance, Sexuality, Race: Passing (1929) M 11/8 Passing (intro-part 2) W 11/10 Passing (part 3-end); “The Veils of the Law,” Corinne Blackmer Week 8: (Pseudo)scientific racism: Black No More (1931) M 11/15 Black No More (intro-ch. 8) W 11/17 Black No More (ch. 9-end); “The Open Sesame of a Pork-Colored Skin,” Jason Haslam
Section II: Resistance to the Social Fabric 16 (M) Matrix (1999) Althusser, “Ideology and Ideological State Appartuses” 18 (W) Matrix Althusser, “Ideology and Ideological State Appartuses” 20 (F) Matrix Althusser, “Ideology and Ideological State Appartuses” **BP Due** 23 (M) Fight Club (1999) Kristeva’s “Approaching Abjection” 25 (W) Fight Club Kristeva’s “Approaching Abjection” 27 (F) Fight Club Adorno and Horkheimer, “The Culture Industry: Enlightenment as Mass Deception” **BP Due** 30 (M) Fight Club Adorno and Horkheimer, “The Culture Industry: Enlightenment as Mass Deception” October 2 (W) Agamben, excerpts from Homo Sacer Thesis Workshop for Paper #1 4 (F) Macbeth (1971) Agamben, Homo **BP Due** 7 (M) No Class 9 (W) Macbeth Agamben, Homo Sacer Due: Paper #1 11 (F) Fall Break (No Class) Section III: Bodies in Resistance 14 (M) 28 Days Later (2002) Fanon, excerpts from Wretched of the Earth
Accurately and thoroughly EXPLORES the issue or problem 1 Unskilled Accepts evidence and statistics at face value, makes no attempt to separate facts from opinions. 2 Developing Analyzes and verifies the evidence, uses objective questioning to separate facts from opinions. 3 Proficient Challenges the evidence to verify its accuracy, actively looks for fallacies in reasoning or for information that may have been omitted that may be relevant to the issue. Comments: Accurately and thoroughly EVALUATES the issue 1 Unskilled Presents conclusion as a simplistic summary of information, rather than analysis. Fails to identify implications or consequences of the conclusion. 2 Developing Presents conclusion as the most reasonable based on the evidence. Does not fully consider the implications and consequences of the conclusion. 3 Proficient Presents conclusion as the most reasonable based on the evidence. Carefully considers the implications and consequences of the conclusion or decision. Comments: Demonstrates critical thinking CHARACTERISTICS: awareness, curiosity, flexibility and common sense
1 Unskilled demonstrate any of the characteristics. 2 Developing Demonstrates some of the characteristics, or demonstrates all the characteristics but for only part of the process. 3 Proficient Demonstrates all characteristics throughout the entire critical thinking process. Comments: Appendix Action Plan Step One: Skill Review
Your example: BIOGRAPHICAL CRITICISM Example: Dahl’s childhood dream of becoming a police officer, and problems in his marriage directly influenced the writing of “Lamb to the Slaughter”. Your example: HISTORICAL CRITICISM Example: Mary gets away with committing “the perfect crime” because crime-detecting technology was less advanced than it is today. In today’s world, she would surely be caught. Your example: PSYCHOLOGICAL CRITICISM Example: Mary Maloney is highly skilled at deceiving herself. Example: Mary is driven to murder because she has not found an appropriate outlet for her negative thoughts. Your example: MYTHOLOGICAL CRITICISM Example: The symbol of lamb in the story evokes the Biblical metaphor, and emphasizes the brutish nature of the crime. This makes Mary a lion. Your example:
Critical Communication Errors As I talk with people each week, I often hear about things people say that really get in the way of effective and respectful communication. I am not sure that it is often done with intention, or perhaps more often, in haste, out of impatience, or due to conflict. In any event, these words prevent understanding and often undermine the important relationships we have here at NDSU. Here are a few things to avoid, and how to respond to them: “Why would you do that?” “Shutting your door to avoid work isn’t going to help you.” *Making assumptions. You may have an idea about what’s going on for a person, but you have no way of knowing for sure until you ask. “That was simply WRONG.” (Criticizing) “This is all your fault.” (Blaming) “You know what your problem is?” (Diagnosing) Judging a person and what he or she is doing or saying results in defensiveness, misunderstanding, and even feeling unsafe. Offering solutions by: Ordering – “You need to fix that right away.” Threatening – “If you don’t do this, I won’t help you.” Moralizing – “You should apologize to her.” Excessive Questioning – “When did it happen?” “Are you sorry?” “What did you say then?” “Wow, do you regret saying that?” “What did he do then?” Advising – “Here is what I think you should do…” Surprise: Offering solutions in these ways can leave others feeling manipulated, coerced, demeaned, anxious, dependent and resentful. Avoiding concerns by: Diverting – “If you think that’s bad, let me tell you what happened to me!” Logical Argument – “If you keep saying that kind of stuff to Susan, you can expect this treatment.” Reassuring – “You have the tools to handle this. You’ll deal with it and get over it.” “This too shall pass.” Impact: When we avoid others’ concerns, they leave feeling unheard, unimportant, and diminished. How can we respond effectively in the face of the examples above?
2.4 Scope This progress report focuses on assessing the implementation progress of legislative requirements and key outputs from the Strategy as depicted in Figure 1. Figure 1 also shows the relevant sections of this report for each element, and the sectors that were required to implement the respective elements in the first Cycle. IGEM recognises the varying maturity levels of existing resilience measures across sectors and the relative infancy of the new arrangements, which came into effect on 1 July 2015. Therefore, it is acknowledged that not all of the activities under the Cycle have been fully implemented at the time of this progress report. FIGURE 1: IMPLEMENTATION OF NEW CRITICAL INFRASTRUCTURE RESILIENCE ARRANGEMENTS 2015–16 Legislative requirements Strategy components 3.1 3.2 3.3 Relevant Ministers assess or reassess the criticality of infrastructure Go ver nor in Council designates vital critical infrastructure EMV establishes and maintains th e Victorian Critical Infrastructure Register Establish Sector Resilience Netw orks to assist in building upon strong industry and governmen t partnerships Portfolio departments lead th e developmen t of a Sector Resilience Plan for th eir relevant sector(s) in co llab oratio n w ith in dustry 3.5 3.5 3.4 Resp onsible en tities undertake the Resilience Improvement Cycle (vital cr itical in frastr ucture only) EMV produces an annual All Sectors Resilience Repor t 3.6  Emergency risk management planning  Exercising  Auditing  Statement of assurance Relevant sectors during 2015-16 Banking and Finance Government Relevant sectors during 2015-16 Energy Transport Communications Energy Health Transport Food and Grocery Supply Logistics Water
Critical Lens for Choosing Principal Rubrics Considerations SED Approved Principal Rubrics The Leadership Performance Matrix Multi-dimensional Principal Performance Rubric (MPPR) Vanderbilt Assessment of Leadership in Education Cost None for rubric alone Cost embedded into Professional Development $360 for each principal Content Resilience Personal Behavior Student Achievement Decision Making Communication Faculty Development Leadership Development Time/Task/Project Management Technology Learning SED link: *Domains: Shared Vision of Learning School Culture and Instructional Program Safe, Efficient, Effective Learning Environment Political, Social, Economic, Legal and Cultural Context Community, Integrity, Fairness, Ethics *The following dimensions are used to flesh out each domain: Culture, Sustainability, Instructional Program, Capacity Building and Strategic Planning Process SED link: Connections to External Performance Accountability High Standards for Student Learning Rigorous Curriculum Quality Instruction Culture of Learning and Professional Behavior SED link: Technology Component Supported in iObservation-an online tool for collecting and reporting evaluations of teachers and principals to a variety of audiences. iObservation can be customized on some levels to suit districts Cost TBD (may be aideable) Site License includes: Online PD Enhanced Rubric with Hyperlinks “App” under development for use in observation Cost TBD Online survey, reports generated including sources of evidence, effectiveness rating (included in initial cost) Research/Rationale First edition of Assessing Educational Leaders, containing Leadership Performance Matrix, published in 2004, second edition in 2008. Developed by LCI, Inc. based on the work of Communities for Learning and with ISLLC standards embedded; research supporting the domains provided and research on the rubric underway. 360 ° evaluation tool, originally funded by Wallace Foundation and supported by Vanderbilt University. Six research studies on reliability and validity have been conducted and five others are underway.
Protocol A structure for examining student learning in a democratic and orderly manner that allows students to their opinions, ideas, and concerns with one another, typically in pairs or small groups Questioning the Author A strategy designed to encourage students to think beyond the words on the page and to question the author’s intent for the selection and his or her success at communicating that intent Glossary for Critical Reading (continued) Reading Stamina The ability to sustain a prolonged period of independent reading Reciprocal Teaching A strategy in which students become the teacher in small-group reading and discussion sessions Rhetorical Strategy A strategy used in writing and discussions to effectively enhance the art of discourse Succinctly Precisely concise Synthesize Combining two or more components, findings from sources that are gathered, to form a new whole, a conclusion drawn from those findings Tableau A description of a scene presented on a stage by silent and motionless costumed participants Word Consciousness Knowledge and disposition necessary for students to learn, appreciate, and effectively use words Contributors The following people contributed to the development of this document: Jennifer Akers - Cabot Amy Matthews - Fayetteville Alexander - Nashville Gerri McCann - Manila Rebecca Allen - Valley View Amanda McMahan - Magnolia Jane Balgavy - Jacksonville-North Pulaski Lynn Meade - University of Arkansas
Exceeds Standards “I know/Can do it well enough to make connections that weren’t taught.” Standard “I know/Can do everything that was taught without making mistakes” Approaching Standard I know/Can do all the easy but I don’t know/can’t do the harder parts.” Below Standard “With help, I know/can do some off what was taught” Critical Reading TECHNIQUES Underline/highlights meaningful parts (not randomly selected materials) Interesting questions responding to the text are written in the margins Summarizes main points connections to previous knowledge and class material Examines the text for bias Makes inferences and predictions sentences that are most important Puts questions marks next to sentences that are confusing ANALYSIS Quantity: were plenty of analytical comments/questions made but the teacher can still “see the page” (the student didn’t overdo it) Quality: Uses high Levels of Understanding to write comments and question author (Text-Text, Text-Other Texts, Text-Reader, Text-World) TECHNIQUES Students does most of the elements required and in “Exceeds Standards” however there was more information that could have been critically read ANALYSIS Quantity: There were SOME analytical comments/questions made, but they could have written a few more Quality: Uses SOME high Levels of Understanding to write comments and question author, but a lot of the comments were rather simple TECHNIQUES The student is critically reading, however not many techniques were used. ANALYSIS Quantity: A few attempts were made to analyze Quality: Once or twice the student seemed to be making an interesting connection but it’s not complete clear the student know how to analyze the text TECHNIQUES The students ONLY underlines and/or highlights. ANALYSIS Quantity: Only one or two attempts were made to analyze the text Quality: With a little guidance this student can create analytical comments when reading a text
- your understanding of the importance of biodiversity in supporting sustainability - your ability to connect evidence discovered about the site to what is already known about biodiversity your plan of action – is it plausible, well thought out, practical, thorough, well communicated? Have you followed a triage model? Your remediation plan – is it detailed, is it cost-effective, will it ensure no further loss of species Conservation Triage Checklist Be sure you have done the following in your report: considered all the – abiotic and biotic factors; described the nature of the event/disaster; included a clear description of the location of the threatened area did not ignore any of the observed species – including the keystone species considered resources available and imminence of the threat faced in your plan of action that your triage plan is complete – (SALT)outline includes how to identify/assess and prioritize the victims, how they will be treated/moved etc. a list of safety precautions to be taken during the triage action does your Remediation plan provide at least 3 ways to avoid further species loss. Raises new questions or provides ideas for additional research How clearly have you done the following? Is the checklist/flowchart(s)created effective to help identify the critical organisms in the stream? How you would know the impact of the loss of one species on the ecosystem? Provide detailed description of how effective your quick action- triage would be at saving the biodiversity of an ecosystem? Assess the degree to which biodiversity is important to maintaining the ecosystem.